Ginger Hall

Math Portfolio
The College of New Jersey
Math 596
Professor Niemis
December 16, 2014

Portfolio Rubric
1. Cover Page

_____/2pts

2. Portolio Rubric

_____/1pts

3. Table of contents

_____/2pts

4. Math Autobiography

_____/5pts

5. Teaching Statement

_____/10pts

6. Introductory Letter

_____/10pts

7. Resume

_____/5pts

8. Sample Math Lesson Plan

a. Lesson Plan

_____/5pts

b. Assessment

_____/5pts

c. Reflection

_____/5pts

9. Two professional article critiuqes

_____/10pts

10. Literature titles and explanations

_____/10pts
11. Math Activities and explanations
_____/20pts
12. Website and explanations

_____/10pts

Total

_____/100pts

Table of Contents
Math Autobiography...................................................4
Teaching Statement....................................................5
Introductory Letter....................................................6
Resume.......................................................................7
Sample Lesson Plan.................................................8-9
Lesson Plan Reflection/ Assessment..........................10
Article Critiques....................................................11-17
Literature Titles..................................................18-22
Math Activities....................................................23-32
Math Websites....................................................33-38
Additional Items.......................................................39

Math Autobiography
When I was younger, I always had pleasant experiences with math. Some of my
favorite experiences learning math occurred during my middle school years. I had
wonderful teachers who really helped me to understand the concepts and made the
subject exciting. My 8th grade math teacher immediately comes to my mind when
reliving this time period. Mrs. Shapiro was extremely entertaining and made the subject
of math fun for 8th graders. I can even remember wanting to be a math teacher because of
her! Even though we were learning algebra, which can be difficult for 8th graders, she
always managed to make us laugh. I did well in her class and looking back now, I
attribute that not to my intelligence, but to her dedication and passion for the subject she
was teaching.
Once I entered High School, my viewpoint of math drastically changed. Being
introduced to more complex math subjects like calculus challenged me in an unpleasant
way and my enjoyment of math seemed to slip away. I struggled with these areas and I
started to lose faith in my abilities as a student of mathematics. It began to feel more like
work and I started to shy away from math courses. High School was also the first time
where I can remember tracking becoming important. You were either in average,
advanced or honors and students knew exactly where they stood. Even though I was in
advanced, I knew I was not at the honor level and felt discouraged. By the time I had
reached college, I took the required math courses and did well in them, but never again
felt that excitement I felt in Mrs. Shapiros class.
In my current everyday life, I use math on a daily basis. Since living on my own, I
have a newfound appreciation for math and just how important it is. Whether I am food
shopping or using coupons to make a purchase, I heavily rely on math for making my
budget work every month. Understanding how much 20% off is on a $50.00 pair of shoes
or how much the cost per apple is when the price is $1.99 a pound, all relate back to basic
mathematic skills. When I am shopping, I find myself constantly doing mental math and
also pulling out my phone to use the calculator for more difficult problems. If it werent
for my education, I would not have these foundational skills that have become so
significant in my adult life.
As a teacher, I think that the key to keeping kids engaged in math is making it
relevant for them. We must make whatever topic we are teaching seem pertinent and
important to our students. The moment a child thinks that the subject is unconnected from
their lives, is the moment they will be lost. I also think it is critical to include
differentiation in subtle ways that do not leave other students feeling disheartened. Even
though in elementary school students are not separated by ability, they can pick up on
who struggles and who the early finishers are. I will always strive to create an inclusive
and captivating environment where students can learn about mathematics and the ways in
which it relates to them.

Teaching Statement
The more I learn about the field of education, the more I am seeing my personal
teaching beliefs and practices develop. I think that this process will continue to evolve as
I spend more time in classrooms and continue to gain hands on experience. Just after my
brief time in a first grade classroom this past semester, I feel like I have grown
tremendously in how I plan to run my own classroom in the future. Each day is a new
learning experience and I plan on absorbing and incorporating both beliefs and practices
into my own teaching philosophy.
First and foremost, I plan on maintaining a structured and well managed
classroom. All students appreciate when they know exactly what is expected of them and
what behaviors are not tolerated. Especially in the lower elementary grades where they
are not only learning content but also learning what it means to be a student, they are
desperate for guidance and instruction. I think outlining these boundaries and
expectations from day one will help the entire class function more smoothly. When a
simple distraction occurs, it takes away from the entire classes learning which I do not
think is fair. For example, establishing a set of classroom rules with the students for
which they all must abide. I feel it is my job as the teacher to set up these standards and
ensure they are upheld throughout the school year.
I also hope to create a positive, educational environment where each student is
supported to learn to the best of their abilities. For me this means incorporating
differentiation for all levels, for both the lower level abilities and also the higher, more
gifted students. Offering the extra support for the lower level students is just as crucial as
having additional, challenging activities on hand for the early finishers. I think it is
important to not address these activities as extra work, but more as a continuation for the
benefit of their learning. On the other hand, it is equally important to offer the additional
help and support to any student who is struggling without calling attention to their
difficulties.
Lastly, I hope to maintain a classroom where each student feels comfortable and
secure to pursue their educational goals. Elementary students should be excited and
enthusiastic to learn. As a teacher, I think it is my responsibility to ensure that this type of
environment is created. Establishing a strong, class relationship among the students is one
way to help foster this belief. Taking time for a morning meeting or encouraging students
to help one another are methods that can lead to a stronger, more cohesive classroom.
Each student should feel at ease in his or her classroom, without fear of any mockery
when sharing an answer, thought or opinion.

