Math
As with the reading program already in place, math centers were already set in place. Therefore, the centers were planned to be eased into the routine already in place.
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Set/Focus: (5 min) ABK/RRL/IAL: Have students give thumbs up if they want to use new math games and toys today. LL: Today, we are going to do our math clubs. Explain each math club. Math club 1- Expanded notation 2-wrap up addition 3- 3 addend game Before sending students to math club show students how to do wrap up addition using desk camera Standards: Apply and adapt a variety of app. Strategies to problem solving, including est, and reasonableness of solution. Use technologies/manipulatives appropriately to develop understanding, of math algorithms, facilitate prob. solving, and create accurate and reliable models of math concepts |
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Rotation # |
Objectives |
Materials |
Description |
Assessment |
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1 w/ Ms. Fields Expanded Notation |
TSWBAT… · Represent two and three digit numbers using manipulatives. · Determine the number based on representation of expanded notation blocks. |
· Promethean flipchart · Manipulatives
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· Students will be shown certain numbers using place value blocks. They are to determine the number. Also they will be given number and be asked to represent the number using same blocks. |
Teacher led group. Teacher observation will serve as assessment. With max 6 students, informal observation will suffice. |
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2 Wrap up addition |
TSWBAT… · Practice fine motor skills by wrapping string around wrap up key. · Quickly practice math addition skills by following cd to wrap addition facts and answers. |
· Wrap up keys · Wrap up cd |
· Student will listen to cd. As students listen to cd, they will use wrap up keys to practice addition skills 1 – 10. o All groups slow without answers.
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On a piece of paper, students will mark how numbers 1-10. After each key is completed, they are to look on back to see if strings match with grooved lines on back. If so, put check on paper for correlating skill. |
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3 3 addends game |
TSWBAT… · add three single and multiple digit numbers. · Order the numbers from greatest to least in order to find their sum. · Compute each of the sums of game with calculator.
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· Game worksheet · Number cards · calculators |
· Students will draw three value cards. They are to add up each of the cards from greatest to least to find sum. With their partner they will compare answers. Partner w/ larger answer wins. · Answers can be checked by calculator. If answer is different, they are to write different answer on bottom.
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Students game boards will be taken up in order to assess their ability to add three numbers.
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· Closure: o Have students give me a woohoo if they enjoyed using the new math manipulatives. Give me a thumbs up if they think they could do it faster than they did today. |
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Note:
· Students will transition every 15 minutes to the next center.
· Students will be signaled to change centers by the music system in place.
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Set/Focus: (5 min) ABK/RRL/IAL: Today all day we are going to be using our new math toys, If your excited raise your hand. What was our math toy we played with Monday? LL: Today, we are going to do our math clubs. Explain each math club. Math club 1- problem solving puzzle 2-fraction stamps 3- 3D shapes/wrap up subtraction Standards: Apply and adapt a variety of app. Strategies to problem solving, including est, and reasonableness of solution. Use technologies/manipulatives appropriately to develop understanding, of math algorithms, facilitate prob. solving, and create accurate and reliable models of math concepts. |
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Rotation # |
Objectives |
Materials |
Description |
Assessment |
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1 w/ Ms. Fields problems solv puzzle |
TSWBAT… · Solve real life addition, subtraction, time, etc problems posed on puzzle. |
· Whiteboards · Markers · puzzle
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· Students will find one piece of puzzle with varied math problem on it. The student is to work the problem and find the missing piece of the puzzle with the correct answer. |
Teacher led group. Teacher observation will serve as assessment. With max 6 students, informal observation will suffice. |
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2 Fraction stamps with Mrs. Shore |
TSWBAT… · Depict a fraction given by using stamps and colors · Determine the fraction of objects not colored on their papers. |
· Paper · Stamp pads · Stamps · crayons |
Students will be with Mrs. Shore. Students will be given fractions that they are to represent. For each fraction, they will stamp out the number as a whole. Then, they will color the designated number of objects according to the fraction they are given. |
Students worksheets will be take up in order to assess their ability to show given fractions. |
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3 3D object and wrap ups |
TSWBAT… · distinguish between cylinders, spheres, prisms, pyramids, and cones. · List the numbers of edges, faces, and vertex that 3D objects have. · Quickly practice subtraction skills by working at own pace to wrap subtraction facts and answers.
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· w/s pg 209, 284 · wrap up subtractions |
· Students will work independently to determine the number of faces, edges, sides of 3D objects. They too will distinguish between 3D objects. If students finish early they will get a wrap up key to work on at own pace.
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Student w/s will be take up to assess progress and what materials need to be re-taught on following day.
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· Closure: o Have students give me a woohoo if they enjoyed using the new math manipulatives. What did they like about the new math manipulatives. Vote which was favorite. |
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Note:
· Students will transition every 15 minutes to the next center.
· Students will be signaled to change centers by the music system in place.
Topic: 3D Objects
Date: 2/25/10
Standards:
· GLE 0206.1.1 Use math language, symbols, and definitions while developing mathematical reasoning.
· GLE 0206.1.6 Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely.
· GLE 0206.4.1 Recognize, classify, and transform 2 and t3 dimensional geometric figures.
Objectives:
· TSWBAT…
o Identify 3 dimenitional shapes within a real world context.
o Determine the number of faces, edges, and vertices that a certain 3D object has.
o List 3 descriptive properties of the 3D object.
Materials:
· Flipchart
· 3D object manipulatives
· Magazines, computer paper, scissors, glue
Set/Focus:
· ABK/RRL/IAL: Tell your neighbor one 3d object you see every day. Collect some examples.
· LL: Today, we are going to talk about 3D object that we see in real life.
Instruction:
· Go through flip chart of information about 3D objects.
o Cover cylinder, sphere, cube, rectangular prism, cone, pyramid
o Vertex, face, and edges that they all have.
o Have students get into 6 groups (one per shape). Have students generate information and one real life example of their shape. Share with class
Closure:
· Student are to tell their neighbor what a vertex, edge, and face is. They are also to name as quickly as possible the name of the 3D object as a point to it on the promethean board.
Assignment/Assessment:
o Students will return to desk and are to find objects within the classroom or magazine that are real life examples of the shapes discussed above they are to cut out or draw the object.
o Using a web diagram, they are to tell me the number of faces, vertices, and edges. In addition, they are to give me three other properties of their object. (Students are to do as many as possible within the given time)
o Diagrams will be taken up in order to see if students can apply and use correctly the terms correctly to real life applications.
Modifications:
· All students will be doing same assignment. However, the number of webs that I expect from each student is a minimum of three. I also expect to see differences in properties chosen to discuss. Higher level students should have more than three webs.