lesson_cubes

=Names: = 

Aim:

 * How can we use cubes to add numbers? **

Standards:
**2.N.6 Develop an understanding of the base ten system:** **10 hundreds = 1 thousand**
 * Students will apply and adapt a variety of appropriate strategies to solve problems. 2.PS.8 Use manipulative's (e.g., tiles, blocks) to model the action in problems. **
 * 10 ones = 1 ten**
 * 10 tens = 1 hundred**

Using manipulatives in the classroom has been researched for many years. Research journals illustrates praising reports of the success of teaching math with manipulative. This method lets students experience mathematics in a new way. Using manipulatives help children solve problems. A major part of a child's learning takes place with collaborative and active learning. A mathematical manipulative is defined as any material or object from the real world that children move around to show a mathematics concept. They are concrete objects that appeal to the senses and can be touched by students. These materials should relate to a student’s real world. For example, stones, blocks, beans, marbles, rubber bands, and peanuts would work very well. All of these materials can help assist in teaching children math concepts and by pulling math off the paper and into the hands of students. For children to be verbally and physically taught a math concept allows them to think, reason, and solve problems with the teacher's guidance as well as on their own.
 * Summary:

APA Citation: Behr,Merlyn J.(1976).The effects of manipulatives in second graders learning of mathematics. PMDC Technical Report No.11 (ED144809) Behr, Merlyn J.(1976) The effects of manipulative s in second graders learning mathematics. PMDC Technical Report No. 12 (ED144810) DeGeorge,Barbara; Santoro, Anne Marie(2004). Manipulatives: A Hands-On Approach to Math,V84 N2,pg28. Lara-Alecio,Rafael.(1997) Math Assesment with Manipulatives for Hispanic Limited English Proficient.(ED403739) Tourniaire, Francoise(1986). Proportions in Elementary School,Educational Studies in Mathematics,V17 N4, 401-412. ** **
 * **Rust,Amanda L.(1997) A Study of the Benefits Math Manipulatives Versus Standard Curriculum in the Comprehension of Math Concept. (ED436395)**
 * Lesson Plans:
 * 1) [|**Description and Lesson Plan for the Base 10 Blocks**]
 * 2) [|**Teaching Math with Base 10 Blocks**]
 * 3) [|**Using Base 10 Blocks Lesson Plans**]
 * 4) [|**Use Base 10 Blocks to model separation of groups in subtraction**]
 * 5) [|**Engaging Young Ones with Base 10 Block**]


 * <span style="font-family: 'Times New Roman',Times,serif;">__Online Collaborative Writing Assignment__

Group Definition of Wiki and Weblogs: Wiki and also known as collaborative web sites are web sites that can be edited and add on information. In these wikis you can also revise who made any changes to it and you can also look up the prior editions. Students place work on a wiki page and teachers evaluates the work. Weblog is a website that is kept by a person, there are entries placed in it. They include comments, events and even videos. Teachers create blogs to share assignments with students, all of the information of the class is viewed in the weblog. It is an easy way to keep track of what needs to get done for the classes.

How could Wikis and/or Weblogs be used in your lesson plan? Wiki's and Weblogs are used by educators in their lesson plans, this makes a lesson more interesting. After giving a lesson in your classroom you can visit your blog and add some information that relates to your lesson. You can also post homework assignements for the students to complete. It might also be a good idea to add weblinks to your webpage that is related to the topic. This will keep your students excited about the subject. Students post their work in the wiki page, were teachers evaluates it.

Lesson Plan Objective: Students will be able to practice-sums addition algorithm by using base ten blocks. ** =AIM: How can we use cubes to add numbers?=

Using cubes allows you to visualize math problems, connect the cubes into two sets then add them all together to get the sum.
·<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none;"> Students will be able to practice-sums addition algorithm by using base ten blocks. || Students will apply and adapt a variety of appropriate strategies to solve problems. 2.PS.8 Use manipulative (e.g., tiles, blocks) to model the action in problems. ** 10 hundreds = 1 thousand ** || The teacher will introduce base ten blocks by showing the students a house built with these blocks. The motivation of the class will be fining out how many blocks were used. The teacher will ask the students to estimate how many block were used. The student will record their prediction in their math journals. By the end of this session student will be able answer the question. || Teacher will give a handout with two regent questions. The teacher will evaluate the students answer to determine their comprehension of the lesson.  <span style="font-family: 'Times New Roman',Times,serif;"> ||
 * PERFORMANCE OBJECTIVES** ||
 * PERFORMANCE OBJECTIVES** ||
 * STANDARDS** ||
 * STANDARDS** ||
 * 2.N.6 Develop an understanding of the base ten system: **
 * 10 ones = 1 ten **
 * 10 tens = 1 hundred **
 * MATERIALS** || # Base Ten Blocks
 * 1) Math Notebooks
 * 2) Pencils
 * 3) White Boards
 * 4) Dry Erase Markers ||
 * MOTIVATION** ||
 * MOTIVATION** ||
 * MOTIVATION** ||
 * CONTENT OUTLINE** ||
 * Base Ten =** A set of blocks which groups numbers by 10
 * Addition =** A process of putting things together**.**
 * Subtraction =** A process of separating things.
 * Estimate** = An educated guess. ||
 * DEVELOPMENT OF UNDERSTANDING** || # Begin with mental math exercises to assess children’s progress towards solving problems involving addition of multi digit numbers.
 * 1) Go over base ten blocks by making numbers up to the hundreds.
 * 2) Give each child three sets of base ten blocks
 * 3) Children are introduced to the partial algorithm using base ten blocks.
 * 4) For each problem model addition as a 3 part operation, adding the ten’s, adding one’s and then adding the partial sums.
 * 5) On your white board write down one addition problem.
 * 6) Ask the children to write the problem on their white board.
 * 7) Then tell the children to use the cubes to add the numbers and write the answer on their white boards.
 * 8) Walk around to check their answers and to assist them.
 * 9) Repeat this process at least three times or until everyone understands it.
 * 10) On your white board write ten addition problems,
 * 11) Ask the children to take out their math journals and copy the problems.
 * 12) Tell the children to use the cubes to add the addition problems.
 * 13) We will be disassembling the house made of cubes and counting each cube so we can find out how many cubes made the house. ||
 * SUMMARY** ||
 * 1) We will be disassembling the house made of cubes and counting each cube so we can find out how many cubes made the house. ||
 * SUMMARY** ||
 * SUMMARY** ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Questions

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