One final thought I think is the most important when it comes to reaching,
challenging and teaching, is to know your students. This idea truly became a reality when
I set foot in a classroom. Your students will show you who they are and what they need in
order to succede. It is my job as their teacher to truly seek out their needs and address it
through my teaching. It is the key to achieving success for both the teacher and the
students. Introductory Letter
Dear Reader,
Reflecting over this past semester brings many memories to my mind. As
students, we have been overloaded with a great deal of new information and an endless
list of things to remember. As teachers, we have been thrown into classrooms and
challenged in many new ways. This course however, has not felt foreign in comparision
to the others. This course has unearthed knowledge I already had burried deep within my
brain. I feel I have grown so much as a teacher of mathematics during the last few months
and as a result, now have a stronger confidence when entering a classroom. This course
has given me the mathematical tools I will need to be a successful and engaging teacher
throughout my career.
One of the most important concepts that I have learned in the area of math
teaching and understanding is how important it is to show kids why something happens,
not just tell them. When looking back on my own education, I can remember formulas
but noone ever explained to me how the formals came to be or why they worked in the
first place. My elementary school math experience consisted of remembering information
then spitting it out right back on a worksheet or test. The approach to mathematics we
learned in this course gives the student a more concrete foundation from which they can
grow. I greatly enjoyed learning how various algorithms came to be and visually seeing
why they worked. I think giving students a deeper, more thorough explanation of
mathematical concepts will truly help them remember these concepts in the long term.
Another imporant connecting concept that I have taken away from this course is
the significance of using manipulatives to provide a more visual understanding. In our
course, we used manipulatives in many different ways to bring the concepts to life. These
manipulatives provided a hands on experience that helped make sense of mathematical
ideas we were already familiar with. Cuisinair rods, base ten blocks, tens frames and
counters are just some examples of manipulatives we used to work through various
concepts. I would like to provide my own students in the future with as many
manipulatives as possible.
Successfully teaching mathematics to my students will be a priority when I finally
run my own classroom. This course was the first stepping stone in a long path that will
continue as my journey as a teacher unfolds. Please enjoy reading through this portfolio
which is a tangible example of the knowledge I grained through this course!
Warm Regards,
Ginger Hall
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Resume

GINGER L.HALL
68B Harding Road
Red Bank, New Jersey 07701

Hallg3@tcnj.edu
Cellular Phone (908) 251-2152

OBJECTIVE
Seeking an elementary teaching position incorporating strengths gained from my communication background.

EDUCATION
TheCollegeof New J ersey, Ewing, New Jersey
M.A.T Elementary Education
Expected Graduation Data: May 2014
Rutgers, TheStateUniversity of New J ersey, New Brunswick, New Jersey
B.A. Communication, English
Graduation Date: May 2012
Overall GPA: 3.8

HONORS
Academic ExcellenceAward, Top 10% of Rutgers School of Arts and Sciences, Spring 2012
Dean's List, All semesters

FIELD EXPERIENCE
Student Teaching Internship 1, Bear Tavern Elementary School, Hopewell, New Jersey Fall 2014
Taught a 1st grade class phonics, language arts, mathematics and science.
Collaborated with other student teachers in a Lesson Study to create a Science Unit.
Obtained experience in administering and grading unit assessments using rubrics
Worked with an individual student to complete a literacy profile including Running Records, Words Their Way
Developed lesson plans that provided differentiation and also aligned with the NJ Common Core Standards

WORK EXPERIENCE
Rezkom Enterprises Ocean, New Jersey, December 2012 Present
Marketing Associate
Implement creative marketing strategies to grow and develop business
Manage all social media platforms including Facebook, Twitter and LinkedIn
Anthropologie Shrewsbury, New Jersey, January 2012 December 2012
Customer Associate / Visual Display Associate
Develop a loyal customer base by providing excellent customer service and overall store experience
Assisted in the design, creation and execution of extensive visual displays present in the store
VOLUNTEER &LEADERSHIP
Rutgers University Association of Women in Communication (AWC)
President, Vice President May 2010 May 2012
Managed and delegated tasks for members. Organized attendance of networking events and programs. Prepared and
filed all executive documents. Facilitated philanthropic involvement.
School of Communication and Information Student Leadership Council
Executive Member, Fall 2011 May 2012
Worked collectively with other student leaders to offer input and influence on university wide, student-oriented issues
DanceInstructor
September 2006- June 2012
Worked as a volunteer dance instructor for elementary school children. Helped fundraise and coordinate the annual
elementary school lip sync show.

Sample Math Lesson & Refelection

Telling Time to the Half-Hour

Lesson Topic: Students will review basic concepts of telling time and practice telling
time to the hour and half-hour.
Essential Question: Can the students tell time to the hour and half-hour?
Standards: CCSS.MATH.CONTENT.1.MD.B.3 Tell and write time in hours and halfhours using analog and digital clocks.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving
them.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will be able to tell time to the

hour and half hour.

The teacher will call on various students to

give the answer of what time is being
displayed on the demonstration clock.

The students will be able to demonstrate

time telling by successfully completing the
corresponding journal page.

The teacher will observe students and check

the their answers as they complete the
assigned math journal page.

Materials: Math Journal, Class Number Line, Slates, Demonstration Clocks, Tool-Kit
Clock, Childrens Literature
Prior Knowledge: Students will have previously been taught the basic concept of telling
time. They have also created and worked with their tool-kit clocks.
Hook: The teacher will ask students if they know what time they go to lunch (about
11:30) and what time they get back from recess (about 12:30). How do we know when it
is time to go and come back though? We use the analog clock, more specifically the
minute hand to tell us when it is time.
Instructional Plan:
Revisiting Telling Time
1. The teacher will get started by doing some addition and subtraction problems on
the board. Children will use the number grid on the inside back cover of their
journals to find the answer and write it on their slates - Ex. 12+7=19
2. The teacher will then use her demonstration clock to review: Minute hand, hour
hand, clockwise, how long it takes for the hour and minute hand to go all the way
around. She will emphasize that the minute hand is the longer one and the hour
hand is shorter. She will use the length of the words and write them out on the
board to help children make the connection.

