This lesson plan is for a two-day kindergarten lesson on counting to 50. On day one, students will learn to count to 30 through direct instruction, modeling, and counting stations. Formative assessments include questioning and a popcorn counting activity. Day two reviews counting to 30 and teaches numbers 30-50 in the same manner, with assessments of individual counting and a connect-the-dots worksheet. Consistent signals and multisensory techniques support diverse learners.
The document provides a lesson plan for teaching math concepts in English using CLIL methodology. The lesson introduces counting to young students through four activities: 1) reviewing numbers and shapes, 2) using an online math game, 3) having students practice the game independently, and 4) creating their own math activities. The first activity was successful in motivating students, but some struggled with concepts like counting up/down. Additional practice was added to prepare for the online game. All students actively participated in the game and demonstrated understanding of the objectives, which included identifying numbers, counting, and following instructions.
The document provides a lesson plan for teaching math concepts in English to young students using CLIL (Content and Language Integrated Learning) methodology. It includes two activities - an introductory activity to review numbers and shapes, and an activity using an online math resource. The introductory activity helped practice vocabulary and engaged students competitively. Some concepts like counting up/down needed more review. The online activity motivated students and they successfully completed math problems while practicing English. Overall the plan integrated math content learning with English language practice.
This document outlines a lesson plan for a 2nd grade class to practice counting in English. The lesson has three activities: 1) a bingo game to review numbers 0-30, 2) using hands to count in groups to reinforce addition, and 3) an online skip counting activity to practice multiplication. The lesson aims to develop math skills while using English vocabulary. It assesses if students can identify and say numbers in English, understand addition and multiplication, and answer questions using count nouns and numbers. The teacher reflects that students enjoyed bingo and counting on hands but ran short of time for the online activity.
Activities and games for warming up studentsBrandon Torres
The document lists 37 warm up activities that can be used by Globalcom's teachers, including:
1) Acrostic and word games to build vocabulary.
2) Memory, guessing, and sequencing games to engage students mentally.
3) Relay races and games involving movement to energize students physically.
The games can be played individually or in small groups to make class more interactive and fun. A variety of materials like boards, papers, and balls are required to play the games.
This document provides a lesson plan template for a mathematics lesson on equivalent fractions for 7th grade students. The lesson plan aims to help students understand that equivalent fractions have the same value even if they look different, and that fractions can be made equivalent by multiplying or dividing the top and bottom numbers by the same amount. The lesson involves students cutting paper plates into fractional parts, folding paper to show equivalent fractions, splitting chocolate into equivalent fractional pieces, connecting pictures of equivalent fractions, and making chains of equivalent fractions.
This document provides instructions for a learning task to teach students about addition through number stories using the number 5. The task uses strips of paper, number cards, and clips to demonstrate that 5 + 0 is the same as 0 + 5. Students are asked to arrange the clips on the strips to show number stories like 5 + 0 = 5. Extensions include asking students to write number equations and designing electronic addition activities. The goal is for students to understand addition concepts like conservation of number and see patterns in number stories up to 8.
This document provides a lesson plan for a 1st grade math class. The objectives are for students to learn to identify base-10 blocks, use a number line, and identify and create designs with pattern blocks. The lesson involves students exploring these mathematical tools in groups. They will play "Top It" to review comparing numbers. The teacher will evaluate student understanding by observing their play of "Top It".
This lesson plan outlines how a teacher will teach 8th grade students about subtracting negative numbers. The teacher will have students physically move along a number line drawn on the ground to represent subtracting negative numbers. For example, when asked to move from -5 to -3, the students will move right 2 steps, showing that -5 - (-3) = -2. The teacher will provide examples like -8 - (-4) and -7 - (-2) for students to practice. By using a hands-on activity with the number line, the lesson aims to help students understand how to subtract negative numbers and that subtracting two negatives results in addition.
The document provides a lesson plan for teaching math concepts in English using CLIL methodology. The lesson introduces counting to young students through four activities: 1) reviewing numbers and shapes, 2) using an online math game, 3) having students practice the game independently, and 4) creating their own math activities. The first activity was successful in motivating students, but some struggled with concepts like counting up/down. Additional practice was added to prepare for the online game. All students actively participated in the game and demonstrated understanding of the objectives, which included identifying numbers, counting, and following instructions.
The document provides a lesson plan for teaching math concepts in English to young students using CLIL (Content and Language Integrated Learning) methodology. It includes two activities - an introductory activity to review numbers and shapes, and an activity using an online math resource. The introductory activity helped practice vocabulary and engaged students competitively. Some concepts like counting up/down needed more review. The online activity motivated students and they successfully completed math problems while practicing English. Overall the plan integrated math content learning with English language practice.
This document outlines a lesson plan for a 2nd grade class to practice counting in English. The lesson has three activities: 1) a bingo game to review numbers 0-30, 2) using hands to count in groups to reinforce addition, and 3) an online skip counting activity to practice multiplication. The lesson aims to develop math skills while using English vocabulary. It assesses if students can identify and say numbers in English, understand addition and multiplication, and answer questions using count nouns and numbers. The teacher reflects that students enjoyed bingo and counting on hands but ran short of time for the online activity.
Activities and games for warming up studentsBrandon Torres
The document lists 37 warm up activities that can be used by Globalcom's teachers, including:
1) Acrostic and word games to build vocabulary.
2) Memory, guessing, and sequencing games to engage students mentally.
3) Relay races and games involving movement to energize students physically.
The games can be played individually or in small groups to make class more interactive and fun. A variety of materials like boards, papers, and balls are required to play the games.
This document provides a lesson plan template for a mathematics lesson on equivalent fractions for 7th grade students. The lesson plan aims to help students understand that equivalent fractions have the same value even if they look different, and that fractions can be made equivalent by multiplying or dividing the top and bottom numbers by the same amount. The lesson involves students cutting paper plates into fractional parts, folding paper to show equivalent fractions, splitting chocolate into equivalent fractional pieces, connecting pictures of equivalent fractions, and making chains of equivalent fractions.
This document provides instructions for a learning task to teach students about addition through number stories using the number 5. The task uses strips of paper, number cards, and clips to demonstrate that 5 + 0 is the same as 0 + 5. Students are asked to arrange the clips on the strips to show number stories like 5 + 0 = 5. Extensions include asking students to write number equations and designing electronic addition activities. The goal is for students to understand addition concepts like conservation of number and see patterns in number stories up to 8.
This document provides a lesson plan for a 1st grade math class. The objectives are for students to learn to identify base-10 blocks, use a number line, and identify and create designs with pattern blocks. The lesson involves students exploring these mathematical tools in groups. They will play "Top It" to review comparing numbers. The teacher will evaluate student understanding by observing their play of "Top It".
This lesson plan outlines how a teacher will teach 8th grade students about subtracting negative numbers. The teacher will have students physically move along a number line drawn on the ground to represent subtracting negative numbers. For example, when asked to move from -5 to -3, the students will move right 2 steps, showing that -5 - (-3) = -2. The teacher will provide examples like -8 - (-4) and -7 - (-2) for students to practice. By using a hands-on activity with the number line, the lesson aims to help students understand how to subtract negative numbers and that subtracting two negatives results in addition.
This lesson plan is about doubling numbers from 1 to 10. The 45 minute lesson will introduce doubling through rolling a die and writing equations. Students will then work in groups with dice, recording doubling equations. Patterns in doubled numbers will be discussed. Formative assessment includes observing students during discussion and modeling. Summative assessment over 8 days reviews colors through daily themed activities.
The document provides information about a Year 2 mathematics lesson on addition with a maximum total of 1000. It includes learning objectives, outcomes, and instructions for implementing various tasks and activities to teach pupils to add numbers with and without regrouping through counting, number sentences, standard written methods, and word problems. Sample tasks include adding food items, toys, and numbers within ranges to develop skills in addition.
The document discusses Singapore's primary school mathematics curriculum and how children learn mathematics. It focuses on problem solving and using concrete materials and visualizations before abstract concepts. Children learn basics like counting, addition and multiplication through word problems and are engaged through varied teaching strategies like working independently and in social environments with structured and relaxed elements. The goal is developing logical reasoning and visualization skills through mathematics.
The document provides instructions for an activity called "Whisper the calculation" where students work in pairs, with one student facing the board and the other facing away. The teacher writes a calculation on the board and the student facing the board whispers it to their partner, who writes it down and says the answer. Each pair does 4 calculations before switching roles. The activity aims to help students understand instructions, say calculations correctly, and do calculations. Materials needed are small paper sheets, pencils, and sample calculations written by the teacher.
