Mathematics Success Level F
|
|
- Brenda Cox
- 6 years ago
- Views:
Transcription
1 Mathematics Success Level F T105 [OBJECTIVE] The student will investigate greatest common factors and least common multiples. [MATERIALS] Student pages S39 S48 Transparencies T116, T118, T120, T122, T124, T126, T128 Centimeter cubes 30 to 40 per pair Colored pencils 3 different colors per pair [ESSENTIAL QUESTIONS] 1. What is the difference between greatest common factor (GCF) and least common multiple (LCM)? 2. What is the most important word in greatest common factor? Explain. 3. What is the most important word in least common multiple? Explain. [WORDS FOR WORD WALL] greatest common factor, least common multiple, factor, multiple [GROUPING] Cooperative Pairs (CP), Whole Group (WG), Individual (I) [LEVELS OF TEACHER SUPPORT] Modeling (M), Guided Practice (GP), Independent Practice (IP) [MULTIPLE REPRESENTATIONS] SOLVE, Verbal Description, Concrete Representation, Pictorial Representation, Graphic organizer [WARM-UP] (5 minutes IP, I, WG) S39 (Answers on T115.) Have students turn to S39 in their books to begin the Warm-Up. Students will solve simple multiplication problems and answer questions to review factors, products, and skip counting (multiples). Monitor students to see if any of them need help during the Warm-Up. Give students 3 minutes to complete the problems and then spend 2 minutes reviewing the answers as a class. {Verbal Description} [HOMEWORK] (5 minutes) Take time to go over the homework from the previous night.
2 T106 Mathematics Success Level F [LESSON] (50 60 minutes M, GP, IP, WG, CP, I) SOLVE Problem (1 minute GP, WG) T116, S40 (Answers on T117.) Have students turn to S40 in their books, and place T116 on the overhead. The first problem is a SOLVE problem. You are only going to complete the S step with students at this point. Tell students that during the lesson they will learn how to find the greatest common factor (GCF) and the least common multiple (LCM) of numbers. They will use this knowledge to complete this SOLVE problem at the end of the lesson. {SOLVE} Greatest Common Factor (10 minutes M, GP, IP, WG, CP) T116, S40 (Answers on T117.) Ask students what a factor is. (A factor is a number that divides evenly into another number.) Reference the problems in the Warm-Up on S39 (T115) and ask students to identify the factors in Problems 1 4. Talk with students about what the term greatest common factor means. Explain that the word common means something that is shared and that the greatest common factor is the largest factor shared by two or more numbers. 5 minutes M, GP, WG: Pass out the centimeter cubes to students. Use the hundred board on T116 (S40) and the following activity to model for students a concrete approach to finding the GCF of two numbers. {Concrete Representation, Graphic Organizer, Verbal Description}
3 Mathematics Success Level F T107 MODELING Greatest Common Factor Hands-On Step 1: Tell students that they are going to find the greatest common factor (GCF) of 12 and 18. Explain to students that first they need to find the factors of 12. Have students put a centimeter cube on each of the factors of 12: 1, 2, 3, 4, 6, and 12. Step 2: Next, explain to students that they need to find the factors of 18. Have students leave the cubes on the board and place centimeter cubes on all the factors of 18: 1, 2, 3, 6, 9, and 18. Step 3: Have students look at the factors and determine which ones are common to both 12 and 18, as you point them out on T116. Explain that these factors will have 2 cubes on them. (They are 1, 2, 3, and 6.) Ask, Which is the largest factor 12 and 18 have in common (or share)? (6) Explain that six is the greatest common factor of 12 and 18. Step 4: Record the answer on T116 as students record on S40. 3 minutes IP, CP: Have students work in partners with the centimeter cubes to find the greatest common factor of 14 and 42 and answer the questions on S40. {Concrete Representation, Verbal Description, Graphic Organizer} 2 minutes M, WG: Use centimeter cubes to model the answer for the GCF problem on T116 (S40) and go over the answers to Questions 1 3 as a group. GCF Pictorial (6 minutes M, GP, WG, CP, I) T118, S41 (Answers on T119.) 4 minutes M, GP, WG: Pass out the colored pencils to students. Have students turn to S41 in their books, and place T118 on the overhead. Use the following activity to model for students a pictorial approach to finding the GCF of two numbers. {Verbal Description, Graphic Organizer, Pictorial Representation}
4 T108 Mathematics Success Level F MODELING Greatest Common Factor Pictorial Step 1: Tell students that, for Problem 1, they are going to find the greatest common factor (GCF) of 12 and 30. Have students draw vertical lines with one colored pencil as shown below to show the factors of 12: 1, 2, 3, 4, 6, and 12. Step 2: Have students write the factors of 12 in the graphic organizer. Factors of 12 Factors of 30 Step 3: Next, have students draw diagonal lines as shown below with a different colored pencil to show the factors of 30: 1, 2, 3, 5, 6, 10, 15, and 30. Step 4: Have students write the factors of 30 in the graphic organizer. Factors of 12 Factors of 30
5 Mathematics Success Level F T109 Step 5: Have students look at the common factors of both numbers, 1, 2, 3, and 6, as indicated by the two different colored lines, and circle them on the hundred board. Then have students circle the common factors in the graphic organizer. Step 6: Finally, have students list the common factors on S41 as you do the same on T118. Ask students to identify the greatest common factor, 6, and record it. 2 minutes IP, CP, WG: Have students complete Problem 2 on S41 with a partner and then come back together as a class to discuss the answer. {Verbal Description, Pictorial Representation, Graphic Organizer} GCF Abstract (6 minutes M, GP, IP, WG, CP) T120, S42 (Answers on T121.) 3 minutes M, GP, WG: Have students turn to S42 in their books, and place T120 on the overhead. Use the following activity to model for students an abstract approach to finding the GCF of two numbers. {Verbal Description, Graphic Organizer} Greatest Common Factor Abstract Step 1: Tell students that, for Problem 1, they are going to find the greatest common factor (GCF) of 24 and 32. Explain that students will not be using a hundred board, but will use the graphic organizer they have used in previous problems to list the factors of 24 and 32. If students are struggling, have them think about the factor pairs: 1 and 24, 2 and 12, 3 and 8, and so on. Step 2: Model how to write the factors of 24 in the graphic organizer as students record on S42. Factors of 24
6 T110 Mathematics Success Level F Step 3: Model how to write the factors of 32 in the same graphic organizer as students record. Factors of 24 Factors of 32 Step 4: Have students circle and then list the common factors. Ask students what they are and record as students record. Factors of 24 Factors of 32 Step 5: Ask students what the greatest common factor of 24 and 32 is (8) and record as students record. 3 minutes IP, CP, WG: Have students complete Problems 2 4 on S42 with a partner and then come back together as a class to discuss the answers. {Verbal Description, Graphic Organizer} Least Common Multiple (8 minutes M, GP, IP, CP, WG) T122, S43 Ask students what a multiple is. (A multiple is a product of two numbers. The product is a multiple of each number.) Have students count by 5s to 50 to demonstrate multiples of 5. Talk with students about what the term least common multiple means. Explain that the word common means something that is shared and that the least common multiple is the smallest nonzero number that is a multiple of two (or more) whole numbers. {Concrete Representation, Graphic Organizer, Verbal Description}
7 Mathematics Success Level F T111 3 minutes M, GP, WG: Pass out the centimeter cubes to students. Use the hundred board on T122 (S43) and the following activity to model for students a concrete approach to finding the LCM of two numbers. {Concrete Representation, Graphic Organizer, Verbal Description} MODELING Least Common Multiple Hands-On Step 1: Tell students that they are going to find the least common multiple (LCM) of 4 and 5. Explain to students that first they need to find the multiples of 4. Have students put a centimeter cube on each of the multiples of 4, through 24: 4, 8, 12, 16, 20, 24. Step 2: Next, explain to students that they need to find the multiples of 5. Have students leave the cubes on the board and place centimeter cubes on all the multiples of 5, through 25: 5, 10, 15, 20, 25. Step 3: Have students look at the multiples and determine which ones are common to both 4 and 5, as you point them out on T122. Explain that these multiples will have 2 cubes on them. (There is only one. It is 20.) Ask, Which is the smallest multiple 4 and 5 have in common (or share)? (20) Explain that 20 is the least common multiple of 4 and 5. Step 4: Record the answer on T122 as students record on S43. 3 minutes IP, CP: Have students work in partners with the centimeter cubes to find the least common multiples for 7 and 3, 2 and 8, and 4 and 12. Have students answer the questions at the bottom of the page. {Concrete Representation, Verbal Description, Graphic Organizer} 2 minutes M, WG: Use centimeter cubes to model the answers for the LCM problems on T122 (S43) and go over the answers to Questions 1 3 as a group. LCM Pictorial (7 minutes M, GP, IP, WG, CP) T124, S44 (Answers on T125.) 5 minutes M, GP, WG: Pass out the colored pencils to students. Have students turn to S44 in their books, and place T124 on the overhead. Use the following activity to model for students a pictorial approach to finding the LCM of two or more numbers. {Verbal Description, Graphic Organizer, Pictorial Representation}