3. The teacher will then show the children various to the hour times on her
demonstration clock and call on various students to give the correct time. She will
ask them to model a specific time on their tool-kit clocks.
4. The teacher will then practice estimating the time using an hour-hand-only clock Ex. move the hour hand so it points to the 5, about what time is it? 5 oclock.
5. The teacher will go through several more examples and remind them to use
phrases like about, almost, just before, a little after, in between etc.
Introducing Half-Hour
6. The teacher will demonstrate moving her clock from 4:00 to 4:30 and the changes
that happen to both hands. Discuss how 4:00 has now become half past four or
four thirty
7. The teacher will then go through several examples on her demonstration clock
with the minute hand pointing straight down. The students will model the same
time on their tool-kit clocks and tell about what time is shown.
8. Students will then complete pg. 39 in their math journals for additional practice.
Ongoing Learning & Practice
9. If time allows, children can practice money skills by playing Penny-Nickel
Exchange.
10. Students will also complete Math Boxes on pg. 40 in their math journal.
11. The teacher will assign Home Link 3-7 to the students for homework and make
sure they record the assignment.
Differentiation: The teacher will be walking around and offering additional support to
any students who need further clarification. For early finishers, students will be allowed
to complete an activity where they order clocks by the times they display from earliest to
latest.
Questions: How can you tell if the clock is showing a half-hour time? Where does the
minute hand point? What directions do the hands of the clock move? How long does it
take for the minute hand to go all the way around? What is the difference between 60
minutes and 1 hour?
Classroom Management: The teacher will use the chime if necessary to gain all the
students attention. The teacher will ask students to look and see what their neighbor is
doing if they are not on track or topic.
Transitions: Students will transition into this lesson upon returning from lunch/recess.
The teacher will allow a few minutes for the students to settle down before beginning.
Students will transition to the next subject by putting away all math materials and taking
out their social studies folder.
Closure: To close the lesson, the teacher will review for a final time the minute hand,
hour hand and where the hands point when telling time to the half hour. She will also
remind the students to be sure they recorded the homework for the night.

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Lesson Plan Reflection & Assessment

When I taught this lesson during my time at Bear Tavern Elementary School, it
went well. This was not the first math lesson I had taught, so I had a little bit of
experience from previous lessons to rely on. Two things I tried very hard to remember as
I went through the lesson was to maintain a slow pace and keep repeating the main idea
of the lesson. For example, in this lesson it was knowing the difference between the hour
hand and minute hand and then understanding where each fell when telling time to the
half hour. Overall, my teaching of the actual lesson was successful. I broke it down in a
simple manor for the students and kept practicing with them.
Looking back and reflecting on this lesson, one thing I would alter would be
trying too hard to follow the directions the math book recommended. As you could see
from the lesson plan, Bear Taverns math program Everyday Mathematics tries to
incorporate multiple math topics into one lesson. It spirals concepts throughout chapters
instead of just focusing on one at a time. This lesson opened with practicing
addition/subtraction problems, learning the new concept of telling time to the half hour
then switch gears to playing a money exchange game, all before journal pages and
recording the homework. This is a lot to integrate into one lesson, especially when
dealing with a rambunctious group of 6-7 year olds. Even though they were well behaved
for most of the lesson, by the end I could tell they were fading fast. If I had to do the
lesson again, I would definitely try to cut the lesson down and focus on only the most
important aspects.
Another thing I would change or impose for next time would be having more
worksheets and activities on hand in the days following the lesson to give continued
practice. According to my cooperating teacher, telling time is something that just clicks
for some first graders while others just struggle to understand it. With that being said,
some of my students did grasp the concept immediately while others grappled to
comprehend it at all. Like most topics, I think the more experience and exposure the
students have with Telling Time, the more successful they will become with it.
There were several components of this lesson that allowed for easy assessment.
During the actual lesson, many students were called on to answer questions. For example,
I modeled a time on a large Judy Clock and would call on students to tell me what time
was being shown. This would allow me to see who is confident in their answers and who
is not. I also used the thumbs up and thumbs down technique to see if the students agreed
with their classmates answers. A second form of assessment I used was reviewing the
completed journal page based on the lesson. I was able to walk around while the students
were completing the page and see exactly who understood and who needed support. For
further assessment, I could review each students end-of-unit-check to see if they
remembered the concept long term.

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Article Critiques
Article Critique #1: A Common-Sense Approach to Common Core Math, Part III:
Drawing Diagrams for Dividing Fractions By: Barry Garelick
In the article A Common-Sense Approach to Common Core Math, Part III:
Drawing Diagrams for Dividing Fractions, author Barry Garelick addresses the issue of
dividing fractions and the challenge presented to children who are expected to represent
these fractional problems with pictures. He presents a problem he believes children are
now encountering as a result of the Common Core Math Standards and offers some
solutions he thinks would be valuable. Mr. Garelick challenges the interpretation, the
language and the intentions of the Standards, all of which I think are very important and
highly relevant areas of the Common Core that deserve a closer look.
Mr. Garelick believes that the Common Core Math Standards are being
interpreted far too literally. He compares the Standards to the bible, saying that they
should not be dissected and interpreted word for word, but that certain things can and
should have multiple interpretations. For example he says, While the standard suggests
that students use visual fraction models, that term can be interpreted in several ways. A
sensible interpretation is presenting such models to students as a means of explanation. A
pictorial representation can illustrate what it means to divide 7/8 by 3/16, for example,
without having students actually draw it. This does not mean though that in order for the
child to successfully comprehend dividing fractions means that they have to be successful
in visually drawing it.

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I completely agree with Mr. Garelick on this issue, especially now when the idea
of differentiated instruction is being so strongly incorporated throughout all classrooms.
Not all children will be able to visualize and draw math problems in the same way.
However if they can still successfully complete the problem using their own strategies, do
they deserve to be penalized? I do not think so. In the real world, people use all different
strategies to solve mathematical problems. They also tend to use the strategy they feel
most comfortable and confident in. I believe children should be encouraged to solve
problems using the way that works best for them.
Mr. Garelick also challenges the language of the standard. He says, In addition to
requiring visual fraction models and equations to represent fractional division problems,
the standard also requires that students explain how the fractional division algorithm
works. How the student should explain it is not made clear, other than use the
relationship between multiplication and division. Should the student draw visual
models? Should he demonstrate why it works? Mr. Garelick believes that this sort of
vague language leaves much to be interpreted by both the instructor and the student.
Without clearly spelling out what is expected, presents the opportunity for confusion to
arise.
Once again I agree with Mr. Garelicks viewpoint. One of the most important
things to me as a student is knowing what is expected of me. I also hope that as a teacher
I am able to clearly express to my students what I expect of them. Even though the
Common Core Standards are new to me as an aspiring teacher, some of the language used
is vague and does not always present clear student objectives. This is an example of

