SCM Activity

EDU 180881-P02 / Teaching & learning Strategies

Allison

Kerry-Ann Daley, Simran Bassi, Gurpreet Pannu

991194689, 991365289, 991150733

2016-09-28

I understand Sheridan policies on academic offences, and have reviewed

statements pertaining to plagiarism for this course.

I have viewed and completed the Academic Honesty Tutorial and Quiz,
found in my course content folder, and on the Library Services site.

This is to certify that I have reviewed the work I am submitting here (and/or
uploading to the Assignment Dropbox) and have taken care to ensure that it is
my own work / words.

I have not used 5 or more consecutive words from another source, without quotes
and un-cited; I understand mosaic plagiarism and have not re-worded
sentences from other sources. I have not represented the ideas of others as my
own. Where relevant, I have included a bibliography of all sources used in
preparing this work.

Signed: K. Daley, B. Simran, G.Pannu

SCM Activity

Number Sense (Math):

According to the Ontario grade one curriculum, students should be able to have a
one-to-one correspondence when counting the elements of numbers in a set;
counting by 1s, 2s, 5s, and 10s; adding and subtracting numbers to 20.

The purpose of this activity is to focus on addition for grade 1 students, ages to 6-7
years old. This is a part of numbers sense and numeration skills highlighted in the
Ontario curriculum plan. The overall expectations are for students should be able to
solve basic math addition problems by using the self correcting materials provided.

Self correcting materials help students to explore contents they have learned
previously in the classroom by allowing them too self correct without the feeling of
embarrassment or without the help of a teacher. This kind of activity will also
provide the students with immediate feedback by leaving room for mistakes and
providing the students the correct answer.

Students will be given a bag with approximately 10 math addition questions. They
will also be provided a blank worksheet that has a table of ten squares at the top
and at the bottom of the page. This is laminated to allow the student to write and
erase any mistake they might have. They are expected to use the small colored
squared blocks to help them count out and solve the problems, however each
problem does not give an answer larger than 20. The answer will also be provided
on the back of each question in order to allow the students to self check to see if
they are on the right path, each student will also be provided makers so that they
can correct their answer if they get a question incorrect.

Critical Element areas considered for this activity

Math problems are simple to solve, using the blocks to help count out for the
correct answer.
 Directions for this activity is placed on the back of the worksheet with picture
cues for students who have difficulty reading.

Open-ended materials are provided such as a blank worksheet, mini blocks,

and erasable markers to allow students to solve problems without failure or
frustration.

Simple materials used to make this activity making it inexpensive, and also
this activity was laminated for reuse in the future.

Instructions to Implement the strategy in the classroom

1. Students will practice addition by using the blank addition worksheet and
blocks provided

2. Ask students to take out a math problem from the zip lock bag and place it at the
top of the worksheet where it says HERE.

3. Students will solve the math problems by using the blocks provided to count out
each number.

4.If a student pulls out a question such as 8+2=

5. On the first set on ten squares, students will count out 8 blocks, then on the
second set of squares they will count out 2 blocks.
7. Ask students to add them all together to get the answer.

8. Once the student has the answer they can choose to write it down using erasable
markers. All answers are provided on the back of the questions to allow students
too self correct.

Challenges and Benefits

We understand that some students may not like h because of the fear that they
might get a question wrong, and chooses not to do this activity, this is why we left it
open-ended. By doing so they can use it in more than one ways for example, if they
choose not to answer a question they can practice counting up to 20 by using the
ten squares and the mini blocks by placing them on each square and count them.

Students will benefit from this self correcting activity because not only will they
have an opportunity to solve question provided without fear of failure but, if they
are having a hard time figuring out a problem at their desk they can use these
materials to help them solve the problem then we can add it to our bag of math
questions. That will allow students to practice again at a later date.
How EA could effectively apply SCM

This practice provides an opportunity for students with exceptionality, to practice

the given problem multiple time without any fear of failure. The students will not
face any challenges in this situation as the students gain more knowledge as they
practice their skills. EA goal is to allow students to practice and explore math
addition questions to enhance their knowledge while scaffolding to assist and
answer any question a student may have.

References

Ontario, Q.P. for (2005, October 10 ) The Ontario curriculum grades 1-8. Retrieved
from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf 2

Fitzgibbon, A. (2016) Teaching and learning strategies week 4 [Powerpoint].

Oakville, Ontario:Sheridan College Retrieved from

Educational Activiies (n.d ) retrived from

https://www.pinterest.com/kerryann1714/educational-activiies (Accessed: 10
October 2016)