Mr. Eirich was Melissa's favorite algebra 2 honors teacher who prepared detailed lesson plans and helped his class achieve the highest average in the school. Melissa wants to be a teacher to help people and coach girls basketball. She hopes to become a high school math teacher, preferably for algebra or pre-calculus.
Church reading tutoring_powerpoint__updated_Madiken Helsel
The document provides information about training for tutors in the Sterling Torch program. It introduces Paulette Brooks, the director of the Sterling Community Center, and provides her background. It then outlines the program expectations, including understanding the student, communicating issues, keeping folders organized, and accountability. It also introduces tutoring tips from Carolyn Lattimore and Suzanne Waskey, and provides South Carolina family friendly reading and math standards for grades K-5.
This document provides information on the development team of a Kindergarten module on subtraction. It lists the writers, editors, reviewers, and management team involved in creating the module. It also provides details on the module such as its title, week, edition year, and learning competencies which include recognizing words that indicate subtraction such as "take away", "less", and "are left". Finally, it notes that borrowed materials in the module are owned by their respective copyright holders and that the Department of Education published the module.
The document provides details about the development team who created a kindergarten mathematics module focused on subtraction. It includes the names of the writers, editors, reviewers, and other roles. It also outlines the learning objectives of recognizing words like "take away", "less", and "are left" when indicating subtraction of whole numbers. The module is intended to be used over five days and includes introductory messages, lessons, activities, games and assessments to help students master the concepts of subtraction.
Differentiating instruction is a way for teachers to help all students achieve educational goals regardless of their individual levels. Trends in differentiating instruction include choice boards with different activities, tiered assignments of varying complexity, and using a variety of assessments and manipulatives. Strategies like cooperative learning, activating prior knowledge, and using visuals and manipulatives can assist with instruction. An example lesson plan for teaching place value in math uses small group activities with place value blocks, charts, and dice to help students understand the value of digits in three-digit numbers.
The document describes a self-designed lesson plan by Nisha B. for teaching ratios and proportions to 8th standard students. The 50 minute lesson involves finding ratios of sides of triangles and colors of beads in diagrams. Students are asked to determine ratios and numbers of beads without counting. Follow up activities include ratio problems and assigning ratio questions as homework.
Place Value Curriculum Map (published version)Becky Kimball
This document provides a curriculum map for teaching place value concepts from kindergarten to second grade. It outlines the key Common Core standards for place value at each grade level. For kindergarten, students learn to compose and decompose numbers from 11 to 19 into groups of ten ones and remaining ones. First grade focuses on understanding two-digit numbers as amounts of tens and ones. Second grade builds on this to understand the hundreds place value in three-digit numbers. The document provides sample formative assessment questions and activities to teach and evaluate student understanding of place value concepts at each grade level.
The document describes two warm up activities for students:
1. The Alphabet Game has students practice spelling their names by clapping for each letter in their name as the teacher goes through the alphabet. Students receive faults for incorrect clapping.
2. Jump In Jump Out has students follow the teacher's movement instructions like "jump in" and "jump out" to warm up while practicing listening skills. Students receive faults for disobeying the instructions.
The document outlines a lesson plan for teaching 20 11-12 year old students about identifying subjects and objects in sentences and different sentence types. The 50-minute lesson includes warm-up activities, teaching the concepts of nouns, verbs and adjectives, presenting three sentence patterns, a quiz, and assigning homework. Student learning will be evaluated based on participation, a quiz, assignment, midterm and final exam.
Gieser leticia lessonplan_class2 kinder_passed & correctedLety Gieser
This lesson plan is for a 30-minute class for 4-year-olds learning about shapes. The lesson will introduce the new shape "oval" and reinforce concepts of size by describing shapes as big or small. Activities include identifying shapes on flashcards, a running game to shapes in the classroom, and playing a domino game with shapes. Student learning will be assessed through observation of their ability to name shapes, identify their size, and recognize the new shape oval. The lesson follows the natural approach and uses a variety of visual and interactive methods to engage students.
