# Operations and Algebraic Thinking Number and Operations in Base Ten

Size: px
Start display at page:

Transcription

1 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 School of Education February 25, 2014

2 Choosing Games to Address CCSS: Mathematics Alignment to CCSS: English Language Arts Alignment to ISTE Technology Standards: Students Alignment to ISTE Technology Standards: Teachers Try Out the Games Teaching Routines Preview the Game Ergomania Milk Bottles Count-a-Melon Teaching Tips Credits Ergomania Milk Bottles Count-a-Melon 2

4 Alignment to CCSS: English Language Arts Ergomania Milk Bottles Count-a- Melon Vocabulary Acquisition and Use L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). 4

5 Alignment to ISTE Technology Standards: Students Ergomania Milk Bottles Count-a- Melon 2. Communication and Collaboration a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. d. Contribute to project teams to produce original works or solve problems. b. Plan and manage activities to develop a solution or complete a project. 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. a. Understand and use technology systems. b. Select and use applications effectively and productively. 6. Technology Operations and Concepts 5

6 Alignment to ISTE Technology Standards: Teachers Ergomania Milk Bottles Count-a- Melon 1. Facilitate and Inspire Student Learning and Creativity a. Promote, support, and model creative and innovative thinking and inventiveness. c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and Assessments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. 3. Model Digital-Age Work and Learning a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. 4. Promote and Model Digital Citizenship and Responsibility c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information. 6

7 Try Out the Games Ergomania Milk Bottles Count-a-Melon NOTE: These links will take you away from the Teaching Tips. They will open a web browser that lets you play the featured game. 7

8 Teaching Routines Maintain Brisk Pacing Research demonstrates that brisk pacing is related to greater content coverage, increased motivation and engagement, and, in turn, higher levels of student achievement. Note the time allocated to each component of game play (Build Background, Get Ready to Play, Play the Game). Monitor the length of your teaching and children s turns so that all activities are completed within the allocated time. Establish a predetermined system for calling on children to work at the whiteboard. For example, write each child s name on a Popsicle stick and place the sticks in a jar. To call a child to the board, draw a stick from the jar. When a child s name is selected, set that stick aside, leaving in the jar only sticks of children not yet chosen. Invite all selected children to the whiteboard at once when more than one child will be playing. Engage All Children When children are highly focused and engaged, they attain higher levels of achievement. Position children so they do not block the screen when they stand at the whiteboard, so that everybody can see the images and game play. Involve all children in thinking about the correct answers even if it is not their turn at the whiteboard. Use strategies such as Turn and Talk. For example, ask all children to tell a partner the answer they would choose, or if they agree/disagree with a stated choice. When the child at the whiteboard gives an answer, invite all the others to show thumbs up if they agree with the answer or thumbs down if they disagree. Observe children s understanding of key concepts. When most children demonstrate understanding by rapidly choosing correct responses, wrap up game play. Support Independent Learning When teachers notice and name the learning strategies children use, children are more likely to become strategic and independent learners. 8

9 Teaching Routines Use Key Vocabulary Frequently When children have many opportunities to hear and use new vocabulary words, they are more likely to acquire and use the words on their own. Repeat key words as often as possible during game play, as well as during other parts of the school day when use of these words is appropriate. Ask children to use key words while playing the games. When children are at the whiteboard, encourage them to use key words to describe their actions. For example, I m going to whack the mallet that has the number forty-three. When children are invited to Turn and Talk with a partner, encourage them to use key words. For example, We need to collect four purple ergs to create the antidote. Mediate Game Play When well-developed educational media programs are effectively joined with a sound classroom curriculum, children demonstrate high levels of motivation and engagement as well as notable increases in early literacy and mathematics skills and knowledge. Load the game on the computer and minimize it before you begin the lesson. This allows you to optimize instructional time by beginning game play as soon as you and the children are ready. Preview the screen to explain what children will do. Point out game features such as selecting objects, moving objects, and repeating the game instructions. Quickly mute/unmute the sound by using the mute button on the top row of the computer keyboard. You can also use the volume down/up buttons on the keyboard, or the volume controls on the interactive whiteboard, to adjust the sound. If the touch function doesn t work, use your computer to click on the item the child touches. Prepare for the worst! Have a dry erase board or manipulatives available to carry out activities intended for the interactive whiteboard (such as using cubes for solving number problems). 9

11 Teaching Tips: Ergomania 1. Build Background Conduct a whole-class activity that activates and builds children s background knowledge. 2. Get Ready to Play Use the interactive whiteboard to preview the game with the whole class. 3. Play the Game Play the game as a wholeclass or small-group activity. In this lesson, children will: develop an understanding of the relationship between addition and subtraction use a counting on strategy, number facts, and subtraction to solve unknown addend problems recognize written unknown addend number sentences learn new vocabulary, including the word antidote, and use this word in context use technology to learn, working individually and in groups 11

12 Teaching Tips: Ergomania Build Background Time: 10 minutes Tell children that in this game an erg is the name used for a kind of rock that floats in the river. They will be adding two groups of ergs to get the total number of ergs that Buzz and Delete need to create an antidote. An antidote is a kind of medicine or remedy for something that makes you sick, such as a poison. To play the game, children need to understand the relationship between addition and subtraction. Help them understand this relationship using a sample math problem, such as 6 + = 9. Write this number sentence on the whiteboard. Have children tell their partners what number should go in the box to make this number sentence true. Ask someone to share the answer and have the class give a thumbs up if they agree or thumbs down if they don t. Write the correct number in the box. Next, write the number sentence 9 6 =. Ask: What number should go in the box to make this number sentence true? How does thinking about nine minus six help us figure out the missing number in the addition problem? Invite a few children to explain how they figured out the answer to 6 + = 9, to see whether they used a counting on strategy, number facts, or subtraction. Name the strategies the children used. For example: Since Buzz and Delete already have six ergs, you counted on to figure out how many more you needed: seven, eight, nine that s three more ergs. You already knew the number fact that six plus three equals nine. You used subtraction (nine minus six) to figure out that the missing number is three. 12

13 Teaching Tips: Ergomania Get Ready to Play Time: 5 minutes Launch the game. Tell children to listen to the introduction. Then mute the sound. Remind children that the purpose of the game is to collect ergs to create an antidote. Call attention to key elements on the game-playing screen: Point out the Goal box in the top right side of the screen. Explain that this box shows what color ergs children should collect and the total number they need. Point to the pile of ergs on the riverbank next to Delete. Explain that these are the ergs Buzz and Delete have already collected. Point out the empty cart next to the pile of ergs. Explain that when they collect ergs from the river, Buzz will drop them onto this cart. When each erg is added, the number of ergs in the cart will appear in the box. Remind children that once the number of ergs in the pile plus the number of ergs on the cart equals the total number of ergs they need (the Goal number), they will select the green Done button. Ask children to tell their partners: What they should touch on the screen to collect the ergs they need How to turn off the music if they don t want to hear it while they re playing To start the game: 1. Make sure your computer is connected to the whiteboard and the Internet. 2. Find the game on your computer by going to pbskids.org/lab 3. Click on Games on the left. 4. Games are in alphabetical order. 5. When you find the game, select PLAY NOW. Invite a few children to share their answers, then confirm the correct responses (tap the correct color erg in the river; tap the musical note in the orange box on the top left corner). 13

14 Teaching Tips: Ergomania Play the Game Play this game as a teacher-led, Whole-Class activity if children need guided support: finding sums up to 20 solving number problems with unknown addends understanding that number problems with missing addends can be solved as subtraction problems using counting on strategies understanding and using the word antidote playing a game collaboratively Play this game as an independent, Small-Group activity if children understand... that number problems with missing addends can be solved as subtraction problems how to use counting on strategies the meaning of antidote game navigation...but need practice: finding sums up to 20 solving number problems with missing addends 14

16 Teaching Tips: Ergomania Play the Game: Small-Group Activity Time: 10 minutes Check in with children as they play the game, to see if they are using strategies such as counting on, number facts, or subtraction, or if they are randomly adding ergs. Ask questions such as: How many ergs do you need to collect? How did you figure that out? Can you figure it out a different way? If you notice ergs fall back into the river while children are playing, ask: How does this affect the number of ergs you need to collect? How did you figure out how many you need to collect now? Prompt children to use key vocabulary by asking: What are Buzz and Delete planning to do with the ergs they collect? (create an antidote) If children are having difficulty, the activities for whole-class instruction will provide helpful practice. 16

17 Preview the Game: Milk Bottles Description Children play a carnival game against Fast Food Freddy, determining the total number of milk bottles stacked in two or three rows. When players select the baseball with the correct answer, it knocks down the bottles. Takes you back to the Carnival Count-Off screen, which lets you select games, teams, rounds, and difficulty levels Takes you to the PBS KIDS GO! home page Lets you turn closed captions, music, or Freddy s voice on or off Takes you to a menu of games on the Fizzy s Lunch Lab web site Shows which round you are playing The level of difficulty set for the game affects the number of milk bottles and the number of possible answers (ranging from three to five). If players continue to answer correctly, the difficulty level increases during the game. When Freddy takes his turn, the total number of bottles is not shown. One player will generally win or tie the game unless s/he frequently selects wrong answers in each round. When two teams play against Freddy, he may beat one team but lose to the other. Players select the ball with the total number of milk bottles 2011 LunchLab, LLC Helpful Background This is one of three games in Freddy s Carnival Count-Off. After launching this set of games but before playing, make sure to uncheck the other games. You can change the settings for the number of teams, the number of rounds, and the level of difficulty. Children may determine the number of milk bottles in each row by counting them individually or by subitizing (visually recognizing the quantity). Rather than having children count all the bottles individually, focus this lesson on creating number problems with three addends and using a counting on strategy or number facts to figure out the total. Markers show which team is ahead Shows the team currently counting milk bottles 17

18 Teaching Tips: Milk Bottles 1. Build Background Conduct a whole-class activity that activates and builds children s background knowledge. 2. Get Ready to Play Use the interactive whiteboard to preview the game with the whole class. 3. Play the Game Play the game as a wholeclass or small-group activity. In this lesson, children will: add three numbers within 20 use a counting on strategy to add use number facts to find a total write number sentences representing addition problems with three addends use technology to learn, working individually and in groups 18

19 Teaching Tips: Milk Bottles Build Background Time: 10 minutes NOTE: Open the SMART Notebook file called Blocks. Touch the replicating block and drag your finger to another part of the screen 15 times to create a set of 15 blocks. In this game, children will need to figure out the sum of three numbers. To prepare them for playing the game, have children practice finding the sum of three numbers and show how these problems can be written as number sentences. Invite a child to the whiteboard to create a set of eight blocks by touching and dragging them into a group. Invite another child to create another set of three blocks. Ask children how many they will have in total if they add these three to the group of eight. On the whiteboard, use the pen to write the number sentence =. Invite a few children to share their answers and explain how they figured out the total. Write the answer in the number sentence. Next, have another child create a new set of four blocks. Ask children to tell their partners how many blocks there are in total in the three sets. Invite a few children to share their answers and explain how they figured out the total (such as counting on or using number facts). Make an explicit connection to the three sets of blocks by showing children that the number sentence for this problem can be written in two ways: = = 15 It is important NOT to write: = = 15. This is a false statement because is not the same as The value on one side of the equal sign must be the same as the value on the other side. Review with the class that when adding three numbers together, they can first find the sum of two numbers, then add the third number to figure out the total. They can add the numbers in any order. (Close the Blocks file.) 19

20 Teaching Tips: Milk Bottles Get Ready to Play Time: 5 minutes For this activity, children will use individual whiteboards. You can make these by putting a white piece of paper in a transparent sheet protector and providing dry erase markers. (Another option is for children to use paper and pencils.) Mute the sound and launch Freddy s Carnival Count-Off game. Select PLAY, then adjust the settings to: Teams: 1 Rounds Per Game: 10 Difficulty: 5 Be sure to uncheck the buttons for Bean Bags, Count-a-Melon, and Teacher Mode. After you press START, the team name will be displayed. Press START again and the game screen will appear. Tell children that in this game they will write and solve numbers sentences to add the number of milk bottles in two or three rows. Explain that they could add the rows in any order, but for this activity they will start with the bottom row. Point out the team name on the bottom right of the screen. When children choose the correct answer, the circle will move up the bar toward the top. When Freddy takes a turn, his circle will move up too. Point out where they can see which round is being played, and where they can turn on/off captions, music, and sound. Remind children that to figure out the total number of milk bottles, instead of counting each bottle they will write number sentences on their individual whiteboards. Then they will pick the baseball with the correct total to knock down the milk bottles LunchLab, LLC 20

21 Teaching Tips: Milk Bottles Play the Game Play this game as a teacher-led, Whole-Class activity if children need guided support: adding three numbers within 20 using a counting on strategy to add using number facts to find a total writing number sentences to represent an addition problem playing a game collaboratively using common game navigation Play this game as an independent, Small-Group activity if children understand... using a counting on strategy to add using number facts to find a total game navigation...but need practice: adding three numbers within 20 writing number sentences to represent an addition problem 21

22 Teaching Tips: Milk Bottles Play the Game: Whole-Class Activity Time: 10 minutes Unmute the sound. Ask the class: How many bottles are in the bottom row? How many bottles are in the second row? How many bottles are in the top row? Write a number sentence for the three numbers, such as: =. Have children copy this number sentence on their individual whiteboards (or paper). Ask children to figure out how many milk bottles there are in total, and to write their answers on their whiteboards. Then have them hold up their whiteboards so you can see them. Quickly scan the children s answers. If you observe several incorrect responses, use the tips in the Build Background section to review how to find the total. If most responses are correct, call on a child to explain how s/he figured out the answer. Have that child select the ball to knock down the milk bottles. As you continue playing, reduce teacher support by having children write the number sentences on their individual whiteboards without first reviewing the amounts in each row. When most children have mastered the game, stop playing and review key concepts. Ask: What did we do to find the total number of milk bottles in three rows? (wrote number sentences; added two numbers together, then added a third number) Tell children: When you have several groups of objects and want to figure out the total number, try using number sentences instead of counting all the objects. 22

23 Teaching Tips: Milk Bottles Play the Game: Small-Group Activity Time: 10 minutes Remind children that this game will help them practice writing and using number sentences to solve number problems. Explain that as they play each round of the game, they should write a number sentence with the number of milk bottles in each row. Then they should figure out and write down the answer before selecting the ball with the correct total. Observe children as they play to see if they are writing the number sentences correctly. Talk with them about the strategies they are using to find the totals, and encourage them to try other strategies. For example: What does the first number in your number sentence represent? How did you figure out the sum of these three numbers? I see you used a counting on strategy. Can you show me how you could find the total using number facts? If children are having difficulty figuring out the total when there are three rows: demonstrate adding the first two numbers together then adding the third number to get the total observe them doing this independently Check to see if children know how to turn closed captions, music, and Freddy s voice on or off. 23

24 Preview the Game: Count-a-Melon Description Children play a carnival game against Fast Food Freddy, counting watermelon seeds. Each watermelon slice is labeled 10, 5, or 1, indicating how many seeds it has. When players choose the mallet with the right number of seeds, the mallet first whacks the slices with 10 seeds into the holes. As each slice is hit, the number on a counter increases by 10. Then the mallet whacks the slices with 5 seeds, and the counter increases by 5 for each slice. Finally, the mallet whacks each slice with 1 seed; the counter increases by 1 until reaching the total. The level of difficulty selected affects the number of melon slices and whether the slices all have 10 seeds, 5 seeds, or a combination of 10, 5, and 1. The difficulty level also affects whether there are three, four, or five answer choices. If players answer correctly, the difficulty level increases during the game. Takes you back to the Carnival Count-Off screen, which lets you select games, teams, rounds, and difficulty levels Players select the mallet with the total number of watermelon seeds; when they choose the correct answer, a counter appears in the place of the mallet and tallies the number of seeds as the mallet knocks each slice into the hole Takes you to the PBS KIDS GO! home page Lets you turn closed captions, music, or Freddy s voice on or off 2011 LunchLab, LLC Helpful Background This is one of three games in Freddy s Carnival Count-Off. It provides an excellent opportunity to teach and review place value for tens and ones. When Freddy takes his turn, there is no counter adding up the seeds. One child playing against Freddy will generally win or tie the game unless s/he frequently selects wrong answers in each round. When two teams play against Freddy, he may beat one team but lose to the other. Takes you to a menu of games on the Fizzy s Lunch Lab web site Shows which round you are playing Markers show which team is ahead Shows the team currently counting watermelon seeds 24

25 Teaching Tips: Count-a-Melon 1. Build Background Conduct a whole-class activity that activates and builds children s background knowledge. 2. Get Ready to Play Use the interactive whiteboard to preview the game with the whole class. 3. Play the Game Play the game as a wholeclass or small-group activity. In this lesson, children will: understand that the two digits of a two-digit number represent how many tens and how many ones (place value) understand that ten is composed of two fives add groups of tens, fives, and ones to determine a total number of objects learn new vocabulary, including mallet and whack, and use these words in context use technology to learn, working individually and in groups 25

26 Teaching Tips: Count-a-Melon Build Background Time: 5 minutes NOTE: Open the SMART Notebook file called Hundreds Chart. To get the most out of this game, children should be able to count by tens and fives. Use the Hundreds Chart to practice this skill with the class. Have children join you in counting by tens as you use your finger or a pen to touch and highlight the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 on the chart. Ask children to tell their partners if they notice a pattern in the numbers. Invite a few children to share their answers. Point out that when they count by tens, the tens place increases by one each time, while the ones place stays the same. To reinforce this pattern, have children count by 10 starting with a different number at the top, such as 3 or 7. (Clear all the highlighting by selecting the RESET button.) Touch each number in the column beginning with that number to highlight the numbers as they count. Reset the chart again, then have children count by fives, highlighting each number as you count. Use the Hundreds Chart to reinforce that two fives make ten. Close the Hundreds Chart file. Hundreds Chart Tell children that in this game Freddy will use a mallet to whack watermelon slices. Explain that a mallet is like a hammer, but the head is bigger and sometimes it s a little soft. Whack means to hit something really hard, with a lot of strength or force. Ask children to give a thumbs up if they have ever whacked a piñata. A baseball? A fly or mosquito? As you play the game, use the words mallet and whack to describe game play and also encourage children to use them. 26

27 Teaching Tips: Count-a-Melon Get Ready to Play Time: 10 minutes For this activity, children will use individual whiteboards. You can make these by putting a white piece of paper in a transparent sheet protector and providing dry erase markers. (Another option is for children to use paper and pencils.) If children need help keeping track of the groups of ten, provide manipulatives such as Base Ten blocks. Mute the sound and launch Freddy s Carnival Count-Off game. Select PLAY, then adjust the settings to: Teams: 1 Rounds Per Game: 10 Difficulty: 5 Be sure to uncheck the buttons for Milk Bottles, Bean Bags, and Teacher Mode LunchLab, LLC After you press START, the team name will be displayed. Press START again and the game screen will appear. Tell children that in this game they will find the total number of seeds in the watermelon slices, not the number of watermelon slices. Explain that although they could count the seeds in any order, they will first count tens, then fives, then ones. Point out the Team name on the bottom right of the screen. When children choose the correct answer, the circle will move up the bar toward the top. When Freddy takes a turn, his circle will move up too. Point out where you can see which round is being played, and where you can turn on/off captions, music, and sound. Unmute the sound. 27

28 Teaching Tips: Count-a-Melon Play the Game Play this game as a teacher-led, Whole-Class activity if children need guided support: counting by tens understanding place value (tens and ones) understanding that ten is composed of two fives adding groups of tens, fives, and ones to determine a total number of objects understanding and using the words mallet and whack playing a game collaboratively using common game navigation Play this game as a independent, Small-Group activity if children understand... how to count by tens place value (tens and ones) that ten is composed of two fives the meaning of the words mallet and whack game navigation...but need practice: adding groups of tens, fives, and ones to determine a total number of objects 28

30 Teaching Tips: Count-a-Melon Play the Game: Small-Group Activity Time: 10 minutes Before children play the game, explain that to find the answer they must first figure out how many groups of ten seeds there are, then add the remaining number of seeds to come up with the total. Remind them that two groups of five seeds equal ten seeds. As they play the game, check to see how they are counting the seeds. Observe whether they recognize the relationship between counting by tens and the number in the tens place in the total. To help strengthen their understanding, ask questions such as: How are you figuring out the total number of seeds? How many groups of ten seeds can you make? How many seeds are left over? When you write the total number of seeds that you counted, which number shows how many groups of ten you have? What does the number in the ones place mean? (how many seeds are left over after making groups of tens) Prompt children to use the key vocabulary words by asking them what happens when they select the correct answer (the mallet whacks the watermelon slices). 30

31 Credits These Teaching Tips were developed by PBS in partnership with the Boston University School of Education. Boston University Dr. Jeanne R. Paratore, Professor of Education and Program Coordinator, Reading/Literacy and Language Education Dr. Alejandra Salinas, Assistant Professor, Math Education Chu Ly, Doctoral Candidate, Literacy and Language Education Jessi Himmelsbach, Masters Degree Candidate, Reading Education Consulting Producer and Editor Beth Kirsch Cyberchase Produced by THIRTEEN in association with WNET. Fizzy s Lunch Lab LunchLab, LLC. SMART Notebook is a trademark of SMART Technologies. The contents of these Teaching Tips were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. [PR/Award No. U295A100025, CFDA No A] 2014 Public Broadcasting Service (PBS). All rights reserved. 31

### Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

### Ohio 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

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

### What'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

### Contents. 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

### WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

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,

### Curriculum 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

### Using 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

### Grade 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

### Longman English Interactive

Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6

### Grade 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

### Houghton Mifflin Online Assessment System Walkthrough Guide

Houghton Mifflin Online Assessment System Walkthrough Guide Page 1 Copyright 2007 by Houghton Mifflin Company. All Rights Reserved. No part of this document may be reproduced or transmitted in any form

### 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

### Backwards 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

Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics

### Using Blackboard.com Software to Reach Beyond the Classroom: Intermediate

Using Blackboard.com Software to Reach Beyond the Classroom: Intermediate NESA Conference 2007 Presenter: Barbara Dent Educational Technology Training Specialist Thomas Jefferson High School for Science

### Experience College- and Career-Ready Assessment User Guide

Experience College- and Career-Ready Assessment User Guide 2014-2015 Introduction Welcome to Experience College- and Career-Ready Assessment, or Experience CCRA. Experience CCRA is a series of practice

### (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

### Objective: 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

### Using SAM Central With iread

Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing

### WHAT 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

### Learning Lesson Study Course

Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

### Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

Your School and You Guide for Administrators Table of Content SCHOOLSPEAK CONCEPTS AND BUILDING BLOCKS... 1 SchoolSpeak Building Blocks... 3 ACCOUNT... 4 ADMIN... 5 MANAGING SCHOOLSPEAK ACCOUNT ADMINISTRATORS...

### Case study Norway case 1

Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

### 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.

### CHANCERY SMS 5.0 STUDENT SCHEDULING

CHANCERY SMS 5.0 STUDENT SCHEDULING PARTICIPANT WORKBOOK VERSION: 06/04 CSL - 12148 Student Scheduling Chancery SMS 5.0 : Student Scheduling... 1 Course Objectives... 1 Course Agenda... 1 Topic 1: Overview

### Number Line Moves Dash -- 1st Grade. Michelle Eckstein

Number Line Moves Dash -- 1st Grade Michelle Eckstein Common Core Standards CCSS.MATH.CONTENT.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit

### Learning to Think Mathematically With the Rekenrek

Learning to Think Mathematically With the Rekenrek A Resource for Teachers A Tool for Young Children Adapted from the work of Jeff Frykholm Overview Rekenrek, a simple, but powerful, manipulative to help

### A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

### Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation

### INTERMEDIATE ALGEBRA PRODUCT GUIDE

Welcome Thank you for choosing Intermediate Algebra. This adaptive digital curriculum provides students with instruction and practice in advanced algebraic concepts, including rational, radical, and logarithmic

### Standard 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

### Appendix L: Online Testing Highlights and Script

Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes step-by-step directions,

### How 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

### P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1

P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,

### Spinners at the School Carnival (Unequal Sections)

Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of

Storytelling Made Simple Storybird is a Web tool that allows adults and children to create stories online (independently or collaboratively) then share them with the world or select individuals. Teacher

### MOODLE 2.0 GLOSSARY TUTORIALS

BEGINNING TUTORIALS SECTION 1 TUTORIAL OVERVIEW MOODLE 2.0 GLOSSARY TUTORIALS The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect

### CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

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

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,

### Increasing 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,

### QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides

QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll

### Assessing Functional Relations: The Utility of the Standard Celeration Chart

Behavioral Development Bulletin 2015 American Psychological Association 2015, Vol. 20, No. 2, 163 167 1942-0722/15/\$12.00 http://dx.doi.org/10.1037/h0101308 Assessing Functional Relations: The Utility

### First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

### TeacherPlus Gradebook HTML5 Guide LEARN OUR SOFTWARE STEP BY STEP

TeacherPlus Gradebook HTML5 Guide LEARN OUR SOFTWARE STEP BY STEP Copyright 2017 Rediker Software. All rights reserved. Information in this document is subject to change without notice. The software described

### PART 1. A. Safer Keyboarding Introduction. B. Fifteen Principles of Safer Keyboarding Instruction

Subject: Speech & Handwriting/Input Technologies Newsletter 1Q 2003 - Idaho Date: Sun, 02 Feb 2003 20:15:01-0700 From: Karl Barksdale To: info@speakingsolutions.com This is the

### First 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

### South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

### Objective: 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

### Excel Intermediate

Instructor s Excel 2013 - Intermediate Multiple Worksheets Excel 2013 - Intermediate (103-124) Multiple Worksheets Quick Links Manipulating Sheets Pages EX5 Pages EX37 EX38 Grouping Worksheets Pages EX304

### READ 180 Next Generation Software Manual

READ 180 Next Generation Software Manual including ereads For use with READ 180 Next Generation version 2.3 and Scholastic Achievement Manager version 2.3 or higher Copyright 2014 by Scholastic Inc. All

### Getting Started Guide

Getting Started Guide Getting Started with Voki Classroom Oddcast, Inc. Published: July 2011 Contents: I. Registering for Voki Classroom II. Upgrading to Voki Classroom III. Getting Started with Voki Classroom

### PART 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

### Once your credentials are accepted, you should get a pop-window (make sure that your browser is set to allow popups) that looks like this:

SCAIT IN ARIES GUIDE Accessing SCAIT The link to SCAIT is found on the Administrative Applications and Resources page, which you can find via the CSU homepage under Resources or click here: https://aar.is.colostate.edu/

### Schoology Getting Started Guide for Teachers

Schoology Getting Started Guide for Teachers (Latest Revision: December 2014) Before you start, please go over the Beginner s Guide to Using Schoology. The guide will show you in detail how to accomplish

### Creating an Online Test. **This document was revised for the use of Plano ISD teachers and staff.

Creating an Online Test **This document was revised for the use of Plano ISD teachers and staff. OVERVIEW Step 1: Step 2: Step 3: Use ExamView Test Manager to set up a class Create class Add students to

### Introduction to the Revised Mathematics TEKS (2012) Module 1

Introduction to the Revised Mathematics TEKS (2012) Module 1 This is the first of four modules to introduce the Revised TEKS for grades K 8. The goals for participation are to become familiar with the

### Kindergarten 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

### Unit 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

### Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

### Extending Place Value with Whole Numbers to 1,000,000

Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

### Spinal Cord. Student Pages. Classroom Ac tivities

Classroom Ac tivities Spinal Cord Student Pages Produced by Regenerative Medicine Partnership in Education Duquesne University Director john A. Pollock (pollock@duq.edu) The spinal column protects the

### RIGHTSTART 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

### 1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change.

TOOLS INDEX TOOL TITLE PURPOSE 1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change. 1.2 Uncovering assumptions Identify

### STUDENT MOODLE ORIENTATION

BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page

### BPS Information and Digital Literacy Goals

BPS Literacy BPS Literacy Inspiration BPS Literacy goals should lead to Active, Infused, Collaborative, Authentic, Goal Directed, Transformative Learning Experiences Critical Thinking Problem Solving Students

### OFFICE OF COLLEGE AND CAREER READINESS

OFFICE OF COLLEGE AND CAREER READINESS Grade-Level Assessments Training for Test Examiners Spring 2014 Missouri Department of Elementary and Secondary OCR Non Discrimination Statement 2 The Department

### BLACKBOARD TRAINING PHASE 2 CREATE ASSESSMENT. Essential Tool Part 1 Rubrics, page 3-4. Assignment Tool Part 2 Assignments, page 5-10

BLACKBOARD TRAINING PHASE 2 CREATE ASSESSMENT Essential Tool Part 1 Rubrics, page 3-4 Assignment Tool Part 2 Assignments, page 5-10 Review Tool Part 3 SafeAssign, page 11-13 Assessment Tool Part 4 Test,

### Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

### MyUni - Turnitin Assignments

- Turnitin Assignments Originality, Grading & Rubrics Turnitin Assignments... 2 Create Turnitin assignment... 2 View Originality Report and grade a Turnitin Assignment... 4 Originality Report... 6 GradeMark...

### eguidelines Aligned to the Common Core Standards

eguidelines Aligned to the Common Core Standards The Idaho Early Learning eguidelines conform with national models by organizing early childhood development into 5 key areas; Approaches to Learning and

### Page 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

### Idaho Early Childhood Resource Early Learning eguidelines

Idaho Early Childhood Resource Early Learning eguidelines What is typical? What should young children know and be able to do? What is essential for school readiness? Now aligned to the Common Core Standard

### GOLD Objectives for Development & Learning: Birth Through Third Grade

Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages 3-5 - Adopted: 2013

### An ICT environment to assess and support students mathematical problem-solving performance in non-routine puzzle-like word problems

An ICT environment to assess and support students mathematical problem-solving performance in non-routine puzzle-like word problems Angeliki Kolovou* Marja van den Heuvel-Panhuizen*# Arthur Bakker* Iliada

### Manipulative 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

A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

### SMARTboard: The SMART Way To Engage Students

SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern

### Let'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

### ecampus Basics Overview

ecampus Basics Overview 2016/2017 Table of Contents Managing DCCCD Accounts.... 2 DCCCD Resources... 2 econnect and ecampus... 2 Registration through econnect... 3 Fill out the form (3 steps)... 4 ecampus

### Strategies for Solving Fraction Tasks and Their Link to Algebraic Thinking

Strategies for Solving Fraction Tasks and Their Link to Algebraic Thinking Catherine Pearn The University of Melbourne Max Stephens The University of Melbourne

DegreeWorks Advisor Reference Guide Table of Contents 1. DegreeWorks Basics... 2 Overview... 2 Application Features... 3 Getting Started... 4 DegreeWorks Basics FAQs... 10 2. What-If Audits... 12 Overview...

### Connect Microbiology. Training Guide

1 Training Checklist Section 1: Getting Started 3 Section 2: Course and Section Creation 4 Creating a New Course with Sections... 4 Editing Course Details... 9 Editing Section Details... 9 Copying a Section

### myperspectives 2017 Click Path to Success myperspectives 2017 Virtual Activation Click Path

myperspectives 2017 Click Path to Success Click Path Overview Sign in to PearsonRealize.com. Click Sign In. Click to Discover Note that you can also use helpful resources on the PearsonRealize.com home

### Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:

### Touchpoint Math Multiplication

Touchpoint Math Free PDF ebook Download: Touchpoint Math Download or Read Online ebook touchpoint math multiplication in PDF Format From The Best User Guide Database 03-06 : Multiplying Greater. Numbers..

### Math 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

### Welcome to ACT Brain Boot Camp

Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50

### Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

### Genevieve L. Hartman, Ph.D.

Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current

### Lesson 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