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Introduction
Micki Long currently experiences problems in certain school subjects, particularly Mathematics, and measures should be taken in order to reduce her Math difficulties problem. Some students have problems with Mathematics not because they do not like it but because they “can be frightened by the complicated numbers and sometimes difficult concepts” (Schneider, 2000). For instance, Donivan, a student of the eighth grade also experienced similar problems in this subject this is why some methods used to improve his knowledge can be applied while helping Micki. Since it was noticed that Micki had problems in communicating with her peers, the methods should include measures which would help tackle this problem as well. It is necessary because “problematic peer relationships [tend to involve] a range of later adjustment problems, including dropping out of school, engaging in criminal behavior, and psychiatric disturbances” (Lockwood, Kitzmann and Cohen, 2001). Tackling the problem will consist in planning classroom activities with involving working in pairs or in groups of three or more children. Some teachers may not be disturbed with Micki’s lagging behind the class stating that most of children experience problems at this age, but most of them keep to the point that knowledge acquired at sixth grade is fundamental and can influence the student’s further progress. This is why it is necessary to develop three lesson plans which would help Micki improve her knowledge in Mathematics. In three lessons Micki is expected to improve her knowledge in basic mathematical operations, learn to explain how she arrived to certain answers for algorithms and be able to discuss solving mathematical problems with her peers and teacher.
Main Text
To begin with, the first lesson should consist in measuring Micki’s progress by means of offering her to add, subtract, multiply and divide two-digit numbers. If she succeeds in this, the same operations should be performed again but this time with regrouping. The results will be put down in a table measuring Micki’s and other students’ progress. Micki is likely to have problem with this assignment, that’s why before completing it she will be advised to consult teacher or other peers who succeeded in the task. The whole group of students will be involved into conversation and those who completed the task correctly will be asked to explain how they arrived to their answers and whether they have their own ways of explaining algorithms. When giving explanations, the students will compare their ways of performing mathematical operations, find out differences and similarities between them, and decide which one is the easiest and the clearest. It will point out to basic principles of performing mathematical operations: “Students who are encouraged to think about mathematical relationships learn basic principles that apply to many situations” (Behrend, 2001). This will help to facilitate understanding of performing mathematical operations with regrouping of numbers as well as it will help to involve Micki in conversation with some of other students. The same assignment will be given the second time and the progress, if any, will be put down into the aforementioned table. If Micki will show any progress while performing mathematical operations the second time, this will prove that the method is efficient.
During the second lesson the students will be asked to tie mathematical operations with real life. First of all, they will be required to mention the spheres of human activities where mathematical operations can be useful: “To get and keep a job, you need Math skills. To run a home or a workshop, you need math skills. In sport, travel, shopping – you use math every day” (Scholastic Books and Angeles, 2002). Micki personally will be asked when last she performed calculation in real life (i.e. whether she counted sweets or was asked to cut something into a certain number of pieces and how she succeeded in counting everything correctly). She can be asked to comment on the phrase “in mathematics, the answer must be precise and very accurate regardless of the context of the problem situation” (Jaworski, Wood & Dawson, 1999) and explain why she thinks so; another student may be asked to explain why “the ‘best’ mathematical solution may not be the best ‘real’ solution” (Haggarty, 2002) and provide certain examples. This will help Micki to get involved into the class conversation, develop her speaking skills, and, at the same time, develop her interest in the subject. The students then will enumerate the difficulties which arise when adding, subtracting, multiplying or dividing two-digit numbers and recollect the principles of performing mathematical operations with such numbers which they discussed at the previous lesson. The second lesson will be dedicated to using assistive devices such as video with other students’ interview describing their problems in Mathematics and how they solved them. The video can contain methods of performing mathematical operations other students use. After discussing the video the students will be asked to add, subtract, multiply, and divide two-digit numbers using the methods described in the video and stating whether those methods were easier. Short quiz will be conducted at the end of the lesson; the results will show whether Micki’s progress changed since the first lesson and whether the second lesson was beneficial for her.
The final third lesson will involve interactive practice with computers. Computer technologies were proven to facilitate students’ understanding of “core concepts in subjects like science, math, and literacy by representing subject matter in less complicated ways” (Roschelle, Pea, Hoadley, Gordin & Means, 2000). Moreover, “computer games contribute in any meaningful way to the academic skills needed for math and science” (Shields & Behrman, 2000) this is why their application in class is necessary. Simple games which include calculations would be useful for Micki and the rest of the group. Online exercises with recording the results and observing the students’ progress will make them more interested in the subject and promote competitiveness in the classroom. Students will be grouped in teams consisting of three or four people and asked to perform mathematical operations with two-digit numbers. The team which succeeds in performing more operations correctly will get star rewards. During the subsequent lessons similar tasks can be given to them (with computers or without them) and each lesson the groups will get star rewards according to their achievements which will be put down in a separate table. It will be useful for Micki in particular because interacting with her peers and discussing mathematical operations she will learn to explain her way of arriving to the final result, and communication with the members of her team will make her more sociable.
Conclusion
Therefore, the three lesson plans have been developed and if they are implemented correctly they are likely to help Micki not only in studying Mathematics but in improving her relations with her classmates. After the first three lessons her progress is supposed to be evident. This will result in her better understanding the essence of mathematical operations, ability to explain them, and active involvement in class discussions.
References
Behrend, J.L. (2001). Are Rules Interfering with Children’s Mathematical Understanding? Teaching Children Mathematics, 8 (1), 36.
Haggarty,L. (2002). Teaching Mathematics in Secondary Schools: A Reader. Routledge.
Jaworski, B., Wood, T.L., & Dawson, S. (1999). Mathematics Teacher Education: Critical International Perspectives. Routledge.
Lockwood, R.L., Kitzmann, K.M., & Cohen, R. (2001). The Impact of Sibling Warmth and Conflict on Children’s Social Competence with Peers. Child Study Journal, 31 (1), 47.
Roschelle, J.M., Pea, R.D., Hoadley, C.M., Gordin, D.N., & Means, B.M. (2000). Changing How and What Children Learn in School with Computer-Based Technologies. The Future of Children, 10 (2), 76.
Schneider, J. (2000). Software Focus on Math and Science. T H E Journal, 27 (9), 72.
Scholastic Books, & Angeles, E.S. (2002). Real Life Math. Scholastic Inc.
Shields, M.K., & Berhman, R.E. (2000). Children and Computer Technology: Analysis and Recommendations. The Future of Children, 10 (2), 4.
Do you need this or any other assignment done for you from scratch?
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NB: All your data is kept safe from the public.