Gieser leticia lessonplan_class2_passed & correctedLety Gieser
This lesson plan is for a 30-minute class for 4-year-olds learning about shapes. The lesson will introduce the new shape "oval" and reinforce concepts of size by describing shapes as big or small. Activities include identifying shapes on flashcards, a running game to shapes in the classroom, and playing a domino game with shapes. Students will work as a whole group to allow the teacher to help, repeat vocabulary, and assess comprehension. The plan aims to help students identify, name, compare and play with different shapes and their sizes.
This lesson plan aims to teach 4-year-old beginner students numbers from 1-10. It includes reviewing shapes and sizes, introducing numbers through a video, counting activities using flashcards, and a "Bang" game. The plan follows the PPP structure and uses visual, auditory, and kinesthetic activities like miming, gestures, and moving around. Potential challenges like pronunciation are addressed. Assessment involves observation of comprehension and production during activities. The plan received positive feedback and recommendations to provide clear instructions in the target language using body language and modeling.
This lesson plan is for a 9-10 year old age group and focuses on expressing numbers up to 100 using different patterns and concepts over 60 minutes. The teacher will present numbers up to 20 using odd and even patterns. Students will sing a numbers song and do motions to review numbers 1-20. They will then participate in 5 interactive counting activities including puzzles, drawing numbers, a speaking game, and bingo to reinforce number concepts through cooperation and group work. The teacher will evaluate students throughout based on observation and a worksheet to practice what they learned.
This lesson plan teaches numbers up to 100 to 9-10 year old students. It includes 5 activities over 40 minutes: 1) Finding hidden numbers in a picture, 2) A quiz game in groups with addition and subtraction word problems, 3) Passing flashcards with numbers around a circle, 4) Coloring in a mystery picture based on called out numbers, 5) A Kahoot game to review as a group. Evaluation is done through observation of students during the activities.
The document outlines a lesson plan for teaching numbers 1-10 to young English language learners. The lesson uses a teddy bear puppet named Teddy to introduce the numbers and practice counting. Students sing hello and goodbye songs, watch a video of Teddy's birthday party, and take turns answering questions about their age and what number Teddy is holding up. The goal is for students to learn the numbers in English and develop their listening and speaking skills through interactive activities with Teddy.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
1. The document outlines a 40-minute English lesson for a first grade class in Argentina focusing on domestic animals.
2. The lesson aims to develop students' listening, speaking, and vocabulary skills around domestic animals and their sizes.
3. Activities include greeting routines, introducing vocabulary for common pets and sizes through pictures and toys, a drawing activity where students draw big or small pets, and closing questions reviewing what was learned.
This lesson plan is about doubling numbers from 1 to 10. The 45 minute lesson will introduce doubling through rolling a die and writing equations. Students will then work in groups with dice, recording doubling equations. Patterns in doubled numbers will be discussed. Formative assessment includes observing students during discussion and modeling. Summative assessment over 8 days reviews colors through daily themed activities.
The document provides information about a Year 2 mathematics lesson on addition with a maximum total of 1000. It includes learning objectives, outcomes, and instructions for implementing various tasks and activities to teach pupils to add numbers with and without regrouping through counting, number sentences, standard written methods, and word problems. Sample tasks include adding food items, toys, and numbers within ranges to develop skills in addition.
The document discusses Singapore's primary school mathematics curriculum and how children learn mathematics. It focuses on problem solving and using concrete materials and visualizations before abstract concepts. Children learn basics like counting, addition and multiplication through word problems and are engaged through varied teaching strategies like working independently and in social environments with structured and relaxed elements. The goal is developing logical reasoning and visualization skills through mathematics.
The document provides instructions for an activity called "Whisper the calculation" where students work in pairs, with one student facing the board and the other facing away. The teacher writes a calculation on the board and the student facing the board whispers it to their partner, who writes it down and says the answer. Each pair does 4 calculations before switching roles. The activity aims to help students understand instructions, say calculations correctly, and do calculations. Materials needed are small paper sheets, pencils, and sample calculations written by the teacher.
Mr. Eirich was Melissa's favorite algebra 2 honors teacher who prepared detailed lesson plans and helped his class achieve the highest average in the school. Melissa wants to be a teacher to help people and coach girls basketball. She hopes to become a high school math teacher, preferably for algebra or pre-calculus.
Church reading tutoring_powerpoint__updated_Madiken Helsel
The document provides information about training for tutors in the Sterling Torch program. It introduces Paulette Brooks, the director of the Sterling Community Center, and provides her background. It then outlines the program expectations, including understanding the student, communicating issues, keeping folders organized, and accountability. It also introduces tutoring tips from Carolyn Lattimore and Suzanne Waskey, and provides South Carolina family friendly reading and math standards for grades K-5.
