# MATHEMATICS: REPEATING AND GROWING PATTERNS First Grade. Kelsey McMahan. Winter 2012 Creative Learning Experiences

Size: px
Start display at page:

Transcription

1 MATHEMATICS: REPEATING AND GROWING PATTERNS Kelsey McMahan Winter 2012 Creative Learning Experiences Without the arts, education is ineffective. Students learn more and remember it longer when they are actively involved in lessons than when they are sitting at their desks listening to lectures. There is no better way to teach a child than to involve him or her in the lesson.

2 MONDAY Traditional Lesson: Repeating Patterns G.SR Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size. G.SR Predict the next element in a simple repeating pattern. Multiple Intelligences: Visual, Intrapersonal, Logical Introduction: (5 minutes) Draw a repeating pattern on the board (example: red square, blue circle, red square, blue circle, etc.). Then, ask students to tell you what they think comes next in the row of shapes. Have a couple students explain their thinking to the class and then tell them that the concept of repeating patterns is what you will be exploring today. Activity: (20 minutes) Read the book Eight Hands Round: A Patchwork Alphabet by A. W. Paul and illustrated by J. Winter. Stop after every few patterns to ask students if they recognize the pattern and which item would come next on that page. (15 minutes) Hand out the worksheet on repeating patterns that is found below. Explain to them that they will be completing the repeating patterns on the page and then drawing their own repeating pattern at the bottom. Conclusion: (10 minutes) Ask students to share the repeating patterns they created with their group members. If time remains, have each group share one of their favorite patterns with the class. Then, collect the worksheets. Encourage students to look for repeating patterns around their homes that night. Grading Rubric: Check the worksheets that students turn in. If all patterns are completed correctly, the worksheet should be marked as outstanding with an S+. If at least four of the patterns are completed correctly, it should be marked as satisfactory with an S. If fewer than four patterns are completed correctly, the worksheet should be marked as unsatisfactory with a U. The teacher should discuss the worksheet with any students who have unsatisfactory marks. They might need more explanation on what a repeating pattern is or they may have misunderstood the worksheet.

3 REPEATING PATTERNS WORKSHEET NAME: DATE: - - Directions: Draw the shapes to complete the repeating patterns. Directions: Create your own repeating pattern using shapes.

4 TUESDAY Integrated Lesson: Repeating Patterns in Music G.SR Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size. G.SR Predict the next element in a simple repeating pattern. G.SR Describe ways to get to the next element in simple repeating patterns. Multiple Intelligences: Visual, Musical, Interpersonal, Logical Introduction: (5 minutes) Review the definition of a repeating pattern. Ask students to share any repeating patterns that they found at home. Activity: (20 minutes) Split students into groups of three or four. Give them baggies with a variety of different shape cut-outs. (A template to cut the shapes from is found on the following page.) Instruct students to work with their groups to create a repeating pattern. Have them decide on a rhythmic sound that each shape should represent. Then, have students rehearse the sounds of their pattern with their group. If some of the groups finish early, invite them to create more repeating patterns with their shapes. (20 minutes) Have each group perform the sounds represented by their pattern. Then, ask them which shape was represented by each sound. Invite the class to perform the sounds of the pattern with the group and then ask the class what the next sound (and shape) in the pattern should be. Conclusion: (5 minutes) Thank the class for participating and ask students if they have heard other sound patterns in the world around them. Encourage them to listen for repeating patterns the next time they are listening to music or playing with instruments in music class.

5 Use this template to cut out shapes for students to use while creating their repeating patterns. Give each group one half-page worth of shapes (nine squares, nine circles, and nine triangles).

6 WEDNESDAY Traditional Lesson: Growing Patterns G.SR Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size. G.SR Distinguish between repeating and growing patterns. Multiple Intelligences: Visual, Intrapersonal, Logical Introduction: (5 minutes) Draw a growing pattern on the board (example: circle, square, circle, square, square, circle, square, square, square, etc.). Ask students what they think comes next in this pattern and have a couple of them explain their thinking to the class. Then, explain what a growing pattern is and tell the class that you will be learning more about growing patterns in today s lesson. Activity: (20 minutes) Read either Big Fat Hen by K. Baker or Ten, Nine, Eight by M. Bang. Stop after every couple of pages to discuss the patterns being presented. Ask students to explain some of the patterns and to predict what would come next. (5 minutes) Discuss the difference between growing patterns and repeating patterns. Create a Venn Diagram with the responses students come up with to describe similarities and differences between the two. (15 minutes) Give each student one of the growing patterns worksheets found on the following page. Explain that they should carefully examine the patterns to decide which items come next. They should complete the patterns on the page and then create their own growing pattern at the bottom of the page. Conclusion: (5 minutes) Have students share the growing patterns they created with partners. Each student should predict which shape would come next in their partner s pattern and their partner should tell them whether or not they are correct. Then, collect the worksheets and encourage students to search for growing patterns at home. Grading Rubric: Check the worksheets that students turn in. If all patterns are completed correctly, the worksheet should be marked as outstanding with an S+. If at least three of the patterns are completed correctly, it should be marked as satisfactory with an S. If fewer than three patterns are completed correctly, the worksheet should be marked as unsatisfactory with a U. The teacher should discuss the worksheet with any students who have unsatisfactory marks. They might need more explanation on what a growing pattern is or they may have misunderstood the worksheet.

7 GROWING PATTERNS WORKSHEET NAME: DATE: - - Directions: Draw the shapes to complete the growing patterns. Directions: Create your own growing pattern using shapes.

8 THURSDAY Integrated Lesson: Growing Patterns in Dance G.SR Distinguish between repeating and growing patterns. Multiple Intelligences: Visual, Interpersonal, Logical, Kinesthetic Introduction: (5 minutes) Review the definition of a growing pattern. Remind students of the similarities and differences between repeating and growing patterns. Ask students for any examples of growing patterns that they may have found in the world around them. Activity: (20 minutes) Split students into groups of eight. Have each group number off and instruct the first person in the group to create a dance move. Then, everyone in the group should do that dance move. After the first person has gone, the next person in the group will create a new dance move and everyone will do the first two dance moves. Continue this pattern all the way around the group, so that each person has a chance to create a dance move. Everyone in the group should perform all of the dance moves that have been created after each new move is added. At the end, the group should practice their string of dance moves. (10 minutes) Have each group perform their dance for the class. Then, ask each group why their pattern is a growing pattern and not a repeating pattern. Conclusion: (15 minutes) Ask each student to decide on a geometric shape that his or her dance move can represent. Then, have the group members discuss with their groups what their pattern would look like if translated to geometric shapes. Have each group draw out their growing pattern and turn in the picture that they create. Grading Rubric: Review the drawings that groups create to ensure that they have made a connection between the dance they created and a growing geometric pattern. Mark those pictures that correctly represent this connection as outstanding with an S+. For any groups that may have had problems making connections, meet with them to discuss what they thought their picture meant. If they understood the concept, but did not represent it well, mark the picture as satisfactory with an S. If the group cannot explain the connection represented by their picture, mark it as unsatisfactory with a U and continue working with that group to help them understand what growing patterns are.

9 FRIDAY Integrated Lesson: Repeating and Growing Patterns in Visual Art G.SR Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size. G.SR Distinguish between repeating and growing patterns. Multiple Intelligences: Visual, Interpersonal, Logical Introduction: (5 minutes) Display a picture of a quilt on the board. Ask students to describe some of the patterns that they see in the quilt. Each time a pattern is mentioned, ask the students whether that pattern is a repeating pattern or a growing pattern. Review the similarities and differences between repeating patterns and growing patterns. Explain to them that they will be working together to create a quilt full of patterns in today s lesson. Activity: (15 minutes) Pass out square sheets of paper and have students design either a growing pattern or a repeating pattern on one side of the page. Encourage them to use different colors, shapes, sizes, and numbers to create their patterns. (5 minutes) Have each student answer the questions on the following page and then attach those answers to their quilt squares. (20 minutes) Each student should present his or her quilt square to the class and explain the pattern on it. Students can either read the responses to their questions or come up with their own explanations. Conclusion: (5 minutes) After presenting the quilt square, have each student add his or her square to a bulletin board display, so that after everyone has gone, a class quilt is complete. Thank the students for creating the display of patterns and encourage them to take a closer look at the quilt when they have free time. Grading Rubric: As students present their quilt squares, listen to their explanations of the patterns they have created. For students who have correctly created a pattern, labeled it as either growing or repeating, and drawn the next term in the pattern, mark their paper as outstanding with an S+. Those who have done two of those things correctly should receive a satisfactory mark, represented by an S. Anyone who addresses one or none of those criteria correctly should receive an unsatisfactory mark, shown by a U. Students who receive an unsatisfactory mark will need continued help with understanding repeating and growing patterns.

