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    Newsletter Newsletter Presentation Transcript

    • W h a t ' s H a p p e n i n g !
      • What to Expect, how to contact me, and how we are learning!
    • ~Unit Overview~
      • In this Unit we will discuss "The Importance of Numbers". This project will take a little over 1 week to complete. We will take time out of each day to discuss the importance of numbers and the many ways in which numbers are used in our everyday life. Students will complete this project by working in groups as well as working individually. The Standard to which we will be completing is from the Alabama Learning Exchange website that states that Kindergarten students should Identify coins by name, including penny, nickel, dime, and quarter. Demonstrate concepts of number sense by using one-to-one correspondence; comparing sets of objects up to 10 using vocabulary terms, including more than, less than, most, or least; and recognizing that the quantity remains the same when the spatial arrangement changes.Using vocabulary associated with the sequence of time, including words related to clocks and calendars
    • ~Unit Overview Continued~
      • This project will teach students about clocks and time. The teacher will introduce a number line which contains the numerals one through twelve. Students will bend the number line into a circle to resemble a clock face. Provide a worksheet with a large circle. Ask the students to place the numerals inside the circle to make a clock face. Review the minute and hour hands and what they represent. Each student will then make a paper plate clock face complete with numerals one through twelve and minute and hour hands. The teacher will use the checklist to observe students’ progress throughout the activity. After creating their clocks, students will play a game of tic-tac-toe with a time twist. Each student will be provided with a grid and they will draw clock faces with times on the hour. The teacher will show a card with a time on it, and if that time is on a student’s game board they can cover it with a marker. The first student to complete a row (horizontally, vertically, or diagonally) will win the game. Students will complete their graphic organizers about what they learned during the activities. The teacher will then collect the clocks and game boards and grade students based on their knowledge of time. The teacher will use a pre-determined rubric to grade each student.We will take real life situations and introduce how numbers are importance in these situations. First, taking the numbers 1-10 and incorporating them into a digital clock sequence in order for the students to learn how to read time. 
      • We will also take a look at adding 1 to each number, increasing it by one from the numbers 1-10. Example- 4+1 = 5, 5+1=6. We will then learn how adding 2 to each numbers increases it by 2. Example 1+2=3, 2+2=4 and 3+2=5.We will learn how to look at a calendar and know the dates
    • B e n e f i t s a n d O b j e c t i v e s  
      • **Benefits:
      • Learning how to count numbers 1-10
      • Learning how to read a clock
      • Learn to work in groups
      • Learn to present and talk with groups
      • How to read a Calendar 
      • PBL: Building decision making and social skills
      • **Objectives include: 
      • Composing and decomposing numbers 1 through 10
      • Examples: composing--recognizing that 4 and 1 is equal to 5
      • Decomposing-recognizing 5 as being represented by 2 and 3
      • Learning about time and calendars 
    • Questions we will be addressing! 
      • Essential Questions:
      • How do numbers apply in our daily lives?
      • How does math apply to things we do everyday?
      • Unit Questions: 
      • How do we tell time?
      • What numbers are used to tell time?
      • How do we use a calendar?
      • How do we add numbers?
      • Content Questions:  
      • How do we know when its 12 o'clock
      • How do you get 1+1?
      • How do you get 2+3?
      • What comes first 10 am or 11 am?
      • How many numbers are on a clock?
      • How many days are in each month?
      • How many hours are in a day?
      • What does each hand represent on a clock?
    • Role of Students , Parents and Teachers
      • Role of Students: The role of students is to create their own idea of an attraction.They will work as a group to plan a section and then they will draw their own version and share it with the class. Students will write a short response to what they have learned about the role of numbers by clocks, calendars and adding numbers 1-10. Making their own plate clock and tic-tac-toe board.
      • Role of Parents: Asked to encourage their student as they work on their project
      • Role of Teachers: Explaining in detail the role of time, dates and adding numbers in everyday life. Assisting in any questions of problems the students have when working in groups.
    • Project-Based Learning
      • PBL is  known as Project- Base Learning. Project-Base learning is another intriguing type of teaching for students to experience real world problems and challenges. I believe that project-base learning gives students the opportunity to engage in a effective way of learning. Working together in groups and among your peers is a way for students to learn from the project at hand and to learn from their peers. It is a way to engage students, boost learning skills, improve test scores and and cut absenteeism. 
      • It helps build decision making and social skills. 
    • Contact Information
      • Email: [email_address]
      • Class Twitter: www.twitter.com/sarahsclass1
      • Class Wiki:  http://cat250group1.pbworks.com/
      • Slideshare Site: www.slideshare.net/sesilverstein
      • Skype ID: Sesilverstein