Tag Archives: Elementary School

Division Using Arrays (Lesson Plan)

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This lesson plan uses arrays to explain division. If you don’t have the “Array A Day” worksheets, you can use regular graph paper to help you draw arrays. 

Division Using Arrays
Context
Name: XXXXXXX                            Grade level: 3rd                     Group size: whole class
Date: March 10                                   Length: 20 minutes                 Sequence: introductory
Subject/topic: Division using arrays
Purpose
Standard/core: Standard 1, Objective 3a

Demonstrate the meaning of multiplication and division of whole numbers through the use of a variety of representations (e.g., equal-sized groups, arrays, area models, and equal jumps on a number line for multiplication, partitioning and sharing for division).

Learning goal: Students will know how to see a division problem in an array.
Major concepts: Arrays can be divided into groups of a certain size, or into a certain number of groups.
Assessment
Given a blank array worksheet, students will be able to divide the array into groups of a size and a number of groups.
Management
Self starter: N/A
Expectations: raise your hand to talk
Procedures: Watch the teacher and do what the teacher does on your own paper.
Fast finisher: draw more problems on the back of your worksheet
Instructional Strategies
Anticipatory set: “We have been building arrays with multiplication problems, but is there a way to divide an array?”
Tell objective: “We are going to learn what how to break up or divide an array into groups. Division is easier than you think!”
Instructions:
Input: “Let’s say we have a problem that looks like this… (write “18 divided by 3”)When we first look at a division problem, there are two parts we need to identify. The first number tells us the number of groups we have. There are 18 dots. So draw in 18 dots.”
           
Modeling: Write out the problem. Identify and label the parts. Draw in the dots (3 rows of 6 in each) on the array sheet.
           
Check for understanding: “Which one of these positions tells us how many we have? Show me with your fingers which spot has the total?”
                       
Input: “The second spot tells us how we are going to group the dots. This says 3, so we want 3 groups. How can we make 3 equal groups?”
           
Modeling: Circle the dots so there are 3 groups of 6 dots each.
           
Check for understanding: “Show me with your fingers how many groups we have. How many dots are in each group?” Watch to make sure students have the correct numbers.                     
Input: “Now where do we write our answer? On the line. The answer is 6, so we write that on the line. Now what’s cool about this? Look at your picture and see if we can group them another way, maybe using the number 6. Look! We can also make 6 groups of 3 each!”
           
Modeling: draw circles around groups 3 each. There should be 6 total groups.
           
Check for understanding:  “So, How many equal groups can we make with this problem? Show me with your fingers.”
Guided Practice: done as teacher does it on the overhead.
Independent practice: Have students do their own problem using a new worksheet (20 divided by 5)
Closure: “So now that we know what to do when we look at a division problem, we won’t be as scared, huh? We can use our array sheets to solve the problem.”
Resources
Array-a-day worksheet (2 copies per student)
Overhead worksheet, pens
Reflection
What went well?
What didn’t?
Improvements for next time?
Anyone else have good ideas for teaching division with arrays?

Geometry: Intro to Angles (Lesson Plan)

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I love teaching geometry. It’s the most fun of the math categories, in my opinion, since there’s so much geometry around us in the classroom every day! This is one way to introduce the basic types of angles. I’ve also used Bendarooz (wax sticks) to teach angles, but this lesson plan was from before I discovered those.


Context
Name: XXXXX                                  Date: March 25, 2009                         Grade level: 3rd           
Subject/topic: Angles                          Length/minutes: 20-30 minutes          Group size: whole class
Sequence: Introductory
Purpose
Standard/core: UtahStandard 3, objective 1, indicator d
Standard 3 Students will describe and analyze attributes of 2-dimensional shapes.
Objective 1Describe and compare attributes of 2-dimensional shapes
d.      Identify right angles in geometric figures, or in appropriate objects, and determine whether other angles are greater or less than a right angle.
Learning goal: Students will be able to identify right, obtuse and acute angles.
Major concepts:
Right angle: an internal angle which is equal to 90°
Obtuse angle: an internal angle which is greater than 90°
Acute angle: is an internal angle which is less than 90°
Angle: Two rays that share the same endpoint
Assessment
Given a worksheet with pictures, students will be able to identify angles with 100% accuracy.
Management
Self starter: none
Expectations: Sit and raise hands (no calling out); Students will focus on the topic; No sharpening pencils, getting out of seats going to the bathroom during the lesson.
Procedures: come back to desks when activity is over; raise hands to speak.
Fast finisher: make a list of things that have right angles.
Instructional Strategies