10 QUILT SQUARE PATTERNS NAME: DATE: - - On my quilt square, I designed a pattern. This is the order of the shapes I used: If I kept drawing my pattern, the next shape would be:

### Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:

Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,

### Current California Math Standards Balanced Equations

Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.

### Build a Healthy Meal Lesson Plan

Build a Healthy Meal Lesson Plan Audience Kindergarten through Second Grade Students Objective Students will gain an understanding of what kinds of foods comprise a healthy meal through correctly combining

### Grade 4 Mathematics Patterns, Relations, and Functions: Lesson 1

Grade 4 Mathematics Patterns, Relations, and Functions: Lesson 1 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes

### EMILY WANTS SIX STARS. EMMA DREW SEVEN FOOTBALLS. MATHEW BOUGHT EIGHT BOTTLES. ANDREW HAS NINE BANANAS.

SENTENCE MATRIX INTRODUCTION Matrix One EMILY WANTS SIX STARS. EMMA DREW SEVEN FOOTBALLS. MATHEW BOUGHT EIGHT BOTTLES. ANDREW HAS NINE BANANAS. The table above is a 4 x 4 matrix to be used for presenting

### 1 ENGAGE. 2 TEACH and TALK GO. Round to the Nearest Ten or Hundred

Lesson 1.2 c Round to the Nearest Ten or Hundred Common Core Standard CC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Lesson Objective Round 2- and 3-digit numbers

### Polynomials and Factoring. Unit Lesson Plan

Polynomials and Factoring Unit Lesson Plan By: David Harris University of North Carolina Chapel Hill Math 410 Dr. Thomas, M D. 2 Abstract This paper will discuss, and give, lesson plans for all the topics

### LESSON PLAN. Katie Dow 1

LESSON PLAN Katie Dow 1 Title of Lesson: Op Art Inquiry Lesson (Patters & Repetition) Estimated Class Time: 2 x 1 hour Course: Visual Arts for Elementary Teachers Grades 3-5 Curriculum Objectives 1. Explore

Nancy Fetzer s Word Masters to Movie Scripts Free Download Nancy Fetzer s Literacy Connections Phone (951) 698-9556 FAX (951) 698-7616 www.nancyfetzer.com Language Development Across the Curriculum Word

### Unit 13 Handling data. Year 4. Five daily lessons. Autumn term. Unit Objectives. Link Objectives

Unit 13 Handling data Five daily lessons Year 4 Autumn term (Key objectives in bold) Unit Objectives Year 4 Solve a problem by collecting quickly, organising, Pages 114-117 representing and interpreting

### Statistics. 268 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

Statistics AP Statistics Exam Regularly Scheduled Exam Date: Thursday afternoon, May 12, 2016 Late-Testing Exam Date: Wednesday morning, May 18, 2016 Section I Total Time: 1 hr. 30 min. Section II Total

### REACHING YOUR GOALS. Session 4. Objectives. Time. Materials. Preparation. Procedure. wait4sex

Session 4 REACHING YOUR GOALS Objectives At the completion of this session, youth will: 1. Define what is meant by short and long term goals, 2. Identify and describe personal goals to the group, and 3.

Fractions in Grade 1 Understanding of fractions and fractional fluency has been a major concern and hindrance to our students conceptual knowledge of fractions and the relationships among them. This unit

### Discovering Math: Data and Graphs Teacher s Guide

Teacher s Guide Grade Level: K 2 Curriculum Focus: Mathematics Lesson Duration: Two class periods Program Description Discovering Math: Data and Graphs From simple graphs to sampling to determining what

### 1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?

Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.