8 T112 Mathematics Success Level F MODELING Least Common Multiple Pictorial Step 1: Tell students that, for Problem 1, they are going to find the least common multiple of 2, 4, and 5. Have students draw vertical lines with one colored pencil to show the multiples of 2, through 26. Have students write the multiples of 2 in the graphic organizer. Multiples of 2 Multiples of 4 Multiples of 5 Step 2: Next, have students draw diagonal lines (from top right to bottom left) with a different colored pencil to show the multiples of 4, through 24. Have students write the multiples of 4 in the graphic organizer. Multiples of 2 Multiples of 4 Multiples of 5 Step 3: Have students draw different diagonal lines (this time from top left to bottom right) with a different colored pencil to show the multiples of 5, through 25. Have students write the multiples of 5 in the graphic organizer. Multiples of 2 Multiples of 4 Multiples of 5 Step 4: Have students circle and then list the multiple that is common to all three numbers (just 20) and identify the least common multiple of 2, 4, and 5 (20).
9 Mathematics Success Level F T113 2 minutes IP, CP, WG: Have students complete Problem 2 on S44 with a partner and then come back together as a class to discuss the answer. {Verbal Description, Pictorial Representation, Graphic Organizer} LCM Abstract (7 minutes M, GP, IP, WG, CP) T126, S45 (Answers on T127.) 3 minutes M, GP, WG: Have students turn to S45 in their books, and place T126 on the overhead. Use the following activity to model for students an abstract approach to finding the LCM of two numbers. {Verbal Description, Graphic Organizer} MODELING Least Common Multiple Abstract Step 1: Tell students that, for Problem 1, they are going to find the least common multiple of 4 and 6. Explain that students will not be using a hundred board, but will use the graphic organizer they have used in previous problems to list the multiples of 4 and 6. Ask students what they think the LCM of 4 and 6 will be and why. (Based on the work they have already completed, many students may think that the LCM will be 24, because they simply multiplied 4 and 6.) Step 2: Model how to write the multiples of 4 in the graphic organizer as students record on S45. Then model how to write the multiples of 6 in the graphic organizer as students record. Step 3: Have students circle the common multiples. Ask students what they are and record as students record. Ask students to determine what the least common multiple of 4 and 6 is, and record as students record. Step 4: Refer to the graphic organizer on T126. Ask students if they needed to continue to write the multiples once they found the least common multiple. (No, they can stop when they determine the LCM.). 4 minutes IP, CP, WG: Have students complete Problems 2 4 on S45 with a partner and then come back together as a class to discuss the answers. {Verbal Description, Graphic Organizer}
10 T114 Mathematics Success Level F SOLVE Problem (3 minutes GP, WG) T128, S46 (Answers on T129.) Remind students that the SOLVE problem is the same one from the beginning of the lesson. Complete the SOLVE problem with your students. Ask them for possible connections from the SOLVE problem to the lesson. (Students will be using least common multiples to solve the problem. {SOLVE, Verbal Description} If time permits (10 minutes IP, I) S47 (Answers on T130.) Have students solve Problems 1 5 on S47 independently. Review the answers as a class. [CLOSURE] (2 minutes) To wrap up the lesson, go back to the essential questions and discuss them with students. What is the difference between greatest common factor (GCF) and least common multiple (LCM)? (The greatest common factor is the largest number that is a factor of 2 (or more) whole numbers. The least common multiple is the smallest number that is a multiple of two (or more) whole numbers. It can not be 0.) What is the most important word in greatest common factor? Explain. ( Greatest is the most important word because we are looking for the largest number that is a factor of 2 (or more) whole numbers.) What is the most important word in least common multiple? Explain. ( Least is the most important word because we are looking for the smallest number that is a multiple of two (or more) whole numbers except for 0.) [HOMEWORK] Assign S48 for homework. (Answers on T131.) [QUIZ ANSWERS] T132 The quiz can be used at any time as extra homework or to see how students did on working with greatest common factors and least common multiples.
11 T116 Mathematics Success Level F TRANSPARENCY MASTER Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step. Maddie and Elli are selling tickets to the school play. The tickets cost $3.50 each. They sold tickets for several hours over the weekend. If Maddie sold 5 tickets per hour and Elli sold 8 tickets per hour, what is the least number of tickets they would need to sell to have sold exactly the same amount of tickets? S Underline the question. This problem is asking me to find. Directions: Complete the rest of this page with your teacher. GCF of 12 and 18 = GCF of 14 and 42 = 1. What is a factor? 2. What does common mean? 3. What does greatest common factor mean?
12 Mathematics Success Level F T117 Here is the key to S40. Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step. Maddie and Elli are selling tickets to the school play. The tickets cost $3.50 each. They sold tickets for several hours over the weekend. If Maddie sold 5 tickets per hour and Elli sold 8 tickets per hour, what is the least number of tickets they would need to sell to have sold exactly the same amount of tickets? S Underline the question. This problem is asking me to find the number of tickets Maddie and Elli have to sell to have sold the same amount of tickets. Directions: Complete the rest of this page with your teacher. GCF of 12 and 18 = 6 GCF of 14 and 42 = What is a factor? a number that divides evenly into another number; a number that can be multiplied by another number to equal a product 2. What does common mean? shared 3. What does greatest common factor mean? the largest factor shared by two or more numbers
13 T118 Mathematics Success Level F TRANSPARENCY MASTER Directions: Complete this page with your teacher. 1. Find the GCF of 12 and 30. Factors of 12 Factors of 30 Common Factors of 12 and 30: Greatest Common Factor: 2. Find the GCF of 21 and 42. Factors of 21 Factors of 42 Common Factors: Greatest Common Factor:
14 Mathematics Success Level F T119 Directions: Complete this page with your teacher. Here is the key to S Find the GCF of 12 and 30. Factors of 12 Factors of 30 Common Factors of 12 and 30: 1, 2, 3, 6 Greatest Common Factor: 6 2. Find the GCF of 21 and 42. Factors of 21 Factors of 42 Common Factors: 1, 3, 7, 21 Greatest Common Factor: 21
15 T122 Mathematics Success Level F TRANSPARENCY MASTER Directions: Complete this page with your teacher. LCM: 4 and 5 = 7 and 3 = 2 and 8 = 4 and 12 = 1. What is a multiple? 2. What does common mean? 3. What does least common multiple mean?
16 Mathematics Success Level F T123 Directions: Complete this page with your teacher. Here is the key to S43. LCM: 4 and 5 = 20 7 and 3 = 21 2 and 8 = 8 4 and 12 = What is a multiple? The product of two numbers is a multiple of each number. 2. What does common mean? something that is shared 3. What does least common multiple mean? the least number that is a multiple of two or more numbers
17 T124 Mathematics Success Level F TRANSPARENCY MASTER Directions: Complete this page with your teacher. 1. Find the LCM of 2, 4, and 5. Multiples of 2 Multiples of 4 Multiples of 5 Common Multiples: Least Common Multiple: 2. Find the LCM of 6 and 8. Multiples of 6 Multiples of 8 Common Multiples: Least Common Multiple:
18 Mathematics Success Level F T125 Directions: Complete this page with your teacher. Here is the key to S Find the LCM of 2, 4, and 5 Multiples of 2 Multiples of 4 Multiples of 5 Common Multiples: 20 Least Common Multiple: Find the LCM of 6 and 8. Multiples of 6 Multiples of 8 Common Multiples: 24 Least Common Multiple: 24
Mathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationAre You Ready? Simplify Fractions
SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationExemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple
Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources
More informationUDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt
Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationLesson 12. Lesson 12. Suggested Lesson Structure. Round to Different Place Values (6 minutes) Fluency Practice (12 minutes)
Objective: Solve multi-step word problems using the standard addition reasonableness of answers using rounding. Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationWhat's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School
What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade
More informationBroward County Public Schools G rade 6 FSA Warm-Ups
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationOhio s Learning Standards-Clear Learning Targets
Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationEnd-of-Module Assessment Task K 2
Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure
More informationHow to Use Text Features Poster
How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationFunction Tables With The Magic Function Machine
Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More information4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys
4 th Grade Number and Operations in Base Ten Set 3 Daily Practice Items And Answer Keys NUMBER AND OPERATIONS IN BASE TEN: OVERVIEW Resources: PRACTICE ITEMS Attached you will find practice items for Number
More informationHardhatting in a Geo-World
Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationCOMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?
