Kathleen

=__** LESSON 3 **__=
 * **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: Apply properties of operations as strategies to add and subtract
 * Performance Expectation: [|CCSS.Math.Content.1.OA.B.3] ||
 * NCSSS (National Curriculum Standards for Social Studies)
 * **Theme**
 * **Standard**
 * **Performance Expectation:** || **CCLS: (**CCLS for ELA**)**
 * **Domain: Text types and purposes**
 * Standard: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
 * Performance Expectation: [|CCSS.ELA-Literacy.W.1.2]
 * Grade: **First
 * Grade: **First

What are different ways to help you add or subtract more than 2 numbers?
 * Essential Question: ** (What is an essential question?)

Model how to create a 2 number problem from a 3 number problem. Example (6+8+2=?) 8+2=10+6=16 Apply previous knowledge of addition and subtraction to problem solving
 * Enduring Understandings ** ( [[file:themathwiki/Curriculum Focal Points, PreK - 8.pdf|Curriculum Focal Points]] )

Students will apply previously learned math skills of operations to solve problem Students will show how to do a step by step break down of simplifying problem Students will Rewrites steps as to how they solved problem and simplified i
 * Learning Objectives ** : (How do I write objectives I can measure?)

Students will be in groups and I will go to each group and have them explain to me verbally how they solved the problem Students will show all work to solve problem using the associative property (EX: 4+6+2=12) or 10= 2+ _+7 2+7=9+1=10 Students will write what they did to simplify problem solving
 * Checking for Understanding</range id="460386234_9"></range id="460386234_8">: ** (How can I check for understanding?)


 * Student Sample: **
 * [[file:photo (2).JPG|photo (2).JPG]] **

=__**LESSON 2**__=


 * Grade: ** First

Standard: <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;"><range type="comment" id="475552726_1">Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.</range id="475552726_1">

Domain: <range type="comment" id="475552726_2">Understand what attributes of a shape are.</range id="475552726_2">

Performance objective:
 * <span style="background-color: #ffffff; color: #8a2003; font-family: Helvetica,Arial,sans-serif; text-decoration: none;">[|CCSS.Math.Content.1.G.A.1] **

What is a <range type="comment" id="455511022_1">defining attribute of a shape?
 * Essential Question: ** (What is an essential question?)

Students will :
 * Enduring Understandings ** ( <span class="wiki_link_ext" style="background-color: #ffffff;">[[file:themathwiki/Curriculum Focal Points, PreK - 8.pdf|Curriculum Focal Points]] )
 * <range type="comment" id="460384384_2">Distinguish between defining attributes and non defining attributes of a shape
 * Explain why these attributes are important
 * Build shapes that possess defining attributes to better understand why knowing attributes are important </range id="460384384_2">


 * Learning Objectives ** : (How do I write objectives I can measure?)
 * Comprehend what a defining attribute is
 * <range type="comment" id="460384384_3">Apply knowledge of defining attributes into creating a shape


 * Guided math :**

Guided math consist of small groups of about 3 -5 kids. They work on a specific skills, concept, or strategy. These groups are flexible and students can move in and out of groups. Guided math is conducted during a math workshop that contains math stations and guided math groups. The groups can exist anywhere and will last between 10- 15 minutes. Kids at different ages have different attention spans so you have to make sure you take that into consideration. You must meet kids where they are level wise and base their needs on your assessments. Students can be in different level groups.
 * (“Guided Math with Dr. Nicki - What is Guided Math? - YouTube,” n.d.)**

I CAN-

I noticed on the "I Can" Assessment that 3 - 5 students could not define attributes of a shape and didn't understand why they were important. These 3-5 students all kept saying the colors of each shape and if it was big or small. In my re-engagement lesson, I am going to re-teach them definition of the attribute( a quality or feature regarded as a characteristic that defines the shape). I am going to explain to them that knowing the color and size of a shape is of little importance because it doesn't tell me anything about what shape they are talking about. I will then describe a shape (example triangle, this shape has 3 sides, all sides are equal) what shape do I have. How did what information I gave you help solve what shape it was.
 * I will then give them a shape to touch
 * They will tell me about the shape as they touch it
 * They will tell me why this data is important to figure out what shape they have.

**Work stations:**

**In work stations kids can work alone or with others. The goal is for them to make gain mathematical knowledge. These workstations should provide meaningful practice for them to improve their understating's. T** he goal of them is to get kids comfortable and confident in the math they are learning. These workstations should be self-checking. They will need practice going in and out of the stations before starting guiding math groups. You will collect student artifacts from the workstations for accountability.

