© All Rights Reserved

101 vues

© All Rights Reserved

- p2-a5-parent workshop 1 numerical fluency
- Turning Learning Right Side Up
- modeling inquiry 1
- g2ww13-16
- ec 6 math
- lesson plan sample 5th grade
- 01_FINAL_DRAFT_Connection_between_mathematical_and_visual_approaches_in_engineeri.pdf
- standard 1
- welcome ppt grade 2
- lesson overviews math 3
- whole school maths scope and sequence 2015
- 4.Participation
- Action Research Proposal
- iste-standards students-2016 one-sheet final
- it
- interactivie activity it planning document
- it planning form- interactive poster
- it planning form-sped- interactive ocean
- it planning form-imovie
- it planning form podcast

Vous êtes sur la page 1sur 10

Key mathematical understandings

(2-4 understandings only; written as statements believed to be true about

the mathematical idea/topic):

strategies that help remember basic facts

facts and partitioning aids computation.

Term: 4

Week: 9

Content strand(s):

Number and Algebra

Measurement and Geometry

Sub-strand(s): Number and Place Value

Statistics and Probability

Level descriptions:

Demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences

Recognizing that certain single-digit number combinations always result in the same answer for addition and subtraction, and

using this knowledge for addition and subtraction of larger numbers

Recognize and explain the connection between addition and subtraction

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for

computation

Proficiency strand(s): Understanding

Fluency Problem Solving Reasoning

Understanding includes connecting number representations with number sequences, partitioning and combining numbers

flexibly.

working mathematically, language goals, etc.) (4-5 key skills only):

Maths books

Pencils

Dices

unknown combination

Counters

Ten-frames

Quiz worksheet

answer

isolation

Key equipment/resources:

patterns.

Key vocabulary (be specific and include definitions of key words appropriate

to use with students)

difference between two numbers or quantities, denoted

by a minus sign.

calculation.

Links to other contexts (if applicable, e.g., inquiry unit focus, current

number in a sentence?

Learning strategies/

skills

Analysing

Checking

Classifying

Co-operating

Considering options

Designing

Elaborating

MATHEMATICAL

FOCUS

(what you want the children to

come to understand as a result of

this lesson short, succinct

statement)

Session 1

Using reasoning

strategies to

enhance addition

facts

Estimating

Explaining

Generalising

Hypothesising

Inferring

Interpreting

Justifying

TUNING IN

(WHOLE CLASS FOCUS)

lesson; sets the scene/ context for what students

do in the independent aspect. e.g., It may be a

problem posed, spider diagram, an open-ended

question, game, or reading a story)

addition equation (4+2). Allow

the students to answer it and

discuss what other 2 numbers

added together would equal

the same as (4+2). Discuss the

role of the equal sign and how

the tuning in activity completed

highlights equivalence.

Listening

Locating information

Making choices

Note taking

Observing

Ordering events

Organising

INVESTIGATIONS SESSION

(INDEPENDENT LEARNING)

(extended opportunity for students to work in

pairs, small groups or individually. Time for

teacher to probe childrens thinking or work with

a small group for part of the time and to also

conduct roving conferences)

activity One More Than and Two

More Than with Dice and

Spinners. In pairs; one partner

will draw a circle with half

labelled 2 more and the other

half, 1 more, they will use their

pencils as spinners. Using a

dice the pair will alternate who

will roll the dice. The number

that it lands on becomes the

focus number in that whichever

side the spinner lands on the

Performing

Persuading

Planning

Predicting

Presenting

Providing feedback

Questioning

Reading

Recognising bias

Reflecting

Reporting

Responding

Restating

Revising

CONNECTIONS SESSION

(focused teacher questions and summary to draw

out the mathematics and assist children to make

links. NB. This may occur at particular points

during a lesson. Use of spotlight, strategy, gallery

walk, etc.)

the equations created and

discuss the strategies used

develop new equivalent

equations.

What strategies did you

Seeing patterns

Selecting information

Self-assessing

Sharing ideas

Summarising

Synthesising

ADAPTATIONS

- Enabling prompt

(to allow those experiencing difficulty to engage

in active experiences related to the initial goal

task)

- Extending prompt

(questions that extend students thinking on the

initial task)

Enabling prompt:

Limit the range of options

on the spinner.

Extending prompt:

Is it easier to create

equations that equal a

equations?

smaller? Explain.

would you use to describe

2 equations that are equal

Testing

Viewing

Visually representing

Working independently

Working to a timetable

ASSESSMENT

STRATEGIES

(should relate to objective. Includes what the

teacher will listen for, observe, note or analyse;

what evidence of learning will be collected and

what criteria will be used to analyse the

evidence)

students were able to practice

and enhance their addition

facts completing the Spinner

and Die activity. Students

must show that they can

create an equation that is of

equal value to the one

created using the dice and

spinner.

more or 1 more to the number

rolled.

Once they have created an

equation using the dice and

spinner they must create an

equation of their own that

equals the same.

Session 2

Using reasoning

strategies to

enhance

subtraction facts

and refresh the students

memory of addition facts

through the Near-Doubles fact

activity. They will need to put

the near double on the double

fact. This activity helps develop

reasoning strategies to support

them to move away from

counting but instead become

more efficient in recalling facts

quickly and correctly.

to one another?

If I changed the addition

sign to a subtraction would

the equation still be

equal?

subtraction facts. In pairs,

students will complete the

activity Subtraction as ThinkAddition. The idea of the

activity is that, it is modelled in

such a way that students are

encouraged to think. Students

will gradually use known

addition facts to produce the

unknown quantity or part. The

activity highlights the

relationship between parts and

wholes between addition and

subtraction.

relationship between addition

and subtraction emphasized in

the Subtraction as ThinkAddition activity.

Enabling prompts:

What aspects of the activity

learnt and how the activity

enhanced their learning of the

topic.

Did you notice that you

subtraction equation.

13 5 =

1. Count out 13 counters and

cover.

2. Count and remove 5,

keeping these in view.

3. Think: five and what

and subtraction? How so?

Extending prompts:

Did you realize that you

were incorporating both

processes together

suitable for larger

numbers?

Make connections

between the modelling of

subtraction?

unconsciously?

you to use mental thinking

strategies and then

concrete materials?

well students were able to see

the connection between

addition and subtraction

through the activity. That is,

they were able to

comprehend solving

subtraction questions actually

challenged them to use

addition strategies instead.

13 minus 5 is 8.

4. Uncover. 8 and 5 is 13.

Session 3

Identifying

unknown

quantities in

subtraction

equations

did not know the answer to 8 +

5, how could you figure it out

without counting? Encourage

students to come up with more

than one way. Students will

Think-Pair-Share (ELLs and

reluctant learners benefit from

sharing their ideas with a

partner and then with the

class).

We will discuss some of the

strategies used that supported

students to figure out the

problem.

Session 4

Using reasoning

and visual

strategies to

enhance addition

facts

the board. Without letting

students see, place counters on

each for example, six on one

and seven on the other so that

the top row is full (five

counters) and the extras are in

the next row of each ten-frame.

Flash (uncover) for about 3 to 5

seconds and recover. Ask

students how many counters

they saw. Then uncover and

have students explain how they

complete the activity Take from

the 20. Students need to roll a

10-sided dice and the number

that is rolled becomes their

answer to their equation. The

equation will look like this:

20 (?) = ? (the number they

rolled)

Students must identify the

second number in the equation

to make the equation true.

activity Move It, Move It.

Students will work

independently using a two tenframes. Flash cards are placed

next to the ten-frames, or a fact

can be given orally. The

students cover each frame with

counters to represent the

problem (9 + 6 would mean

covering nine places on one

frame and six on the other). Ask

students to move it to

partner using the equations

they created and solved. They

will read out their equation

without telling the missing

number and encourage their

partner to solve it.

In the same pairs, students will

share one thing that they learnt

from the activity.

Move It supported our

understanding of visually

representing the counters to

utilize our number facts to

become more efficient at

addition.

By moving the counters

how did it enhance your

addition facts?

How did the ten-frames

support your learning?

Enabling prompts:

Limit the starting number

to 10 instead of 20.

Extending prompts:

What do we notice about

all the answers?

the groups of students during

the session and listen in on

the discussion of the

processes they used when

solving the equation. They

will check this against their

assessment checklist.

answers be greater?

Enabling prompts:

Limit the amount of

counters used.

Extending prompts:

By moving the counters on

the ten-frame how did it

enhance your learning

visually? What number

facts did you use?

students when we complete

the task together. I will look

for the use of number

strategies and visual

strategies on how and where

the students placed the

counter on the ten-frames.

saw it.

Discuss how this activity

supports students to recall

addition facts.

counters so that they can find

the total without counting.

connection between the

old equation and the new?

did and connect to the new

equation. E.g. 9 + 6 may have

become 10 + 5 by moving one

counter to the first ten-frame.

Emphasize strategies that are

working for that student (5 as

an anchor and/or Make 10

and/or Up Over 10).

Session 5

Use equivalent

number

sentences

involving

addition and

subtraction to

find unknown

quantities.

we have learnt throughout the

unit. Using the students

responses we will create a

concept map.

quiz that highlights the

relationship between addition

and subtraction. The quiz

encompasses number

sentences separated with an

equal sign and students are to

fill in the blank spaces with a

number that will make the

number sentence true.

There is also a question for

more advance learners where

they have the opportunity to

create their own equivalent

number sentence.

importance of using both

addition and subtraction facts

in mathematics and discuss

how it enhances our learning.

students test sheets for

correction. It is important for

students to show both an

understanding of addition

and subtraction isolated but

also vital for them to see the

correlation between the two

processes when creating

equivalent number

sentences.

Appendices

Appendix A:

One More Than and Two More Than

Appendix B:

Near Doubles Fact

Appendix C:

Subtraction as Think Addition

Appendix D:

Move It

Appendix E:

Quiz

Name: ___________

5 + ___ = 10 2

3 + 7 = 17 - ___

9 + 6 = 20 - ___

4 + 3 = 7 - ___

12 + 3 = ___ - 3

8 + 1 = ___ - 3

15 + 4 = 20 - ___

13 + 4 = ___ - 1

- p2-a5-parent workshop 1 numerical fluencyTransféré parapi-376635720
- Turning Learning Right Side UpTransféré parspn
- modeling inquiry 1Transféré parapi-257891091
- g2ww13-16Transféré parHirenkumar Shah
- ec 6 mathTransféré parapi-413671645
- lesson plan sample 5th gradeTransféré parapi-301656152
- 01_FINAL_DRAFT_Connection_between_mathematical_and_visual_approaches_in_engineeri.pdfTransféré parTatiana Paez Iturralde
- standard 1Transféré parapi-279609200
- welcome ppt grade 2Transféré parapi-233685556
- lesson overviews math 3Transféré parapi-336692559
- whole school maths scope and sequence 2015Transféré parapi-279630111
- 4.ParticipationTransféré parphirlayayadil
- Action Research ProposalTransféré paranon_473921561
- iste-standards students-2016 one-sheet finalTransféré parapi-356627546
- itTransféré parapi-359145853
- interactivie activity it planning documentTransféré parapi-361090393
- it planning form- interactive posterTransféré parapi-405894792
- it planning form-sped- interactive oceanTransféré parapi-360989322
- it planning form-imovieTransféré parapi-351448983
- it planning form podcastTransféré parapi-404486512
- it planning form-videoTransféré parapi-403775605
- it planning form-podcastTransféré parapi-403775605
- it planning form-spedTransféré parapi-405894792
- ebook it planningTransféré parapi-361090393
- it planning form ebookTransféré parapi-404486512
- it 443 interactive poster rubricTransféré parapi-417127405
- it planning form movieTransféré parapi-416972729
- movie it planning formTransféré parapi-416699542
- planning form movieTransféré parapi-417127405
- RubricsTransféré parMecaella F. Seniel

