Skip to main content

Math Applet Review 2

 https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Coin-Box/ 

The second app I decided to review is also from the Illuminations (NCTM) website and is called Coin Box. This game is designed for PreK through 5th grade and the objective is to learn how to count, collect, exchange, and make change for coins and works best on tablets and laptops. The easiest level of the game shows a small collection of coins and asks you to determine the total value. One unique feature of this app is that you can drag coins into a box on the side and then choose which larger value coin is equal to it. For example, I put two nickels into the box on the side and chose to exchange them for one dime. This is a great strategy to help students count if it is easier for them to count by 10s or 25s than 1s, 5s, 10s, and 25s. The second level of this game asks you to collect a certain amount of coins. It asked me to collect 73 cents so I added two quarters, two dimes, and three pennies to the center of the screen. The next level asks you to exchange the coins on the screen for the least amount of coins. The last two levels allow students to make change from coins and then make change from a given value. I like how this app uses differentiation for students who are working at different levels as well as scaffolding so students can work on counting coins, then collecting, then exchanging, etc. Another benefit of this app is that students can work on it independently or the class could play together on a smartboard and make it a game. The teacher could even divide the class into teams and they could take turns and see who gets the most problems right. I enjoyed this app and don’t see any challenges with it!


Comments

Post a Comment

Popular posts from this blog

Ch 5:Pose Purposeful Questions

   Posing purposeful questions reminds me of the third CCSSM Standard which is Construct viable arguments and critique the reasoning of others because teachers should pose purposeful questions to gauge student understanding and students communicate their understanding back to the teacher through their arguments of why they got the solution they did. There are five types of purposeful questions teachers ask students which are all used for different purposes. The first type of purposeful question is gathering information, which teachers use when want students to recall basic facts or definitions (mostly things that are memorization). This is a question used to assess students because it usually has a right and wrong answer and can help the teacher gauge whether or not the student understands. The second type of purposeful question is probing thinking, which is used when teachers want students to explain, elaborate, or clarify their thinking and reasoning and why they came up wit...
Post a Comment
Read more

Ch 4: Build Procedural Fluency from Conceptual Understanding

A conceptual understanding of math is essential for students to be successful in math classes throughout their life. To me, conceptual understanding is the basics of math (addition, subtraction, multiplication, division, equalities, etc), why these concepts work, how they work together, and then being able to remember and draw from these concepts in more complex problems. In order for students to gather conceptual understanding, they need to be willing and ready to learn and they also need to believe in themselves and their intelligence. The teacher's role is to be the expert but to guide students toward these understandings and not simply state them like facts, or else students will memorize them and not understand why these concepts work and why they are important in the future.  Procedural fluency is the ability to use equations, representations, manipulatives, etc to solve a simple problem. The word simple is relative to the child’s grade level and also their academic level. Fo...
Post a Comment
Read more

Standards of Mathematical Practice

          The Common Core Standard of Mathematical Practice that I researched was Standard 2: Reason Abstractly and Quantitatively. My partner and I learned that standard 2 involves students decontextualizing and contextualizing problems to help make sense of them to solve them. Decontextualizing involves taking a complex problem and representing it with symbols that are easier to understand. An example of this would be a student drawing a picture of a word problem and then being able to make a number sentence or equation that they are able to solve. Contextualizing involves taking a problem that is numbers or symbols and putting them into a real-world situation (often a word problem) to help students understand how to solve the problem. To help young students develop this skill, teachers need to help students learn the relationships between numbers (greater than, less than, or equal to) and also teach students how to do basic addition, subtractio...
Post a Comment
Read more