Technology needed: NONE Location: Teachers desk
 * 1) 1 Counting

a. Pick a number 1-63.

b. Start there and count to 120

c. Write numbers 1-120 on the dry erase board.

d Draw pictures to go along with the numbers you have written

.[|CCSS.Math.Content.1.NBT.A.1] Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

#2 Define that shape Technology Needed : NONE a. Location: Math workshop table b. complete the shape worksheet c. There are be 6. problems. Each will list 5 characteristics and attributes of different shapes. d. write what shape it is and what helped them determine it. e.. [|CCSS.Math.Content.1.G.A.1] Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Location: Hallway Technology needed: NONE a. Using the signs <,> and = determine what pile of money is larger b. Make sure to count every piece of change and dollars! c. After you have finished the 4 piles create 4 new ones for the next group. [|CCSS.Math.Content.1.NBT.B.3] Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
 * 1) 3 Greater, less than and equal to

Technology needed: NONE
 * 1) 4 Create a shape

Location: Demo table

a. Using different craft tools ( popsicle sticks, glue, tape, pipe cleaners) to create shapes.

b. Write the defining attributes of shape you made

c. Explain why these are the defining attributes

e. [|CCSS.Math.Content.1.G.A.1] Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Students will :
 * Checking for Understanding: ** (How can I check for understanding?)
 * Build shapes that have <range type="comment" id="460384384_6">defining attributes such as sides and points</range id="460384384_6">
 * Determine why these are defining attributes
 * Understand why knowing what defining attributes are is important


 * <range type="comment" id="460384384_7">Student Sample:</range id="460384384_7"> **

What makes something a defining attribute? Something that is not a defining attribute These non-defining attributes are things that won’t help us because knowing the place, size, or color of a shape won’t help us understand what the shape is. Build a shape and point out its defining attributes:
 * Something that will help you understand what the shape is
 * EXAMPLE: the shape has 3 sides and is closed
 * Color
 * Size
 * Orientation



The defining attributes of this shape are: Non defining attributes:
 * It has 10 sides
 * It is closed
 * It is gold
 * It sparkles
 * Its small

=__**Lesson #1**__=


 * <range type="comment" id="468003314_1">Domain:** Understanding numbers based on the tens and ones digits.</range id="468003314_1">

Compare 2 two digit numbers based on the meanings of the ten and ones digits.</range id="468003314_2">
 * <range type="comment" id="468003314_2">Standard:**

<span style="background-color: #ffffff; color: #8a2003; font-family: Helvetica,Arial,sans-serif;">[|CCSS.Math.Content.1.NBT.B.3] <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;"> <range type="comment" id="468003314_3">Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.</range id="468003314_3">
 * Cluster standard:**

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">1. Compare two digit numbers based on the meanings of the tens and ones digits. <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">2. Record the results of comparisons with the symbols >,<, and +=.
 * <span style="background-color: #ffffff; color: #3b3b3a; font-family: Helvetica,Arial,sans-serif;">Skills: **

If we have 2 numbers and want to decide which one is bigger what do we have to do?
 * Essential Question:** (How to write an essential question)

Students will understand the difference of the tens and ones spot in a number Students will understand the importance of each number in the tens and ones spot Students will be able to tell what <,> and = mean
 * Enduring Understandings:** (How do I teach for understanding?)

Students will recall their knowledge of the symbols <,>, and = Students will comprehend the meaning of the ones and tens spot in a number Students will apply learned knowledge to determine if a number if larger, smaller, or equal to another number Students will compare two digit numbers based on their knowledge of the tens and ones spot Students will create a chart that shows comparison of two numbers using the symbols <,><= Students will summarize how they determined their answers of what number is larger, less than, or equal. <range type="comment" id="451671356_3">Students will be able to explain the difference of the tens and ones position</range id="451671356_3"> I will use <range type="comment" id="451671356_4">oral language, and performances to check for understanding</range id="451671356_4">, and think pair share.Students will be in groups and as I come to each group <range type="comment" id="451671356_5">I will have students explain to me how they determined what symbols to use when comparing the two numbers</range id="451671356_5">. I will also have students fill in a chart as they go which will demonstrate if they are comprehending the knowledge that is needed to determine the right symbol.<range type="comment" id="451671356_6"> I will also start by asking students my essential questions and allow them to discuss the answer in their groups</range id="451671356_6">. I will be listening for complete understanding of the lesson. I will be listening for students to be explaining how they know if the number is less or greater than or equal to another number and how they know that.
 * Learning Objectives**: (How do I write objectives I can measure?)
 * Checking for Understanding:** (How can I check for understanding?)


 * Student sample: **

Student sample:

(< )is the sign for greater than( >) is the sign for less than and = means equal to Now if we 1**__7__** and 1**__8__**, if we look at the tens digit in both number they are the same. So we must look at the ones digit. Pick what number is larger 7 or 8. CHART
 * __6__**7 **__4__**7 look at the tens digit first of both number ( the underlined number) Which number is bigger? That gives us the answer that 67 is bigger than 47. So 67<range type="comment" id="451671356_7">></range id="451671356_7">47
 * 45 || > || 21 ||
 * 50 || < || 60 ||
 * 67 || < || 90 ||
 * 78 || > || 45 ||

How did you choose what symbol to use? What digit did you look at to choose what number was bigger?

include component="comments" page="page:Kathleen" limit="17"

How to get to school 45 from my house

To get to school 45 you will follow these directions:
 * 1) Turn left onto 39th street
 * 2) Turn left onto ferry ave
 * 3) Turn onto nf blvd
 * 4) Take left onto I-190 s
 * 5) Take scajaquada exit 11
 * 6) Take grant street exit toward buffalo state
 * 7) turn right onto grant
 * 8) Turn left onto Lafayette
 * 9) Turn right onto Baynes
 * 10) Take the first right onto Aubrun
 * 11) Take the first right onto Hoyt
 * 12) School 45 is on the right.