- Written Task 1.pdfTransféré parAlison Khun
- History Team Teach PlannerTransféré parAlison Khun
- Writing ResourcesTransféré parAlison Khun
- SANDWICH_-_Book_Report_Template_1.pdfTransféré parAlison Khun
- LESSON REFLECTIONS.pdfTransféré parAlison Khun
- Assessment 3 - Individual Learning Plan STANDARD 1.pdfTransféré parAlison Khun
- Team Building PlannersTransféré parAlison Khun
- Integrated AssessmentTransféré parAlison Khun
- Placement Maths PlannersTransféré parAlison Khun
- Integrated Lesson PlanTransféré parAlison Khun
- Retelling SticksTransféré parAlison Khun
- Nonfiction Text Features FlashcardsTransféré parAlison Khun
- Story Elements FlashcardsTransféré parAlison Khun
- Placement Writing PlannersTransféré parAlison Khun
- Placement Reading PlannersTransféré parAlison Khun
- PREP 27Transféré parAlison Khun
- My Planning and Progress Book.pdfTransféré parAlison Khun
- Oral Presentation Plan PT 1 Worksheet.pdfTransféré parAlison Khun
- Assessment 2 - Alignment of Management Philosophy, Theory and Plan.pdfTransféré parAlison Khun
- Thursday - Team Building.pdfTransféré parAlison Khun
- Assessment 2 - Unit Planner.pdfTransféré parAlison Khun
- Assignment 3 - Mini Essay.pdfTransféré parAlison Khun
- Assessment 2 - Lesson Plan for Reading Comprehension.pdfTransféré parAlison Khun
- Assessment 1 - The Interview.pdfTransféré parAlison Khun
- Assessment 1 - Letter to the School.pdfTransféré parAlison Khun
- Assessment 1 - Consecutive Lesson Plans Final.pdfTransféré parAlison Khun

- Interview QuestionsTransféré parbnatarajan74
- Leadership 114309 Conference PaperTransféré parmutijima
- KHDA - GEMS Wellington Primary School 2016-2017Transféré parEdarabia.com
- Business PortfolioTransféré parmacklean lionel
- Chapter 1 Introduction to Quantitative AnalysisTransféré parJa Danae
- 6076-14524-1-PBTransféré parrestu
- Program Logic FormulationTransféré parAya Puertollano
- Tanengkiat:j16022785:Intapslon:Cw1Transféré parJet Tan Eng Kiat
- form6 3Transféré parapi-287290319
- Secrets of Personal and Collective Fulfilment--Femi BamigboyeTransféré parFemi Bamigboye
- PC Engineering Undergr 2014Transféré parAustin James
- Evolving Models of Language (Ryan, Ann)Transféré parzardhsh
- Tips for PhiLSAT TakersTransféré parChristian Venus
- team lesson plan templateTransféré parapi-404936894
- Training methods.pptTransféré parKhushbu Bavishi
- Development of a Multi-criteria Spatial Planning Support SystemTransféré parraj singh
- VO Thesis Proposal 082716Transféré parVictor Okhoya
- culturally responsive classroomTransféré parapi-290871561
- Knowledge Management .Docx Final Paper for IIIM ConferenceTransféré parAmit Sharma
- SoccerSource360 U8 Coaching Manual.pdfTransféré parPatri Bustos
- Case Cracking GuideTransféré paralwaysabhi03
- Population Health Lean: "We will be the best at getting better!"Transféré parTomas Aragon
- Pulakos Arad Donovan PlamondonTransféré parIoana Bălănescu
- A process optimization toolbox for MRO SME Aviation OrganizationsTransféré parEmbreon
- ccgps math 5 unit1frameworkseTransféré parapi-234920827
- International Journal of Education & the ArtsTransféré parAndreia Miguel
- Difficulties in Solving Mathematical Word ProblemTransféré parrotchie balala
- Iocl Report Revised FfffffffTransféré parAmar Rajput
- ch01lect1Transféré parShivaraj P P
- A Rough Guide to Language AwarenessTransféré parsandrasandia

## Bien plus que des documents.

Découvrez tout ce que Scribd a à offrir, dont les livres et les livres audio des principaux éditeurs.

Annulez à tout moment.