Erica Hoy

5. Describe Their Implementation

My Reflection on the Frame lesson with 1st grade, and my co-teacher.

  • February 19, 2018 at 1:27 PM
  • Visible to public
We are currently introducing the new Math standard for money (1.8 The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less). In recognizing that our 1st grade students would gain the most benefit from engaging in the information rather than in laboring over the written word, I chose to introduce the FRame using a cut and paste option. During whole class instruction the previous day, we had introduced the three coins and discussed the different way to identify and discern between the three coins - this small group activity was used as a small group activity to ensure learning and understanding. The activity was completed with the four small groups of students. Once we had finished sorting all of the ways we could identify the coins and had sorted the pieces correctly, the students pasted them down and then extended the information by moving to the next station which involved grabbing a handful of coins and sorting them into the different coins. Higher students were called upon to independently count the similar coins and compare what they had more of. Those students who require more support completed the counting activity with teacher support.  
The video was shared with my co-teacher Mrs. Bradshaw - we discussed how the information was sorted to help the students identify important and relevant information and focus on specific aspects of money. We discussed how to use this strategy with other topics and whether or not it had been relevant and useful for our students. A challenge is that the Frame is meant for higher grade levels, making it a tougher tool to use.