### PUSD High Frequency Word List

PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

### Soup From a Stone, Fancy That!

Grade 1 Lesson Plan Soup From a Stone, Fancy That! Subject: Language Arts: Reading and Writing Decoding and Word Recognition, Vocabulary and Concept Development, Comprehension and Analysis, Organization

### GRADE 2 SUPPLEMENT. Set A7 Number & Operations: Numbers to 1,000 on a Line or Grid. Includes. Skills & Concepts

GRADE 2 SUPPLEMENT Set A7 Number & Operations: Numbers to 1,000 on a Line or Grid Includes Activity 1: Mystery Numbers on a 101-200 Grid A7.1 Activity 2: What s My Number? A7.7 Independent Worksheet 1:

### Simplifying Improper Fractions Poster

Simplifying Improper Fractions Poster Congratulations on your purchase of this Really Good Stuff Simplifying Improper Fractions Poster a reference tool showing students how to change improper fractions

### MAKING FRIENDS WITH MATH

MAKING FRIENDS WITH MATH Workshop sponsored by: The Dr. Mack Gipson, Jr., Tutorial and Enrichment Center Presented by: Carole Overton, Director The Dr. Mack Gipson, Jr., Tutorial and Enrichment Center

### SCOTTISH RESOURCES. First Level/Second Level Autumn 2008. Tuesdays 03.45 04.00 16 and 23 September BBC Radio 4 digital (terrestrial, cable, satellite)

B B C Learning Scotland SCOTTISH RESOURCES First Level/Second Level Autumn 2008 Tuesdays 03.45 04.00 16 and 23 September BBC Radio 4 digital (terrestrial, cable, satellite) China Stories Programmes in

### Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations

Math Buddies -Grade 4 13-1 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane

### The students will gather, organize, and display data in an appropriate pie (circle) graph.

Algebra/Geoetry Institute Suer 2005 Lesson Plan 3: Pie Graphs Faculty Nae: Leslie Patten School: Cypress Park Eleentary Grade Level: 5 th grade PIE GRAPHS 1 Teaching objective(s) The students will gather,

### The Indian in the Cupboard

The Indian in the Cupboard Jessica Lange Education 340 April 25, 2005 Theme: My chosen theme is The Indian in the Cupboard by Lynne Reid Banks. I would like my 4 th graders to study this theme for several

### Once in a Blue Moon (Number Systems and Number Theory)

The Middle School Math Project Once in a Blue Moon (Number Systems and Number Theory) Objective Students will use number theory skills to investigate when certain planets are aligned. Overview of the Lesson

### Dear Mr. President. Estimated Time: 40 minutes

Dear Mr. President Estimated Time: 40 minutes I. Objectives As a result of this lesson, students will: identify the parts of a friendly letter. write a friendly letter to the president. II. Materials and

### Geometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.

Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find

### Teacher Workbooks. Graphic Organizer Series Science Organizers Vol. 1. Copyright 2003 Teachnology Publishing Company A Division of Teachnology, Inc.

Teacher Workbooks Graphic Organizer Series Science Organizers Vol. 1 Copyright 2003 Teachnology Publishing Company A Division of Teachnology, Inc. For additional information, visit us at www.teach-nology.com/publishing

### 7 th Grade Integer Arithmetic 7-Day Unit Plan by Brian M. Fischer Lackawanna Middle/High School

7 th Grade Integer Arithmetic 7-Day Unit Plan by Brian M. Fischer Lackawanna Middle/High School Page 1 of 20 Table of Contents Unit Objectives........ 3 NCTM Standards.... 3 NYS Standards....3 Resources

### 60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6)

60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6) Terms of Use: The materials within this manual were created to assist staff in the school-wide implementation of social skills

### First Grade Animal Research Project

First Grade Animal Research Project Dear Parents: As you probably know, our first graders have been learning all about animals. We have spent the last couple of weeks learning to group different animals

### Problem of the Month: Cutting a Cube

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

### Mathematics Content: Pie Charts; Area as Probability; Probabilities as Percents, Decimals & Fractions

Title: Using the Area on a Pie Chart to Calculate Probabilities Mathematics Content: Pie Charts; Area as Probability; Probabilities as Percents, Decimals & Fractions Objectives: To calculate probability

