Emily

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 * Math Lesson # 3**

> || If Emily had 3 cookies and Alissa brought 3 cookies, how many cookies do they have? How do you know? ===**// Number and Operations //** and **// Algebra: //** Children use mathematical reasoning, including ideas such as commutativity and associativity and beginning ideas of tens and ones, to solve two-digit addition and subtraction problems with strategies that they understand and can explain. They solve both routine and nonroutine problems. ===
 * Standards**
 * **NGSS:** (NGSS & Science and Engineering Practices)
 * NGSS and Science and Engineering Practices**
 * **Practices**
 * **Practice:**
 * **Performance Expectation:**
 * **NGSS**
 * **Topic:**
 * **Standard:**
 * **Performance Expectation:** || **CCLS: (**CCLS for Math**)**
 * Domain: Operations & Algebraic Thinking
 * **Standard:** ‍‍‍[|CCSS.Math.Content.1.OA.A.2] Represent and solve problems involving addition and subtraction‍‍‍
 * **Performance Expectation:**Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
 * **NCSSS (National Curriculum Standards for Social Studies)**
 * **Theme**
 * **Standard**
 * **Performance Expectation:** || **CCLS: (**CCLS for ELA**)**
 * **Domain:**
 * **Standard:**
 * **Performance Expectation:** ||
 * Grade: 1st**
 * Essential Question:** (What is an essential question?)
 * Enduring Understandings** ([[file:themathwiki/Curriculum Focal Points, PreK - 8.pdf|Curriculum Focal Points]] )

Students will solve math word problems Students will write their own word problems Students will explain their answers
 * Learning Objectives**: (How do I write objectives I can measure?)

To check for understanding I will have them share their own problem they have created with the class and students will have to answer each others problem.
 * Checking for Understanding:** (How can I check for understanding?)

‍‍‍Students will answer the class word problem with a partner. They will create their own problem using a set of objects in the classroom We will then share our problems and take turns solving them‍‍‍


 * Student Sample:**

__**Previous Lesson**__: %#$%#QQ#%$ : __**Today's Lesson**__: %#@%W$%!%#%$ : __** Next Lesson **__: ^@$#%$#@%@#$Q
 * Math Lesson # 2**

> ‍‍‍ Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as //above//, //below//, //beside//, //in front of//, //behind//, and //next to//. Practices: 1. Compare models to identify common features and differences. 2.Record information (observations, thoughts, and ideas). ‍‍‍
 * CCLS: (**CCLS for Math**)**
 * **Domain: Geometry**
 * Standard: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as //above//, //below//, //beside//, //in front of//, //behind//, and //next to//.
 * **Performance Expectation:** Ask and/or identify questions that can be answered by an investigation. 
 * ‍‍‍NGSS:** (NGSS &/or Science and Engineering Practices)


 * Grade: Kindergarten**

‍‍‍Can you identifty these objects from our everyday lives as 2D shapes?‍‍‍ ‍‍‍ Students have already learned about our shapes, we will go over them before activity.. Students will be looking at a group of shapes found in our everyday envoriment. They will distinguish between which shape is which object and label them in our chart.‍‍‍
 * Essential Question:** (What is an essential question?)
 * Enduring Understandings** ([[file:themathwiki/Curriculum Focal Points, PreK - 8.pdf|Curriculum Points]] )

identify shapes from our everyday lives ‍‍‍label‍‍‍ shapes by placing them in the correct column in the chart (Circle, Square, Rectangle, Triangle, Cylinder, Cone) ‍‍‍write‍‍‍ the name of the shape or draw a picture of the shape next to the object listed on the chart
 * Learning Objectives**: (How do I write objectives I can measure?)

Trail:


 * Guided Math:** Dr. Nicki summarizes guided math as a small group of children working together, should include about 3 to 5 students and should be flexible. They will work on specific skills, strategies, or concept. Create a working space that will work for you as long well as the students, you can also move students in and out of groups based on their levels of ability. These math groups can last between 10 to 15 minutes also base the number of groups you have based on the amount of instructional time you are given. The assessments should be based on the needs of the students.
 * (“Guided Math with Dr. Nicki - What is Guided Math? - YouTube,” n.d.)**

1. I will give them a shape to identify 2. They can look at their guided sheet if they need assistance 3. Write in the box the correct name of the shape
 * I noticed on the "I can" assessment 3-5 students could not identify regular shapes. These students made the same mistake identifying a square as a rectangle and vise versa, also a cone as a circle. In the re- engagement lesson I will provide them with a diagram to show them which shape is what to guide them until they grasp the content.**


