Math Summative Project

Aaron Lawlor

St. Thomas University

1 March 2017
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Table of contents:
Math manipulative review 3-7

o Dominos 3
o Fraction tiles 4
o Canadian money 5
o Number charts 6
o Snap cubes 7

Annotated Bibliography 8-13

o Math Anxiety: Personal, Educational, and Cognitive Consequences. 8

o Addressing Math Anxiety in the Classroom. 9
o Equity for All Students in the New Millennium: Disabling Math Anxiety. 10
o The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom 11
o Math anxiety: who has it, why it develops, and how to guard against it. 12
o Math Anxiety, Working Memory, and Math Achievement in Elementary School 13

STEM lesson plan 14-17

Other areas of interest 18-32

o Web tools 18-24

o Peer teaching lesson 25-29
o Math journal questions 30-32

Smartboard activity 33-35

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Manipulative review:

DOMINOS:

Dominos can be made beneficial for many different math lessons, at many different
grade levels in elementary. Domino tiles can be used at the lower elementary grade level as an
introduction to addition. Having the students use the domino tile as their addition can help them
practice their math and then if they are uncertain they can verify their answers by counting the
dots. It is important to explain to students to see the middle line as an addition sign. They may
even want to practice placing the domino on a sheet of paper and writing out the equation
underneath of it to practice the proper format.
Another time dominos could be useful is in higher elementary grades for the use of
aiding with fractions. Students can look at the domino to figure out the denominator and
numerator on top. The dominos could be used as part of center, the students could have multiple
tiles with different denominators and be asked to line them up from smallest fraction to largest.
Dominos can be a useful manipulative in many situations. Dominos use the same pattern as a
dice which many students become familiar with making it easier for them to subatize the dots so
that they are not always counting them individually. It is especially important to remember as a
tool for beginning addition so that students have access to the answer to verify their addition.
Having dominos available in the classroom can help support, addition, subtraction,
multiplication, fractions/ decimals, patterns, numeration, centers.
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FRACTION TILES:

Fraction tiles can be a great manipulative for students who like visual representation.
When students are beginning to look at fractions it is important to provide the opportunity for
students to work with fraction tiles. Students can be given the whole number 1 and can use the
different levels of fractions to see how that would be represented. For example they would see it
require two half tiles or 4 tiles and so on and so forth. Students can also play around with the
tiles to see what fractions are equal such as if they have the tile the student can then see
visually and hands on that 2 tiles fit under it equally. It is a great manipulative for students to
begin to feel more comfortable with fractions. As fractions are usually one of students least
favorite math lesson and any manipulative that can aide with fractions is beneficial in the
classroom. Another great tool from fraction tiles is that they can come without numbers on them
as well so that they can be differentiated to meet all students needs. The tiles without numbers
will be beneficial for the students who are showing little difficulty with the numbered tiles. It can
get students thinking about questions such as how many tiles can fit equally into 1/3. Having
these manipulatives available in the classroom can help support, fractions; four operations,
comparing/ ordering, equivalent fractions, problem solving.
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CANADIAN MONEY:

Being able to count money is an important concept to understand in the real world. It is
important students are introduced to the concept of how to count money as a young age. After
students are comfortable counting and being introduced to skip counting they can move on to
learning to count money. Having the Canadian coin manipulatives offers students a hands on
experience to learn to count the money and what each coin represents. Having the manipulatives
can once again make learning more fun and engaging. They educator could set up a mock store
where students must use their fake money to practice buying their items. It is important students
get to make connections with their learning to real life experiences. Having the manipulatives
available allows for students to understand the importance of why they are learning this and how
it will help benefit them. Having Canadian Money available in the classroom can help support;
four operations, decimals/ fractions, problem solving, numerations/ place value/ base-ten
groupings, patterns, centers, probability.
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NUMBER CHART:

100 charts are a great tool to have available in the classroom. A feature of the 100 chart is
it can be useful in all elementary grade levels. In the lower levels it is a useful tool for learning to
count. A useful tip would be to find one with the removable number cards. This can be useful for
explaining patterns such as if a class is learning to skip count by 5 they can simply show the
5,10,15,20,25,30 and so on to show the class the pattern that when they skip count by 5 it always
ends with a 5 or 0. 100 charts make for great visual representation. In todays technological
classrooms number charts can also e easily accessed for the smart board. Students can play
games such as splat where the teacher picks a number and students much ask questions such
does your number end in five if not the teacher eliminates those numbers. It is a great way to
get students familiar in the younger ages with their numbers and terminology such as is it a teen
number. Number charts can be a great visual representation for students and also can be used in
many ways to keep the students engaged.
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SNAP CUBES:

