Context

For my Practicum for Block 1, I created a math lesson for a first grade class at Hillcrest Elementary in Burke County, NC.  In this lesson, I used plastic gummy bears for a manipulative and a scale which you can put objects on each side and decide how to make the scale even or uneven.

Impact

For this lesson, I taught my first graders how to group, sort and compare objects.  We also reviewed addition and subtraction.  To help the students learn to sort, I had them sort and then group the plastic gummy bears according to size and color.  Then we compared the groups of bears.  Once I felt they were comfortable with sorting and grouping, I brought out the balance scale.  I put two gummy bears on one side and asked the students how many I needed on the other side to balance the scale.  We worked together to try and figure out how many would be needed.  Once I balanced the scale, we moved to adding and subtracting from the groups of gummy bears.  I had them sort several groups and then I would put some of the bears under a cup so they could not see them.  They had to try and problem solve and figure out how many bears were under the cup.  I felt that by doing this hands-on activity, it allowed my students to get a better grasp on the concept being taught.

Alignment

I have met DPI Standard 2, indicator 3 and its details, because by teaching this lesson, I helped my students understand how to recognize patterns within groups.  They are also able to tell the relationships between the groups and objects within each group.  We used problem solving to give meaning to the patterns by addition and subtraction.

I have met Standard 9, indicator 1 and its detail, because my students were able to develop new mathematical knowledge through problem solving.  They were able to reinforce their addition and subtraction skills and they also were able to solve problems to balance the scale.

I have met Standard 9, indicator 3 and its detail, because while teaching this math lesson I made sure to talk about what I was teaching.  We verbally worked out the problems together, enabling each student to hear the reasoning behind the math.  This allowed the students to also communicate their mathematical thinking through talking it out with each other.

I have met Standard 9, indicator 4 and its detail, because I was able to teach this lesson in a way which allowed the students to connect it to ideas outside of math and be able to apply it to their worlds.  For example, I used the gummy bears because it is easier for a child to think about someone taking away one of their bears than it is for them to think 3-1=? I feel that by using a real object to them that it would help them to understand what I was trying to teach them.