Teaching Mathematics
Comparing Measurement Attributes: Grade 1
Students will compare magnitudes of attributes of four (4) objects directly, both physically and by representation. Through the discussion, students will be introduced to early conceptual understandings of measurement.
Instructional Goals:
- Students will learn to describe attributes of measurement, which will develop their mathematical language for measurement.
- Students will develop an understanding that attributes must be defined so that they can be communicated.
- Students will develop an understanding that sometimes magnitudes of attributes can be ordered by direct comparison, or by directly comparing their representations.
- Students learn about the importance of a common origin.
Structure of Lesson:
- Students were introduced to rules and expectations
- Then they were asked about ideas in measurement
- Students were introduced to the problem at hand
- Then they were divided into groups to measure the height or circumference of the object
- Finally, students engaged in whole class discussion
Philosophy of my Math Teaching
Math has a tendency to be dry and concept driven. By creating lessons that are more dynamic and relatable, students will understand the content better and enjoy doing math.
Examples:
- For graphing, graph on a relatable subject and survey students.
- For skip counting, have students skip count using their bodies and lilypads on the ground.
- For directions and units of measurement, have student create a map of different ways to get to school from their home then track it in different units.
- Play math games
As math doesn't come easy to some, ensure that manipulatives are available.
Example:
-Blocks representing hundreds, tens, and units
Teach students how to break down numbers when counting by seeing bigger numbers as many smaller numbers.
Make situational problems seem like a puzzle that needs to be solved.
Many students do not realize how much they learn while playing games, so make sure math games are available and encouraged.
Math has a tendency to instil fear in children, especially because problems are either right or wrong. By giving students options for answering questions about the same concept, students will feel more at ease. Moreover, math needs to be as fun as possible.
Examples:
- Create situational problems using different numbers that follows the same operation.
- Play math games
- Assign specific problems and tell students to only answer a specific number of them.
- Incorporate technology into lessons, as students relate to technology and the material becomes fun rather than fearful.
Reflection of Targetting Instructional Goals
Context
In this clip, I am addressing students who thought that the endpoint could overlap the starting point in measurement.
I helped students begin to understand why we must have an end point by illustrating the overlap.
Target Goal:
"Students will learn the importance of a common origin".
By exagerating the ribbon overlapping on one container, it gave students the opportunity to reflect and explain why this is not an accurate way to measure.
This clip is a response to student thinking and orients students to each other's ideas.
Reflection of a Moment I Would Change
Context
I've recently noticed how often I used the words "okay," "literally," and "so" when I teach. I also get really wrapped up in teaching and interacting with students that I lose track of time.
Furthermore, when I had a student come up to demonstrate, I could have responded better to his thinking. This clip is an example of these teaching flaws when we were discussing the poster for width.
Changes
1. Language used
2. Time management
3. Responding to student thinking
How I speak to my students will reflect how they learn, therefore remaining professional while speaking is crucial.
The lesson ran too long and students should not have been sitting for so long. This could have been avoided if I kept checking the clock. I also could have asked the student I asked to show me what he did why he would place it where he did. By doing so, it would have had the other students think about start and end point.
I would be more concious of word choice and the clock in a "replay" of this lesson.
Reflection of How we Structured the Discussion
Poster Representing Length
- Students did not understand the importance of a common origin.
- We wanted to see if students would understand their mistake when we compare the two posters.
Poster Representing Width
- Students understood the importance of a common origin.
- Students knew not to overlap the ribbon.