 * Math Workstations:** Dr. Nicki describes math workstations as a way to build mathematical knowledge and should be a way for students to practice to improve math skills. They students can either work individually or in a group and should be self- checking so they get an idea of how they are doing and what they need to work on. This workshop is to help build confidence and get the students comfortable in the math they are learning. Teachers should collect students work for accountability. **(“Guided Math with Dr Nicki - Math Workstations - YouTube,” n.d.)**

Group 1: Math Fun Technology needed: One computer for two students []

Location: Computers Work on Math Fun program, Addition only If finished before time is up you may move on to subtraction [|CCSS.Math.Content.K.OA.A.1] Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Group 2: Shapes Location: Table by the windows Choose objects around the room, place in middle of the table, partner up and identify the shapes you have found. [|CCSS.Math.Content.K.G.A.1] Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as //above//, //below//, //beside//, //in front of//, //behind//, and //next to//.

Group 3: Practice writing number Location: Hallway Grab a dry erase board and as a group pick a number and practice writing multiple times [|CCSS.Math.Content.K.CC.A.3] Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Group 4: Drawing shapes Location: Table by reading rug Complete shape worksheet, copy shapes in your workbook. Work individually or with a partner [|CCSS.Math.Content.K.G.B.5] Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

After identifying the <range type="comment" id="455401984_6">‍‍‍objects as shapes </range id="455401984_6">‍‍‍the students will share their obvservations with the group. The students will brainstorm and <range type="comment" id="455401984_7">‍‍‍write the name of the shape next to the object. There will be a list of shapes on the board with a picture next to it for the students spelling purposes. </range id="455401984_7">‍‍‍
 * Checking for Understanding:** (How can I check for understanding?)
 * Student Sample: For kindergarten I think it would be easier to have the name of the objects that was brought in with a picture of it too and then the students only have to write or draw the name of the shape.**
 * Circle || Cookie || Sponge || Coin || Cap ||
 * Square || Magnet || Candel Box ||   ||   ||
 * Rectangle || Ipod || Pack of gum || Card ||   ||
 * Triangle || Pizza || Pie ||   ||   ||
 * Cone || Party hat || Ice cream cone ||   ||   ||
 * Cylinder || Can || Tube || Chapstick || Battery ||

Others... 1. 2.

Lesson #1

<span style="background-color: #ffffff; color: #8a2003; font-family: Helvetica,Arial,sans-serif;">[|CCSS.Math.Content.1.NBT.B.2b] <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;"> The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Skills: 1. Recognize numbers (double digit) 2. Compose numbers 3. Be familiar with place value

How do humans use numbers? <range type="comment" id="452100956_2">‍‍‍How many tens are in the number 12? How many ones are the number 12? How do we know this?</range id="452100956_2">‍‍‍
 * <range type="comment" id="452100956_1">‍‍‍Essential Question</range id="452100956_1">‍‍‍:** (How to write an essential question)

Students will follow my lead as we make a number together using the correct place value and move the correct number or <range type="comment" id="452100956_5">‍‍‍markers</range id="452100956_5">‍‍‍ to the <range type="comment" id="452100956_4">‍‍‍correct column. They will then interact with other students making their own which will show their understanding and comprehension of the lesson.
 * Enduring Understandings:** (How do I teach for understanding?)

1. Students will<range type="comment" id="452100956_6">‍‍‍ identify </range id="452100956_6">‍‍‍the place values of the 1s and 10s within the numbers of 11 and 19 by placing the correct number of ones in the column and the correct number of ten in the column. 2. Students will <range type="comment" id="452100956_7">‍‍‍recognize </range id="452100956_7">‍‍‍how double digit numbers are composed by constructing their own number and correctly placing the ones place value and tens place value in the correct column.
 * Learning Objectives**: (How do I write objectives I can measure?)

Students will get with a partner and use our place value mat and make up their own numbers and add the correct number of markers to each place value. They will then write down how they figured out why they need to put the amount of markers they did in each column.
 * Checking for Understanding:** (How can I check for understanding?)

Student Sample:

How many tens are in the number 12? <range type="comment" id="452100956_3">‍‍‍How many ones are in the number 12</range id="452100956_3">‍‍‍? There are 1 tens and 2 ones.
 * Tens ||  Ones  ||
 * ==1== || ==1 2== ||



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How to get to P.S 45 from 353 Wendel Ave

1. Head south on Wendel toward Berkley St 2. Left onto Berkley St up till you hit Niagara Falls Blvd 3.Take the Blvd to Main St then turn right 4. Take Main St all the way down to West Ferry, turn right 5. At traffic circle continue straight on W.Ferry 6. Right on Hoyt St