,
Lesson Review
The lesson above goes over counting and modeling two and three-digit numbers in the bridges curriculum. The first part of the lesson goes over modeling the two or three-digit numbers with lima beans. When completing this lesson it is apparent that the layout provides a step by step procedure for teachers who are attempting to complete this lesson. Specifically, the lesson goes into estimation of the beans in their bags. The lesson becomes more advanced as you turn to the second page where it can be seen that they are moving to place value and looking at specific digits. Throughout the whole lesson, the teacher is promoting student collaboration. Each of the students has a group which promotes the NCTM process standards. The lesson also assists with adapting to diverse ways of learning.
The first NCTM process standards that I noticed going through this lesson is representation. On the first page, the teacher brings out a way to model the two and three-digit numbers with beans. The beans represent different numbers within the place value sets in the hundreds, tens, and ones place. Another representation tool that is the place value pieces of cardboard. Students place the beans onto a selected piece of cardboard that is meant for the number of beans to represent a number. When going through the representation, students who are in elementary can start off with representations to help them advance their learning. Providing representations such as beans provides a way to see an every day object in a counting manner. Also, when students are representing place value as separate quantities, it helps them start off with schema to help with creating numbers and addition.
Another NCTM process standard that I noticed throughout the lesson was communication. The Bridges curriculum relies heavliy on student interaction to solve a problem. For this lesson, the teacher is mainly a facilitator for knowledge growth, but the work is done by the students. First off, the teacher puts the students in groups to discuss the main problem at hand. Students are communicating with their peers about a game plan for their group to solve the problem. Also, students have to communicate about their own number of beans and learn to organize their process. The teacher also needs to make sure that he/she mediates issues between students about the way they go about solving the problem. As the teacher, they are still an active participant within this lesson and provide questions to grow student knowledge.
Through these two standards, the lesson is creating a diverse center for learning in the classroom. For learners who are more hands-on, the lesson is providing tools to complete math problems. The beans are a manipulative that can help student conceptualize the numbers provides. Also, for hands-on learners they are placing the beans in different sections that can help separate numbers. For visual learners, the sectioned place value cards, help them see the difference in place value. After identifying place value, students can then see with the beans how many it takes to be in the tens place. Since it is a base-ten problem, the beans can be put into groups of ten to represent the tens blocks. The beans allow students to think outside the box instead of sticking to base-ten blocks that are used frequently. Also, for students who may struggle with independent work, it helps to discuss the problem with other group members. Personally, I like to discuss math problems due to my own math anxiousness. When working in a solid group, I could discuss the problem and gain from other's ideas. Students in this lesson can learn in many different ways with manipulatives and group connection.
The lesson displayed at the top of the page provides a new way of learning for students who may struggle with traditional math. Students have the help of the NCTM standards like representation and communication to help with that struggle. When going through the lesson, i, the layout was helpful to teachers to instruct students in a different way. The Bridges curriculum allows students to connect with their peers with the use of every day manipulatives such as the beans. It allows the teacher to use representations of different uses of the beans for their math concept of place value with two or three-digit numbers. When going through the lesson with the idea of representing two or three-digit numbers, all students require a different way of learning the concept. For example, some students may be more reliant on the use of the beans than other students. Also, students who struggle with visualizing the base-ten conversions can use the beans and the sheets of paper to place the beans on. Overall, the lesson is an aid for all students to utilize in class with group communication and representation.
Bridges. (2019). Retrieved March 16, 2020, from https://bridges.mathlearningcenter.org/
Lesson Review
The lesson above goes over counting and modeling two and three-digit numbers in the bridges curriculum. The first part of the lesson goes over modeling the two or three-digit numbers with lima beans. When completing this lesson it is apparent that the layout provides a step by step procedure for teachers who are attempting to complete this lesson. Specifically, the lesson goes into estimation of the beans in their bags. The lesson becomes more advanced as you turn to the second page where it can be seen that they are moving to place value and looking at specific digits. Throughout the whole lesson, the teacher is promoting student collaboration. Each of the students has a group which promotes the NCTM process standards. The lesson also assists with adapting to diverse ways of learning.
The first NCTM process standards that I noticed going through this lesson is representation. On the first page, the teacher brings out a way to model the two and three-digit numbers with beans. The beans represent different numbers within the place value sets in the hundreds, tens, and ones place. Another representation tool that is the place value pieces of cardboard. Students place the beans onto a selected piece of cardboard that is meant for the number of beans to represent a number. When going through the representation, students who are in elementary can start off with representations to help them advance their learning. Providing representations such as beans provides a way to see an every day object in a counting manner. Also, when students are representing place value as separate quantities, it helps them start off with schema to help with creating numbers and addition.
Another NCTM process standard that I noticed throughout the lesson was communication. The Bridges curriculum relies heavliy on student interaction to solve a problem. For this lesson, the teacher is mainly a facilitator for knowledge growth, but the work is done by the students. First off, the teacher puts the students in groups to discuss the main problem at hand. Students are communicating with their peers about a game plan for their group to solve the problem. Also, students have to communicate about their own number of beans and learn to organize their process. The teacher also needs to make sure that he/she mediates issues between students about the way they go about solving the problem. As the teacher, they are still an active participant within this lesson and provide questions to grow student knowledge.
Through these two standards, the lesson is creating a diverse center for learning in the classroom. For learners who are more hands-on, the lesson is providing tools to complete math problems. The beans are a manipulative that can help student conceptualize the numbers provides. Also, for hands-on learners they are placing the beans in different sections that can help separate numbers. For visual learners, the sectioned place value cards, help them see the difference in place value. After identifying place value, students can then see with the beans how many it takes to be in the tens place. Since it is a base-ten problem, the beans can be put into groups of ten to represent the tens blocks. The beans allow students to think outside the box instead of sticking to base-ten blocks that are used frequently. Also, for students who may struggle with independent work, it helps to discuss the problem with other group members. Personally, I like to discuss math problems due to my own math anxiousness. When working in a solid group, I could discuss the problem and gain from other's ideas. Students in this lesson can learn in many different ways with manipulatives and group connection.
The lesson displayed at the top of the page provides a new way of learning for students who may struggle with traditional math. Students have the help of the NCTM standards like representation and communication to help with that struggle. When going through the lesson, i, the layout was helpful to teachers to instruct students in a different way. The Bridges curriculum allows students to connect with their peers with the use of every day manipulatives such as the beans. It allows the teacher to use representations of different uses of the beans for their math concept of place value with two or three-digit numbers. When going through the lesson with the idea of representing two or three-digit numbers, all students require a different way of learning the concept. For example, some students may be more reliant on the use of the beans than other students. Also, students who struggle with visualizing the base-ten conversions can use the beans and the sheets of paper to place the beans on. Overall, the lesson is an aid for all students to utilize in class with group communication and representation.
Bridges. (2019). Retrieved March 16, 2020, from https://bridges.mathlearningcenter.org/