Review the unit planning guides provided by HISD Curriculum

Documents and review the Annual Plan.

The annual plan will provide the teacher with a yearlong look at the
curriculum standards and the timeframe in which the standards are taught.

Review the Unit Plan to provide an idea of how the lessons should be
structured and ordered, as well as the timing of assessments.

3 PARTS
OF A CYCLE

THE
TRI- CYCLE

I DO
WE DO
YOU DO

3 TYPES
OF LEARNERS

VISUAL
AUDIO
KINESTHETIC

WHAT TEKS ARE YOU TEACHING?

3
QUESTIONS

DO YOUR INSTRUCTIONAL STRATEGIES AND

ASSESSMENT MATCH THE VARIETY OF WAYS
THE STANDARD IS ASSESED?
DO YOUR ACTIVITIES AND QUESTIONING
ALIGN WITH THE LEVEL OF RIGOR FOR EACH
STANDARD ON THE ASSESSMENT?

DAILY MATH ROUTINES:

Numerical Fluency
o Number Talk
o Number Strings
o Number of the Day
o Calendar Activities
Problem Solving
o Data Driven TEKS Warm-Up
o Problem of the Day

RATIONALE
Daily Routines are essential in helping
students build numerical fluency,
automaticity, and problem-solving skills.
These routines are effective when used as
a spiral review of previously learned
content. It is recommended to implement
one Numerical Fluency and one Problem
Solving Activity daily.

SUGGESTED TIME ALLOTMENT

10 15 minutes

 TEKS ARE GOALS THAT YOU WANT YOUR STUDENTS TO MASTER

YOU AND YOUR STUDENTS NEED TO KNOW WHAT THE OBJECTIVES ARE
HOW ARE YOUR STUDENTS GOING TO GET THERE?
WHAT SKILLS DO THEY NEED TO MASTER TO REACH THE GOAL?

TEKS/STANDARD

What will students be able to do?

2.2C Generate a number that

is greater than or less than a
given whole number up to
1200.

Know place value up to

120 (for this unit)
Know how to generate
(create) a number up to
120
Know terminology of
greater than or less than
Understand numbers that
are greater and less

TEKS: MATH 2.2C

Todays obj: SWBAT Generate a
number that is greater than or less
than a given whole number up to 1,200
using base 10 blocks and comparison
mat

 Study the TEKS from your grade level

List the skills you think that are needed to master
the TEKS(goal)
Write 1 daily objective for an upcoming standard

ENGAGE
PRIOR KNOWLEDGE
Set the Purpose/State the Objective The Engage portion of the lesson is
designed to activate student thinking,
Make Connections
reveal student preconceptions, and
Anticipatory Set (Hook)
prepare students to engage with new
content.

5 minutes

My grandmother and grandfather are ages 86 and 89.

Do you have a grandmother or grandfather? What are their ages? If
not, do you know your mother or fathers then?
Ask for a few responses. Chart them on chart paper.

Who is older, how do you know? Turn and talk with a partner.

Using your same TEKS, list some possible engaging activities in your
participation guide that you can start your lesson with

EXPLORE
Use Manipulatives to Explore
Vocabulary Exploration
Cooperative
Learning/Partners/Group Work
Pose the Problem/Ask Guiding
Questions

INTRODUCE THE CONCEPT

The Explore portion of the lesson is
designed for students to work
collaboratively to learn new concepts and
skills. The teacher serves as a facilitator to
guide student learning.

5-10 minutes

*Usually on
pg. 1 in the
UPG*

Have 89 and 86 already built on Elmo using base

10 blocks and comparison mat
What do you notice about the base ten blocks
when compared to each other?
Prompt: Any similarities or differences in each
place value?

Using your same TEKS, list some possible activities / ideas in your
participation guide.

EXPLAIN
Explicit/Direct Instruction/MiniLesson
Multiple Representations
Clarifying Questions
Vocabulary/ELL Development
(Interactive Word Wall)
Use Manipulatives to Explain/Learn
Guided Practice/Modeling (Whole
Group/Small Group)

DEVELOP THE CONCEPT

The Explain portion of the lesson is
designed to help students construct
meaning of new concepts learned
through explicit instruction and guided
practice.

15-20 minutes

Model building 89 and 86 using comparison mat.

Explain place value jumping to determine greater than or less than
Have kids imitate what you do at their desk with the comparison mat.
Have kids turn and talk about why 89 is greater than 86.
Model 5 and 7 (repeat process)
Model 76 and 34 (repeat)
Model 68 and 63 (repeat)
Model 112 and 98
Question.after they build ask if 9 is greater than 1, why is 112 greater than 98?

Design or list out some possible Direct Instruction ideas.

ELABORATE
Small Group Instruction
Flexible Grouping
Use Manipulatives to Solve
Independent Learning
Tasks/Partners/Group Work
Work Stations
Individual Math Interview or
Conference

EXTEND THE CONCEPT/DIFFERENTIATE

The Elaborate portion of the lesson is
designed for students to apply their new
learning and extend their understanding
to real-world situations.

TOUCH
HEAR

25-30 minutes

MOVE

Greater Than/Less Than Game: Students have numbers in bags at their desks. Students will choose a
partner (2 play together). Student will pull 1 card with a number and build it using their comparison
mat. They will also have to write it out on their scoring journal.
Groups 1-3 will get a point if they have the greatest number.
Groups 4-6 will get points if they have the least number.
First to 5 points wins the game

Using your same TEKS, list some possible activities for the Elaborate/
Small Group part of your lesson

EVALUATE
Lesson Closure: Discuss Major Takeaways
Formative Assessments
Exit Ticket/Math Journal
Prompt
Performance Task

CLOSE/ASSESS
The Evaluate portion of the lesson is
designed to help students reflect upon
their learning. It also helps the teacher
determine mastery of identified learning
objectives.

5-10 minutes

Exit Ticket: Students will Build, Draw

and Write two numbers that they
have generated up to 120 and
compare them using a comparison
mat and label them greater than or
less than

Design an Exit Ticket

Make sure that it aligns with your daily objective
Make sure that it is grade appropriate.

You may collaborate with your table group. Have a designated person in your
group or table to write one objective on chart paper.
Be sure to put your work in your PG

EXIT SLIP
Name:
One thing I learned:

One thing I still want to know: