Assessment Management


 Leslie Hodge
 6 years ago
 Views:
Transcription
1 Facts Using Doubles Objective To provide opportunities for children to explore and practice doublesplus1 and doublesplus2 facts, as well as review strategies for solving other addition facts. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Develop and practice strategies for addition that use doubles facts. [Operations and Computation Goal 1] Use a variety of addition fact strategies for solving multiaddend addition problems. [Operations and Computation Goals 1 and 2] Key Activities Children identify and practice strategies that use doubles facts. They also practice adding 3 or more addends and discussing the strategies they use. Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal 4] Key Vocabulary doublesplus1 fact doublesplus2 fact Materials Math Journal 1, p. 98 Home Link 5 9 counters of two colors or types 3 or 4 dice Advance Preparation Guessing the Grab clear plastic bag pattern blocks paper bag (optional) Children describe the probability of grabbing a given shape from a clear bag containing different shapes. Math Boxes 5 10 Math Journal 1, p. 99 Children practice and maintain skills through Math Box problems. Home Link 5 10 Math Masters, p. 149 Children practice and maintain skills through Home Link activities. READINESS Exploring Doubles number cards 0 10 (from Math Journal 1, Activity Sheet 1; or the Everything Math Deck, if available) counters Children practice with doubles facts using counters. EXTRA PRACTICE Playing Domino TopIt dominoes Children practice comparing quantities and finding sums. Teacher s Reference Manual, Grades 1 3 pp Unit 5 Place Value, Number Stories, and Basic Facts
2 Getting Started Mental Math and Reflexes Tell simple number stories. Children use any strategy to solve them and then share their solution strategies. Summarize solutions with an appropriate diagram and number model. (Remember not to force the solution to a number story into a particular mold.) If children are able to do so, ask them to complete the diagrams and/or suggest a number model. Children should not be expected to do either at this time. Number story suggestions: Malcolm has 7 basketballs and 7 baseballs. How many balls does Malcolm have in all? 14 balls; = 14 Henrietta had 15. She gave the cashier 5 for an eraser. How much money does Henrietta have left? 10 ; 155 = 10 Raymond and Eli collect baseball cards. Raymond has 19 cards. Eli has fewer cards than Raymond. The difference between the number of cards that Raymond has and the number of cards Eli has is 10. How many cards does Eli have in all? 9 cards; 19 9 = 10 Math Message Write 5 doubles facts that you are sure about. Home Link 5 9 FollowUp Briefly go over the answers. Ongoing Assessment: Recognizing Student Achievement Mental Math and Reflexes Use Mental Math and Reflexes to assess children s ability to solve simple number stories. Children are making adequate progress if they are able to correctly answer the first problem. Some children might answer all three problems with relative ease. [Operations and Computation Goal 4] 1 Teaching the Lesson Math Message FollowUp DISCUSSION Ask children to name the doubles facts they know. List doubles facts in a column on one side of the board until you have listed all of the facts from = 2 through = 20. Leave enough space between each doubles fact to write an additional fact later in the activity. Ask: What do all doubles facts have in common? Sample answers: Both addends are the same; the sums are all even. Tell them that today they will learn how to use doubles facts to solve other facts. Introducing DoublesPlus1 Facts Without erasing the doubles facts you listed on the board for the Math Message FollowUp, focus children s attention on = 10. Have children use one color or type of counters to show two columns of 5 counters each. Represent this on the board with a drawing labeled = = 10 Lesson
3 5 + 5 = = 11 NOTE Knowledge of doubles facts is important, as this lesson focuses on strategies that assume quick recall of these facts. Daily practice of the doubles facts will help reinforce this skill. NOTE Be sure to add DoublesPlus1 and DoublesPlus2 strategies to your Fact Strategy Wall. Have children add one counter of a different color or type to the top of one column. Represent this on the board by drawing a counter of a different color on top of the right column. Ask: How is this like = 10? How is it different from = 10? Sample answer: It still has two sets of 5 counters, but it has 1 extra counter in one of the columns. Below the drawing, write the number model = 10. Ask: Is this number model true or false? false Erase the 10. How could you use doubles to solve this problem? You can add = 10 and then add one more to make 11. Write 11 to the right of the equals sign. Ask: Is this number model true or false? true Explain that this is called a doublesplus1 fact. Repeat this activity with several other doublesplus1 facts. Then ask children to look at the list of doubles facts on the board and name some doublesplus1 facts that could be solved using the doubles facts. Insert these doublesplus1 facts next to the doubles facts in your list of facts. Point to various facts and ask how children could use doubles facts to find the sums. Once children seem to grasp the strategy, ask them to describe the strategy to put on the Fact Strategy Wall. For example, for the fact 3 + 4, children might say: You know that = 6. Since 4 is one more than 3, then is one more than So to solve 3 + 4, you can think of the problem this way: = 6 and = 7 so = 7. Introducing DoublesPlus2 Facts Begin again with the doubles fact = 10 written on the board and represented by two columns of 5 counters of the same color or type. Have children make two columns of 5 counters. Have children add two counters of a different color or type to one column. Draw two different counters at the top of one of your columns. Change the number model to = 10. Ask: Is this number model true or false? false Erase the 10. Ask: How can we use the doubles fact = 10 to solve this problem? Since = 10 and there are 2 extra counters, add 2 to 10. Since = 12, then = 12. Explain that this is called a doublesplus2 fact. Write 12 to the right of the equals sign. Ask: Is this number model true or false? true 404 Unit 5 Place Value, Number Stories, and Basic Facts
4 Ask: Can anyone think of another doubles fact that can be used to solve this problem? This will likely be a difficult question for children to answer. Guide children by moving one of the counters from the taller column to the shorter column. Again ask: Can anyone think of another doubles fact that can be used to solve this problem? Children should now be able to see that = = 12. Have children use counters to practice using both methods to solve a variety of doublesplus2 facts. Some children will find that one method is easier for them than the other. Practicing Using Doubles to Add (Math Journal 1, p. 98) INDEPENDENT In Problems 1 3, children solve problems that could be solved using the doublesplus1 strategy. In Problems 5 7, they solve problems that could be solved using the doublesplus2 strategies. Take care, however, not to force a particular strategy for a problem. Your most efficient strategy for solving a particular problem may not be the most efficient strategy for every child. Demonstrating a variety of strategies and allowing children to share and discuss their own strategies with the class will allow children to internalize the strategies that are most efficient for them over time. Problems 4 and 8 will give insight into what strategies children are using most comfortably. Date LESSON 5 10 Using Doubles Facts Add. Use doubles facts to help you = = = 7 4. Explain how you solved Answers vary = = = Explain how you solved Answers vary. Math Journal 1, p _EMCS_S_G1_MJ1_U05_ indd 98 Student Page 3/10/11 12:33 PM Doing a DiceRoll Activity Ask a child to roll the dice and say aloud the numbers shown. Write the numbers on the board as an addition number model with an answer box for the sum. Have another child describe one strategy for adding the numbers. Show the order in which the child adds the numbers by connecting pairs of numbers and writing their sum. Write the sum of the numbers in the answer box. Refer to the Fact Strategy Wall as strategies arise (doubles, doublesplus1, doublesplus2, making ten, +10, etc.). Write the number model again and ask other children to add in a different order while you note the steps, the strategies used, and the sum. You may wish to use this activity as an ongoing routine to practice fact strategies. As your class becomes more comfortable, try these variations: roll additional dice, roll again when a 1 appears on a die, or include one or more polyhedral die (8 20 sides). Have partnerships or individuals roll dice and record their work on slates or on paper = Lesson
5 2 Ongoing Learning & Practice Guessing the Grab Display a large, clear plastic bag containing 3 orange squares and 5 green triangles. Explain that you are going to close your eyes, reach into the bag, and grab a shape. Ask them which shape they think you will likely grab. Allow them to explain their reasoning. Then grab and remove a shape. Children continue to make predictions about what shape you will remove. Continue to remove shapes from the bag until the bag is empty. Refill the bag with different shapes. Repeat the activity. After doing this activity several times, discuss children s observations. For example: The shape with the greatest quantity is likely to be grabbed. The shape with the least quantity is unlikely to be grabbed. As you remove shapes from the original bag, the likelihood of which shape you grab will change. Adjusting the Activity When children start to see patterns in probability, do this activity with a brown paper bag. Show children what shapes and how many of each shape are in the bag. Then ask them which shape they think you are most likely to remove. Continue the activity as described. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Links to the Future Guessing the Grab gives children the opportunity to use the most basic language of probability. They will be exposed to this language throughout the year. Explaining the most basic language of probability is a Grade 2 Goal. 406 Unit 5 Place Value, Number Stories, and Basic Facts
6 Math Boxes 5 10 (Math Journal 1, p. 99) INDEPENDENT Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson The skills in Problem 4 preview Unit 6 content. Home Link 5 10 (Math Masters, p. 149) INDEPENDENT Home Connection Children find the sums of neardoubles addition facts and solve base10 block riddles. 3 Differentiation Options READINESS Exploring Doubles (Math Journal 1, Activity Sheet 1) PARTNER 5 15 Min To explore doubles using a concrete model, have children model doubles facts using counters. Children mix up number cards and place them in a deck facedown. One child selects a number card and uses that number of counters to make a row. The other child uses the same number of counters to make a row beside the first row. Children each write the doubles fact represented by the counters on a sheet of paper. They draw a picture to go with their doubles fact. Children repeat this activity as time allows. Date LESSON 5 10 Math Boxes 1. Draw and solve. Jade has 5 pennies. Max has 9 pennies. Who has fewer pennies? Jade How many fewer pennies? 4 fewer pennies Sample answer: 3. Record the temperature. F F Math Journal 1, p _EMCS_S_G1_MJ1_U05_ indd 99 Student Page 2. Add = = Count up by 5s. 25,,,,,,, NOTE Remember to reserve time every day to complete the numberline, attendance, calendar, weather, and temperature routines. Name Home Link Master Date 2/17/11 12:41 PM HOME LINK 5 10 Using Doubles Facts Family Note Today children used doubles facts to solve other addition facts. For example, if children know that = 10, then they can use that to solve by solving and adding 1 more. So = 11. We call these doublesplus1 facts. Children also learned doublesplus2 facts, such as By adding 1 to the larger addend and subtracting 1 from the smaller addend, children can use = 14 to solve = 14. Doublesplus2 facts can also be solved by doubling the smaller number and adding 2 more. Review doublesplus1 and doublesplus2 facts with your child. Please return this Home Link to school tomorrow. Write the sums. Tell someone at home how you can use doubles facts to solve the problems = = = Practice Solve the riddles and 4 = and 7 = 47 Math Masters, p _EMCS_B_MM_G1_U05_ indd 149 3/11/11 11:18 AM Lesson
7 PARTNER EXTRA PRACTICE Playing Domino TopIt Min Children determine sums and compare quantities by playing Domino TopIt. Directions 1. Children place the dominoes facedown on the table. 2. Each child chooses a domino and compares the total number of dots to the total number on his or her partner s domino. 3. The child with the larger total takes both dominoes. Ties are settled by another draw. 4. The game ends when time is up or when all of the dominoes have been drawn. Planning Ahead Provide time for children to work on the number scrolls that they began in Lesson Unit 5 Place Value, Number Stories, and Basic Facts
8 Name Date HOME LINK 5 10 Using Doubles Facts Family Note Today children used doubles facts to solve other addition facts. For example, if children know that = 10, then they can use that to solve by solving and adding 1 more. So = 11. We call these doublesplus1 facts. Children also learned doublesplus2 facts, such as By adding 1 to the larger addend and subtracting 1 from the smaller addend, children can use = 14 to solve = 14. Doublesplus2 facts can also be solved by doubling the smaller number and adding 2 more. Review doublesplus1 and doublesplus2 facts with your child. Please return this Home Link to school tomorrow. Write the sums. Tell someone at home how you can use doubles facts to solve the problems = 2. = = Copyright Wright Group/McGrawHill Practice Solve the riddles and 4 = 9. 4 and 7 = 149
Objective To introduce the concept of square roots and the use of the squareroot key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the squareroot key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationChange 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
More informationObjective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationBaseball Multiplication Objective To practice multiplication facts.
