Willie J.

Harrington
C109

Part A: Hands-on Manipulatives

1. Geoboards can be used to help students learn about areas, perimeters and also to learn

about symmetry. One advantage of using geoboards is to show the students different

geometrical shapes while using the pegs as measurements. A disadvantage of geoboards

is the students can break either the rubber bands or the pegs on the board.

2. Base ten blocks can be used to help teach students numbers and place value concepts. An

advantage of using the base ten blocks is to give the students a visual of each place

values. For example, one-centimeter cube represents the one’s place. The disadvantage of

using the base ten blocks is missing pieces. The cubes are in centimeters and you can

easily lose the individual one’s cubes.

3. Snap cubes can be used to show measurements using nonstandard units. An advantage of

using the snap cubes is to show students how a different view on measuring items like a

book or how tall a plant is growing. A disadvantage of using snap cubes would be wear.

Eventually over time wear and tear will make the snap cubes not snap to each other

anymore.

4. Two-color counters are used to teach probability and numbers and operation concepts.

An advantage of using two-color counters is to show students how probability works by

using different color counters. A disadvantage of using the two-color counters would be

loss. Students could lose the counters, which will result in not having enough pieces for

students to use, and the cost to replace the missing counters.

Part B: Virtual Manipulatives

1. Virtual base ten blocks are an online version of the physical blocks. They help the

students number and place value concepts. An advantage of using virtual base ten blocks

is its versatility. On the Harcourt site the students can use the blocks to help them

compare numbers using the blocks and they can also check their answers to see if they

are correct. A disadvantage of using the virtual base ten blocks is that not every student

will have access to computers. A teacher would have to take the whole class to a

computer lab to do a lesson using the virtual blocks.

2. Virtual graphs are a tool that helps students learn about data and comparison. The

virtual bar graph on the Harcourt site displays different types of graphs. Each graph can

be labeled, you can also create a title for your graph, and amounts can be shown. The

advantage of using the virtual graphs are the ability to show information the students

have generated easily and clearly. The disadvantage of using the virtual graphs would be

the knowledge of making a graph. All the students have to do is input data and the

manipulative does all the work for them. This virtual manipulative doesn’t really show

the students how a graph works.

3. Virtual balance and scale are used to help students learn about different types of

measurements using a scale or balance. The advantage of using the virtual balance and

scale is it give the student the ability to measure items and it gives the students an

accurate measurement. The disadvantage of using the virtual balance and scale is the

students can’t really feel how heavy or light an object weigh. The virtual items that are

measures has set weights. For example, a virtual bowling ball is ten pounds, and a

physical bowling ball can vary in weight.

4. Virtual Geoboards can be used just like the physical geoboard in helping students learn

about areas, perimeters and also to learn about symmetry. The virtual geoboards can

display the number of spaces within the shape the students are measuring clearly, and that

is an advantage over the physical geoboards. The disadvantage of using the virtual

geoboards is it takes the guesswork out for the students to figure out how many spaces

are in a shape. For example, the virtual geoboard will tell the student how many spaces

are in a 5 by 5 square. And the physical geoboard does not tell how many spaces are in a

5 by 5 square, the student must count out the spaces on the physical board.
 Part C: Lesson Plan

GENERAL INFORMATION

Lesson Title & Subject(s): Build a two-digit train

Topic or Unit of Study: learning place value and learning by counting by tens

Grade/Level: First grade

Instructional Setting: The class is made up of 20 students seated in four rows of 5

students. There are 5 gifted students, 3 ELL students who are below grade level, 5 students

who are below grade level, and 7 students who are at grade level. All the students are

facing the whiteboard. When we break into groups, the 5 gifted students are in one group,

the 3 ELL and 5 students below grade level are in another group, and the 7 students who

are at grade level are in the last group.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s): NVACS

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and

ones.

Lesson Objective(s):

Given a two-digit number, students will be able to successfully use snap cubes to replicate a

given two-digit number to make their trains with an 80% accuracy.

 MATERIALS AND RESOURCES

Instructional Materials:

● Snap cubes

● Smartboard

● Train worksheet

● Pencil

● LCD projector

● ELMO

Resources:

List any sources used during the planning of the lesson using the APA format.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:

Students should already know the following:

● The ability to count from 0-100.

● The ability to count by tens from 10-100

● The ability to write two-digit numbers if the teacher is saying them verbally.

● The ability to verbally say two-digit numbers from a written form.

 ● The ability to know how to use snap cubes to make tens rods using single snap cubes.

1. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

The teacher will explain the purpose of the lesson in regard to identifying and creating numbers

larger than ten using the snap cubes. The teacher will model how to use the snap cubes to make

numbers larger than 10. The teacher will write 42 on the whiteboard, then the teacher will use the

ELMO to display 42 snap cubes. The teacher will explain to the students if they make four

groups of ten snap cubes they will have 40, then you add the two remaining cubes to make 42.

1. Guided Practice:

The teacher will tell the students to get into their groups and work with a partner. The teacher

will explain that they are going to make a number train using the snap cubes. The teacher will

say the rules of making the number train. The rules of making the number train are as followed.

First empty the snap cubes from the bag and sort them by colors. Next explain to them that each

carriage must have 10 snap cubes of the same color, and the leftover cubes are the caboose. Once

you have the correct number of cubes the students will draw their train and then write it in the

numerical form. For example, the teacher will display 34 on the board the students will make

their three carriages and have four leftovers. Next the students will draw their number train and

then write their answer 30 + 4= 34. The teacher will continue to display different numbers on the

board, and the students will continue making their trains. While the students are working with

their partners, the teacher will walk around asking the students questions to see if they

understand the concept.

 1. Independent Student Practice:

The teacher will handout a base ten worksheet as an independent activity. The worksheet has a

visual base ten rods and units. The students will use what they learn in the guided practice to

answer questions on the worksheet. After the student have finished the worksheet the teacher

will collect the worksheets and grade them. Grading the worksheet should be an informal

assessment that will give the teacher an evaluation to see if the students grasp the concept.

1. Culminating or Closing Procedure/Activity/Event:

The Teacher would close this lesson by asking a couple of students to demonstrate to the class

how to build a number train using the snap cubes and the students will write their answer

numerical on the whiteboard. After the students finish their answers the teacher will give the

class a two question exit ticket. One question would be to draw base ten blocks for 54. The

second question would look like this 60 + 7=

Instructional Strategy (or Strategies):

The teacher used a direct instruction approach by modeling the process counting place values

using the snap cubes. The teacher also used interactive/group instruction approach by allowing

the students to use physical manipulatives to create based ten models.

Differentiated Instruction Accommodations:

Students that are below grade level: The teacher would allow the student to use the manipulative

while working on their worksheets.

For the gifted students: The teachers could have them add or subtract two-digit numbers by

modifying the rules of making their number train.

Use of Technology:
The teacher can provide a link to a virtual base ten manipulative, so the students can use at home

to help them with their homework.

Student Assessment/Rubrics:

The teacher will know if the student understands the concept if they score 80% on the worksheet

they were provided in the independent practice. If they don’t get an 80% then this will let the

teacher know if the lesson should be adjusted.

Part D: Instructional material

Students used snaps cubes during the guided practice to help them understand base ten. The snap

cubes enhanced the students learning by allowing them to build their own tens rod. The students

used the snap cubes to build their own carriages to complete the number train. The students knew

that ten snap cubes represent the tens place, and in order to have a complete carriage the snap

cubes needed to be the same color and it must have ten cubes.

Part E: Instructional Plan

In the guided practice part of the lesson the students had to use critical thinking when they had to

make sure that each carriage had to be the same color and each carriage has to have ten snap

cubes in order for them to have a complete train. The students also knew that the leftover cubes

were the caboose. During the guided practice the students had the opportunity to problem solve

when they worked collaboratively with their partner to make their number train. The students

had to use the snap cubes to build their carriages following the teacher’s instruction on building

their number train. The students enhanced their performance skill during the guided practice by

accurately labeling two-digit numbers using the snap cubes to make their carriages for the

number train.

Part Instructional strategies

During the guided practice, collaborative learning is used effectively as the students work in

small groups to practice the understanding of counting using the snap cubes to make tens rods.

After the teacher models how to use the snap cubes, students can share their understanding of the

concept with their peers. The students also have the benefit from each other’s prior knowledge

and it helps develop their collaboration skills.