### Teaching Children to Praise

Teaching Children to Praise Thinking About Praise Discuss one or two of the following questions with a partner. When did you last praise God in a heartfelt way? What were you doing at the time? What effect

### Lesson Plan for Level 1 Spanish. Essential Question of year: What are my routines?

Lesson Plan for Level 1 Spanish Essential Question of year: What are my routines? Unit: Greetings - how and where might we greet someone using Spanish? Learning Outcomes: Students will review the word

### 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!

1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers

### Kristen Kachurek. Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan. Technology and Manipulatives used:

Kristen Kachurek Circumference, Perimeter, and Area Grades 7-10 5 Day lesson plan Technology and Manipulatives used: TI-83 Plus calculator Area Form application (for TI-83 Plus calculator) Login application

### TEACHING On My Own Holidays

TEACHING GUIDE TEACHING On My Own Holidays 3rd Grade Reading Level 2 TEACHING ON MY OWN HOLIDAYS Standards Social Studies Theater Language Arts Reading Language Arts Writing Language Arts Listening and

### Days of the Week Grade Kindergarten

History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety

### Time needed. Before the lesson Assessment task:

Formative Assessment Lesson Materials Alpha Version Beads Under the Cloud Mathematical goals This lesson unit is intended to help you assess how well students are able to identify patterns (both linear

### Decimal Fractions. Grades 6 and 7. Teacher Document. We acknowledge the valuable comments of Hanlie Murray and Sarie Smit

Decimal Fractions Grades 6 and 7 Teacher Document Malati staff involved in developing these materials: Therine van Niekerk Amanda le Roux Karen Newstead Bingo Lukhele We acknowledge the valuable comments

### Health in Action Project. Fraction Action

Pillar: Active Living Division: II Grade Level: 6 Core Curriculum Connections: Math I. Rationale: Health in Action Project Fraction Action In this activity, students will review what an improper fraction

### Handouts for teachers

ASKING QUESTIONS THAT ENCOURAGE INQUIRY- BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers Contents 1. Thinking about why we ask questions... 1

### Shapes in Agriculture

My American Farm Lesson - Agriculture is Everywhere www.myamericanfarm.org Shapes in Agriculture Lesson Snapshot Related My American Farm Game In My Barn available at www.myamericanfarm.org Grade Levels

### Mathematics Instructional Cycle Guide

Mathematics Instructional Cycle Guide Fractions on the number line 3NF2a Created by Kelly Palaia, 2014 Connecticut Dream Team teacher 1 CT CORE STANDARDS This Instructional Cycle Guide relates to the following

### Andrew T. Hill, Ph.D., Federal Reserve Bank of Philadelphia

By Peter H. Reynolds/ISBN: 076362623-6 Lesson by: Andrew T. Hill, Ph.D., Federal Reserve Bank of Philadelphia Lesson Description In this lesson, students learn about scarcity, alternatives, choices and

### Allison Gallahan s Early Childhood Lesson Plan

Allison Gallahan s Early Childhood Lesson Plan Lesson: Big Book: Reading Maps Length: 20-30 minutes Age or Grade Level Intended: 2 nd Grade Academic Standard(s): Social Studies 2.3.2: The World in Spatial

### Animal Colors and Shapes Teacher s Guide

Teacher s Guide Grade Level: K 2 Curriculum Focus: Math, Science Lesson Duration: 1 2 class periods Program Description Animals come in all colors, shapes, and sizes. Learn about the shapes animals have

### California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

### Classroom Management Plan Nicole Short EDUC 360

Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation

### Learn How to Revise 1

Learn How to Revise 1 SCHOOL EXAM DATES 2016 END OF YEAR EXAMS FOR YEARS 7-9 BEGIN ON MONDAY 6 TH JUNE THEY WILL TAKE PLACE IN LESSONS DURING THIS WEEK AND IF NECESSARY THE WEEK AFTER. Some subjects are

### Materials: Student-paper, pencil, circle manipulatives, white boards, markers Teacher- paper, pencil, circle manipulatives, worksheet

Topic: Creating Mixed Numbers and Improper Fractions SOL: 5.7- The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems

### Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will

### Solving Linear Equations

Solving Linear Equations Lesson: Solving Linear Equations Length: 45 minutes Age or Grade Level Intended: High School - 9 th grade Academic Standard(s): A1.2.1 Solve linear equations Performance Objective(s):

### How Cubing is Differentiated Not all students receive the same cube. You can differentiate the tasks n cubes according to readiness, interest or

What Is Cubing?? Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. The cubes are six-sided figures that have a different activity on

### KIDSLOT THE TEN COMMANDMENTS #4 REMEMBER THE SABBATH DAY BY KEEPING IT HOLY

KIDSLOT THE TEN COMMANDMENTS #4 REMEMBER THE SABBATH DAY BY KEEPING IT HOLY Today s Objective Children will learn the 4 th commandment. They will learn that God desires that we would have one day a week

### Test B. Calculator allowed. Mathematics test. First name. Last name. School. DCSF no. KEY STAGE LEVELS

Ma KEY STAGE 2 LEVELS 3 5 Mathematics test Test B Calculator allowed First name Last name School DCSF no. 2010 For marker s use only Page 5 7 9 11 13 15 17 19 21 23 TOTAL Marks These three children appear

### Fractions In Action! Dawn Jesse

Fractions In Action! Dawn Jesse Fractions In Action Dawn Jesse Fractions In Action is an interactive activity that consists of direct instruction, cooperative learning and is inquire based. As the students

### SESS BEHAVIOUR RESOURCE BANK

SESS BEHAVIOUR RESOURCE BANK Advice Sheet 22 INDIVIDUAL BEHAVIOUR SUPPORT PLAN A small minority of pupils may not be willing or able to comply with school / class rules to the same extent as other pupils.

### I look forward to doing business with you and hope we get the chance to meet soon

Emailing 1: Worksheet 1 - Reading Tasks Dear Mr Smith, I would like to introduce myself. My name is Saarland and I am the new South Western sales manager for Chou Cream English Schools. The previous sales

### Fraction Five ~ Third Grade. Laying the Foundation for a Conceptual Understanding of Fractions. Third Grade CCSS 3.NF

Fraction Five ~ Third Grade Laying the Foundation for a Conceptual Understanding of Fractions Third Grade FRACTION FIVE RATIONAL Fractions present a considerable challenge to most kids. The lack of developmental

### Assessment Management

Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com

### Plant In a Cup. When considering what to do for our curriculum project, our main goal was

Sammi Meril and Grace Slone Final Paper Kindergarten Education 200 May/6/2013 Plant In a Cup When considering what to do for our curriculum project, our main goal was to create stimulating lesson that

### Change Number Stories Objective To guide children as they use change diagrams to help solve change number stories.

Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

### Median, Mode, and Range Active Lesson

Median, Mode, and Range Active Lesson Teacher Candidate: Cory D Wilson_Dates: October 2007 Cooperating Teacher: Dr. Lori Engstrom Coop. Initials: Group Size: 25 students Allotted Time: 15 minutes _ Grade

### Lesson Plan. Course Title: Digital and Interactive Media Session Title: College and Career Poster

Lesson Plan Course Title: Digital and Interactive Media Session Title: College and Career Poster Lesson Duration: 3 Hours Performance Objective: Upon completion of this assignment, the student will have

### Mental Computation Activities

Show Your Thinking Mental Computation Activities Tens rods and unit cubes from sets of base-ten blocks (or use other concrete models for tenths, such as fraction strips and fraction circles) Initially,

Getting started with Interactive Math Notebooks Contents Grade 3-5 1. Math Notebook Expectations 2. Preparing your Math Notebook 3. Math Notebook Cover Template 4. Hints for Implementing Math Notebooks

### Little Blessings Bible Lessons Class Outline - 10

Text Exodus 12:1-14, 26-36, Isaiah 53:4-7, 1 Peter 1:18-19 Focus Jesus is the Lamb of God Verse Acts 16:31... Believe on the Lord Jesus Christ, and you will be saved... NKJV Songs of Praise and Worship

### Sample Cooperative Learning Lesson Plan

1 Sample Cooperative Learning Lesson Plan OVERVIEW Subject Grade Level Topic Brief Overview and Explanation PLANNING Objectives Assessment Pre / Diagnostic Formative (informal and/or formal) Summative