This document provides information on the development team of a Kindergarten module on subtraction. It lists the writers, editors, reviewers, and management team involved in creating the module. It also provides details on the module such as its title, week, edition year, and learning competencies which include recognizing words that indicate subtraction such as "take away", "less", and "are left". Finally, it notes that borrowed materials in the module are owned by their respective copyright holders and that the Department of Education published the module.
The document provides details about the development team who created a kindergarten mathematics module focused on subtraction. It includes the names of the writers, editors, reviewers, and other roles. It also outlines the learning objectives of recognizing words like "take away", "less", and "are left" when indicating subtraction of whole numbers. The module is intended to be used over five days and includes introductory messages, lessons, activities, games and assessments to help students master the concepts of subtraction.
Differentiating instruction is a way for teachers to help all students achieve educational goals regardless of their individual levels. Trends in differentiating instruction include choice boards with different activities, tiered assignments of varying complexity, and using a variety of assessments and manipulatives. Strategies like cooperative learning, activating prior knowledge, and using visuals and manipulatives can assist with instruction. An example lesson plan for teaching place value in math uses small group activities with place value blocks, charts, and dice to help students understand the value of digits in three-digit numbers.
The document describes a self-designed lesson plan by Nisha B. for teaching ratios and proportions to 8th standard students. The 50 minute lesson involves finding ratios of sides of triangles and colors of beads in diagrams. Students are asked to determine ratios and numbers of beads without counting. Follow up activities include ratio problems and assigning ratio questions as homework.
Place Value Curriculum Map (published version)Becky Kimball
This document provides a curriculum map for teaching place value concepts from kindergarten to second grade. It outlines the key Common Core standards for place value at each grade level. For kindergarten, students learn to compose and decompose numbers from 11 to 19 into groups of ten ones and remaining ones. First grade focuses on understanding two-digit numbers as amounts of tens and ones. Second grade builds on this to understand the hundreds place value in three-digit numbers. The document provides sample formative assessment questions and activities to teach and evaluate student understanding of place value concepts at each grade level.
The document describes two warm up activities for students:
1. The Alphabet Game has students practice spelling their names by clapping for each letter in their name as the teacher goes through the alphabet. Students receive faults for incorrect clapping.
2. Jump In Jump Out has students follow the teacher's movement instructions like "jump in" and "jump out" to warm up while practicing listening skills. Students receive faults for disobeying the instructions.
The document outlines a lesson plan for teaching 20 11-12 year old students about identifying subjects and objects in sentences and different sentence types. The 50-minute lesson includes warm-up activities, teaching the concepts of nouns, verbs and adjectives, presenting three sentence patterns, a quiz, and assigning homework. Student learning will be evaluated based on participation, a quiz, assignment, midterm and final exam.
Gieser leticia lessonplan_class2 kinder_passed & correctedLety Gieser
This lesson plan is for a 30-minute class for 4-year-olds learning about shapes. The lesson will introduce the new shape "oval" and reinforce concepts of size by describing shapes as big or small. Activities include identifying shapes on flashcards, a running game to shapes in the classroom, and playing a domino game with shapes. Student learning will be assessed through observation of their ability to name shapes, identify their size, and recognize the new shape oval. The lesson follows the natural approach and uses a variety of visual and interactive methods to engage students.
Gieser leticia lessonplan_class2_passed & correctedLety Gieser
This lesson plan is for a 30-minute class for 4-year-olds learning about shapes. The lesson will introduce the new shape "oval" and reinforce concepts of size by describing shapes as big or small. Activities include identifying shapes on flashcards, a running game to shapes in the classroom, and playing a domino game with shapes. Students will work as a whole group to allow the teacher to help, repeat vocabulary, and assess comprehension. The plan aims to help students identify, name, compare and play with different shapes and their sizes.
This lesson plan aims to teach 4-year-old beginner students numbers from 1-10. It includes reviewing shapes and sizes, introducing numbers through a video, counting activities using flashcards, and a "Bang" game. The plan follows the PPP structure and uses visual, auditory, and kinesthetic activities like miming, gestures, and moving around. Potential challenges like pronunciation are addressed. Assessment involves observation of comprehension and production during activities. The plan received positive feedback and recommendations to provide clear instructions in the target language using body language and modeling.