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationMiddle Value (Median) of a Set of Data
Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of
More informationFrames and Arrows Having Two Rules
Frames and Arrows Having Two s Objective To guide children as they solve FramesandArrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationParentheses in Number Sentences
Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationBuying at the StockUp Sale
Buying at the StockUp Sale Objective To guide children as they multiply using mental math and the partialproducts algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationMeasuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
More informationThird Grade Math Games
Third Grade Math Games Unit 1 Lesson Less than You! 1.3 Addition TopIt 1.4 Name That Number 1.6 Beat the Calculator (Addition) 1.8 Buyer & Vendor Game 1.9 TicTacToe Addition 1.11 Unit 2 What s My Rule?
More informationAddition of Multidigit Numbers
Addition of Multidigit Numbers Objectives To review the partialsums algorithm used to solve multidigit addition problems; and to introduce a columnaddition method similar to the traditional addition
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationThe Distributive Property
The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com
More informationMultiplication and Division of Positive and Negative Numbers
Multiplication and Division of Positive Objective o develop and apply rules for multiplying and dividing positive and www.everydaymathonline.com epresentations eoolkit Algorithms Practice EM Facts Workshop
More informationVolume 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
More informationComparing and Ordering Fractions
Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationObjectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. materials. materials.
Objectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for digit
More informationBox Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters
Bo Plots Objectives To create, read, and interpret bo plots; and to find the interquartile range of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationThe Lattice Method of Multiplication
The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit
More informationCapacity. Assessment Management
Capacity Objective To review units of capacity. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards
More informationVolume of Pyramids and Cones
Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationSunriseSunset Line Graphs
SunriseSunset Line Graphs Objectives To guide children as they analyze data from the sunrisesunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationReview of Basic Fraction Concepts
Review of asic Fraction Concepts Objective To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. www.everydaymathonline.com epresentations etoolkit lgorithms
More informationLine Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management
Line Plots Objective To provide experience creating and interpreting line plots with fractional units. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
More information3.2 Methods of Addition
.2 Methods of Addition Objectives Relate addition stories to number bonds. Write two addition facts for a given number bond. Solve picture problems using addition. Learn addition facts through, and the
More informationSue Fine Linn Maskell
FUN + GAMES = MATHS Sue Fine Linn Maskell Teachers are often concerned that there isn t enough time to play games in maths classes. But actually there is time to play games and we need to make sure that
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationOA310 Patterns in Addition Tables
OA310 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20
More informationThe HalfCircle Protractor
The Halfircle Protractor Objectives To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a halfcircle protractor to measure and draw
More informationObjectives To review and provide practice with the lattice method for multiplication.
Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with  and digit
More informationThree daily lessons. Year 5
Unit 6 Perimeter, coordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest
More informationHooray for the Hundreds Chart!!
Hooray for the Hundreds Chart!! The hundreds chart consists of a grid of numbers from 1 to 100, with each row containing a group of 10 numbers. As a result, children using this chart can count across rows
More informationReading and Writing Large Numbers
Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and numberandword notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationHidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs
Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationProgress Check 6. Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment
Progress Check 6 Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment The MidYear Assessment in the Assessment Handbook is a written
More informationUnit 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 114117 representing and interpreting
More informationMath vocabulary can be taught with what Montessorians call the Three Period Lesson.
Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the
More informationObjective To introduce a formula to calculate the area. Family Letters. Assessment Management
Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationFractions in Grade 1
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
More informationFive daily lessons. Pages 24, 28. Page 32. Page 60. Year 2
Unit 4 Addition and subtraction Five daily lessons Year 1 Autumn term Unit Objectives Understand the operation of ition and of subtraction (as take away, difference and how many more to make ), and use
More informationYear 2 Summer Term Oral and Mental Starter Activity Bank
Year 2 Summer Term Oral and Mental Starter Activity Bank Objectives for term Recall x2 table facts and derive division facts. Recognise multiples of 5. Recall facts in x5 table. Recall x10 table and derive
More informationMath Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Original material 20012006, John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space,
More information6th Grade Lesson Plan: Probably Probability
6th Grade Lesson Plan: Probably Probability Overview This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use
More informationAssessment Management
Weight Objectives To review grams and ounces as units of mass and weight; and to guide the estimation and measurement of weight in grams and ounces. www.everydaymathonline.com epresentations etoolkit Algorithms
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationReading and Writing Small Numbers
Reading Writing Small Numbers Objective To read write small numbers in stard exped notations wwweverydaymathonlinecom epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationFive daily lessons. Page 8 Page 8. Page 12. Year 2
Unit 2 Place value and ordering Year 1 Spring term Unit Objectives Year 1 Read and write numerals from 0 to at least 20. Begin to know what each digit in a twodigit number represents. Partition a 'teens'
More informationU.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division.
Algorithm Project U.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division. www.everydaymathonline.com etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMoney 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
More informationAn Australian Microsoft Partners in Learning (PiL) Project
An Australian Microsoft Partners in Learning (PiL) Project 1 Learning objects  Log on to the website: http://www.curriculumsupport.education.nsw.gov.au/countmein/  Select children Select children  This
More informationWhat Is Singapore Math?
What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has
More informationDays. 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
More informationEveryday Math Online Games (Grades 1 to 3)
Everyday Math Online Games (Grades 1 to 3) FOR ALL GAMES At any time, click the Hint button to find out what to do next. Click the Skip Directions button to skip the directions and begin playing the game.
More informationDirections: Place greater than (>), less than (<) or equal to (=) symbols to complete the number sentences on the left.
Comparing Numbers Week 7 26) 27) 28) Directions: Place greater than (>), less than (
More informationMaths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
More informationNF512 Flexibility with Equivalent Fractions and Pages 110 112
NF5 Flexibility with Equivalent Fractions and Pages 0 Lowest Terms STANDARDS preparation for 5.NF.A., 5.NF.A. Goals Students will equivalent fractions using division and reduce fractions to lowest terms.
More informationFirst Grade Exploring TwoDigit Numbers
First Grade Exploring TwoDigit Numbers http://focusonmath.files.wordpress.com/2011/02/screenshot20110217at31019pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net
More informationIep Math Goals For Subtraction With Regrouping
Iep Math Goals For With Free PDF ebook Download: Iep Math Goals For With Download or Read Online ebook iep math goals for subtraction with regrouping in PDF Format From The Best User Guide Database Jul
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
More informationLocal Government and Leaders Grade Three
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
More informationGrade 7 Mathematics. Unit 2. Integers. Estimated Time: 15 Hours
Grade 7 Mathematics Integers Estimated Time: 15 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology [V] Visualization Grade
More informationMedian, 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
More informationAdding and Subtracting Integers Unit. Grade 7 Math. 5 Days. Tools: Algebra Tiles. FourPan Algebra Balance. Playing Cards
Adding and Subtracting Integers Unit Grade 7 Math 5 Days Tools: Algebra Tiles FourPan Algebra Balance Playing Cards By Dawn Meginley 1 Objectives and Standards Objectives: Students will be able to add
More informationDecomposing Numbers (Operations and Algebraic Thinking)
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Fieldtested by Kentucky
More informationTasks to Move Students On
Maths for Learning Inclusion Tasks to Move Students On Part 1 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 10 Structuring Number Maths for Learning Inclusion (M4LI) Tasks to
More informationEE65 Solving Equations with Balances Pages 77 78
EE65 Solving Equations with Balances Pages 77 78 STANDARDS 6.EE.B.5, 6.EE.B.6 Goals Students will use pictures to model and solve equations. Vocabulary balance equation expression sides (of an equation)
More informationGrade 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
More informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationCharacter 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,
More informationRACE TO CLEAR THE MAT
RACE TO CLEAR THE MAT NUMBER Place Value Counting Addition Subtraction Getting Ready What You ll Need Base Ten Blocks, 1 set per group Base Ten Blocks PlaceValue Mat, 1 per child Number cubes marked 1
More informationSummer Math Reinforcement Packet Students Entering into 2 nd Grade
1 Summer Math Reinforcement Packet Students Entering into 2 nd Grade Our first graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a
More informationADDITION LESSON Excerpts
Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A Cotter Ph D ADDITION LESSON Excerpts TRANSITION LESSONS Special thanks to Dustin Sailer who restructured and updated this manual. Copyright
More informationGame 9. Overview. Materials. Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes
Game 9 Cross Out Singles Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes Quiet Dice Rolling dice can create lots of noise. To lessen the noise, consider using foam
More informationSimplifying 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
More informationTKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes
TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes Description This session covers the area of knowledge using practice activities to consolidate children s language learning. Participants
More informationBar Graphs with Intervals Grade Three
Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals
More informationUnit 6 Direction and angle
Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares
More informationAlgebra Unit Plans. Grade 7. April 2012. Created By: Danielle Brown; Rosanna Gaudio; Lori Marano; Melissa Pino; Beth Orlando & Sherri Viotto
Algebra Unit Plans Grade 7 April 2012 Created By: Danielle Brown; Rosanna Gaudio; Lori Marano; Melissa Pino; Beth Orlando & Sherri Viotto Unit Planning Sheet for Algebra Big Ideas for Algebra (Dr. Small)
More informationFIRST GRADE Number and Number Sense
FIRST GRADE Number and Number Sense Hundred Chart Puzzle Reporting Category Number and Number Sense Topic Count and write numerals to 100 Primary SOL 1.1 The student will a) count from 0 to 100 and write
More information1 st Grade Math DoAnytime Activities
1 st Grade Have your child help create a number line (015) outside with sidewalk chalk. Call out a number and have your child jump on that number. Make up directions such as Hop to the number that is
More informationUsing Proportions to Solve Percent Problems I
RP71 Using Proportions to Solve Percent Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by solving
More informationUnit 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,
More information1 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 3digit numbers
More informationTeaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension
Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching Unit Paraphrasing Grade Level: Grade three and four students
More informationUsing games to support. WinWin Math Games. by Marilyn Burns
4 WinWin Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperandpencil practice. Using games to support students
More informationSolving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions.
Solving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationPROBABILITY SECOND EDITION
PROBABILITY SECOND EDITION Table of Contents How to Use This Series........................................... v Foreword..................................................... vi Basics 1. Probability All
More informationMath 728 Lesson Plan
Math 728 Lesson Plan Tatsiana Maskalevich January 27, 2011 Topic: Probability involving sampling without replacement and dependent trials. Grade Level: 812 Objective: Compute the probability of winning
More information3rd Grade Lesson Fractions
3rd Grade Lesson Fractions Lesson planning team: Tracey Carter, Rebecca Kotler, Tom McDougal Instructor: Tracey Carter Focus Question Sixth Annual Lesson Study Conference DePaul University Chicago, Illinois
More informationTime 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
More informationMake maths fun!! Give your child lots of praise and encouragement!
Make maths fun!! Give your child lots of praise and encouragement! Talk to your child about how you work things out. CALCULATION The maths work your child is doing at school may look very different to
More information