Assignment # 5
Describe activities for the concrete, semi-concrete, semi-abstract, and abstract levels of developing numberness. Take a basic math concept and give a demonstration through all four levels, give specific examples.
In order to ensure that students have a thorough understanding of the concepts they are learning, the mathematics classroom should be interactive and innovative. Teachers must guide student learning through four levels instruction. These levels include the concrete, semi-concrete, abstract, and semi-abstract. At the concrete level, teachers use tangible items such as Base Ten, and pattern blocks. The semi-concrete level involves visual representations of actual items such as tables and chairs. At the semi-abstract level the teacher utilize number lines and tally marks. The math skill is finally modeled at the abstract level using only numbers and mathematical symbols.
To begin with,at the concrete level, teachers use math manipulatives to enhance student understanding. It is at this level where students can use objects to experience mathematics rather than just observe. At the concrete level of teaching instructors model the lesson using concrete manipulatives, such as attribute blocks, cuisenaire rods, and base ten blocks. This level of instruction can be beneficial for all students, because it allows students develop a deeper understanding of a math concept or skill. Teachers can utilize attribute blocks which will help students to sort, classify, and develop patterns.
Furthermore, the math concept is then demonstrated at the semi-concrete level, which involves using picture imagery. This level of instruction seeks to benefit those students who are visual learners. At the semi-concrete level teacher can use pictures of different crayons to explain the concepts of ordering and sequencing to beginning learners. Teacher should provide many practice opportunities where students draw their solutions or use pictures to problem-solve.
The semi-abstract level involves a symbolic representation of a concrete item. At the semi-abstract level the teacher utilize number lines and tally marks. When teaching students about The semi-abstract level of understanding involves the use of pictures or drawings to represent numbers in the symbolic process. For example, you might work out the problem 3 X 2 by making marks or dots next to the numerals, so that the student links ‘3 groups of 2 dots equals 6 dots’ with the computation ‘3 times 2 = 6’.
The abstract level of instructional is. Teachers can use this method to help develop numberness in young learners. At this levels teachers use only numbers and mathematical symbols to expressnumerical operations. The teacher uses operation symbols (+, –,×, ÷ ) to indicate addition, multiplication, or division.
Concrete: To teach students the concept of perimeter provide opportunities for them to physically show the perimeter of objects by tracing around the edges with their fingers. Then have students measure each edge and calculate the perimeter by adding.
Semi-concrete: Have students calculate perimeter of shapes drawn on paper by measuring each side and adding them up.
Abstract: Ask the students questions such as, “What would be the perimeter of a room that is 10 feet by 15 feet.”