### Money Unit \$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$ First Grade

Number Sense: By: Jenny Hazeman & Heather Copiskey Money Unit \$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$\$ First Grade Lesson 1: Introduction to Coins (pennies, nickels, dimes) The Coin Counting Book by Roxanne Williams A

Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation

### Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE

M780636110205 Senior Phase Grade 7 Today Planning Pack ARTS AND CULTURE Contents: Work Schedule: Page Grade 7 2 Lesson Plans: Grade 7 4 Rubrics: Rubric 1 11 Rubric 2 12 Rubric 3 13 1 Work schedule for

### Activities Grades K 2 THE FOUR-SQUARE QUILT. Put triangles together to make patterns.

Activities Grades K 2 www.exploratorium.edu/geometryplayground/activities THE FOUR-SQUARE QUILT Put triangles together to make patterns. [45 minutes] Materials: Four-Square Quilt Template (attached) Triangle

Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections

### Drawing Lines of Symmetry Grade Three

Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical

### GOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION

This includes: 1. Leader Preparation 2. Lesson Guide GOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION LESSON OVERVIEW Exploring the first two chapters of Genesis provides

### Objective: God is all Powerful! Bible Memory Verse: Matthew 19:26b With man this is impossible, but with God all things are THEME OVERVIEW

Jesus the Magnificent Scripture: Luke 8:40-56 and Luke 18:35-43 Objective: God is all Powerful! Bible Memory Verse: Matthew 19:26b With man this is impossible, but with God all things are possible. THEME

### Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.

Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

### Unit 6 Number and Operations in Base Ten: Decimals

Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,

### Systems of Transportation and Communication Grade Three

1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation

### Character Traits. Teacher Talk

Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,

### KS2 Missing Digits Non-Calculator Level 3/4 Number of practice sheets: 9 MathSphere MathSphere www.mathsphere.co.uk

Booster Pages KS Missing Digits Non-Calculator Level /4 Number of practice sheets: MathSphere Booster: KS: Missing Digits /4 Non-Calculator Page Notes Techniques to be used in this work include working

### Private talk, public conversation Mike Askew King s College London

Private talk, public conversation Mike Askew King s College London Introduction There is much emphasis on the importance of talk in mathematics education. In this article I explore what sort of talk we

### Lesson 4: Surface Area

Lesson 4: Surface Area Selected Content Standards Benchmark Assessed M.3 Estimating, computing, and applying physical measurement using suitable units (e.g., calculate perimeter and area of plane figures,

### Exploring feelings & emotions

Exploring feelings & emotions Young people often need help to develop the skills they need to cope with life s challenges and to deal with their emotional health and wellbeing. Vanessa Rogers examines

### Classifying Lesson 1 Triangles

Classifying Lesson 1 acute angle congruent scalene Classifying VOCABULARY right angle isosceles Venn diagram obtuse angle equilateral You classify many things around you. For example, you might choose

### SHAPES, SHAPES EVERYWHERE!

SHAPES, SHAPES EVERYWHERE! A Second-Grade Geometry Unit Aligned with Mathematics Standards from Content Knowledge: A Compendium of Standards and Benchmarks for K 12 Education, 3rd Edition Regional Educational

### Turn Off TV Turn On the Possibilities. TV Turn-Off Week. What is TV Turn-Off Week?

Turn Off TV Turn On the Possibilities TV Turn-Off Week I really didn t like TV Turn-off week except I did notice that my grades went up and I was in a good mood all week Drew Henderson, 2 nd Grader, Pennsylvania

### My Family FREE SAMPLE. This unit focuses on sequencing. These extension

Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children

### Understand numbers, ways of representing numbers, relationships among numbers, and number systems

Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge

### Class Registration 101

Class Registration 101 This guide will teach you the process for the following: Finding out who your advisor is/obtaining your registration PIN Finding out when your enrollment dates are Checking your

### Days. Day 1. Reflection Teacher Responsibilities. Lesson Plans

Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to

### MASTER Wh Questions: Week 1 of 1. Unit Overview:

The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. MASTER Wh Questions: Week 1 of 1 Unit Overview: