Problem of the Day Teacher Resource Masters (use be played with this applet help to – Read and Understand, Plan, Solve, and Look Back develop counting and addition skills. and Check). Center Activities Topic 5– Introduce Concept and Vocabulary Teacher Resource Product/Project Use this website for more information Masters Stations on ten-frames. Also, use the ten-frames Journal Entry Teacher Small Group enlarged cards to build numerical Measurements – fluency. Students will use more and Interventions/Extensions Students in learning stations less as they describe the numbers based Based on student needs Math Stations – on the number 5; for example, the Students will VocabularyRoutine Frayer Model (The – number 7 can be thought of as 2 more Each lesson has illustrate number recommended word/words for Frayer Model is in bold than differentiated instruction sentences and letters in the key vocabulary) activities and homework reflections related to Monday Introduce the word and place word – on the understanding of concepts explored in in the middle the concept by the students. the various stations. Monday and Tuesday Provide opportunities When starting a new concept, students – The teacher will use the take home the to experience the word, use word in context, “Home-School student work on the Quick Math Concept read books, use manipulatives Connection” letter to parents from the Check to prescribe Board using – Wednesday Have students provide the enVision Math Texas student – differentiated instruction. vocabulary, consumable book. Using the definition and characteristics. on Frayer pictures, and Connection letters introduces Model Also….. knowledge parents/guardians the concept the Thursday Have students provide examples – students are learning and encourages (synonyms) and non-examples (antonyms). Use TE Meeting Individual active parental support of mathematics. Journal reflection Needs 117E and117F to differentiate instruction for Key Vocabulary: ELL, Special Needs, Below Topic 5: Review vocabulary previously learned emphasizing Level and Advanced addition, more than, less than in order to hold students. students accountable from previous learning and to use vocabulary learned as students describe numbers up to 10 using Tier 2 Students work in – the ten-frame. small groups or with peer tutors to complete assigned tasks. When working with peer tutors, pair High with Medium or Medium with Applying Subtraction differences from 10 Low; students who have an academic gap too large will Use concrete models to apply basic subtraction get frustrated. facts with differences from 10. Example: Give the students a problem such as
Problem of the Day – Teacher Resource Masters (use Read and Understand, Plan, Solve, and Look Back and Check). Introduce Concept and Vocabulary Stations Teacher – Small Group Students in learning stations VocabularyRoutine – Frayer Model (The recommended word/words for Frayer Model is in bold letters in the key vocabulary) Monday – Introduce the word and place word in the middle Monday and Tuesday – Provide opportunities to experience the word, use word in context, read books, use manipulatives Wednesday – Have students provide the definition and characteristics. on Frayer Model Thursday – Have students provide examples (synonyms) and non-examples (antonyms). Journal reflection Key Vocabulary: Topic 5: Review vocabulary previously learned emphasizing addition, more than, less than in order to hold students accountable from previous learning and to use vocabulary learned as students describe numbers up to 10 using the ten-frame. Applying Subtraction differences from 10 Use concrete models to apply basic subtraction facts with differences from 10. Example: Give the students a problem such as be played with this applet help to develop counting and addition skills. Use this website for more information on ten-frames. Also, use the ten-frames enlarged cards to build numerical fluency. Students will use more and less as they describe the numbers based on the number 5; for example, the number 7 can be thought of as 2 more than When starting a new concept, students take home the “Home-School Connection” letter to parents from the enVision Math Texas student consumable book. Using the Connection letters introduces parents/guardians the concept the students are learning and encourages active parental support of mathematics. Center Activities Topic 5– Teacher Resource Masters Interventions/Extensions Based on student needs Each lesson has differentiated instruction activities and homework on the understanding of the concept by the students. The teacher will use the student work on the Quick Check to prescribe differentiated instruction. Also….. Use TE Meeting Individual Needs 117E and117F to differentiate instruction for ELL, Special Needs, Below Level and Advanced students. Tier 2 – Students work in small groups or with peer tutors to complete assigned tasks. When working with peer tutors, pair High with Medium or Medium with Low; students who have an academic gap too large will get frustrated. Product/Project Journal Entry Measurements Math Stations – Students will illustrate number sentences and reflections related to concepts explored in the various stations. Math Concept Board – using vocabulary, pictures, and knowledge
1st%20Grade%20Math%202nd%20Six%20Weeks%202012-2013.docx