Category: Uncategorized

Grade: 3rd

TEK:

(3.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to:

(A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

(B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

Link to Video (best viewed on GoogleChrome):

http://www.teachertube.com/viewVideo.php?video_id=32085

Description of Video:

A third grade teacher and her students drafted this almost 4 minute film about rounding to the nearest 10’s, 100’s and 1,000’s. The video begins with a student discussing his concerns about not understanding the concept of rounding. Just as fast as he could express himself, his classmate magically turns into the Rounding Queen. The Rounding Queen briefly reviews the concept of rounding to her audience and then, immediately discusses her rational using a number line. She has her peer write down a number on the chalk board to be rounded to the nearest 10’s and discusses how place value of the one’s number determines the rounding outcome. The pair continue this routine for the 100’s and the 1,000’s. Both students pause and reflect, and even model a think-aloud, during each example to discuss the rational behind their answers. At the end of the video, the Rounding Queen dubs her peer as the Rounding King for mastering the skill.

Suggested Instructional Strategy:

I believe this video from TeachTube may be used for pre-teaching the concept of rounding to the nearest 10’s, 100’s and 1,000’s place. I appreciate two students teaching a student-based audience. My recommended instructional strategy is to have students make a chart in their math journals that has a column for what they know and what is new to them. Before playing the video, have the students brainstorm thoughts and beliefs about rounding. Then instructed the students that during the video, there will be paused writing opportunities to record new information learned about rounding.  To help promote thinking and understanding, I would suggest to question and review key vocabulary, terms, concepts and strategies so students can make notes and record solving strategies for future use during future lesson.

Grade: 2nd

Content Area: Math

TEKS:

§111.4.(b) (5)

(A)  determine the value of a collection of coins up to one dollar

Website:

http://www.gpb.org/countonit/games/second/money

Summary:

This is a website I found that gives students the opportunity to use their understanding of the value of coins to “purchase” items that cost up to a dollar. This game is highly interactive and easily navigable and can be an influential asset in a second grade classroom. Students are given a grid displaying different items to be purchased including bananas, pizza, ice cram and more. To begin the game, the student is given an item they are to purchase for a specific cost, for example the banana, and then are challenged to drag the correct amount of coins to the corresponding item on the grid. Through the game the students are able to use their knowledge of the value of coins to purchase the item given.

Instructional Use:

I believe this game can be a great asset in reinforcing math skills in the classroom. After teaching the lesson on the value of coins, I will allow my students to partake in playing this game to practice their understanding of the value of coins. Because we only have a limited number of computers in the classroom not all of my students will be able to play the game at the same time. Thus, while the majority of the class is working in groups to complete worksheets asking questions about the value of coins, I will allow 4 students to use the computers and play the game. This game can also be played during lull time throughout the day. I will also make the computers available for this game to be played during daily 5 to engage the students in reinforcing coin concepts even when we are not working on our math lesson. This game, coupled with explicit instruction as well as inquiry based engaging exploration, can be a great asset in reinforcing monetary concepts in the classroom.

 

http://video.nationalgeographic.com/video/kids/history-kids/native-americans-kids/

Title: History: Native Americans

Author: National Geographic

Grade: 4th

TEKS: (1)  History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to:

(A)  explain the possible origins of American Indian groups in Texas and North America;

(B)  identify American Indian groups in Texas and North America before European exploration such as (D)  compare the ways of life of American Indian groups in Texas and North America before European exploration.the Lipan Apache, Karankawa, Caddo, and Jumano;

Video:

Summary: This 3 minute video starts with the origins of Native Americans stating it is still a mystery but scientists believe that they were hunters from Asia about 30,000 years ago. The plains Indians hunted buffalo and the Northern coast Indians sailed the ocean and built canoes, houses, and totem poles from the red cedar trees. Around 1500 when the white settlers came to the states, they brought diseases that killed many native Indians and claimed Indian land for them. The American government forced these Indians to live on reservations but some Indians fought their rights through political activism. Today, there are 550 recognized tribes in the United States that are working to improve their conditions while maintaining the culture, language, and traditions.

Instructional Strategy: My instructional strategy is Questioning. Each student would be required to ask one question (students must write down question in notebook) related to Native Americans before the video begins. This question can be anything they want to know about Native Americans. Teacher will provide a question as an example. The video will be stopped halfway to see if any of the students’ questions are answered and then again at the end of the video. Students will discuss & write if their questions were answered or not. The comprehension skill is connection. Students are connecting their own personal questions about Native Americans to the video for answers.

Khan Academy

Before I discuss specifically which part of this program I used towards a particular TEK, I think it’s important that I explain what the Khan Academy is.  The Khan Academy is a completely free website program that you can sign up for as a teacher or a student.  If you register yourself as a teacher, you are able to invite your students into you “classroom” and track their progress on the program.  The Khan Academy is suitable 3rd grade and all ages after.  I even have friends that have used it for their own benefit in classes at other Universities.  The Khan Academy provides videos on ALL subject areas and topics: almost any topic you can think of.  There are also “skills” that can be mastered through a series of tasks, or, as they refer to them, “missions.”  The Khan Academy is a really great resource that provides access to all sorts of education for your students and tools for you to use as a teacher.

 

Specific Use-

Grade: 3rd

Content: Math

TEK:

§111.15. Mathematics, Grade 3.

(b) Knowledge and skills.

(3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to:

(A) construct concrete models of fractions;

(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects;
Link: https://www.khanacademy.org/math/cc-third-grade-math/cc-3rd-fractions-topic/cc-3rd-fractions-meaning/v/fraction-basics

Summary:

This video link on Khan Academy is the very basics of fractions.  The video starts by explaining what a fraction is and giving a visual representation of it.  It starts with a whole square, breaks it into four pieces, shades in a single piece, and writes down that the piece is 1/4 of the whole, explaining the process and reasoning throughout each step.  Something I really love about the video is that it provides the teacher, or student, with the opportunity to pause and work a couple of the fractions themselves.

Instructional Use Suggestion:

I will absolutely be using the Khan Academy in my classroom to introduce or explore concepts and also for students to participate in independent work.  For this specific video though, I would use it to introduce the concept of fractions.  We would watch the video together, and when it instructs us to pause, I would have the students write in their math journal what they believe the fraction shown is and write a sentence or two about how they came up with that answer and why they believe it is correct.  I will want them to label what their numbers represent. (I.e. the top number could be labeled as “shaded area, part, etc.” and the bottom number should be labeled “whole, entire square, etc.”)  After the video we could lead into more activities to expand and practice fractions.  I think the videos on this website are a great way to clear the understanding of a confused child or introduce new skills to students.

 

The Value of a Dollar

Grade Level: 2^nd

Content Level: Math

TEK: 111.4. (b) (5.4) Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: (A) determine the value of a collection of coins up to one dollar.

YouTube Link: http://www.youtube.com/watch?v=ULwhJ-8VlAQ

Summary:

The Value of a Dollar is a video created and produced by Julian Waters, founder of Readeez, an organization founded on the belief that children’s videos should be both educational and enjoyable. Throughout the video, Waters teaches children how to add coins up to a dollar through song. He includes the values of pennies, nickels, dimes, and quarters. He uses each coin to represent the value of a dollar (i.e. 100 pennies equals 1 dollar). The video includes real images of the coins and the dollar.

Instructional Use Suggestion:

After introducing the lesson objective, I would play the video once for my students – just to watch. Then I would give them a worksheet with a series of questions to answer while watching the video for a second time. For example questions could be, how many nickels equal one dollar? After watching the video the second time through, I would lead a mini review over the worksheet. Then I would ask students to think about different coin combinations that add up to a dollar, and write them down on the worksheet. To complete the lesson, I would ask students to turn and talk to their partner about different coin combinations that add up to one dollar.

To make the lesson more hands on, I would give students pretend coins and have them “test” their coin combinations by counting.

Another strategy would be to encourage the students to create their own song based on their coin combinations that add up to one dollar.

