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CHESAPEAKE PUBLIC SCHOOLSWEEKLY MATH COLLABORATION & LESSON PLAN

SCHOOL: Georgetown Primary

Teacher: Leary/Wickle

WEEK OF: March 30 April 3, 2015

SUBJECT: Math
PACING GUIDE WEEK: 27

THINGS TO CONSIDER FOR COLLABORATION

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:

relating the mathematical language and symbolism of operations to problem situations

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 various meanings of addition and subtraction in a variety of situations.

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

ESSENTIAL KNOWLEDGE & SKILL(S)

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

_x__ Identifying Similarities & Differences

___ 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
Teach Others/Immediate Use of Learning 95% Return
Practice by Doing
75% Return
Discussion
50% Return
Demonstration
30% Return
Audio/Visual
20% Return
10% Return
Lecture
5% Return

Addition and Subtraction skills to 18

HOW WILL YOU DIFFERENTIATE INSTRUCTION?

the use of manipulatives and visuals

hundreds charts
number lines
teacher support
small groups
Power up as needed

CHESAPEAKE PUBLIC SCHOOLS WEEKLY MATH COLLABORATION & LESSON

PLAN
LETS PLAN THE LESSON
WEEKLY
MONDAY TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

PLANNING
OBJECTIVE (S)

By the end of the

lesson students will
be able to determine
whether to use
subtraction in a word
problem.

By the end of the lesson students should be able to

determine whether to use addition or subtraction in a
word problem.

By the end of the lesson students should be able to

apply previous knowledge and better apply
strategies to solve word problems without pictures
being provided.

By the end of the

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

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

Go over page 1 and 2 from day before. Ask

students to explain how they did it.

(5 mins)

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

Students watch two

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

Online Math Game, draw sticks to let students

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.

Dry erase boards given to each student at their

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,
bunnies.

many are left?

2.

8 easter eggs were placed in the yard, 3

were found, how many have not been
found?

3.

5 kids were at a party, 3 more came to

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
blew away.

7 race cars were in

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
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
or
subtraction
problem.

Demonstrate how to complete

math booklet page 1 & 2

Demonstrate how to complete page 3, have

students copy the image projected on document
camera from seat.

5 Minutes

5 Minute

Students come back

to carpet, model how
to do page 7 of the
booklet.

Modeling jel
bean activity

Level - B
Blooms Level
_ u__

Blooms Level _ U__

Blooms Level _ u__

Level - B
Blooms Level _
u__

Below
- B
Blooms
Level _ u_

15 Minutes
Students given
exit slip with five
problems, they
must write down
whether is
subtraction or
Instructor will
walk around and
assist.

Level O
Blooms Level
_u_

15 Minutes
Students given
exit slip with five
problems, they
must write down
whether is
subtraction or
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.

Blooms Level _u_

Blooms Level _AP_

20 Minutes

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.

Students will complete booklet pages 4-5.

15 Minutes
Students will complete
page 7 of the booklet.
These students may
need assistance.

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.

Level O
Blooms
Level _u_

20 Minutes

Students wil
create and
record their
own part-pa
whole.

assist.
Level A
Blooms Level
__u__

15 Minutes
Students given
exit slip with five
problems, they
must write down
whether is
subtraction or
they will do so
independently.

CLOSURE

HOMEWORK

ASSESSMENT-

NOTES

Blooms Level _AP___

Blooms Level __ap__

20 Minutes

20 Minutes

Students will complete pages 1 and 2 of the math

booklet, once they are done they may decorate
their new booklet covers.

Students will complete booklet pages 4-5.They may

work on page 6 if they complete it quickly.

5 Minutes
Instructor will
how they
determined
when to use
subtraction.

2 Minutes

Blooms Level
AP

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

Instructor will tell students they will continue

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
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