Eileen Brinkman

Lesson Plan
Lesson Title:____ Math Manipulatives____ Grade:__8th-9th_____

Learning Target:
The student will be able to use three different math manipulatives, pattern blocks, algebra tiles, and
goeboard, to demonstrate different algebraic concepts including solving equations and calculating area.

Grade Level Guide: Content Standards

Ohio, 8th-9th, Algebra/Geometry

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

(ie: NCTM, IRA,…) Standards
 use symbolic algebra to  Make sense of  Students will make
represent and explain problems and connections between the
mathematical persevere in solving mathematical material
relationships; them learned and how it can be
 draw reasonable  Reason abstractly and applied in real life
conclusions about a quantitatively  Students will look at lessons
situation being modeled.  Model with about architect and apply
 use geometric models to mathematics what they have learned
gain insights into, and  Make geometric about math
answer questions in, constructions  Use functions to represent
other areas of word problems
mathematics

Academic Language:
Manipulatives, Pattern Blocks, Algebra Tiles, Geoboard, equations, area, and side length.
My big book includes definitions of most of these words. The students will learn the meanings of these
words during the presentation of my big book. We would do a closed word sort to learn the definitions;
the three different categories would be Pattern Blocks, Algebra Tiles, and Geoboard.

Students’ Needs:
Students will need a basic understanding of algebra concepts to complete this lesson. They will need to
know their multiplication tables as well as how to multiply variables. Students will need to have a basic
understanding of functions and how to solve for x. Students will need a basic understanding of how to
calculate area of figures. Students must need to know how to comprehend questions. Most of the
questions asked in this lesson need to be interpreted and the student must determine what is being asked.
The background knowledge used in this lesson will be reading comprehension as well as 8th grade math.
I would use a KWL chart for all three manipulatives. Knowing how much the student knows about each
one will allow me to really evolve my lesson around the students.

There will obviously be different levels of learners in my classroom. Similar to having adaptive books, I
will have adaptive worksheets. For those learners who are a not as advanced I will have worksheets that
portray the same concepts with easy level problems. There will be three different worksheets, beginner,
Middle, and Advanced. Giving students worksheets for their level will allow them to learn the concepts
but be challenged at their own levels.

My big book really incorporates UDL because it is exactly that. Math manipulatives provide multiple
means of representation, multiple means of action and expression, and multiple means of engagement.
The manipulatives really allow for different students to thrive. Each student learns a different way, some
through hands on, some through straight lecture, and some through one-on-one instruction. Having
hands on activities paired with the worksheets covers the different learning styles.

English Language Learners Special Needs (can be a group such as

“struggling readers” or individuals)

 Because the book and lesson focus on  For the struggling readers in my class, I
manipulatives, it allows for less of a will create the same three worksheets of
divide when it comes to ELL students. different difficulties but I will change
The manipulatives can be understood no the difficulty of reading as well. I want
matter what language you speak. the students to be able to understand the
 I will give them worksheets with concepts without being held back with
instructions both in their native language reading.
as well as English.  Many students struggle with
Dyscalculia. For them I will give them
only worksheets with the equations
already in number form. This will
decrease the difficulty of changing
equations from word form to number
form, which is where many of these
students struggle.

Materials:
Students Need: A pencil, ruler, rubber band, manipulative sets (provided by the teacher)
Teacher Needs: Teacher Manipulative set, Big Book, worksheets, pencil, and possible overhead
projector if using technology.

Language Function:
The two I will mainly use are “Evaluate and Interpret.” Because this is mostly a math lesson, but using a
Big Book, the language function the lesson uses is “solve problems.” The student will use this language
to define and represent a problem and determine a solution. This comes into practice when students are
asked to change word sentences into number equations. An example of this in the lesson is determining
what equation to write as well as using the problems to solve real life problems. The thinking map with
this language function is a multi-flow map. The students will break down problems and equations and
write them on a flow chart. The graphic organizer that can be used is a problem-solution box, a cause-
effect chain, or an opposing forces chart. These graphic organizers really combine reading and math and
shows the students how reading is important to the understanding of math. The Language structures/key
signal words or “times, is, of, half of, and twice.” The tasks associated with academic language function
are: solving, deduction, hypothesize, measure, interpret, determine, decide, refer, diagram, and
consequences. The questions commonly asked include: “What is the process to solve this problem?
What is required to solve this problem? Why? What is the relationship between ___ and ___?”
Each of these parts of the language functions will be looked at and used during the lesson. A large part
of math is solving problems so this works well with what the students are learning.

Lesson Plan (step by step sequence of the lesson)

Before:
I will provide a short review with the students about equations, shapes, and basic geometry figures.
Before we read the book and do the activities, we will also review how to write an equation correctly
from a sentence. There are key words the students must understand when it comes to comprehending
what a math question is asking and how to convert word sentences into number sentences. We will also
do a short intro to what a manipulative is. Many teachers use manipulatives in early grades but not many
high school teachers use them. A short refresher in what they are would be helpful to the students. I will
pass out a few manipulatives to the students and have them as a group try and see what their uses are.
The students will have short descriptions of each of the manipulative and have a chance to decide which
one goes with each description. It is somewhat like the OPIN strategy, where each student will have to
argue their choices based if other students in their groups do not agree with their ideas.

During:
The “during” part of this lesson is actually presenting the book. This part of the lesson will have many
parts where the students are given chances to interact with the material as well as work in groups to
finish worksheets. During this phase I expect the students to be engaged to my presentation and ask any
questions they may have. Because most of my book includes manipulatives that can be removed from
the pages, I will have different students come and remove things and show the class how they work. I
will ask students questions such as, “what is the first step in solving this equations? How can we change
this from an equation of words to an equation of numbers and symbols?” For each manipulative, I will
have an opportunity to work with them and learn how to use them. I will walk around the room at this
point and see how they are doing. For the students who are struggling, I will have another students
explain the concept to them. For the students who understand the concept very well, I will ask them
more challenging questions such as, “How could this be used in real life? What profession my use this
lesson for their work?” The during of the lesson consists of reading the book, teaching it, and allowing
time for students to work together in groups as well as individually with the new concepts learned.
1. Read the book and present concepts to students.
2. Pause after each manipulative and ask students questions.
3. Discuss what they have learned and what they still have questions on.
4. Allow students to work in groups to come to a better understanding of the lesson.

After:
After presenting the book to the students I will pass out the different worksheets. There are three levels
of worksheets. Having three different level of worksheets allow for each student to master the concept
being taught but challenging at just the right level. The worksheets will include questions such as, how
do you convert sentence so equations and other reading comprehension, or more so, learning
comprehension. The formal assessment will be a test using the manipulatives while the informal
assessment will be some sort of reading comprehension strategy completed in groups. The groups can
complete a magic square that has different functions in each box instead of just numbers. This way they
practice both reading and math skills. The students will compare their answers with different groups.
 Assessment:

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
-Students will -two part assessment -because the -students must be able to answer all
complete different -reading comp and assessments will three reading comp questions correctly
worksheets in math abilities include in order to be “good enough”
groups that have -reading comp: can worksheets, the -because this lesson is combining both
both reading they effectively modifications can reading and math, students must be
comprehension as describe each be found through able to complete 75% of the math
well as math based manipulative and these. There are questions correctly as well as convert
questions. how to use it three different word problems into number problems
-students will have -math: students will levels of
a different be able to answer difficulties of
worksheet for every questions using worksheets. This
manipulative used manipulatives gives each student
-the formal -to show they have an opportunity to
assessment will be learned, students will show what they
a hand written test. answer all three have learned and
reading comp understood
questions right and without holding
75% of math them back
questions right. through the
difficulty of the
questions.

Resources:

Websites for Better Instruction:

Algeblocks
https://www.youtube.com/watch?v=K_t3kOmX22Y
https://www.youtube.com/watch?v=0Z4q1o4qAy0

Pattern Blocks
https://www.youtube.com/watch?v=UllVhLmSRXc

Geoboard
https://www.youtube.com/watch?v=6gIL_A-VRKY
Reflection

Analyzing Teaching:
I originally wanted to present my Big Book to a classroom but because of unforeseen circumstances, I
presented my big book to a few home school students. Because it was only a few students, the group
work could not be done in the way I imagined it to be. Overall though the lesson worked very well I
think.

What worked? What worked: The flexibility of the big book was the one
What didn’t? For whom? aspect that worked the best. Velcro applies each of my
manipulatives to the book. Giving the students the option
of taking off each thing and seeing, touching, and using
each one really brought understanding

What didn’t: Because there were not as many students as

I was expecting, the group aspects of the lesson could not
be fulfilled. There were only two students of the grade
level I was hoping to use the book for and two other
younger students there.
Adjustments Because I found out the lesson was only going to be a
What instructional changes do you need to make as few students instead of an entire class, I was able to
you prepare for your next lesson? make some of the adjustments before going. The lesson
was much more laid back then it would have been if it
had been a full classroom.

The adjustment I would make is to give more time for the

students to answer questions. I am so quick to think they
do not have the answers when in reality I have not given
them enough time. I would also allow for more “pre-
lesson” as in having more time to discuss what the
students think manipulatives are before presenting them
the book.
Proposed Changes Whole class: I would do a better job of splitting the
If you could teach this lesson again to this group of groups into students who are strong in this subject and
students what changes would you make to your those who are not as strong. I want to have groups that
instruction?
have a good mixture of both types of students.

Groups of students: I would make sure each student

understands before moving on. During group work I
would be able to ask each student specific questions
about the material being taught.

Individual students: For those students who do not

understand the material, I would provide extra help and
worksheets for them. I would give them easier
worksheets so the concepts can become clearer to them.
Justification Studies show that focusing on certain material in a
Why will these changes improve student learning? number of different ways allows for better
What research/theory supports these changes? understanding. The “adaptive worksheets” will also
improve student learning.