24 vistas

Cargado por api-278402245

- christmas math puzzlers (3rd-4th grade)
- zahid225
- Russ Ackoff Eulogy
- Jobswire.com Resume of jvacca208
- Analyzing Performance Problems-1
- Instructional Protocol: Lesson – “How Much is a Million?” This
- Nestle - Zaka (27)
- Thematic Unit Description Paper I. Unit Context
- How to Solve Time and Work Problems in CAT 2017
- null
- PDR Problem Solving
- educ 4321 project 1
- Package Engineer
- Rahul's Resume
- thesis_ofori_kusi_d.pdf
- breaking it down
- Business Report
- detailed challenge centre programs 2012-13
- Fruit Pallets - - Matt Sears
- diligent problem solver written defense

Está en la página 1de 7

Teacher: Leary/Wickle

WEEK OF: March 30 April 3, 2015

SUBJECT: Math

PACING GUIDE WEEK: 27

STANDARDS OF LEARNING

1.6

The student will create and solve one-step story and picture problems using basic addition facts with sums

to 18 or less and the corresponding subtraction facts.

BIG IDEA(S)

Computation and Estimation

The focus of instruction is:

understanding different meanings of addition and subtraction of whole numbers and the relation

between the two operations

developing proficiency with basic addition, subtraction, multiplication, division and related facts

gaining facility in manipulating whole numbers to add and subtract and in understanding the

effects of the operations on whole numbers

developing and using strategies and algorithms to solve problems and choosing an appropriate

method for the situation

choosing, from mental computation, estimation, paper and pencil, and calculators, an

appropriate way to compute

recognizing whether numerical solutions are reasonable

experiencing situations that lead to multiplication and division, such as equal groupings of

objects and sharing equally

performing initial operations with fractions

ESSENTIAL UNDERSTANDING(S)

All students should

Understand that creating and solving problems involves the use of addition and/or subtraction .

The student will use problem solving, mathematical communication, mathematical

reasoning, connections, and representations to

Interpret and solve oral or written story and picture problems involving one-step solutions, using

basic addition and subtraction facts (sums to18 or less and the corresponding subtraction facts).

Identify a correct number sentence to solve an oral or written story and picture problem, selecting

from among basic addition and subtraction facts.

problem solving, part-part-whole, story problem, addition, subtraction, equals

COGNITIVE LEVELS

Remember - Recall previously learned Information = R

Understand - Demonstrating an understanding of the facts; explaining ideas or concepts = U

Apply - Using information in another familiar situation = AP

Analyze - Breaking information into parts to explore understandings and relationships = AZ

Evaluate - Justifying a decision or course of action = E

Create - Generating new ideas, products, or ways of viewing things = C

IT IS ESSENTIAL THAT YOUR CONTENT, INSTRUCTIONAL, AND ASSESSMENT ARE ALIGNED

MARZANOS HIGH YIELD INSTRUCTIONAL STRATEGIES

___ Summarizing & Note Taking

___ Reinforcing Efforts & Providing Recognition

__x_ Homework & Practice

_x__ Nonlinguistic Representations

___ Cooperative Learning

___ Setting Goals & Proving Feedback

___ Generating & Testing Hypothesis

___ Questions, Cues, & Advanced Organizers

45% Return

34% Return

29% Return

28% Return

27% Return

23% Return

23% Return

23% Return

22% Return

MODELING YIELD THE POSITIVE RETURNS

YOU WANT FOR YOUR STUDENTS?

Teach Others/Immediate Use of Learning 95% Return

Practice by Doing

75% Return

Discussion

50% Return

Demonstration

30% Return

Audio/Visual

20% Return

Reading

10% Return

Lecture

5% Return

HOW WILL YOU DIFFERENTIATE INSTRUCTION?

hundreds charts

number lines

teacher support

small groups

Power up as needed

PLAN

LETS PLAN THE LESSON

WEEKLY

MONDAY TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

PLANNING

OBJECTIVE (S)

lesson students will

be able to determine

whether to use

addition or

subtraction in a word

problem.

determine whether to use addition or subtraction in a

word problem.

apply previous knowledge and better apply

strategies to solve word problems without pictures

being provided.

lesson students

should be able to

identify how to pull out

part-part whole.

Students will be able

to group, assisting

them in word problem

solving.

By the end o

the lesson

students sho

be able to

demonstrate

their knowle

of word

problem solv

during the

assessment

MATERIALS

Exit slip

Dry erase board

marker

YouTube

Math booklet

Math booklet

PPT on SOL

1.6

crayons

Crayons

Blocks

Math booklet

Crayons

ANTICIPATORY

SET

Assessment

Jelly beans

Jelly bean m

12 minutes

Warm up PPT

day one

(Review)

12 minutes

10 minutes

10 minutes

10 minut

four

Warm up PP

day five

(Review)

25 Minutes

Students sent

back to desk,

given dry

erase boards.

They are

prompted to

hold up a -

25 Minutes

25 Minutes

30 Minutes

https://www.youtube.com/watch?v=QkPa9V2wtZs

students to explain how they did it.

(5 mins)

http://math4children.com/games-k-to-6/2nd

%20grade/add%20and%20subtract/index.html

examples on the

board. Instructor does

the following

examples on a white

board with blocks.

(Review)

Or

Review of

previous lesson

INPUT AND

MODELING

PART A

https://www.youtube.com/watch?v=2S2WmgPKIi0

come to board. (10 problems)

40

Minutes

Students wil

given an

assessment

word proble

(15-20 mins

or a + on

their board

on what they

would use for

the problem

dictated. 10,

9,

8,7.show!

2 birds were

in a tree, 1

more joined

them.

A chicken

hatched 3

eggs, the

next day 2

more

hatched.

seats, a problem will be written on the board, they

will then draw circles for examples given and

cross out the ones being lost, symbolizing

subtraction. The number line will also be revisited

during this lesson as another possible strategy to

use.

1.

stuffed animals, she

then bought 4 more.

Ms Wickle has 6 cats,

she then adopts 2

bunnies.

many are left?

2.

were found, how many have not been

found?

3.

the party later that day, how many kids

are now at the party?

________

Send students to

seats with dry erase

boards. Prompt them

to draw the organizer.

Pass out blocks.

Have them follow

through the problems

while modeling on

board.

3 birds are in a tree, 2

more join them, total

5.

Miss Leary

had 4 kites, 1

blew away.

the race, 3 were red,

how many were blue?

It will first be

shown on th

document

camera and

explained.

Then studen

prompted to

up offices an

take the

assessment

Assessment

read out lou

from docum

camera.

--------

Students giv

jelly beans a

mats.

Demonstrate

on documen

camera how

use beans a

mat. Directio

sheet for

instructor is

included in

package.

Send studen

to seat and

allow them t

work on this

duration of

time.

GUIDED

PRACTICE

Blooms

Level _U _

Blooms Level _U _

5 Minutes

Blooms Level _u _

5 Minutes

Blooms Level _

u_

Blooms

Level _ _

INDEPENDENT

PRACTICE

5 Minutes

Instructor will

review what

to look for

when

determining

whether it is

an addition

or

subtraction

problem.

math booklet page 1 & 2

students copy the image projected on document

camera from seat.

5 Minutes

5 Minute

to carpet, model how

to do page 7 of the

booklet.

Modeling jel

bean activity

Below Grade

Level - B

Blooms Level

_ u__

Blooms Level _ U__

Blooms Level _ u__

Below Grade

Level - B

Blooms Level _

u__

Below

Grade Le

- B

Blooms

Level _ u_

15 Minutes

Students given

exit slip with five

problems, they

must write down

whether is

subtraction or

addition needed.

Instructor will

walk around and

assist.

On Grade

Level O

Blooms Level

_u_

15 Minutes

Students given

exit slip with five

problems, they

must write down

whether is

subtraction or

addition needed.

Instructor will

walk around and

20 Minutes

Students will complete pages 1 and 2 of the

math booklet, once they are done they may

decorate their new booklet covers. This level

will be often checked up on by instructor,

pulled aside and assisted if needed.

20 Minutes

Students will complete booklet pages 4-5, this level

will receive constant monitoring to see where

intervention may be needed.

On Grade Level O

Blooms Level _u_

On Grade Level O

Blooms Level _AP_

20 Minutes

20 Minutes

booklet, once they are done they may decorate

their new booklet covers. This level will be often

checked up on by instructor, pulled aside and

assisted if needed.

15 Minutes

Students will complete

page 7 of the booklet.

These students may

need assistance.

On Grade Level

O

Blooms Level _u_

15 Minutes

Students will complete

page 7 of the booklet.

20 Minutes

Students wil

create and

record their

own part-pa

whole.

On Grade

Level O

Blooms

Level _u_

20 Minutes

Students wil

create and

record their

own part-pa

whole.

assist.

Above Grade

Level A

Blooms Level

__u__

15 Minutes

Students given

exit slip with five

problems, they

must write down

whether is

subtraction or

addition needed,

they will do so

independently.

CLOSURE

HOMEWORK

ASSESSMENT-

NOTES

Blooms Level _AP___

Blooms Level __ap__

20 Minutes

20 Minutes

booklet, once they are done they may decorate

their new booklet covers.

work on page 6 if they complete it quickly.

5 Minutes

Instructor will

ask students

how they

determined

when to use

addition or

subtraction.

2 Minutes

Blooms Level

AP

Above Grade

Level A

Blooms Level

__u__

15 Minutes

Students will

complete page 7 of

the booklet.

2 Minutes

Ask students which method on the

sheet works best for them, and why?

2 Minutes

Review page 7

under

document

camera.

Blooms Level AP

Blooms Level AP

Blooms Level AP

Word problem

worksheet

working on story problems and will determine

which strategy works best for them throughout the

week.

Word

problem

worksheet

Is your assessment written at the appropriate level of blooms?

Above

Grade Le

A

Blooms

Level _ap

20 Minutes

Students wil

create and

record their

own part-pa

whole.

2 Minute

Have som

students

share wh

they

created,

and then

they can

eat their

beans!

Blooms

Level ___

No

homewor

- christmas math puzzlers (3rd-4th grade)Cargado poralliez2_605683018
- zahid225Cargado pormushtaqzahid1
- Russ Ackoff EulogyCargado porgregoryhwatson
- Jobswire.com Resume of jvacca208Cargado porapi-24645062
- Analyzing Performance Problems-1Cargado porhmohsen
- Instructional Protocol: Lesson – “How Much is a Million?” ThisCargado porbrphillips04
- Nestle - Zaka (27)Cargado porzakavision
- Thematic Unit Description Paper I. Unit ContextCargado porkelsh
- How to Solve Time and Work Problems in CAT 2017Cargado porRobert Casey
- nullCargado porapi-25933302
- PDR Problem SolvingCargado pormujibullah123
- educ 4321 project 1Cargado porapi-455152319
- Package EngineerCargado porViet Linh Nguyen
- Rahul's ResumeCargado porrahulsinghhere
- thesis_ofori_kusi_d.pdfCargado porArt Brand
- breaking it downCargado porJorge Ramírez
- Business ReportCargado porJayesh Martin
- detailed challenge centre programs 2012-13Cargado porapi-280062463
- Fruit Pallets - - Matt SearsCargado porgkrall
- diligent problem solver written defenseCargado porapi-404363060
- Automotive Service Advisor CV Sample - CV Formats _ TemplatesCargado porLoges Waran
- 21st century skills curriculum map 1 0Cargado porapi-290153267
- Logic2 - Strawberry and Chocolate MilkCargado porNora
- Brochure Quality Improvement ToolsCargado pormafizah
- principles of learning mak2.pptxCargado porAndro Louis Malabarbas Rulona
- Jobswire.com Resume of ndrdickersonCargado porapi-29399161
- Fast Fast Tracking projectsCargado porJorge Gautam
- math 8 course 2013-2014Cargado porapi-236113575
- diffey cpc final paperCargado porapi-271358293
- Investigation- Dominance MatricesCargado porGopal Botadra

- science 3 30Cargado porapi-278402245
- 4-20-15 leary & wickle mathCargado porapi-278402245
- leary ued 496 philosophy of educationCargado porapi-278402245
- diversity reportCargado porapi-278402245
- competency f ued 495 leary morganCargado porapi-278402245
- ued 496 artifact c mlearyCargado porapi-278402245
- science 4 13Cargado porapi-278402245
- resumeCargado porapi-278402245
- ued 496 artifact g mlearyCargado porapi-278402245
- ued 496 artifact d mlearyCargado porapi-278402245
- introductory statementCargado porapi-278402245
- ued 496 morganleary student survey tallyCargado porapi-278402245
- ued 496 artifact e mlearyCargado porapi-278402245
- competency aCargado porapi-278402245
- competency iCargado porapi-278402245
- ued 495-496 leary morgan administrator evaluation p1-1Cargado porapi-278402245
- ued 496 artifact hCargado porapi-278402245
- ued 495-496 leary morgan mid-term evaluation p1, dst-1Cargado porapi-278402245
- scorereport- rveCargado porapi-278402245
- scorereport-praxisCargado porapi-278402245
- ued 496 artifact bCargado porapi-278402245
- vclaCargado porapi-278402245
- singular possessives aCargado porapi-278402245
- ued 495-496 leary morgan mid-term evaluation p1, ct-1Cargado porapi-278402245
- lesson plan template irregular and persausive lessonCargado porapi-278402245
- plot structure pptCargado porapi-278402245

- Zoon PolitikonCargado porAnonymous Wth8o22
- Communication Vocabulary PDFCargado porMichael
- CGS Square Fellowship (Description)Cargado porCentre for Genocide Studies
- Salovaara PhdCargado porPirkka Åman
- dorr taylor iep 1Cargado porapi-339878442
- BachelorsCargado porSyed Ahmad
- Predicting CriminalityCargado porfreddiekay
- 7-2014resumeCargado porapi-251393862
- Jurmala Chamber2017 EngCargado porРузалияКасимова
- Dialectical Materialism RidenourCargado porTom Waspe Teach
- Parent and Child Personality Characteristics as Predictors of Negative Discipline and Externalizing Problem... - Prinzie Et Al (2004)Cargado porEduardo Aguirre Dávila
- UT Dallas Syllabus for math2415.001.11f taught by Anatoly Eydelzon (axe031000)Cargado porUT Dallas Provost's Technology Group
- HW#10 LyonsCargado porJosef Robert Hench
- topic paper 1 cche 620Cargado porapi-354336730
- testingCargado porapi-254297604
- ela100 ui gooCargado porapi-305277394
- Ainiakbari00jarrgoog ReadableCargado pormahnoo
- The Teaching of EFL Speaking in the Indonesian Context the State of the Art Utami Widiati Bambang Yudi CahyonoCargado porrenoirscribd
- corporate social responsibilityCargado pornawlani
- Linking Words Exercises(Advanced)Cargado porNagore Montero
- y2 block 1 questionsCargado porapi-247238547
- Essay 2 - Controversy AnalysisCargado porLondie T. Martin
- ica05_1Cargado porkevshouse
- dunne_j_2011_madyamaka_in_indiatibet.pdfCargado porFernando José
- Mathematics EducationCargado porFritz M. Ferran
- Praise Dance Workshop ProposalCargado pordnorice79
- Comparative PhilosophyCargado poraquabuck
- description: tags: schneidermanCargado poranon-224235
- MEDICAL SCHOOL INTERVIEW QUESTIONSCargado porcurioe
- Creative Enviroment.pdfCargado porvernaly orio