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another challenge teachers may encounter when using the standards as a basis for their
lesson planning.
Finally, Mr. Garelick believes that the ultimate goal of any mathematical
instruction should be achieving a genuine, age-appropriate understanding. It is certainly
worthwhile to explain to students why the fractional division algorithm works. Even
more important, however, is recognizing that a student who knows what problems
fractional division can solve and can perform the procedure possesses some
understanding. Here he is desperately trying to explain that drilling these mathematical
concepts into children is important however, students also need to understand how to
apply these strategies and comprehend why they work.
Understanding the procedures step by step is great, but if the students do not
know how perform the steps and actually use them poses a far greater problem. Just being
in a classroom for the past few weeks has really shed some light on what Mr. Garelick is
addressing here. I am in a first grade classroom and the children have a jam-packed
schedule. My corresponding teacher feels rushed throughout the day, not only trying to fit
in every subject but also teach material she sometimes feels is more advanced then they
are ready to handle. While it is great to challenge students, I agree wholeheartedly with
Mr. Garelick in the fact that the material must be age appropriate. I also agree that
students demonstrating comprehension of these mathematical strategies should far out
weight the importance of their scores on standardized tests.
Overall, my viewpoints on the Common Core Mathematical Standards, more
specifically the Fraction Division Standard Mr. Garelick was focusing on, seem to align
pretty directly. While I understand the importance one might place on drawing fraction

14

division problems out to visually come to an answer, it should not cancel out the
importance of other areas. As teachers it is our responsibility to decide what to take away
from these standards and teach to our students.
Article Link: http://news.heartland.org/newspaper-article/2014/09/29/common-senseapproach-common-core-math-part-iii-drawing-diagrams-dividi

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Article Critique #2: Under Common Core, Teachers Band Together to Build Math
Coherence By: Liana Heitin
In the article Under Common Core, Teachers Band Together to Build Math
Coherence, author Liana Heitin discusses one of the new major mathematical shifts in
the Common Core State Standards, coherence. I found this article very interesting for
several reasons. I am new to the Common Core and Ms. Heitin broke down the
mathematical standards in a very simplistic way. I found myself comprehending her
explanations and trying to make connections to the mathematical practices I observed
during my student teaching practicum. I also agree with Ms. Heitins viewpoint on having
teachers work together in order to create that more coherent and well-rounded
curriculum. It is critical for teachers to know what previous knowledge their students
have in order to successfully build upon their mathematical skills. Working together to
develop and carry out cross-grade curriculums is the most direct way to make this new
standard a reality.
Ms. Heitin goes on to describe how the new standards ask students to "apply and
extend previous understandings" when learning new skills. Students are expected to learn
skills in a particular grade then file the skill away for a few years until that topic
resurfaces and is further built upon. Heitin uses the example of multiplication to show
how it progresses through the grades, first learning basic multiplication in third grade,
multiplying fractions in fifth grade and dividing them in sixth. This clearly shows exactly
why it is important for teachers to collaborate. Mr. Daro, a lead writer of the common
core math standards says, "As a teacher, what it means is you really should be familiar
with the whole program, not just the part of the program where you add on new

16

knowledge." I agree with the way Mr. Daro describes the standards, without having a
complete understanding of the program, how can teachers give their students the skills to
succeed.
Making cross grade connections is one way for teachers to overcome this new
challenge. Heitin discusses the issue with several different teachers to get their
viewpoints. "We may discuss a topic we'll talk about in 7th grade, and tie it into a topic in
6th grade, and where they're going with it in 8th grade," said Dawn Caine, a middle
school math teacher. I strongly agree with the idea of linking a topic to not only future
material but drawing on the students prior knowledge to trigger their past memories as
well. I think tying together the past, present and future connections of a mathematical
topic would be very beneficial for the student.
By relying on teachers in other grade levels, Heitin describes how teachers can
work together to ensure that each concept is being delivered in the most effective way
possible. For example, Heitin talks with Ms. Austin, a 4th grade math teacher at Rock Hall
Elementary in Rock Hall, Maryland. Ms. Austin shares how working with teachers below
her grade level has given her a firmer grasp on the progression of her students, "I'm not as
familiar with the 3rd grade document, so she (a 3rd grade colleague) can remind me to
take it down a notch." I think that this is a very advantageous and rather simple strategy
teachers can use to ensure their students are progressing at the correct speeds. By having
a quick discussion or scheduling a brief monthly meeting, teachers can become more in
sync with where their students have been and where they are trying to go.
Overall, I found this article provided very valuable information, especially for
someone who is new to the education profession. I enjoyed how Heitin used the voice of

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real teachers to show how this new standard could be easily be woven into a daily
routine. I also think that she perfectly captured what students of mathematics stand to
gain if their teachers work together to create a more coherent curriculum.
Article Link: http://www.edweek.org/ew/articles/2014/11/12/12cc-coherence.h34.html

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Literature Titles

During my time in this math course, we disussed many different Childrens

Literature titles that could easily be integrated into our elementary school math teaching.
These titles help to open the door for our young students to form connections to new
concepts that may seem daunting at first. They also make the material more relatable,
brining the concepts down to a childs level of explaination. I think incorporating
literature is a very important and useful strategy an elementary school teacher can use to
benefit their students and their learning.

The first book title I want to discuss is Measuring Penny. This

book told the story of a little girl who was given the homework
assignement of measuring something in several different ways. She
must also use both standard and non-standard methods of
measuring. She decides to use her dog and goes through the entire
story measuring Penny against various standard and non-standard methonds including
inches, other dogs, and cotton swabs. This book could easily be integrated into any unit
on measurement. It addresses many standard units of measurement while still keeping it
fun at the same time. I also particually liked the books emphasis on using non-standard
methods of measurement. I think kids would find it exciting to create their own nonstandard methods and be more engaged as a result. It would be easy to incorporate an
activity that models the assignment given to the girl in the story for the students to carry
out in their own classrooms.

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The second literature title I would like to discuss is the poem Shapes by
Shel Silverstein. This is a simple, short poem that could be used to open
a unit on basic geometric shapes. It touches upon a variety of shapes
that are taught during early childhood, including square, triangle and
circle. The poem tells a charming story about a square who gets injured, meets a whole
bunch of other shapes along the way, and finally ends up in the hospital. It uses these
geometric words not in their traditional sense, but to tell a funny story that would be
easily relatable to children. An activitiy that could be used for this poem is students could
be read the poem and they then would have to draw a visual representation of the poem.
This would require them to learn the shapes and their names.
The third childrens literature title I would like to share is The
Very Hungry Caterpillar by Eric Carl. This book tells the
story of a hungry, little caterpillar that eats his way through a
whole bunch of foods before becoming a beautiful butterfly!
This piece of literature could easily be integrated into a basic counting unit to show the
students a visual representation of counting various quantities. It could be used to teach
sequential couting as well as concrete numbers to early elementary school children. Since
Eric Carls books rely so heavily on the illustrations, the pictures would be the perfect
tool to help students vizualize the concepts of sequential counting and conrete numbers.

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The fourth childrens book I would like to discuss is Whats the

Time, Mr Wolf? This book tells the story of Mr. Wolf and the
various activities he does during the different hours in a day,
sequentially moving forward hour by hour. This book would be a
wonderful tool to introduce time telling to students. It shows in a simplistic approach how
time works and how it is directly correlated to different parts of a day, like when you
wake up or when it is time for dinner. It would also be relateable for elementary students
because they themselves are on a strict schedule. They know what time school starts,
what time lunch comes at and when it is time to go home. This book would help make the
tricky concept of time telling more attainable for students.
The fifith childrens literature book I would like to share
is Divide and Ride by Stuart J. Murphy. This book shows
how simple division problems can be relevant in a childs
life. It uses carnival rides and a group with an odd
number of friends to show various division problems and how they can be solved. The
book also uses ten frames at the bottom of each page to give the reader another way to
visualize the problem. This book could be a fantastic way to introduce division to the
upper elementary grades. And again, this presents the concept of division in a much more
relateable way. Teachers could use the actual scenarious from the book and use students
from the class to act out the various problems.
The sixth piece of childrens literature I would like to include is One Fish, Two Fish,
Red Fish, Blue Fish by Dr. Seuss. This is a classic childrens book that teaches the
concept of counting while still presenting the whimsical spirit of Dr. Seuss. In the book,
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there are various fictional creatures who engage in an assortment of

counting activities. It presents the reader with a valuable model of what
counting looks like. Furthermore, Dr. Seuss is an author children are
very familiar and comfortable with. He makes learning topics such as
counting and rhyming fun, disguising them with clever language and
illustrations. In terms of activities, teachers could use exciting manipulatives, such as
goldfish crackers, to help the students visualize counting and also have a tasty treat once
finished!
The seventh book I will discuss is Little Blue and Little Yellow by
Leo Lionni. This book was a very adorable way to teach children
about colors and how colors can blend together to create new
colors. This book can help a teacher introduce the primary colors
and then the secondary colors easily. It will also open opporuntities
for some hands on activities where students can create their own color wheels. It is also a
nice way to blend some artistic activities into a mathematical lesson. Some other ways to
link this to mathmatics is to create graphs based on colors, for example, which color is
most popular among the class. This will be a fun way to get students to create, collect,
organize and interpret data.
5 Little Monkeys by Eileen Christelow is the eighth piece of childrens literature I have
chosen to include in this portfolio. This is another classic childrens book that tells the
story of 5 monkeys jumping on a bed, one falls off at a time and bumps there head. At the
end, there are zero monkeys left jumping. This book can be used to help teach
subtraction, addition and even the difficult concept of zero. Subtraction is most easily
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related because the amount of monkeys on the bed continues to

decrease by one until none are left. Once all the monkeys have
fallen off, a discussion can be led about zero and what zero
means.
For my ninth selection, I have chosen Ten Black Dots by
Donald Crew. This book visually shows the gradual increase
of dots, one at a time, and the relationship the numbers have
to one another. This book could be used to cover several
mathematical concepts including counting, addition and subtraction. This book would
also be a wonderful tool to use when introducing the concept of ten frames since it
models the idea of counting by dots. It is simple enough for early elementary students to
follow along and will help familiarize them with the idea of understanding ten frame
values without having to count individual dots.
The final piece of literature I have chosen to include is Give Me Half by Stuart J
Murphy. This book tells a funny story about a brother and
sister who argue over spliting a variety of snacks in half. This
book would be perfect to read to a class when introducing the
concept of sharing and fractions. By using items like pizza
and cupcakes, makes the idea of fractions less foreign for the students. The author also
uses both pictures and mathematical equations to show the reader what it looks like to
divide the items in half. It is a simple, educational and fun way for students to begin
learning about fractions.

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24

Math Activities
Over the course of this semester, we used many different class activities to show
fun & engaging way to teach our students about math! These are activities that I will
remember and keep in my arsonal of tricks for my future teaching of mathematics!

Activity 1
One overarching math activitiy that we used, almost on a weekly basis, was a
Brainbreak! Brainbreaks are quick but fun mini activities that refocus the class and get
the students blood flowing again. We all know that sitting in a classroom for an extended
period of time can cause the students to loose interest or doze off. Enacting a brain break
is an easy way to snap them back to attention. Brainbreaks get the students up and
moving around, bringing energy and life back into the lesson.
We used breakbrains very frequently in this course. Each was unique in its own
way and usually resulted in laughter, which was nice at the end of a long day. One of my
favorite breakbrakes we did was Whos Missing. This consisted of the class standing in a
circle at the front of the room and one student is selected to stand outside the door while a
second student is removed from the group. The first student then comes back in, rejoins
the group, and has to figure out what other student is missing. This not only got the
students moving and engaged, but also interacting with one another. While this did not
have any mathematical connection per say, it did act as a fantastic icebreaker for the start
of a new school year or semester.
Another brainbreak we did that stood out to me was Teradactyl. This was a funny
one that also got the students moving and standing in a circle at the front of the room. The

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group had to count consecutively in a circle, however the catch was you werent able to
show your teeth and if you laughed you were out! Also, if you made the roaring sound of
a Teradactyl, the way the circle was counting reversed. This would be a fun brainbreak to
play with lower elementary students who are just learning how to count.

Activity 2
A second math activity that we used during this course was Childrens
Literature Speed Dating. This activitiy worked in a way similar to that of normal speed
dating. Each student in the class was required to research and choose a specific childrens
literature book that involved mathematics in some way. The student was to critically
think about how the piece of literature could be applied to mathematics within a
classroom setting. Each student then came to class prepared to share their findings. The
class was broken into two group that rotated through one another; giving each student an
opportunity to talk to half the class. Just like in traditional speed dating, each pair was
given only several minutes to share, and almost sell, the piece of literature they chose
with each other. Once the rotation came full circle, the class went back to their seats to
begin a discussion. Each student shared a different piece of literature they enjoyed
hearing about and how it would be appliciable in an elementary classroom. This gave the
class a long list of mathematical literature as well as a list of ideas to incorporate into
their own classrooms.
This activity was a great way to show how easily the gap between mathematics
and literature can be bridged. Childrens literature does not only apply to reading and
writing anymore, other subjects like math, science and social studies can also greatly
benefit from its incorporation into lesson plans. Anything from a book to a poem to an

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article can help form that cross curriculum relationship. Finally, this activity opened up a
new avenue for teachers to help their students make connections to new and uncharted
mathematical topics.

Activity 3
A next mathematical activity we did during this course that I found very useful
was creating our own Polygon Flipbook. This was a very simple but fun activitiy that I
think elementary aged children would react very positively to. The materials needed to
complete this activity were minimalistic and items most teachers would already have on
hand. They were construction paper, a stapler and a writing instrument. To create the
book, we folded several pieces of construction paper in a strategical manner so that each
page overlapped about an inch differently in length. This formed the flipbook style. We
then used a stapler to secure the pages in place. Finally, we devoted each page of the
flipbook to a different polygon. We wrote in the name of the polygon, showed a picture as
well as listed the correlating facts for each specific shape. It was a creative and enjoyable
way to organize mathematical information.
One aspect of the activity that I really found functional was the customizability of
the flipbook. Depending on what grade you are teaching, you can adjust the shapes
accordingly. For example, instead of using more advanced polygons like a trapezoid or
rhombus, a kindergarden teacher could create a more simplistic version of the flipbook to
introduce basic geometric shapes like square or triangle. I also really like how each
student is able to create their own, perosnalized flip book. This allows them to really
tailor their book to include specific facts or details they find important. Finally, the
flipbook acts as a personal reference tool that each student can keep in their desk and rely

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on when they find themselves in need of support. Teachers do not always have the
opportunity to provide extra assistance at the exact moment a student has a question. A
teacher can refer the student to their polygon flipbook to use as a mathematical tool and
at the same time, provide an additional layer of differentiation.

Activity 4
Another activity we used in class to learn a mathematical concept was the
Quantity of Siblings Data. We used numbers based on the quantity of siblings each
student had to create a pool of data. To begin, we collected the data from each individual
then proceeded to organize it through various means. First, we went around the room, and
each student shared how many siblings she had, 0, 1, 2, 3 or 3+. We recorded each
number on the board. We then organized the numbers, using tally marks to show exactly
how many students fell into each category. Once the data was all organized, we were then
able to apply it to different graphs and charts. We created a bar graph, a pie chart and a
histogram graph to show several different ways of representing the data.
This activity was a wonderful way to introduce data and data organization to
elementary students. Using the number of siblings as the foundation of the activity, made
the data relatable to all students in the class. They understood exactly where the numbers
were coming from and what they represented. It was an excellent way to model not only
how data is collected but also how it is then transformed to create different graphs. We
were able to create many different graphs based on the data we collected from our class.
A bar graph, a pie chart, a histogram graph, stem and leaf charts and also box and whisker
plots could all be introduced using this technique. For upper elementary students, this

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strategy could be further connected to the ideas of ratios, both part-to-part and part-towhole.

Activity 5
One of the most enjoyable activities we did during this course was the Leaf and
Marshmallows. This activity went hand in hand with teaching area and perimeter. For
this activity we used a worksheet with the outline of a leaf as well as a handful of minimarshmallows. We were instructed to first find how many marshmallows it took to
outline the entire leaf. Each student outlined the leaf and then counted how many
marshmallows it look to complete the outline. This was how we calculated the perimeter.
We were then instructed to completely fill in the leaf and count how many marshmallows
that took. This calculated the area. While the quantities of marshmallows varied slightly,
this method produced an overall reliable way of figuring out both the perimeter and area,
in terms of mini-marshmallows of course!
This was an excellent way to teach the mathematical concept of perimeter and
area to elementary students. Obviously it was fun to complete since it used a nonstandard method of measuring but it also acts as the perfect bridge to connect nonstandard and standard units of measurement. Giving students that small amount of
excitement, in this case mini-marshmallows, makes the concept you are teaching that
more appealing. Once they understand the basic idea that perimeter is the outline and area
is what it takes to fill the shape in, that knowledge can then be transferred to more
traditional standards of measurement. Furthermore, teachers could use this activity with
many different non-standard methods of measurement as well as shapes. For example,

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students could outline their bodies and then count how many footsteps it takes to make up
the perimeter.

Activity 6
AnotheractivitythatweusedmultipletimesinthiscoursewasTenFrames.Ten
Framesareaverydiversetoolteacherscanusetoteachamultitudeofmathtopics
rangingfromcountingandestimationtoadditionandsubtraction.ATenFrameconsists
of10emptysquares,2rowswith5squaresineach.Thisgivesthestudenttheimportant
understandingofthebasenumber10.Counterscanthenbeusedtofillintheempty
squarestorepresentanumber.Studentsmustbemadeawareofthefactthatonlyone
counterispermittedineachsquareoftheframe.Whenfirstintroducingthisactivity,
teacherscanaskstudentstomodelaspecificnumberontheirTenFrametoensurethey
comprehendtheconcept.Fromthere,theteachercanintroducemoreadvanced
mathematicalconcepts.
TenFramescaneasilybeincorporatedintomathlessonstoassiststudentswitha
visualcomponent.Forexample,whenfirstlearningaddition,theTenFrameorganizes
thenumbersinaverysimpleandstraightforwardway.Usingthecountersgivesthe
studentthehandsonexperienceworkingouttheproblemfromstarttofinish.Thesameis
saidwithsubtraction.TheTenFramecanalsohelpstudentslearntheveryimportantskill
ofestimation.Nocountersontheframerepresentszerowhileafullframeofcounters
automaticallyrepresentsten.Withthisconceptinmind,studentscanlearnhowtomake
anapproximateguesswhentheyseesomecountershavebeenaddedorremoved.

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Activity 7
ModelingwithBaseTenBlocksisanotherveryversatileactivitythatweused
throughoutthecoursemultipletimes.Havingneverusedthembefore,Ifoundthema
veryvaluableandenrichingmanipulativethatprovidedhandsonexperiencewhenit
cametounderstandingnumbers.Throughtheuseofbasetenblocks,teacherscanhelp
studentslearnaboutplacevalue.Beforestudentscanstartmodelingdifferentnumbers,
theyneedtoleantheplacevaluesaswellasthecorrespondingblock.Theblocksneeded
tocompletenumbermodelingaretheones,thesingleblock,thetens,comprisedof10
onesblocks,thehundreds,comprisedof10tensblocksandthenthethousandsblock,
comprisedof10hundredsblocks.Theblocksrepresentplacevaluesinatangibleway
thatcanhelpelementarystudentsseehownumbersbuilduponeachothertocreatelarger
andlargenumbers.
Basetenblockscanbeusedintheclassroomtoshowstudentsunderstandingof
placevalues.Ateachercanreciteanumberandhavestudentsrecreatethenumberon
theirdesksusingtheblocks.Takeforinstancethenumber125.Thiswouldbeshown
withbasetenblocksusing1hundredsblock,2tensblocksand5onesblocks.Thisshows
astudentexactlywhatnumberfallsintoeachplacevalue.Basetenblockscanalsobe
usedtohelpstudentsmodeladditionandsubtractionproblems.Theblockscaneasilybe
manipulatedtovisuallyshowadding,subtractingandalsotherelationshipbetweenthe
placevalues.Forexample,how10onesblockscanbetradedinfor1tensblock.
Furthermore,inupperelementarygrades,basetenblockscanbeusedtomodel
multiplicationproblems.

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Activity 8
Jigsaw was a grouping activity we enacted during class to show how flexible
grouping can be applied in a classroom. This activity allows the students to collaborate
with one another and opens the doors for communication about mathematics. As a result,
the students end up relying more on each other, building their understanding about the
topic and learning valuable life skills. Jigsaw works by first breaking the class into
groups. This is their home group. The members of the home group then venture out to
other groups in the class to become an expert on something. The group members then all
reconvene together to share what they have learned. This technique works to build a
sense of shared responsibility among the group members. It also promotes individual
accountabiliy for each member. This sort of activity is crucial to building a sense of
community within the classroom and positive team energy. In essence, it brings a little
taste of the real world into an elementary level setting.
This activity can lend itself to helping make sense of many different mathematical
concepts. There is not one ideal math topic the jigsaw would work well with as I think it
could be easily integrated into many lessons. Through this activity, students will learn to
rely on their group member first instead of always jumping right to the teacher for
answers. When the expert groups are meeting, it is the individuals chance to shine within
their group and bring back valuable information. This activity promotes both
collaboration and individual accountability which I think are two of the most important
lessons elementary school teachers can instill in their students.

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Activity 9
Another activity we used in class was the Hundreds Chart, also known as the
number grid. The hundreds chart is a grid of numbers showing the digits form one to one
hundred. For this activity, students are given a hundreds chart with only a handful of
numbers actually filled in. Students can then fill in the entire chart. From there, an
accompanying worksheet can be given to the students to help them make sense of the
numbers and how the chart works. Some probing questions can include: 1) What are
some important place-value related patterned you noticed? 2) Can you find all 4
neighbors that directly contact the number __ ? What do you notice about these numbers?
3) Use the chart to determine how much from one number to the next. This chart can be
used in an almost unlimited way depending on what topic the teacher chooses to focus
on.
The hundreds chart can be used to help explain many mathematicals concepts.
One basic skill it can help early elementary aged students with is counting. As they fill in
the chart, students can see patterns begining to form. From there, they can begin to look
at the place values and how the columns and rows are related. Addition and subtraction
can also be modeled using the chart. Counting forward and backward on the chart, will
represent the addition and subtraction of numbers respectivly. For instance, if we want to
use the chart to show 4 + 5, the student can place his or her finger on the starting number
4, count up 5 hops and land on 9, the answer.

Activity 10

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A final activity I found very useful that we utilized multiple times thoughout the
length of the semester was Exit Tickets. Exit tickets are a very valuable type of
formative assessment teachers can use to see how effective their lesson was for their
students. It is a simple method that can help teachers assess their entire class on a regular
basis. The activity consists of teachers giving their students a post-it or a specific piece of
paper where the students can then write various information about the lesson they were
just taught. They can include what information they learned, what information they still
have questions about and what information they didnt understand at all. The teacher can
then either collect all of the tickets or instead have a designated bulletin board in the
classroom where students can stick their tickets. Teachers can then use the information
gathered from the tickets to adjust their future lessons and planning accordingly. Based
off the information provided by the tickets, teachers now know the valuable information
regarding which concepts stuck, which need a little more clarification and which need to
be addressed a second time.

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While exit tickets can be used for assessing many different subjects, I think that
they lend themselves perfectly to mathematics. Mathematics is a subject that tends to
have more rigid standards as to what is the correct answer and what is the wrong answer.
An exit ticket allows the student an outlet to clearly voice what they learned and where
they are still struggling. For example, in our classroom we used exit tickets to show we
understood the concept of modeling addition problems with base ten blocks. This was our
opportunity to show we understood the concept and that we were ready to continue
learning new material at our next class meeting. Exit tickets are an ideal way to show
how assessment can be easily built into instruction as well as an excellent way to bring
closure to any lesson. Websites
With technology being flooded into classrooms, it is pivotal that we, as new,
incoming teachers, know how to use and incorporate it into our teaching. One of the best
ways to maximize technology is through the use of the internet and websites. There are
an unlimited amount of resouces available online that teachers can use to help their
students learn and provide additional practice. Below are some of the best websites I
came across during this semester!

Multiplication.com is a website that helps students of all ages learn multiplication using
fun, easy and fast methods. It is a very interactive website that provides many different
avenues students, teachers and parents can take to help improve their multiplication,
addition and subtraction skills. A quick overview of the website shows a great amount of
games students can play to help make the concept of multiplication less daunting. They
also provide practice quizzes and tests students can take to see how well they have

35

mastered their facts. For teachers, the

resources provided on
multiplication.com are fanstastic! They provide teaching tips, tricks, worksheets, lessons
and books all to assist students learning multiplication. Overall, the websites main
method of teaching multiplication revolves around using our imagination, pictures,
stories, activities etc., to help a student remember multiplication facts.
Adaptedmind.com is another website that provides
excellent mathematical practice and learning. It is
focused on providing these services to a targeted age of students, specifically first
through sixth grade. Depending on what grade you select, you are then directed to an
entire list of mathematical concepts the student in that age group should learn. For
example, when you go to Practice First Grade, you will see counting, number sense,
addition, subtraction, time, measurement, coins etc. Those concepts are then broken down
even further into individual lessons. This is a great tool to give students extra practice in a
fun, interactive way. The website also provides videos and other fun activities students
can participate in. There is also an option (if you have a membership) where parents or
teachers can track the progress of a specific individual to see how their mathematical
abilities are developing.
IXL.com is a website that provides both mathematical and language arts practice for K12 students. The website outlines, by grade, what skills a student should have and
practice during that school year. So according to this website, in 2nd grade, there are 247
mathematics skills a student should learn. When you click on that link, the website takes
you to the entire list where you can navigate and search though the skills. From there, you
36

can select a specifc skill and additional practice problems are then
provided. IXL tracks the students score and as the student
progresses, the questions will automatically increase in difficulty. ILX.com is also in
alignment with the Common Core Standards which makes the website a valuable
resource for teachers.
Khanacademy.org has a simple mission, to provide a free world-class education to
anyone, anywhere. When first accessing the website, you can choose to enter as either a
teacher or parents. From there, a dashboard opens up where the teacher can personalize
the page by creating a class and selecting their mission or set of skills they should
master during that year. This allows teachers to invite their students to participate in the
websites resources

and track their progress. It also

gives tips for using

Kahn Academy with your

students. In addition, the website gives the option of seaching by subject. Math is just one
subject among a large inventory that Kahn Academy provides instruction for. Once you
select math, you can next narrow your seach by selecting a grade, a concept or a
mathematical foundation. From there, practice problems are provided. Kahnacademy.com
is another great example of how a website can provide additional practice and support for
our students.
Xtramath.org is one of my favorite math websites! It is a free web based math fact
fluency program focusing specifically on helping students master addition, subtraction,
multiplication and division. They believe that when children can quickly recall basic
math facts, their mind is then free to explore more higher level thinking. Teachers can
sign up for an account then create a class list. Each student is then given their own log-in
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information from which they can access the website and math
fact practice. The website easily organizes student turns on
shared computers, ensuring every student gets to practice their math facts on a daily
basis. The website is loaded with tons of video tutorials that can walk teachers and
students through the process of setting Xtramath up in their classroom. Overall, it
provides differentiated support and practice in a classroom through the use of technology.

MathTop10

Mathtop10.com is a more simple website that was created by a

group of engineers and teachers to help other parents by providing them with additional
math problems and material. Users can filter through the website by grade, choosing first
through seventh. Upon selecting a grade, a long list of challenging math problems
appears. Parents or teachers can use these problems as additional practice for their
child/children. There is a green answer bubble directly below each problem that provides
the answer. The website also shares a list of free, printable worksheets on math topic
including addition, subtraction, multiplication and division that provide even more
practice.
Sheppardsoftware.com is another very exciting and interactive website that provides free
additional practice in a variety of subjects. The age span is also very vast, ranging from
preschool up through college and adults. At the top of the website, the user can filter by
subject. When math is clicked, a page appears that is filled with different math topics and
concepts. Unlike some of the other websites I explored, Sheppard Software does not
organize their materials by grade level but by topic. So for example, you can scroll down
to find the concept of Geometry, under that heading you will find a large amount of
relating activities that provide additional practice. Sheppard Software has chosen to use
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games as the vehicle to deliver their educational

materials. They believe that using sounds and visual
effects makes learning more memorable. They also design the games with differentiation
in mind, creating many levels of difficulty so that all players are challenged.
Mathplayground.com is a website that is site filled with math games,
logic puzzles, step-by-step instructional videos, math practice, and a
variety of problem solving activities. This website provides
additional practice of important math skills through entertaining and appealing activities
kids enjoy. Users can explore all the math games offered or choose to sort by topic. For
example, when you select the topic fractions, about 20 fraction-related games come up to
choose from. There is another option of Common Core that users can click on. This then
prompts the user to select a grade, first through sixth. All of the standards for the grade
level then appear accompanied by fun games that provide students extra practice!
Mathblaster.com takes a different approach to mathematical practice,
disguising it as an online adventure game where you travel across the
galaxy completing important missions! As you play through the
game, you come across many different math games that provide practice for a wide range
of skills. Another option is just free play where the user can select a game or puzzle based
on grade level. The website provides lots of free, printable worksheets that can further
help students sharpen their math skills. Math Blaster also supplies lesson plans as well as
additional problems and activities for specific math topics. While it is free to play, it does
require registration. This website is another great resource both teachers and parents can
use to get their kids to practice math.
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A final website that I have found extremely useful in my

teaching has been Pinterest.com. This website acts as a search
engine that has already been filtered down to produce the best, most helpful results and
connects you directly to them. There is a huge teachers presense on Pinterest which has
been invaluable to a new teacher, myself, just starting out. While any subject could easily
be searched, Pinterst provides wonderful resources for mathematics. All the user has to
simple do is search in the search bar what they are looking for. They can be as vague or
specific as they want. For instance, you could type in 3rd grade common core math and
almost immediately, your computer screen is flooded with ideas. The best part about
Pinterest is that you can pin or save any ideas you like for later. The website acts as an
electronic filing system for all of your best teaching ideas. It is a fantastic, visionary
resource for teachers. It promotes sharing, creatvitiy and inspiration across the entire
profession. Additional

Items

My Polygon Flipbook!

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41

Thank you for a

wonderful semester!
- Ginger Hall

42