Stations Teacher – Small Group Students in learning stations VocabularyRoutine – Frayer Model (The recommended word/words for Frayer Model is in bold letters in the key vocabulary) Monday – Introduce the word and place word in the middle Monday and Tuesday – Provide opportunities to experience the word, use word in context, read use manipulatives Wednesday – Have students provide the definition and characteristics. Write on Frayer Model Thursday – Have students provide examples (synonyms) and non-examples (antonyms). Journal reflection Key Vocabulary: Topic 3: part, whole, add, plus (+), sum, equals (=), addition sentence, join, order, addend Addition: Sums to 10 Use concrete objects to model addition problem situations with sums to 10 and write the corresponding number sentence. Use tools such as the Part/Part/Whole mat and concrete objects such as counters to model addition problem situations. When starting a new concept, students take home the “Home-School Connection” letter to parents from the enVision Math Texas student consumable book. Using the Connection letters introduces parents/guardians the concept the students are learning and encourages active parental support of mathematics. Center Activities Topic 3 – Teacher Resource Masters Interventions/Extensions Based on student needs Each lesson has differentiated instruction activities and homework based on the understanding of the concept by the students. The teacher will use the student work on the Quick Check to prescribe differentiated instruction. Also….. Use TE Meeting Individual 49G and 49H to differentiate instruction for ELL, Special Needs, Below Level and Advanced students. Tier 2 – Students work in small groups or with peer tutors to complete assigned tasks Product/Project Journal Entry Various reflections showing learning at Math Stations – Students will illustrate shapes, numbers, colors, sorting rule with which they explored in the various stations. Students will show a Part Part addition model using own pictures Students will use magazines/catalogs to cut out various items. Then, students will write out the word problem and addition sentence Math Concept Board – continue adding to the concept board. Review vocabulary added previously. School
1.1B use a model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the process and the of the solution. The students write the number sentence that matches the problem. Answer: 6 + 4 = 10 Using the Problem Solving Model with Joining and Separating Sets Example: Kevin had some pieces of bubble gum. His friend gave him 3 more pieces of bubble gum. Now Kevin has a total of 7 pieces of bubble gum. How many pieces of bubble gum did Kevin have to start with? Read and Understand the Problem: Ask students to restate the problem. Ask, “What are we trying to find out?” Possible Answer: “Kevin had some gum, but we don’t know how much. His friend gave him 3 more pieces. Now he has 7 pieces of bubble gum.” Making a Plan: Ask the students, “Are we joining sets or separating sets?” Ask the students, “What is the important information in this problem?” Possible Answer: “We can find out which number plus 3 is equal to 7 since we know 7 is the total and his friend gave him 3 pieces.” Solve:
Problem of the Day – Teacher Resource Masters (use Read and Understand, Plan, Solve, and Look Back and Check). Introduce Concept and Vocabulary Stations Teacher – Small Group Students in learning stations VocabularyRoutine – Frayer Model (The recommended word/words for Frayer Model is in bold letters in the key vocabulary) Monday – Introduce the word and place word in the middle Monday and Tuesday – Provide opportunities to experience the word, use word in context, read books, use manipulatives Wednesday – Have students provide the definition and characteristics. on Frayer Model Thursday – Have students provide examples (synonyms) and non-examples (antonyms). Journal reflection Key Vocabulary: Topic 5: Review vocabulary previously learned emphasizing addition, more than, less than in order to hold students accountable from previous learning and to use vocabulary learned as students describe numbers up to 10 using the ten-frame. Applying Subtraction differences from 10 Use concrete models to apply basic subtraction facts with differences from 10. Example: Give the students a problem such as be played with this applet help to develop counting and addition skills. Use this website for more information on ten-frames. Also, use the ten-frames enlarged cards to build numerical fluency. Students will use more and less as they describe the numbers based on the number 5; for example, the number 7 can be thought of as 2 more than When starting a new concept, students take home the “Home-School Connection” letter to parents from the enVision Math Texas student consumable book. Using the Connection letters introduces parents/guardians the concept the students are learning and encourages active parental support of mathematics. Center Activities Topic 5– Teacher Resource Masters Interventions/Extensions Based on student needs Each lesson has differentiated instruction activities and homework on the understanding of the concept by the students. The teacher will use the student work on the Quick Check to prescribe differentiated instruction. Also….. Use TE Meeting Individual Needs 117E and117F to differentiate instruction for ELL, Special Needs, Below Level and Advanced students. Tier 2 – Students work in small groups or with peer tutors to complete assigned tasks. When working with peer tutors, pair High with Medium or Medium with Low; students who have an academic gap too large will get frustrated. Product/Project Journal Entry Measurements Math Stations – Students will illustrate number sentences and reflections related to concepts explored in the various stations. Math Concept Board – using vocabulary, pictures, and knowledge
1.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems E Create and use to organize, record, and communicate mathematical ideas. . 7 - 3 = ? and prompt the students to use counters to solve the problem. Answer: 7 – 3 = 4 Use concrete objects to create subtraction problem situations with differences from 10 and write the corresponding number sentence. Use tools such as a Part/Part/Whole mat and concrete objects such as counters to create subtraction problems. Example: Provide the students with 10 linking Prompt the students to use the 10 linking cubes to create a subtraction problem situation and write the corresponding number sentence. Possible Answer: “Manuel had 10 tennis balls in a basket. He threw 6 tennis balls over the fence. How many tennis balls does Manuel have left in his basket?” The student places 10 linking cubes in the “whole” section of the Part/Part/Whole mat.
Criteria 3 2 1 Part b) Conceptual Knowledge Complete understanding of the concepts and the problem Partial understanding of the concepts and the problem Limited or no understanding of the concepts and the problem Part c) Procedural Knowledge Strategies are independently implemented Appropriate process Accurately applies skills Strategies are implemented with minimal assistance Appropriate process Applies skills with partial accuracy Inappropriate strategy selected requiring redirection Lack of process Unable to apply skills with accuracy Part d) Communication Well articulated and full explanation of procedure and strategy Uses all appropriate mathematical vocabulary Partial explanation of procedure and strategy Uses some mathematical vocabulary Lacks explanation of procedure and strategy Uses little to no mathematical vocabulary