Comparing Length and Height Kindergarten Invitation for Learning 2011GSSD Math Coach Susan Muir
How can I plan my lessons using the Backwards Approach?Identify the outcomes to be learnedNow that I have listed my outcome:Determine how the learning will be observedWhat will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematicalconcepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of studentunderstanding?How can I document the children‟s learning?Create your assessment tools before you create your lesson task.A Learning Story will be used to document one student’s understanding of length andheight during the invitation for learning.Photos will be taken and will be used for a future Photo Story or Voice Thread todocument student’s formal math language while describing the photo.
SSK.1 Observational Notes will be taken over the next few lessons.Name/Date Describes length Sorts objects into Uses a base line using formal math sets according to when comparing language such as length or height length or height longer than, shorter than, almost the same, shorter, taller
Plan the learning environment and instructionWhat learning opportunities and experiences should I provide to promote thelearning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continuallycommunicate and represent understanding?What teaching strategies and resources will I use?How can I differentiate the lesson to challenge all students at their learningability? How will I integrate technology, communication, mental math, reasoning,visualization, etc into this lesson? (7 Processes) Look at your outcomes to seewhich of the processes you should be including.Plan your lesson here: What lesson format will you use? BEFORE DURING AFTER? Math PODS? ETC. Lesson #1 will be in the form of an INVITATION for LEARNING Baskets of various REAL LIFE materials will be displayed on each table. Students will be given time to explore uninterrupted self inquiry. Teachers will document language and conversation.After Exploration time teachers will use questioning to „dig deeper‟ into understanding.What do you notice about these two__?Tell me more.When would you use___? Why? Math Makes Sense Teacher Guide
Gather at the Story Corner/ Meeting AreaShow a “Math Tool Box”Inside this tool box are a variety of linear measuring tools. There are alsoglasses (eyes). Why would you need some of these tools? When would you usethem?DiscussToday you will be using your eyes as math tools. I want you to use your eyes tocompare. I want you to use some of these objects and put them in an order. Itcan be in any order but you must be able to describe or tell why you orderedthem in that way.Work together (partners) to choose 2 of your objects or sets on your table.You must be prepared to talk about how and why you compared theseobjects. Take Photos of each group’s objects and document how they compared the two objects or sets of objects.Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning? Next day Order objects using virtual, concrete and pencil paper