This lesson plan is for a 9-10 year old age group and focuses on expressing numbers up to 100 using different patterns and concepts over 60 minutes. The teacher will present numbers up to 20 using odd and even patterns. Students will sing a numbers song and do motions to review numbers 1-20. They will then participate in 5 interactive counting activities including puzzles, drawing numbers, a speaking game, and bingo to reinforce number concepts through cooperation and group work. The teacher will evaluate students throughout based on observation and a worksheet to practice what they learned.
This lesson plan teaches numbers up to 100 to 9-10 year old students. It includes 5 activities over 40 minutes: 1) Finding hidden numbers in a picture, 2) A quiz game in groups with addition and subtraction word problems, 3) Passing flashcards with numbers around a circle, 4) Coloring in a mystery picture based on called out numbers, 5) A Kahoot game to review as a group. Evaluation is done through observation of students during the activities.
The document outlines a lesson plan for teaching numbers 1-10 to young English language learners. The lesson uses a teddy bear puppet named Teddy to introduce the numbers and practice counting. Students sing hello and goodbye songs, watch a video of Teddy's birthday party, and take turns answering questions about their age and what number Teddy is holding up. The goal is for students to learn the numbers in English and develop their listening and speaking skills through interactive activities with Teddy.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
1. The document outlines a 40-minute English lesson for a first grade class in Argentina focusing on domestic animals.
2. The lesson aims to develop students' listening, speaking, and vocabulary skills around domestic animals and their sizes.
3. Activities include greeting routines, introducing vocabulary for common pets and sizes through pictures and toys, a drawing activity where students draw big or small pets, and closing questions reviewing what was learned.
This lesson plan is for a 30 minute kindergarten class about shapes. The students will learn about different shapes (square, circle, rectangle, triangle) and their sizes (big, small). The teacher will use flashcards, a domino game, and songs to teach the shapes. The students will play a domino game to reinforce what they learned. At the end of the class, the teacher will review the shapes and sizes with the students before singing a goodbye song.
This lesson plan teaches numbers up to 100 to 9-10 year old students over 40 minutes. It begins with reviewing known numbers and identifying missing numbers. New numbers are introduced by demonstrating patterns in the "teens" and "tens". Students then participate in 5 activities: 1) Finding hidden numbers in an image, 2) A quiz game in groups, 3) Passing flashcards with numbers, 4) Coloring in a 100s chart to reveal mystery pictures, 5) A Kahoot game. Formative assessment occurs through observation of students during activities. Additional activities include writing number problems and making drawings out of numbers.
The document provides a lesson plan for a class on clothing vocabulary for 4-5 year olds. The 60 minute lesson has 4 activities:
1) A clothing jigsaw game to practice vocabulary like "bathing suit" and "shorts".
2) A counting activity where students count items of clothing and complete a number puzzle.
3) A painting activity where students create artwork showing someone in rainy clothes using an umbrella.
4) A "snapdragon" game to practice asking and answering questions about colors and numbers related to clothing.
Gieser leticia lessonplan_class3 kinder_ passed & correctedLety Gieser
This lesson plan aims to teach 4-year-old beginner students numbers from 1-10 through shapes. The teacher will use pictures, a video, and a "Bang!" game to reinforce number recognition, counting, shape identification, and size comparison. Students will develop listening skills, learn new vocabulary, and practice producing numbers. The plan includes opening and closing routines, warm-up with a video, presentation of new material through flashcards, and an interactive game for practice. Potential challenges like pronunciation are addressed.
Gieser leticia lessonplan_class3_ passed & correctedLety Gieser
The lesson plan aims to teach 4-year-old students numbers from 1 to 10 through shapes. It includes a warm-up video about shapes and numbers, a presentation of flashcards matching numbers to quantities of shapes, and a "Bang!" game with flashcards. Students will count shapes, describe sizes, and recognize numbers. The plan incorporates a circle time greeting and closing song. The teacher provides visuals, modeling, and clear sequencing of stages to develop number recognition and counting skills in a fun, engaging way for young learners.