Attitude Orientation: (transition from lines lesson) We learned yesterday about lines, rays and points.  What happens when a line shares a point? Well…

Tell objective: “Today, are going to learn the about different angles.”
Schema Orientation: When you have two rays that share the same endpoint form an angle. How do you say “angle” in Spanish? (ángulo)
There are three basic kinds of angles…
Right angles:
            Put up word card that says “right angle” so students can see how the term is spelled.
            Draw a picture of a right angle.
Explain that when you draw a right angle, you can put a square I the corner to show that it has 90 degrees. You haven’t learned about degrees yet, but just know that there are 90 degrees in a right angle.
Have students stand up and make a right angle with their arms.
–          put one arm out sideways
–          then put your other arm straight up
Obtuse angles:
            Put up word card that says “obtuse angle” so students can see how it’s spelled.
            Draw a picture of an obtuse angle.
Explain that obtuse angles have more degrees than a right angle. They have to have more than 90 degrees to be obtuse angles.
Have students stand up and make a obtuse angle with their arms.
–          put one arm out sideways
–          then put your other arm leaning to the other side
Acute angles:
Put up word card that says “acute angle” so students can see that it’s an acute angle (not a cute angle).
            Draw a picture of an acute angle.
            Explain that acute angles are smaller than right angles, so they have less than 90 degrees.
Have students stand up and make a right angle with their arms.
–          put one arm out sideways
–          then put your other arm across the body to the side of the first arm
Activity: Now we’re going to go on an angle search. Pass out note cards and have students draw right angles in the corners.
Have students go around the room and use their note card to see if angles in the classroom are greater or smaller than the right angle on their note card.
Model how to compare the note card angle to something in the classroom such as a book, or edge of other supplies.
Check for understanding: Let the students have a few minutes to explore the angles in the classroom. Guide the class by having each student find a right angle, then an obtuse angle, and finally an acute angle. Have students find an angle and call on students to show the class their angle.
             
(Independent practice: Have students practice drawing angles.)
Assessment: pass out worksheet that asks students to label different angles as right, acute an obtuse.
Closure: Lead a class discussion about where you can see angles in everyday life.
Accommodations
            Visual learners- Power Point visuals, picture of the angles, drawing assessment
            ELL students- Modeling, word cards, picture of the angles
            Kinesthetic learners- use arms to make angles
           
Resources
Word cards
Notecards
Worksheet
Reflection
Step 1: (Instruction and Management) What went well? What should be improved?
Step 2: (Student Learning) What did the children learn? How do you know?

Best Practices- 1

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I have asked experienced teachers for their advice and tips to new teachers. Here were some suggestions:

1.       Have an opening to every class- having the same one/ having a routine gets kids focused.
2.       Use a grade-appropriate nonfiction book to know how much content to teach (ex: science).
3.       Stretch in the middle of the day to let kids get their wiggles out, and blood circulating. 
4.         Fluency buddy tests- every day, have students get with a partner and do a one minute fluency test. Don’t keep track of word count, but get students used to reading out loud for a minute.
5.       Use Promethean Board to do grammar worksheets as a class. Students can edit sentences and choose correct words with Promethean pens.
6.         After each daily journal entry, have students put a star/other symbol to tell teacher and student entries apart.
7.         Have students sign usage contracts before they use special equipment (especially if it will be in the classroom all year).
8.         Have students color in and write fractions for quart jar and clock amounts. (Core: This helps students learn that there are 4 cups in a quarter and that an hour can be broken into 15 minute segments.)
9.         Teach north, south, east and west by changing directions to pass in papers (“Pass your papers to the North today.”).
10.     Count down until the class should be silent. “I want silence in 5…4…3…2…1… quiet.”
11.     Save online activities/web pages to a class website so frequently used pages will be easy to get to.
12.    Have a box or crate set aside for library books. Then when your class goes to the library all books are together for turn in.
13.    Word of the week: a word to focus on; up on a chart for the entire week; after each week, the word goes on the word wall.
14.    Sanitation Duty- each week, a student is assigned to be on sanitation duty. They collect all of the trash cans and put them in the hallway for the janitor at the end of the day.
15.    Rotation game- Give each student a worksheet and have them leave it on their desk. Then each student brings their pencil as they rotate around the room and answer the questions on the worksheet.
16.    Good news- each student gives a piece of good news on their assigned day of the week. This helps address the state core (oral language).
17.    Classroom electrician- in charge of turning on/off the lights when needed.
18.    New students: have old students tell the new students the rules (this is a good review for old students).
19.    Editing – have students edit their work from the beginning of the year. This shows improvement and improves editing skills.
20.   Wait time for questions- wait a few seconds before calling on a student; allow other students time to think about the question. Tap your leg 5 times to count 5 seconds before calling on someone.

Thank you to my teacher friends who helped me put this together!

My Teaching Philosophy Statement

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I have often been asked how I feel about a certain aspect of teaching, or to express my philosophy of teaching. It’s hard to write into one sentence, or even a small paragraph, because there are so many aspects to education. However, I found it a very helpful and reflective experience to write what I believe about teaching. You should try it- take a few minutes and jot down what you believe! It’s pretty liberating.  My statement isn’t perfect, and it will continue to evolve as I spend more time teaching, but here’s what I’ve got for now:

Personal Philosophy
“A hundred years from now, it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different because I was important in the life of a child.”
·    The best classrooms are those with an informed and loving teacher, curious students, supportive parents and administrators and a “safe” learning environment.
·    Teaching is an opportunity to love children and empower them.
·    As a teacher, it is my goal to make each child feel loved and valued, empowered and capable of success. 
·    All children need and have the right to feel appreciated and treasured.
·    All children have the right to know what is expected of them. 
·    Students need to be free to exercise creativity within set guidelines. 
·    Students have the right to ask for help and alternative styles of content presentation. 
·    Students learn the best through positive encouragement and love. When I have shown true interest in the success of students, they want to succeed more.
·    Students have the right to choose aspects of their learning activities. 
·    Students have the right to ask questions without fear of being judged negatively. Teachers should respond respectfully.
·    Parents should support their children and their children’s teachers.
·    Parents have the right to know what is being taught in schools.
·    Teachers have the right to ask other teachers and administrators for help without being judged.
·    Teachers have the final say in deciding classroom policies and procedures. 
·    Teachers have the right to know if parents have concerns about teachers or teaching. These concerns should be addressed quietly and respectfully of all parties involved.
·    Teachers are people too. They deserve respect and understanding that they have lives outside their classrooms.
·    Teachers should be able to show love for their students without fear of accusations (for misbehavior). 
·    Teachers have the right to explore creative teaching methods. 
·    The community has a responsibility to help teachers create the best learning environment for children.
·    It is important to make a positive difference in the life of every student.
·    My objective as a teacher is to provide my students with the intellectual skills to analyze the world around them.

I’m sure I’ll think of things to add as I’m falling asleep tonight, but this is a start. Please share your thoughts with me! I’m grateful to the teachers who have taken the time to share their thoughts and experiences with me in the past, and have helped me learn and grow as an educator.

The Blender

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I absolutely love this poem!
blender poem sticker

Theory: Behaviorist

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All of my education professors recommended gobs of books for us to buy and have in our teacher resource library (like I have money to go out and spend). There was only ONE that I actually read… and then went out and bought (4 copies, actually, for myself, mom and sister who are also teachers, and for my best friend). It’s called The First Days of School by Harry K. Wong and Rosemary T. Wong. If you’re not a spender, check it out from the library or look at a thrift store (I have seen them at thrift stores and been tempted to buy another copy for myself or to give as a gift). But whatever you do, READ THIS BOOK. It’s an easy read (trust me) and you won’t regret it.
Key Ideas
§         The Teacher
o        The first days of school make or break you.
o        Nobody really trains you on how to handle the first day of school.
o        Ask veteran teachers to help you to know what to do or say. What are the school policies?
o        Get to know all of your colleagues.
o        Create good habits and LISTEN to all the advice you get.
o        Be flexible and adaptive.
o        Do research on what you want to know. Then apply the research you found into actions.
o        Be a decision maker.
§         Positive Expectations
o        What you expect to happen, will.
o        Negative expectations can lead to personal and student failures.
o        Students tend to learn as little or much as teachers expect them to.
o        Celebrate the first day of school and make it a positive experience for students.
§      Have a party
§      Hang banners, welcome signs.
§      Greet students at the school door when they get off of the bus. Let them know you are excited to have them there.
§      Greet students as soon as they walk in your classroom. Say your name, grade, and make sure they are in the right place. Then make sure they are able to find their seats right away.
§      Dress professional – students will treat you how they see you.
§      Be inviting, smile, create an environment where students can succeed.
§         Classroom Management
o        MANAGE, don’t DISCIPLINE
o        Make sure everything is organized in the classroom.
§         Students
§         Work
§         Materials
o        Have very little wasted time during the day.
o        Have the class very task-oriented.
o        Make sure the work is ready to go as soon as the bell rings.
o        The room is positive, the teacher is positive. Don’t over-decorate your classroom!
o        Prepare floor, bookcases, walls, desks, student area, teacher area. Make sure everything is organized!
o        Procedures must be rehearsed every day. Explain, Rehearse, Reinforce classroom procedures.
o        Have specific and general rules.
o        Discipline, Behavior, Routine
o        Make sure rules are posted and they can be altered to fit the class.
o        Have a rewards and penalties system.
o        When you see violation of rules, immediately issue the consequence. Do not stop class instruction.
o        Get parents and administrators involved.
o        Have high expectations for classroom rules.
o        Procedures are important for students because they answer questions. “when do I do this” “What do I do for this”…..
*Behaviorists are very task-orientated. Procedures! They are about classical conditioning (Pavlov’s Dogs). Have routines in classroom that the students will know by heart. When bell rings, they know to get to work*
§         Lesson Mastery
o        Have them in engaged working (involved) 75% of the time.
o        Increase student work time.
o        Ask yourself what students need to learn, not what the test needs them to learn.
o        Use lots of verbs when writing assignments and tests.
o        Show examples.
o        Use cooperative learning (group work)
§         The Professional
o        Are you a worker (goals towards making money) or are you a leader (goals for enhancement and progression).
o        We have to choose what our goals are.
o        Continue to education yourself
§         Go to workshops
§         Join support groups
§         Observe and do research
§         Take risks

Application for Teaching
Gave specific examples on how to prepare yourself when school starts, even on what to say as the students walk through the door for the first time. Always improve yourself. The more organized you become, the more task-oriented the class will become.  By setting procedures in the classroom and practicing them every day, it will create a successful environment. Establish and maintain rules.

Theory: Moderate

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I was researching the Moderate theory, and came across a helpful website (www.education-world.com) with an article entitled Practicing Love and Logic Can Mean Happier Schools. Here are some main ideas.

Key Ideas

§         9 essential skills for teachers
o                 Neutralize student arguing
o                 Delay consequence (If you are feeling emotional in the situation, wait to approach the student until the heat has passed)
o                 Feel Empathy with the students
o                 Recovery Process
o                 Have positive student/teacher relationships
o                 Set limits with enforceable statements
o                 Have choices and options available to limit power struggles
o                 Have quick preventative interventions
o                 Have the students work out their own problems
§         Share the control with the students.
§         Learn about the student’s interest and personality to determine management/discipline.
§         Have recovery areas (Like time-out areas)
§         Empathy first

Applications for Teaching
You can have the students involved in the choice/discipline. The more they are involved, the more they will follow through. Solves the problem together and builds the student/teacher relationships.

Theory: Constructivist

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I’ve been trying to review the basic theories of educational psychology and I found this about constructivism. It’s from a 1996 publication of Educational Leadership. The article is entitled What to Look For in a Classroom by Alfie Kohn.

Key Ideas
§         Ideal classroom environment is one that promotes deep understanding.
§         Excitement about learning and social/intellectual growth.
§         Students must play and activerole in the classroom management.
§         Teachers work with students rather than doing things to them.
§         Focus on students motives in order to develop positive attitudes.
§         Make sure your classroom is a “Learner-Centered” environment.
o                 Comfortable areas for working
o                 Cover walls with student work
o                 Have good teacher presence (create a safe environment)
o                 Inviting and open atmosphere
o                 Welcoming

Applications for Teaching
It is good to understand that teachers need to find a management style that works with each student. Work with the students to create that plan rather than order and discipline them. This will cause the classroom to become more effective and successful. Learner-Centered areas are important for classrooms to have so that students will feel sage and invited in working with the teacher.