Teks:

5^th Grade Math

(5.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. The student is expected to:

(A) generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3;

(C) compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and

(D) use models to relate decimals to fractions that name tenths, hundredths, and thousandths.

Summary:

The app has 5 fractions options. You can choose to compare, add, subtract, multiply or divide fractions. There will be two fractions, one on the left or right you can swipe to choose LESS, GREATER, or EQUAL when comparing fractions.

This app allows for statistics to be kept. It will say the number of correct operations, how many were wrong, how many successful and unsuccessful attempts were taking to reduce a fraction, and how many times the student need visual support. After each round if you paid for the app you can email yourself (the teacher) the results. If you didn’t pay for the app you can still see the results, you will just have to write them down. Then the statistics can be reset. The teacher also has the option to set the denominator for students. This is great to individualize instruction. The teacher can set a low denominator for struggling students, who need more practice, and a high denominator for students who are exceling.

Developer: Curious Hat
Compatibility: requires iOS 5.1 or later. Compatible with iPhone, iPad, and iPod Touch.

Cost: there is a free version and a paid version for .99 cents. Can be purchased in the apple app store. 

 

Lesson Plan/Comprehension Strategy:

My plan for this app is to have students play with it for about 10 minutes. The app will introduce them into the fractions we will be working on that week, and help me assess what they already know and what they will need help with. Then every week I will teach my lesson on fractions.

Week 1: Lesson on Adding Fractions

Week 2: Subtracting Fractions

Week 3: Multiplying Fractions

Week 4: Dividing Fractions

Week 5: Comparing Fractions

After my lesson I will have them use the app, I will use their statistics to assess how well they grasped the concept, where they will need help, and it will allow me to individualize my instruction.

After the lesson and playing with the app I will have students write in their math journals. They will make a T-Chart where they will write what they knew already on one side and what was new to them.

Video Tutorial: 

Link:

https://sites.stedwards.edu/katrinaj-read4343/

Grade Level: 5th 

Content Level: Science

TEK:  (5.8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: (A)  differentiate between weather and climate

Website Link: http://climatekids.nasa.gov/

Summary: 

This website is sponsored by the government funded NASA website, that is specifically aimed towards elementary school aged students. The website focuses it’s teaching to key points such as: weather & climate, air, ocean, fresh water, carbon travels, energy, plants and animals, technology and Big Questions about the Earth. The goal of the website is to get kids active and interested in the subject of Earth Science from a fun perspective. The website is easy to navigate for all ages and safe for all students.

Instructional Use: 

5th graders who are studying Earth Science will be able to pick one topic that the website offers and using construction paper create their own webpage for the topic. The web page will highlight the information they learned from Climate Kids. This allows students to think outside the box in presenting the information they learned about Earth Science; instead of just writing a report they will create a webpage that is fun and creative.

Author:  Stephanie Spinner

Illustrator:  Meilo So

Publisher:  Alfred A. Knopf

Grade:  4th and 5th

Topic:  Science

TEKS:

Why I suggest this book:
We as teachers have found that using science trade books in the classroom help to excite young learners’ interest as they begin to dive into the world of science in the classroom. These books present key concepts the children are learning in the classroom in fun and meaningful ways; and Alex the Parrot definitely delivers. Alex the Parrot is a captivating story about a extremely silly yet amazingly intelligent African grey parrot and his journey to learn just like you and I. It is based off a  true story of Irene Pepperberg and her quest to investigate whether animals, specifically African grey parrots, are indeed intelligent and possess the capacity to gain knowledge.

Through this story children gain a glimpse into the daily life of a scientist and her research. This book emphasizes a scientist’s need for repeated investigations in order to insure the research remains thorough and accurate. To add more claim to its fame,  Alex the Parrot was recently featured in the National Science Teachers Association’s (NSTA) publication of Outstanding Science Trade Books for Students K-12.  I personally think it is a must read and can be used as a great asset in the classroom.

 

Snippet:

“Alex was a great student. And as he learned more words, he lost his shyness.
In fact, he turned into a very bossy parrot. He let everybody know what he wanted,
pretty much all the time.

“Want nut!” and “Want banana!” were two of his favorite commands.
“Wanna go back!” was another. It meant he was tired of working and ready for a break.

Alex made it very clear that he liked to be obeyed.
If he asked for a grape and got a banana,
somebody was going to end up with a banana facial.

It wasn’t long before “no” became one of Alex’s favorite words, too.

Alex got lots of attention, treats, and toys, every day.
Yet he still got bored. And he had is own way of showing it.”

To see just what silly things Alex the parrot does to show he is bored, check this book out from your local library. I promise you, you and your students are sure to fall in love with Alex just as much as I have.

 

Author: Camilla de la Bedoyere

Publisher: Miles Kelly in 2012

Illustrators: Mike Foster, Joe Jones, Richard Watson and Miles Kelly Artwork Bank

Grade: 1st

TEKS:

(D) In life science, students recognize the interdependence of organisms in the natural world. They understand that all organisms have basic needs that can be satisfied through interactions with living and nonliving things. Students will investigate life cycles of animals and identify likenesses between parents and offspring.

About the Author:

Camilla de la Bedoyere primarily creates and writes non-fiction for children and young adults, including books (more than 200 titles), magazines, comics and curriculum-based learning materials, including material for children with special needs.

Snippet:

“What are you? I am a frog! I am a kind of animal called an amphibian. Amphibians can live in water and on land. We lay eggs and like living in wet places. Where do you live? I live on the ground. My skin is green and brown to help me hide under plants. I stay near water because my skin has to be moist. Q: What is green and slimy and lives at the north pole?”

 

If you want to find out the answer to that question and learn more about frogs like how far they can jump and what they like to eat, I suggest checking this book out from our library.

Author: Yuyi Morales

Publisher: Chronicle Books, Library Binding Edition

Grade: Pre-k and up

Topic: Math

TEKS: §111.2. Kindergarten 

• (4)  The primary focal areas in Kindergarten are understanding counting and cardinality
• (A)  Students develop number and operations through several fundamental concepts. Students know number names and the counting sequence.

Yuyi Morales was born in Mexico and her works are heavily influenced by family and traditions that she experienced as a little girl. Since moving to the U.S. in 1994, she continues to carry on her family’s legacy by creating celebrated Latino children’s books. Just a Minute: A Trickster Tale and Counting Book is a great book for children who are developing number awareness but also extends a mature message to older readers. In the beginning of the book, Grandma Beetle has an unexpected guest, Senor Calavera, a jaunty skeleton sporting a fedora, arrive at her door. He requests that she leave with him right away, but Grandma Beetle has an agenda of her own.

Here’s a snippet:

“‘Just a minute, Senor Calavera,’ Grandma Beetle said. ‘I will go with you right away, I just have ONE house to sweep.’ Senor Calavera remembered he had extra time today. So he decided to wait. UNO one swept house, counted Senor Calavera, and he rose from his seat.

‘Just a minute, Senor Calavera,’ Grandma Beetle said. ‘I will go with you right away, I have just TWO pots of tea to boil.’ Senor Calavera sighed. Waiting a little longer wouldn’t hurt anybody, after all. DOS two steaming pots of tea, counted Senor Calavera, and he headed for the door.”

As the story goes on, Senor Calavera becomes more and more impatient as Grandma Beetle has three stacks of tortillas to make, four fruits to slice, and five cheeses to melt. By the time Grandma Beetle reaches ten, all of her grandchildren have showed up for the wonderful party that she was preparing. Senor Calavera has such a fantastic time that he forgets the reason that he came and ensures Grandma Beetle that he’ll be there for her next birthday party. Grandma Beetle manages to outwit Death himself just by counting!

For as wonderful as the story is, the illustrations are really what makes it over the top astounding. Bright and vivacious color rendered in acrylic and mixed media leaves the reader feeling as if they could actually smell the tortillas Grandma Beetle was cooking.