This document provides an overview of a mathematics teaching guide for primary school students. It includes 18 units covering various math topics from numbers to 10, addition, subtraction, shapes and patterns, multiplication, division and more. Each unit provides learning outcomes, step-by-step teaching instructions, examples and exercises from the student workbook. The guide aims to help teachers deliver math concepts in an engaging, student-friendly way using varied activities and a concrete-to-abstract approach. It also includes answers to exercises and additional practice activities.
The document provides a lesson plan for a 6th grade English class focused on teaching the interrogative form of the verb "have got" and parts of the face and body. The plan includes aims, language focus, teaching approach, integration of skills, materials, seating arrangement, potential issues and solutions, assessment, and stages of the lesson including warm-up, presentation, development activities, and closure. The teacher will use pictures, posters, and group work to help students practice recognizing, labeling, and asking questions about physical features using the target grammar.
This lesson plan is for a 4th grade Spanish class with 21 students between 9-10 years old. The lesson aims to review numbers 1-12 and introduce numbers 12-20. The 80 minute class is divided into routines, warm up, presentation, practice, and closure activities. The warm up involves counting numbers aloud. New numbers are presented by unwrapping numbered papers from a parcel. Practice includes dictation, a puzzle, and writing out numbers. The class closes with a bingo game to reinforce the new numbers. Scaffolding such as modeling pronunciation and showing examples on the board is provided throughout.
This lesson plan is for a 40-minute class for 9-10 year olds on numbers up to 100. It includes a warm-up reviewing previously learned numbers through a song. Students are then split into two groups and participate in two activities - a numbers matrix puzzle and a question game involving math problems - designed to reinforce numbers up to 100 while developing cooperation skills. The goal is for students to identify and use numbers up to 100, follow instructions, and work cooperatively in groups.
This document provides a lesson plan for a English class focusing on daily routines. The lesson plan aims to teach learners to ask and answer questions about daily activities using "Do" or "Does". The 80 minute class will begin with a warm-up activity revising daily activities. Students will then learn how to form questions using "Do" or "Does" through examples and practice activities. The class will involve students working individually and in pairs to practice the new structures. At the end, students will ask their partner questions about daily routines depicted in a chart to check understanding before receiving homework.
The lesson plan is for a 4th grade English class and focuses on teaching daily routines vocabulary. It includes 3 activities: 1) A memory game and word search to practice the new vocabulary. 2) Students work in pairs to match pictures of routines to their names. 3) A game of Chinese whispers to practice listening. Scaffolding such as modeling and repetition is provided. The goal is to introduce vocabulary for routines and foster speaking and listening skills through cooperative and engaging activities.
Similar to EDEL 300 Lesson Plan Template F.15 (20)
The document provides a summary of Jessica Mills' teaching experience, training, awards, professional development, and education. It details that she has experience student teaching at Willard Elementary School, volunteering at Wee Wisdom Nursery School, and completing practicum experiences in elementary school classrooms. She has training in CPR/AED and suicide prevention and maintains high academic achievement with a current GPA of 3.8 and membership in honor societies. Her education includes a Bachelor's degree in Elementary Education from Ball State University.
This document provides details for a 4th grade language arts lesson plan focusing on parts of speech like prepositions and conjunctions within the context of natural disasters. The lesson includes a motivation activity with clues using prepositions, direct instruction with visuals to explain the terms, sample sentences for practice, and a group activity where students create sentences using science-related words drawn from bags of different parts of speech. Students will be assessed by filling in prepositions and conjunctions in sentences and creating their own sentences using the terms. Resources used in developing the lesson are cited.
This document provides details for a lesson plan on weathering for a 4th grade science and writing class. The lesson plan involves showing a Bill Nye video on weathering rocks, discussing physical and chemical weathering, having students observe styrofoam cups weathering in acetone to represent rocks weathering with acid, and assessing students through an exit slip asking them to provide examples of physical and chemical weathering. The lesson aims to help students understand how weathering breaks down rocks over long periods of time.
This document distinguishes between facts and opinions by defining facts as statements that can be proven true or false using dates, science, numbers or historical events, while opinions are personal beliefs that cannot be proven using words like "believe", "feel" or "think". It notes that knowing whether an author presents facts or opinions can influence thinking, as facts cannot change but opinions can.