Snap cubes are commonly found in most elementary classrooms, as they can serve many
great uses. Snap cubes can be used for students to begin to learn counting and adding. When
students begin to look at bonds of ten they can have ten snap cubes together they can they break
their snap cube and count the two halves. It is a great way for students to begin to become
familiar with what makes ten. Snap cubes can also be used as a great way to show that 10 for
example or any other number can be represented in different ways. Snap cubes are a great way
for students to look at patterns and create their own. They can create core patterns or try to figure
our their classmates core patterns. Snap cubes can also represent skip counting by 2. There are
many great uses for snap cubes in the classroom and are highly recommended as they are a fun
and engaging way to learn. Having snap cubes available in the classroom can help support, four
operations, numeration, patterns, fractions, mean, orthographic views/ Isometric drawing,
probability, volume.
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Math annotated bibliography: Math anxiety.

Ashcraft, M. H. (October 01, 2002). Math Anxiety: Personal, Educational, and Cognitive
Consequences. Current Directions in Psychological Science, 11, 5, 181-185.

For many math is thought to be inherently difficult. Math anxiety can leave
students feeling tense, apprehensive, or fearful which will then interfere with math

performance. People with math anxiety tend to avoid math classes as much as possible
leaving them less exposed to math concepts. They tend to show more difficult on tests

as they tend to rush through the test to get it over with. The result is the students with

math anxiety now have far greater errors as they rushed through their work. These
errors can cause the students to be further repelled from math. Students who suffer

from math anxiety tend to perform better when there is no time pressure. Math anxiety
effects a students working memory. As students progress through school and math

becomes increasingly difficult it requires greater working memory. Teachers tend to

blame math anxiety on lack of effort or low performance which is a large problem. It is

important that students who suffer from math anxiety never feel embarrassed in the
classroom. Math anxiety can remain prevalent in ones life throughout adulthood

especially when it comes to tasks such as paying at a cash register.

I agree with Ashcrafts idea that it is important for educators to understand how

they can affect the students opinion on math throughout their academic life. It is
important that math anxiety is addressed in the classroom and that students do not feel

as though it is a bad thing or they are incapable. I think it is important to not put too
much pressure on students and to allow them the time they need to finish their test. As

an educator, I would never want me students to feel as though they are incapable or
want to avoid math throughout the rest of their schooling. It is important students feel

comfortable in their classroom environments as math anxiety can be something that

affects a persons life forever.
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Finlayson, M. (March 01, 2014). Addressing Math Anxiety in the Classroom. Improving
Schools, 17, 1, 99-115.

Many teachers feel uncomfortable teaching math. A study conducted on 70

preservice teachers showed only 2 had not suffered from math anxiety. The study

showed that these preservice teachers felt their teachers teaching style was
predominantly to blame. The students felt as though they wanted more diverse teaching

strategies. Many teachers have left students feeling that incorrect answers in
mathematics is bad, which leaves them with a fear of failure. To help decrease students

anxiety it is import to look at a constructivist teaching strategy. This includes making the

class interactive, working in groups, assessment via observations, students work, etc. It

is important to make the lesson engaging and for the teacher to show confidence in
their teaching.

I agree with the article that math anxiety is extremely prevalent and have
experienced myself. It is important for the classroom to be a positive environment and a

trusting one. It is extremely important for educators to be aware of math anxiety and
what their own teaching styles can do to these students. I also agree that it is very

important to have a collaborative classroom. Students can learn a lot from their peers
and it is important to allow them the opportunity to work in small groups, it may help with

their confidence when it comes to the larger group. It is important to know that all
students learn different and that a student should never be left feeling fearful of failure.
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Furner, J. M., & Duffy, M. L. (November 01, 2002). Equity for All Students in the New
Millennium: Disabling Math Anxiety. Intervention in School and Clinic, 38, 2, 67-74.

Teachers need to be aware of the impact math anxiety can have on students
academic life. Students who suffer from math anxiety tend to see their grades decline

as their schooling goes on. Students who suffer from learning disabilities tend to have
an increased level of math anxiety. There is not enough support in place in the school

system for these students who are suffering from math anxiety. There are many useful
tips teachers can follow in their own classroom to try to decrease math anxiety. It is

important for educators to avoid gender biases, have a caring attitude, set realistic

expectations and never embarrass a student in front of their peers. A large part of math

anxiety comes from test anxiety. It is important for educators to have many forms of
assessment. Educators must accommodate for all the different learning styles in the

classroom.
After reading the article there was one concept I thought would be very beneficial

for the classroom. A mathitude survey can be given at the beginning of the year to
students to gage where they are at with math and the level of anxiety they may be

feeling. The questions can include When I hear the word math, I.. or My favorite
teacher from math isbecause I also agree with the authors that is important to

have manipulatives in the classroom for students, have discussions. Two other points I
thought were important included writing in math, it is a great way for students to express

themselves in math and for the teacher to understand how the student is feeling. I also
think it is very important to include group work in the classroom so students have the

opportunity to learn and grow with their peers. I believe these tips can help decrease the
amount of math anxiety in the classroom.
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Geist, E. (March 01, 2010). The Anti-Anxiety Curriculum: Combating Math Anxiety in the
Classroom. Journal of Instructional Psychology, 37, 1, 24-31.

It is important for math to made fun and engaging in the classroom. Often teachers will
associate enjoying an activity with lack of learning, which is not the case. Many students enter a
classroom and the teacher provides them a textbook to take place of the teaching and are
expected to memorize their math concepts. Another mistake teachers often make in a math class
is the assumption all students learn the same way. Teachers need to be sensitive to the needs of
all learners in the classroom. It is important for educators to not use timed tests or publically
display students progress as it can heighten anxiety. Teachers with math anxiety tend to pass it
on to their students especially at the younger grades. Students attitudes towards math are set by
prior experience.

The article points out that students attitudes towards math is set by prior experiences.
That being said teachers need to put time into planning and creating engaging activities and
lessons that students are going to want to be a part of. Math needs to be made fun. There should
be a lot of collaboration in the classroom and hands on activities. The article also points out the
importance of parents being on board as well. I agree it is important for teachers to communicate
to parents what they can be doing at home to support their children and try to reduce the math
anxiety. It is important to stress that if they had a negative experience not to dwell on it or tell
their children as it can influence their opinion on math.
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Maloney, E. A., & Beilock, S. L. (August 01, 2012). Math anxiety: who has it, why it
develops, and how to guard against it. Trends in Cognitive Sciences, 16, 8, 404-406.

Math anxiety is present in every classroom, and can be a trigger to negative emotional
responses. Students who struggle with math anxiety tend to typically worry about the situation
and the consequences it could have. Limited attention has been devoted to the antecedents of
math anxiety. Researchers used to believe math anxiety developed at the middle school level but
with further research have discovered it more likely to begin in the elementary grades. Math
anxiety causes hyperactivity in the amygdala which then causes reduced activity in the brains
area known to support working memory and numerical processing. It is important for educators
to address this form of anxiety and explain to students it is okay.
The article points out how new research has suggested math anxiety starts at a younger
age than previously expected. As an elementary teacher I find this extremely important as it is
useful to know the damaging affects the educator could be having on their students. It was
interesting to read about how a teachers own anxiety can have an effect on the students in the
classroom. It is important for teachers to model confidence and not show their students that they
are nervous. As the article points out math anxiety can lead to reduced performance. That being
said educators need to ensure they do whatever they can to help reduce math anxiety in their
classroom.

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Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (January 01, 2013). Math
Anxiety, Working Memory, and Math Achievement in Early Elementary School. Journal
of Cognition and Development, 14, 2, 187-202.

The article sheds light on the importance of educators understanding that math anxiety is
not something that begins in middle school and can occur as early as grade one. A study was
done to see if working memory had any effect on students math anxiety. 164 students were
tested two times between a span of 2-7 days. Students who relied on working memory saw a
decrease in their math performance. Their anxiety can deplete their cognitive resources that
support their math performance. Many of the students who were all from grade one and grade
two classes reported feeling nervous. It is important educators are aware math anxiety is
associated with math performance and that this anxiety can be present as early as first grade for
some students.
I agree with the article that it is important for educators to be aware that math anxiety is
prevalent in younger students as well. It is important to educate students from a young age that it
is normal to feel that way and that many students will during their academic life. The article like
many of the others claims that math anxiety is like a snowball effect it just keeps growing and
getting bigger. A point I enjoyed reading about was having conferences with the students to
check in periodically. I believe this is very important and crucial in the classroom as it allows
students to express themselves and the educator to have a better idea on how their students are
feeling. I can help see where they may need extra help and reduce their anxieties.
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STEM LESSON PLAN:

Teacher: Miss. Lawlor

Grade: Two
Subject: Mathematics & science
Length: 60 Minutes

NCTM:
Pre-K2 Expectations:
In pre-K through grade 2 each and every student should

Recognize, name, build, draw, compare, and sort two- and three-dimensional
shapes;
Describe attributes and parts of two- and three-dimensional shapes;
Investigate and predict the results of putting together and taking apart two- and
three-dimensional shapes.

NGSS Standards:

K-2-ETS1 Engineering Design

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the
shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-2. The shape and stability of structures of natural and designed objects are related to
their function(s). (K-2-ETS1-2)

ISTE Standards:

Innovative Standards:

Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.

4a: Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.

4b: Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
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NB Curriculum Standards:
Grade 2:

GCO: Geometry - Shape and Space

SCO: 3-D Objects and 2-D Shapes: Describe the characteristics of 3-D objects and 2-D
shapes, and analyze the relationships among them.

Learning Objectives:

Students will be able to identify and list the attributes of several 3D shapes. They will be
able to take that information to create a zoo with the 3D shapes.

Materials:

Chart paper
Paper
Marshmallows
Toothpicks
Empty toilet paper rolls
Boxes
Animal figures
Straws
Tape

Lesson Plan:

Organization: Teacher Tasks: Student Tasks:

Engaging Questions The teacher begins by Students will raise their

asking who can tell me a hands and respond to the
shape? Is it 2D or 3D. teachers questions if they
To try to hook the students feel comfortable to do so.
attention the teacher will
ask who can tell me what
you might see at the zoo?
The teacher will write the
students ideas down on
chart paper

Explanation The teacher will now Students will listen

explain to students why she attentively as the teacher
provides instructions.

wanted to know what
students might see in a zoo.
Students will be given
instructions along with the
checklist for assessment.
Students will be told they
need to use the 2D and 3D
shapes they have been
learning about to create a
zoo with the given
materials. (paper,
toothpicks, marshmallows,
toilet paper rolls, straws and
tape) Students will be given
animal figures for their
zoos to make it more
realistic for them. Students
will be asked to work in
groups of 4.
The teacher will provide a
box as the base of the
students zoo.
Exploration
The teacher will be there to Students will work together
help students and provide
tips and clues when needed.
The teacher will ensure that
students are staying on task.
Expansion If they students finish their
zoo before the end of the
math block students will be
given sticker labels and
asked to identify different
shapes on their zoo. They
can then reflect on the
activity on an Exit slip card
on what they learned from
the activity. Do certain
16
Students raise their hands if
they have any questions for
the teacher about the project
Students will formulate into
groups of four.
Students will grab the
appropriate materials
needed and return to their
working area.
to brainstorm how they
want their zoo to look.
They will brainstorm how
they plan to incorporate the
5 objects and make sure
they follow the rules on the
checklist.
Students will begin to create
their zoos.
Students will grab the labels
and begin to write down the
names of the shapes on their
zoo. Once they have
completed that they can
grab an exit slip and reflect
on the questions the teacher
provided.

17

shapes work better for

different roles?

Evaluation The teacher will collect the Students will ensure all
students zoos theyve group member names are on
created. it.
The teacher will use the Students will go over the
checklist provided and see checklist one final time
if the students had grasped before handing in their final
the lesson. If they followed product.
to checklist they will
receive a checkmark in the
data binder.

Differentiation:
Students will be working in groups

Post lesson:

The teacher will review the students zoos they created and ensure that students had
completed the required tasks.
The teacher will reflect on how to lesson went and what might need to change to make
the lesson better in the future.

Checklist:

o Does my zoo have 5 different shapes in it?

o Does my zoo have two animal enclosures?

o Does my zoo have a bathroom area?

o Does my zoo have an area to buy food?

