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30-December 11
2015
Topic: Mathematics
Time: 20-30 Minutes
x3
Grade: K/1
Teacher:
Mrs. Legge
-Curricular Competency
Mathematics K - Content
number concepts to 10
decomposition of numbers to 10
repeating patterns with two or three elements
change in quantity to 10 using concrete materials
equality as a balance and inequality as an imbalance
concrete or pictorial graphs as a visual tool for the class
Mathematics 1-Content
number concepts to 20
ways to make 10
repeating patterns with multiple elements and attributes
change in quantity to 20, concretely and verbally
meaning of equality and inequality
Pattern Bugs:
I can:
DAY:
1. Read book- orally discuss the patterns we hear and see in the
pictures, pause to have I Do, We Do, and They Do moments to
complete the patterns. Discuss the patterns they see in the pictures
and if they match the pattern being said by the words. 20 min
2. Revisit book: have students work in pairs with manipulatives at their
desk tops to build patterns as we reread the book. Teacher will first
demonstrate building the first pages pattern using the magnetic
dots on the board. Teacher will pause to allow students to build the
patterns we are reading and encourage class participation in
reading the patterns aloud. Other teachers can circulate and help a
group that is needs support in this task. 30 min
3. Revisit book: Have students create their own pattern bug using
templates by colouring their favorite pattern along the bug.
Students will then create a word pattern for the bug eg. Buzz buzz
sip (teachers will help students create letter sounds and words for
their pattern) Teacher will show sample she has created. Teachers
can write the pattern first for Ks and then they can copy the letters
if theyd like. 1s will attempt letter sounds and may ask for help to
create the words. 30 mins
DAY:
1. Read book- orally discuss the problem Miss Lina encounters and using
the ten frames counting dots see if we can help solve it as a team.
Teacher will pause to allow students to discuss the new problem Miss
Lina faces with her dancers. We can draw it on the board as we read
and see how it changes as they solve the problem. 20 min
2. Revisit the book and have students build the problem using
manipulatives in pairs as we reread the book. Teacher will first
demonstrate (using magnetic dots) the first page to allow the students
to set up the beginning of the problem. Teacher will pause after each
problem to allow discussion and building time. Other teachers can
circulate and assist when students require additional support. 30 min
3. Revisit Book: Using same manipulatives have students create groups of
2, 3, 4, 5, 10 by taking a handful of manipulatives and see which
groupings works out evenly or which have some left over. Students can
work in pairs or on their own to build groupings. Teacher will first
demonstrate using magnetic dots for the class, then we will try it all
together before students can work on their own time to build and
discover. Teachers will circulate providing assistance and encouraging
deeper thinking by asking questions like, what if we had one more?
Two more? Ten more? 30 min
Stick Math in the Forest Culminating Task
I can:
Use what I learned about First Nations Peoples to see how they would
solve math problems using the forest.
Use the skills Ive learned with patterns and groupings to help me solve
the problems.
the learning as far as they are comfortable building to their level and
extending, teachers will be able to guide learners further by asking for
groups 6, 7 etc.
Assessment:
Resources:
Reflections: