Math Methods Performance Assessment

A. Evaluate four hands-on tools that elementary-age students can use to explore mathematical
concepts, including the following for each tool:

Tool 1: Base ten blocks

Use/Application of Hands-on Tool 1: Base ten blocks can be used to compose and decompose
numbers.
Benefit of Hands-on Tool 1: Base ten blocks help students to visualize the concept of place value.
Challenge of Hands-on Tool 1: Base ten blocks only go up to thousands.

Tool 2: Pattern blocks

Use/Application of Hands-on Tool 2: Pattern blocks teach students fractions.
Benefit of Hands-on Tool 2: Pattern blocks help students visualize how many parts make a whole.
Challenge of Hands-on Tool 2: Pattern blocks can only be used to teach so many certain fraction parts.

Tool 3: Geo board

Use/Application of Hands-on Tool 3: Geo boards teach students shapes.
Benefit of Hands-on Tool 3: Geo boards can create multiple shapes of different sizes.
Challenge of Hands-on Tool 3: Geo boards cannot make any curved shapes.

Tool 4: Unifix cubes

Use/Application of Hands-on Tool 4: Unifix cubes can be used to teach students counting, addition, and
subtraction.
Benefit of Hands-on Tool 4: unifix cubes can be used for multiple concepts.
Challenge of Hands-on Tool 4: Kids play with Unifix cubes instead of using them correctly and become
dependent on them.

B. Evaluate four virtual tools that elementary-age students can use to explore mathematical
concepts, including the following for each tool:

Virtual Tool 1: Virtual money pieces

Weblink to Virtual Tool 1:
Use/Application of Virtual Tool 1: You can use the Virtual money pieces to teach the value of coins and
bills.
Benefit of Virtual Tool 1: The benefit of using Virtual money pieces is you don’t have to use real money
and its clean.
Challenge of Virtual Tool 1: The challenge is Virtual money pieces may not be as impactful for
kinesthetic learners because they don’t touch or handle it.

Virtual Tool 2: Virtual Geo board

Weblink to Virtual Tool 2:
 Use/Application of Virtual Tool 2: Virtual Geo bards are used to teach area, perimeter, and basic
concept of geometric shapes.
Benefit of Virtual Tool 2: The benefit is its less distractive than the hands-on version.
Challenge of Virtual Tool 2: The challenge is Virtual Geo boards may be hard for students to maneuver.

Virtual Tool 3: Virtual pattern shapes

Weblink to Virtual Tool 3:
Use/Application of Virtual Tool 3: You can use Virtual pattern shapes to teach about geometric shapes
and patterns.
Benefit of Virtual Tool 3: The benefit of Virtual pattern shapes is students have access to a larger
variety of abilities.
Challenge of Virtual Tool 3: The challenge of virtual pattern shapes is students may get distracted and
misuse.

Virtual Tool 4: Virtual fraction pieces

Weblink to Virtual Tool 4:
Use/Application of Virtual Tool 4: You can use virtual fraction pieces to help students understand how
parts can make up a whole for learning fractions.
Benefit of Virtual Tool 4: The benefit of virtual fraction pieces is students have access to more complex
concepts of fractions.
Challenge of Virtual Tool 4: The challenge with virtual fraction pieces is the limit the teacher’s ability to
follow the students through the process and understanding of the concept.

Part Two: Lesson Plan

Direct Instruction Lesson Plan Template

General Information

Lesson Title: Counting Coins to $1.00

Subject(s): Mathematics

Grade/Level/Setting: This lesson will be taught in a general education 2nd grade classroom. This class consists of 20
students in total. Of those students, 13 are on-grade level readers, 2 are two grades above reading level, 3 are below grade
level reading with 2 being ELL students and 1 having a physical disability that affects fine motor skills. Student’s desks are
placed in groups of 4 throughout the classroom. A large area rug is on the floor in the front of the room for students to
gather. There is a Smartboard at the front of the room that each student can see from their seat.
Prerequisite Skills/Prior Knowledge:
 Students are able to add numbers up to 100.
 Students can identify each coin and its assigned value.
 Students are able to count by ones, fives, tens and twenty-fives.

Standards and Objectives

State/National Academic Standard(s):

2.5.A - (5)  Number and operations. The student applies mathematical process standards to determine the value of coins in
order to solve monetary transactions. The student is expected to:
(A)  determine the value of a collection of coins up to one dollar

http://www.teksresourcesystem.net/module/standards/180989/standard.ashx

Learning Objective(s):

Given a worksheet with 5 different sets of coins, students will be able to count each collection of coins and identify the total
value of each collection with 80% accuracy.

Materials Technology

 Counting Coins worksheet How will you use technology to enhance teaching and learning?
(Optional: Use the SAMR model to explain the technology
 Coins Chart integration strategies you plan to use.)

 Pencil

 Chromebooks

Language Demands

Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in
learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions include identifying main ideas and details; analyzing and interpreting characters or events;
arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math
include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating
data and explaining how or why certain strategies work.

Vocabulary:

Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

Discourse and/or Syntax:

Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and
participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).

Planned Language Supports:

The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.

Instructional Strategies and Learning Tasks

Anticipatory Set:
Activity Description/Teacher Student Actions

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions

Guided Practice:

Activity Description/Teacher Student Actions

Independent Student Practice:

 Activity Description/Teacher Student Actions

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

Differentiated Instruction

Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

ELL:
Students with Other Special Needs:

Assessment

Formative

Describe how you will monitor, support, and extend student thinking.

Summative

(Quizzes, Tests, products)

Part Three: Reflection

D. Explain how the tool from part C will enhance student learning during the lesson.

E. Explain how your lesson plan incorporates each of the following components:
1. conceptual understanding
2. problem solving
3. procedural fluency
F. Explain how one instructional strategy in your lesson plan (e.g., collaborative learning, modeling,
discovery learning) supports learning outcomes.