Instructional Examples AK-DLM Grade Level Clusters AK-DLM Essential Elements “Which bar is taller?”). Ex. After being shown one boot and one shoe, identify the “tallest.” EE1.MD.1-2. Explore tall/short objects. Ex. Focus on the short and tall objects when the teacher is presenting a story about long and short. Ex. Explore soft blocks (one tall, one short) on their wheelchair tray, while teacher says and demonstrates, “Reach up high to touch the tall block. Now touch the short block.” Ex. When presented with a model, use clay to make a “long snake” and a “short snake” and compare them. Ex. First sit and then stand to explore short and tall (e.g., “Stand up; now you are tall. Sit down; now you are short”). EE1.MD.3.a. Demonstrate Students will: an understanding of the EE1.MD.3.a. Use the words “today,” “tomorrow,” and “yesterday” to refer Tell and write time. Students will: 1.MD.3. Tell and write time terms “tomorrow,” to personal activities and events. in hours and half-hours calendar to find and point to it. Move finger backward and forward to find “Yesterday” and using analog and digital today’s activities, “Tomorrow.” clocks. after being shown yesterday’s. Students will: “yesterday,” and Ex. Complete a graphic EE1.MD.3.a. Demonstrate understanding of the terms “tomorrow,” “today.” organizer by placing “yesterday,” and “today.” index card with day of Ex. Indicate yesterday, today, or tomorrow when teacher asks about a the Ex. Using lunch menu, week written on it and answer questions place it in the correct such as, “What did column under you have for lunch “Yesterday,” “Today,” yesterday?”, “What or “Tomorrow”. did you eat today?”, Ex. Find “Today” in and “What will you monthly planner when have tomorrow?” given date by teacher Ex. Use classroom
AK-DLM Grade Level Clusters AK-DLM Essential Elements Instructional Examples “Which bar is taller?”). Ex. After being shown one boot and one shoe, identify the “tallest.” Tell and write time. EE1.MD.3.a. Demonstrate an understanding of the Students will: EE1.MD.1-2. Explore tall/short objects. Ex. Focus on the short and tall objects when the teacher is presenting a story about long and short. Ex. Explore soft blocks (one tall, one short) on their wheelchair tray, while teacher says and demonstrates, “Reach up high to touch the tall block. Now touch the short block.” Ex. When presented with a model, use clay to make a “long snake” and a “short snake” and compare them. Ex. First sit and then stand to explore short and tall (e.g., “Stand up; now you are tall. Sit down; now you are short”). Students will: EE1.MD.3.a. Use the words “today,” “tomorrow,” and “yesterday” to refer 1.MD.3. Tell and write time terms “tomorrow,” to personal activities and events. in hours and half-hours using analog and digital clocks. “yesterday,” and “today.” Ex. Using lunch menu, answer questions such as, “What did you have for lunch yesterday?”, “What did you eat today?”, and “What will you have tomorrow?” Ex. Use classroom calendar to find today’s activities, after being shown yesterday’s. Ex. Complete a graphic organizer by placing index card with day of the week written on it and place it in the correct column under “Yesterday,” “Today,” or “Tomorrow”. Ex. Find “Today” in monthly planner when given date by teacher and point to it. Move finger backward and forward to find “Yesterday” and “Tomorrow.” Students will: EE1.MD.3.a. Demonstrate understanding of the terms “tomorrow,” “yesterday,” and “today.” Ex. Indicate yesterday, today, or tomorrow when teacher asks about a
3_AK-DLM_EE_Math_Grade1_draft_Jul2014.docx