Math Tools Lesson Plan and Paper

INTRODUCTION

To provide effective mathematics instruction, teachers must be able to choose effective, age-appropriate mathematical tools to meet the learning needs of a diverse student population. With these tools in mind, effective teachers must be able to use research-based instruction to present lessons that align with state and national standards.

In this task, you will identify hands-on and virtual tools appropriate for an elementary (K–6) classroom and then create a lesson plan including one of those tools, using the attached “WGU Direct Instruction Lesson Plan Template.” You may use the attached “WGU Direct Instruction Lesson Plan Guide” to inform your lesson plan development. Additionally, you will provide several brief explanations based on the components of your lesson plan.

REQUIREMENTS

Part One: Tools

Explore several hands-on and virtual tools you could use in an elementary mathematics lesson and select four of each to evaluate in the following prompts.

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

• one use of the tool to explore mathematical concepts
• one specific benefit of using the tool to explore mathematical concepts
• one specific challenge of using the tool to explore mathematical concepts

Note: Classroom resources (e.g., flash cards, whiteboards) are not acceptable hands-on mathematical tools.

Note: General classroom feasibility characteristics (e.g., storage, cost, availability) are not acceptable benefits or challenges of using the tool.

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

• one use of the tool to explore mathematical concepts
• one specific benefit of using the tool to explore mathematical concepts
• one specific challenge of using the tool to explore mathematical concepts
• a web link to the identified tool

Note: Entire websites or software packages (e.g., IXL.com, Microsoft Excel), classroom technology hardware (e.g., interactive whiteboards, student response systems), and general virtual classroom resources (e.g., virtual flash cards, virtual quizzes) are not appropriate virtual tools for this task.

Note: General classroom feasibility characteristics (e.g., storage, cost, availability) are not acceptable benefits or challenges of using the tool.

Part Two: Lesson Plan

1. Using the “WGU Direct Instruction Lesson Plan Template,” create an original elementary-level (K–6) mathematics lesson plan that incorporates a tool from either part A or part B and that includes the following:

• one state or national mathematics standard, including the source of the standard, the alphanumeric indicator code, and the written standard
• one measurable learning objective that aligns to the standard

Part Three: Reflection

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

1. Explain how your lesson plan incorporates eachof the following components:
2. conceptual understanding
3. problem solving
4. procedural fluency

1. Explain how oneinstructional strategy in your lesson plan (e.g., collaborative learning, modeling, discovery learning) supports learning outcomes.