1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone
More informationLLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationMarking the Text. AVID Critical Reading
AVID Critical Reading Marking the Text Marking the Text is an active reading strategy that asks students to think critically about their reading. It helps students determine the essential information in
More informationLesson 17: Write Expressions in Which Letters Stand for Numbers
Write Expressions in Which Letters Stand for Numbers Student Outcomes Students write algebraic expressions that record all operations with numbers and/or letters standing for the numbers. Lesson Notes
More informationAnswer Key For The California Mathematics Standards Grade 1
Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More informationGrow Your Intelligence 2: You Can Grow Your Intelligence What happens to skills that I don t practice?
UNIT grow your intelligence3 Lesson Descriptions Grow Your Intelligence 1: How Your Brain Works How does my brain work? Grow Your Intelligence 2: You Can Grow Your Intelligence What happens to skills that
More informationFirst and Last Name School District School Name School City, State
Unit Plan - Fractions Unit Author First and Last Name School District School Name School City, State Allison Cooper (King) Putnam County Rock Branch Elementary School Rock Branch, WV Unit Overview Unit
More information*Lesson will begin on Friday; Stations will begin on the following Wednesday*
UDL Lesson Plan Template Instructor: Josh Karr Learning Domain: Algebra II/Geometry Grade: 10 th Lesson Objective/s: Students will learn to apply the concepts of transformations to an algebraic context
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationI can explain why backward design is a good organizing principle for lesson planning. 2. use backward design as a framework to design my lessons
Lesson Planning for 21st Century Learners: Some Things We Need to Know CSCTFL 2012 Milwaukee Greg Duncan interprep@earthlink.net www.interprepinc.com I can... 1. explain why backward design is a good organizing
More informationI can explain why backward design is a good organizing principle for lesson planning. 2. use backward design as a framework to design my lessons
Lesson Planning for 21st Century Learners: Some Things We Need to Know NECTFL 2012 Baltimore Greg Duncan interprep@earthlink.net www.interprepinc.com I can... 1. explain why backward design is a good organizing
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationP-4: Differentiate your plans to fit your students
Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING
ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING LeanIn.0rg, 2016 1 Overview Do we limit our thinking and focus only on short-term goals when we make trade-offs between career and family? This final
More informationP a g e 1. Grade 5. Grant funded by:
P a g e 1 Grade 5 Grant funded by: P a g e 2 Focus Standard: 5.NF.1, 5.NF.2 Lesson 6: Adding and Subtracting Unlike Fractions Standards for Mathematical Practice: SMP.1, SMP.2, SMP.6, SMP.7, SMP.8 Estimated
More informationbeen each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:
TASK #1 Fry Words 1-100 been each called down about first TASK #2 Fry Words 1-100 get other long people number into TASK #3 Fry Words 1-100 could part more find now her TASK #4 Fry Words 1-100 for write
More informationManipulative Mathematics Using Manipulatives to Promote Understanding of Math Concepts
Using Manipulatives to Promote Understanding of Math Concepts Multiples and Primes Multiples Prime Numbers Manipulatives used: Hundreds Charts Manipulative Mathematics 1 www.foundationsofalgebra.com Multiples
More informationSan Marino Unified School District Homework Policy
San Marino Unified School District Homework Policy Philosophy The San Marino Unified School District through established policy recognizes that purposeful homework is an important part of the instructional
More informationObjective: Model division as the unknown factor in multiplication using arrays and tape diagrams. (8 minutes) (3 minutes)
Lesson 11 3 1 Lesson 11 Objective: Model division as the unknown factor in multiplication using arrays Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationThe following shows how place value and money are related. ones tenths hundredths thousandths
2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More informationObjective: Add decimals using place value strategies, and relate those strategies to a written method.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice
More informationPre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition
More informationMATH Study Skills Workshop
MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15
More informationAbout the Mathematics in This Unit
(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.
More informationMATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM
Instructor: Amanda Lien Office: S75b Office Hours: MTWTh 11:30AM-12:20PM Contact: lienamanda@fhda.edu COURSE DESCRIPTION MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM Fundamentals
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationGrade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More informationAnswers: Year 4 Textbook 3 Pages 4 10
Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationWhat s Different about the CCSS and Our Current Standards?
The Common Core State Standards and CPM Educational Program The Need for Change in Our Educational System: College and Career Readiness Students are entering into a world that most of us would have found
More informationACTIVITY: Comparing Combination Locks
5.4 Compound Events outcomes of one or more events? ow can you find the number of possible ACIVIY: Comparing Combination Locks Work with a partner. You are buying a combination lock. You have three choices.
More informationBackwards Numbers: A Study of Place Value. Catherine Perez
Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS
More informationFactoring - Grouping
6.2 Factoring - Grouping Objective: Factor polynomials with four terms using grouping. The first thing we will always do when factoring is try to factor out a GCF. This GCF is often a monomial like in
More informationOperations and Algebraic Thinking Number and Operations in Base Ten
Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University
More informationPHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for !! Mr. Bryan Doiron
PHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for 2016-2017!! Mr. Bryan Doiron The course covers the following topics (time permitting): Unit 1 Kinematics: Special Equations, Relative
More informationIncreasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationUnit 3 Ratios and Rates Math 6
Number of Days: 20 11/27/17 12/22/17 Unit Goals Stage 1 Unit Description: Students study the concepts and language of ratios and unit rates. They use proportional reasoning to solve problems. In particular,
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationAnswer each question by placing an X over the appropriate answer. Select only one answer for each question.
Name: Date: Position Applied For: This test contains three short sections. The first section requires that you calculate the correct answer for a number of arithmetic problems. The second section requires
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationCLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day
CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not
More informationFunction Number 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into
Function Essential Functions EMT PARAMEDIC 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into practical situations is critical.
More informationAGENDA. Truths, misconceptions and comparisons. Strategies and sample problems. How The Princeton Review can help
ACT, SAT OR BOTH? AGENDA 1 Truths, misconceptions and comparisons 2 Strategies and sample problems 3 How The Princeton Review can help TEXT YOUCAN TO 877877 to get a discount code and keep up-to-date on
More informationWritten by Wendy Osterman
Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project
More informationName: Class: Date: ID: A
Name: Class: _ Date: _ Test Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Members of a high school club sold hamburgers at a baseball game to
More informationWHAT ARE VIRTUAL MANIPULATIVES?
by SCOTT PIERSON AA, Community College of the Air Force, 1992 BS, Eastern Connecticut State University, 2010 A VIRTUAL MANIPULATIVES PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR TECHNOLOGY
More informationHow to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well
More informationCogat Sample Questions Grade 2
Cogat Grade 2 Free PDF ebook Download: Cogat Grade 2 Download or Read Online ebook cogat sample questions grade 2 in PDF Format From The Best User Guide Database 1st Grade. ITBS Reading and/or ITBS Math
More informationGrade 6: Module 1: Unit 2: Lesson 5 Building Vocabulary: Working with Words about the Key Elements of Mythology
Grade 6: Module 1: Unit 2: Lesson 5 about the Key Elements of Mythology This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationLesson Overview: This lesson will introduce what a possessive pronoun is by reviewing
Title: Lesson One: What is a Possessive Pronoun? Lesson Overview: This lesson will introduce what a possessive pronoun is by reviewing pronouns and explaining that possessive pronouns show ownership by
More informationGrades. From Your Friends at The MAILBOX
From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving
More informationSample from: 'State Studies' Product code: STP550 The entire product is available for purchase at STORYPATH.
Sample from: '' Product code: STP550 STORYPATH The Visitors Center by Margit E. McGuire, Ph.D. Professor of Teacher Education, Seattle University About Storypath 2 Episode 1 The Visitors Center 14 Episode
More informationFractionWorks Correlation to Georgia Performance Standards
Cheryl Keck Educational Sales Consultant Phone: 800-445-5985 ext. 3231 ckeck@etacuisenaire.com www.etacuisenaire.com FractionWorks Correlation to Georgia Performance s Correlated to Georgia Performance
More informationTears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of
May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationMe on the Map. Standards: Objectives: Learning Activities:
Me on the Map Grade level: 1 st Grade Subject(s) Area: Reading, Writing, and Social Studies Materials needed: One sheet of construction paper per child, yarn or string, crayons or colored pencils, pencils,
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More information2 nd Grade Math Curriculum Map
.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a
More informationGrade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro
Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationMission Statement Workshop 2010
Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through
More informationRIGHTSTART MATHEMATICS
Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationLearning and Teaching
Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,
More information