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Other areas of interest:

1. Useful web tools for math:
A. http://www.primarygames.co.uk/pg2/splat/splatsq100.html

SPLAT number chart:

This is a fun interactive website that can be used in the classroom on the smartboard. I
used it with my grade one class during my practicum. It is a great tool to build on students
number sense. A game we would play every day in our morning message what Miss Lawlors
number of the day. Students would have to ask questions to figure out the number I had picked.
They would ask questions such as does it end with a 7 or do it start with a 6?
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The teacher can continue to eliminate students guesses by colors. The students
really enjoyed the game and it generated a lot of engagement in the classroom. I also
used this chart when it came time to explain concepts such as skip counting. I found it
useful to highlight patterns by colors such as when we skip count by 5 the pattern will
always end in a 5 or 0. It was a great visual representation for students for teaching
many different lessons.
B. https://nces.ed.gov/nceskids/createagraph/default.aspx

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Create a graph is a great web tool for students who are learning to graph or the
experienced graph builders as well. Build a graph offers many different graph creations
from bar, line, area, pie to XY graphs. It is a great way to get students excited about
building graphs and being able to use technology to do so. Todays students are very
tech savvy and it is important to incorporate technology into the classroom as much as
possible.

Another feature I found useful on create a graph was that they provide examples
for students. It provides students with a second opportunity to understand the new
concept better. I chose a bar graph as an example. Students can analyze the bar graph
to see how it was broken up by region. They can also identify where the numbers should
go and where the regions are placed on the graph.

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Now that students have looked at the example they can go back to the home
page and can click on build a bar graph. What I enjoy about the website as well is that
for students who are beginning it provides all the proper terminology for them to
become familiar with. Such as horizontal or vertical it also provides visual examples
which can be very beneficial for some students. They also offer a tutorial for students
who may need further instruction on how to create their graph. I found the website very
user friendly and hope I have the opportunity to use it with my future students.

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C. http://www.mathplayground.com

My third website was one of my favorite tools. It offers over 100 fun interactive
math games for students to play in the classroom. I am a strong believer in offering
technology in the classroom as much as possible. What I really enjoy about the website
is it is broken up by grade level and by topic. It can be used as a math center where they
have free choice to play the activity of their choosing or the educator can go through
and chose an activity they want their students to attempt and collect data from the
activity. The website looks at making math fun in the classroom which is a strong goal
of mine as an educator.

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Below is an example of an activity that students could be asked to play as part of
their geometry unit. This activity would be beneficial for students who are becoming
familiar with their shapes. The name of this activity under the geometry section is
recognizing shapes the computer will provide a shape name then students must click
on the correct shape. If they do hit the correct shape they will fall in the water and must
try again. Students cannot advance until they click the correct shape.

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The game will provide an accuracy rate at the end. It will also identify how long it
took the student. I believe it is important to explain to students that it should not matter
how long it takes them and to not worry about the time, focus on identifying the correct
shape. Another beneficial feature I enjoyed was that it also shows which shapes were
not identified correctly. This can be very useful information for teachers to see the
students accuracy rate and which shapes students are generally getting right and wrong.
In the classroom it would be important for students to view it as a fun activity with no
pressure. The educator can observe students and take anecdotal notes on the students
results.
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2. Peer teaching:
Peer Teaching Focus Concept

Introducing Computational Estimation: Chapter 12 pg. 225-229

For the following lesson plan the main focus will be placed on introducing students to

computational estimation. There are many choices out there to be made with regards to how we

find a reasonable answer. The goal of learning computational estimation is to able to flexibly and

quickly come with an approximate result. Estimation is valuable in every day life and something

students should feel more comfortable doing. A lot of students find computational estimations to

be very uncomfortable.

Students are introduced to this concept as young as grade 2. The goal is to get students

thinking about developing strategies what a computational estimation is. Students will continue

to add new strategies all the way up through middle school. Students should be introduced to two

2-digit number computations in grade 3. Students should start with the basics and lower numbers

and move up as students learn to grasp the concept.

The teacher provided a simple activity for students who have just grasped the lower

numbers. They are now ready to move up to higher numbers. Students are asked to then describe

how they solved their estimation. This ensures students are using their strategies and not simply

making a guess. It is also important after the teacher is confident the students understand to

provide activities that allow for students to make connections between estimations and every day

life. It is important to make the students aware estimating will be a part of their everyday lives.

Lesson plan: Introducing Computational Estimation

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Subject: Mathematics Grade: 3 Length: 1 hour Date: Oct, 17th 2016

Before the lesson:

Title: Introducing computational estimations

Objective: Students will leave feeling more confident in their estimations. Students will be
able to explain how they figured out their estimation. By the end of the lesson students should
be more aware of how estimations can be used in every day life.

New Brunswick Curricular Objectives:

GCO: Number: Develop number sense
o SCO: N8: Apply estimation strategies to predict sums and differences of two 2-
digit numerals in a problem solving context. (Pg 38)
o Students need to understand that estimation is a valuable and useful life
skill that is used on a daily basis by many people. Estimates can be very broad
and general, or they can be quite close to the actual answer. It all depends on
the reason for estimating, and these reasons can vary in context and according
to the needs of the individual at the time. Estimation is a skill that should be
part of every problem solving process and these problems should be in a
relevant context.

NCTM: Grades 35 Expectations:

Students should be able to:

o understand the place-value structure of the base-ten number system and be
able to represent and compare whole numbers and decimals;
o recognize equivalent representations for the same number and generate them
by decomposing and composing numbers;
o develop understanding of fractions as parts of unit wholes, as parts of a
collection, as locations on number lines, and as divisions of whole numbers;
o use models, benchmarks, and equivalent forms to judge the size of fractions;
o recognize and generate equivalent forms of commonly used fractions,
decimals, and percents;
o explore numbers less than 0 by extending the number line and through
familiar applications; describe classes of numbers according to characteristics
such as the nature of their factors.

Text source:
Van de Walle, et al. (2015)
 27

Materials needed:
Student work sheets
Extra sheets for students to test out their strategies
Manipulatives available for students struggling to grasp grouping numbers or extra
aide when using front end methods.
o Single unit objects
o Place value mats for students to draw their work out if needed
Pencils for students
Notebook to take anecdotal notes in.
White board markers
White board

During the lesson:

Students will begin by starting with a pair and share brainstorm. What is the
difference between an estimation and a guess? Student will discuss amongst
themselves then discuss with the teacher to ensure students understand the
difference. (5 mins)
Teacher will ask the students how do you make an estimate? Can anyone share a
personal strategy of their own? Teacher will wait until a good amount of hands are
raised and then ask for a few examples. The teacher will then explain her own
strategies or clarify some of the strategies presented. (10 mins)
o A. Front end
o B. Rounding
o C. Compatible numbers
Students will then be given the first practice sheet. The teacher will observe and take
anecdotal notes while the students work. The students will then discuss as a class
which strategies they used and why. This can help open students minds on how to
use a strategy they may have been struggling with. (10 mins)
Word questions to work on and be discussed in small groups of 2-3. Teacher should
be observing and taking anecdotal notes. (15-20 mins)
After the activity is over discuss with the students how these problems could relate to
their every day lives. Can we can come up with other ideas of how we might use
estimation as a benefit in our lives? (5-10mins)
Class discussion and sum up. The teacher will highlight the key points learned for the
lesson. The teacher will ask students for help along the way to ensure they learned
key facts. Can they now understand how estimations can be beneficial in everyday
life? Did students learn how to apply more than one strategy? (10 mins)

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Evaluation:
The teacher should be taking anecdotal notes as stated in the lesson plan while the
students are working. Are they using one strategy more than others? Did they only
grasp one or do they have a preference?
Could students make sense of how estimations can be an important aspect in real
life?
Collect their individual work sheets to see how they made out with the original
estimations. What strategy did they use for the different problems?

Differentiation:

The teacher wanted to focus on group work so that all students can feel included and
share ideas. Students who have learning disabilities in reading may struggle with
reading the word questions. The student will be able to have one of the group
members read the question aloud. If the students were to do all the work on their
own the student with the learning disability may be unable to read the question and
will be mistaken for not understanding estimation strategies but the reality is they are
actually struggling to read. It is important to keep up to date with your students who
have learning disabilities and to always be conscious of this when planning the lesson.
For students with ADHD it is very important to not keep them bored. By switching
from teaching to activities and discusses their focus is being changed every so often
and should help keep them focused. The pictures on the math questions could
become a distraction to for students with ADHD and may be better to give them a
sheet with just the words and no further distractions for them.
The benefit of this lesson being mostly done in pairs that students with fine motor
skills can discuss how they figures certain ideas out and what strategies they used
orally while their parent writes down the answer
For students with hearing impairments that teacher could record herself giving the
lesson and the student could use the recording in the class as reference to what was
said and when at home as well.
Gifted: For gifted students they could be given additional word problem sheets to
work on to ensure they have enough work to keep them distracted as well. The
teacher could also take into consideration making the numbers higher and more
challenging for gifted students to keep them happy and distracted from trouble.
 29

After the lesson:

After completing the lesson, the teacher will reference her notes she made during the
lesson and make a judgement on how to improve this lesson for the future.
The teacher should also make sure the students understood the lesson and if not how
could they change their teaching for the future so that students understand better.
If the students were not using one of the strategies frequently the teacher could try
implementing a follow up lesson where they practice using that one strategy.
The teacher should not move on until she is confident all students have grasped each
strategy.

References:

Liu, F. (October 01, 2009). Computational Estimation Performance on Whole-Number

Multiplication by Third- and Fifth-Grade Chinese Students. School Science and Mathematics,
109, 6, 325-337.

Seethaler, P. M., & Fuchs, L. S. (November 01, 2006). The Cognitive Correlates of
Computational Estimation Skill among Third-Grade Students. Learning Disabilities Research &
Practice, 21, 4, 233-243.

Sowder, T. J., & Wheeler, M. M. (1989). (The Development of Concepts and Strategies Used in
Computational Estimation. Journal for Research in Mathematics Education, 20, 2, 130-146.

Van de Walle, K., Folk, S., Karp, K., Bay-Williams, J., & McGarvey, L.M. (2015). (4th Canadian
ed).
Elementary and middle school mathematics: Teaching developmentally. Toronto, ON: Person.
 30

3. Math journal questions

One of my assignments over the course of my math methods course was to collect a
math journal. Each week we would be assigned a chapter or two from our Elementary and
Middle School Mathematics Teaching Developmentally textbook. Along with the reading of the
chapter came response questions for the week. After reviewing my math journal, I selected five
questions that stuck out to me and thought was important to elaborate on or incorporate into my
own classroom.

Question 1: Why are its easy! and let me help you not good choices for supporting
students? What is be a better way of supporting a student who is having difficulty with a task?

There are terms and phrases used in the classroom that can negatively affect students
even if the teacher is unaware of the negative effect. Saying its easy can be extremely
discouraging for the student who is already struggling with a particular task. By saying its
easy can make students feel discouraged to continue to attempt their task at hand. Teachers
should be aware of the effect this can have on a student. Let me help you can also come with
negative effects as well. It is important that students work towards figuring out the task on their
own. As the educator if you constantly tell them how to do it, they will not grow as learners. It is
important to look at terms such as could you tell me what you were thinking here? I feel
confident you can do it, how about you walk me through the steps. It is important for educators
to be there for their students and support them but keeping in mind that students need to grow on
their own as well.

Questions 2: Describe what you would do to establish your classroom as a community of

learners that respect the contributions made by all participants?

In my classroom, I want every student to know that their opinion is respected and that
students should feel comfortable to share theirs in the classroom. To do so teachers need to
establish this at the very beginning of the school year. A student should NEVER be laughed at or
made fun of for their response/answer. If a student does pick on another students opinion they
will have the proper repercussions. It is important to start discussions early on in the year so that
students begin to get the comfort feeling as soon as possible. Students need to be reminded
frequently that mistakes happen and that makes us human. It a student does make a mistake I
 31

think it is important to ask the class who can help Johnny? This allows for students to see their
classmates as supportive and encouraging instead of having people laugh at them. Always
encourage students to work together, it is very important for them to be sharing ideas. It is also
very important for the teacher to be interacting with their students.

Questions 3: What is the value of writing regularly in mathematics class? Give three examples of
writing prompts you might use.

I believe it is very important to expose students to writing in math. I believe this is

another way for teachers to be able to assess their students. In my classroom I would also provide
my students with Math journals. It is important for students to have a place to put their work and
also allow the teacher to access is quickly if needed. It is also a good way for students to practice
or rehearse what they may want to say to the class. It is a formative way to collect data so that
students do not feel as pressured. Another way students can be exposed to writing is through exit
slips. Once a lesson is finished the teacher can ask for some simple feedback from the students, it
allows the teacher to see what went right in the lesson and there may be room for improvement
in the future. Lastly a fun engaging activity that could be done with the class is creating a math
picture book. Students and the teacher can work together to brainstorm and create a story. It can
then be recorded and sent home to parents digitally. It is a great way for students to take pride in
their work.

Questions 4: Imagine you are about to start teaching fraction computation. You quickly find that
your students have a very weak understanding of fractions. Some teachers argue there is no time
to reteach the concept of fractions. Others would argue it is necessary. State your opinion.

I believe it is extremely important to always reteach content before moving on. If the
majority of the class is not comprehending a concept pushing them all forward will only lead to
more confusion down the road when students attempt more complicated problems. Although
there is not a lot of time in the school year for the content already it is still important to find the
time to reteach it. If only a few students are no longer comprehending it may be more beneficial
to use flex grouping with other classrooms. Therefore, students can be placed together and are
being taught the information that is currently most beneficial for them. It is important that
students are not being pushed forward before they grasp a concept but it is also important that
 32

other students in the classroom are not getting bored staying focused on the same topic. As a
teacher, it is our goal to find that perfect balance.

Questions 5: How might you carry the after part of a lesson while students are working at
centers?

The after part of the lesson is an important time to quickly jot down how the lesson went
while students work in their centers. It is important to write as much information down as
quickly as possible. What went well? What could be changed? Etc. It is important for teachers to
write this down as soon as possible so that they can then observe students in their centers. Center
time is the perfect opportunity for teachers to circulate the room and take anecdotal notes as
students work in their centers. It is another opportunity for teachers to formatively assess how
their students are understanding new content. It can also be beneficial time to conference with
students if necessary while their peers work independently.
 33

Smart board activity:

On my practicum, my students were focusing on decomposing numbers and what makes

10. My mentor teacher and I were always brainstorming for new and engaging ways to show

students how to represent ten. They enjoyed snap cubes as one way of manipulatives but the

smartboard was their favorite way to practice. There are hundreds of different activities to show

students the different ways ten can be decomposed. One activity my students really enjoyed was

different ways to make 10 pennies. A way to extend this lesson as well was to bring in pennies

and provide them to students as manipulatives so that everyone gets a chance not just the student

at the smart board.

 34

Below are examples of showing students different ways to represent 10. It is a great way
for students to see the different representations. The teacher can also write the actual number
beside the manipulatives to give students a different visual representation.
 35

Another activity on the smart my grade one class enjoyed was filling in the blank for
dominos. Below are examples of problems students would have to fill out. The students enjoyed
the engaging activity and always begged to be picked to come up. It was nice to see students
excited and engaged in their math lesson. Smart board activities can add a lot of excitement to
the classroom.

After many attempts on the smart board students can then work independently on an
activity sheet to follow with dominos. It is a great warm up activity or hook for students prior to
their work.
 36

References:
Ashcraft, M. H. (October 01, 2002). Math Anxiety: Personal, Educational, and Cognitive
Consequences. Current Directions in Psychological Science, 11, 5, 181-185.

Finlayson, M. (March 01, 2014). Addressing Math Anxiety in the Classroom. Improving
Schools, 17, 1, 99-115.

Furner, J. M., & Duffy, M. L. (November 01, 2002). Equity for All Students in the New
Millennium: Disabling Math Anxiety. Intervention in School and Clinic, 38, 2, 67-74.

Geist, E. (March 01, 2010). The Anti-Anxiety Curriculum: Combating Math Anxiety in the
Classroom. Journal of Instructional Psychology, 37, 1, 24-31.

Leblanc, Ruth. (May 2004). Math Manipulative K-8 For Administration and Teachers.
Liu, F. (October 01, 2009). Computational Estimation Performance on Whole-Number
Multiplication by Third- and Fifth-Grade Chinese Students. School Science and Mathematics,
109, 6, 325-337.

Maloney, E. A., & Beilock, S. L. (August 01, 2012). Math anxiety: who has it, why it develops, and
how to guard against it. Trends in Cognitive Sciences, 16, 8, 404-406.

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (January 01, 2013). Math Anxiety,
Working Memory, and Math Achievement in Early Elementary School. Journal of Cognition and
Development, 14, 2, 187-202.

Seethaler, P. M., & Fuchs, L. S. (November 01, 2006). The Cognitive Correlates of
Computational Estimation Skill among Third-Grade Students. Learning Disabilities Research &
Practice, 21, 4, 233-243.

Sowder, T. J., & Wheeler, M. M. (1989). (The Development of Concepts and Strategies Used in
Computational Estimation. Journal for Research in Mathematics Education, 20, 2, 130-146.

Van de Walle, K., Folk, S., Karp, K., Bay-Williams, J., & McGarvey, L.M. (2015). (4th Canadian ed).
Elementary and middle school mathematics: Teaching developmentally. Toronto, ON: Person.

Web references:
http://www.mathplayground.com
http://www.primarygames.co.uk/pg2/splat/splatsq100.html

https://nces.ed.gov/nceskids/createagraph/default.aspx