This document provides details of a lesson plan for 4th grade students on distinguishing between facts and opinions. The lesson will include defining facts and opinions, providing examples for students to categorize, and having students play a game in small groups to identify facts and opinions in passages. As an assessment, students will color code a new passage with facts in one color and opinions in another. The goal is for students to understand the difference between facts and opinions and be able to identify them in persuasive writing.
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This document contains a lesson plan for a 1st grade classroom activity on promoting an alcohol and drug-free lifestyle. The activity involves students taking home a checklist for their families to complete to "drug/alcohol/poison proof" their homes. The checklist guides families in evaluating where drugs, alcohol, and toxins are located in the home and whether they are stored properly and out of children's reach. Upon completion, families are instructed to discuss their results and precautions for product safety and emergencies. The purpose is to promote family involvement in learning about this health topic at home while strengthening family and school connectedness.
This story is about a young deaf boy who wakes up early in the morning with his father. They put on their clothes and hearing aids, then walk together to the beach to watch the sunrise. The story shows the daily routine and special bond between the boy and his accepting father, who uses sign language to communicate. It teaches about finding joy in small moments and accepting others' disabilities through understanding and accommodation.
The document outlines a lesson plan for teaching second grade students about the eight phases of the moon. It includes the objective, standards, materials, and procedures for teaching each moon phase. Students will stamp moon phase shapes in paint on a black paper plate to create their own moon phase diagram. They will then glue the phases in order around a drawing of the Earth and write facts about one phase. The goal is for students to understand the repeating cycle of the moon's appearance from night to night.
1. EDEL 300 Lesson Plan Template
Group Members: Jessica Mills and Alexis Gibson
Lesson Due Date: November 5th
Grade Level and Teacher Name: Kindergarten/ Mrs. Leach
Day 1
Part 1 - Lesson Setup
Standard: K.NS.1: Count to at least 100 by ones and tens and count on by one
from any number.
Objective: From memory, students will count to 30 by ones orally with 80%
accuracy.
o Attention-Getting Signal ( Miss Mills):
Teacher will say
“hands on top” while putting hands on head, students will copy behavior of
putting hands on head while saying “that means stop!”
o Behavior Expectations (Miss Mills):
Listening Bodies- I will listen and follow directions and stay in my seat.
Raised Hands- I will raise my hand to share ideas.
Respect Others- I will be nice to others, remember to share, and keeps
hands to myself.
o Materials List (include at least one category of the four for visual supports):
counting video: https://www.youtube.com/watch?v=-9ldYkMtZcM (email to
leach)
0-50 counting chart (for direct instruction) (email to leach)
video recorder (laptops)
index cards (1_, 2 _, 3_, 4_, 5_) (0-9) (6 sets of 10s place cards) (6 sets of
0-9 cards) (Miss Mills)
magnets for index cards (Miss Mills)
Part 2 – Lesson Opening (possibly have students on the carpet area)
2. o Build Prior Knowledge/Connection to Personal Experiences ( Miss.Gibson):
Ask Student Questions to assess prior knowledge
Have you been learning how to count?
How high can you count?
Explain to students that we will teach them how to count higher
than 25.
When do you think you can practice counting/what kinds of things can you
count?
o Hook: Counting Video/Sing Along ( Miss. Mills)
Counting Video: https://www.youtube.com/watch?v=-9ldYkMtZcM
o Goal for Learner: Today, boys and girls, we are learning about how to count
from one to thirty.
Part 3 – Lesson Body (Miss Gibson)
o Explain (Content):
1. Explain to students that we are going to learn how to count to 30 starting
from one
2. Have students sit in their grouped desks with eye on teacher for direct
instruction
3. Explain to students that we are going to begin counting to ten.
4. Start with 0 column. Go horizontal and explain numbers like (10,20,30,)
5. Start with 0-9 and then continue to ten.
6. Have students count out loud with teacher
7. Start the same thing with remaining numbers to the number 30.
8. Emphasize with students that when you are going from 10,20,30 the first
numbers always stays the same. Like 2,3, and they need change second
number
9. Allow students to answer what number comes next.
o Model (Demonstrate a product/Demonstrate a process) ( Miss. Mills and
Miss.Gibson):
3. 1.Model counting using fingers and fist signaling to practice. (Fist for
counting 0-10, and adding a finger to demonstrate the tens place value, 1 finger
for 10s, 2 fingers for 20s, etc.)
2. After we have modeled have students participate and check for
understanding
3.Repeat if needed
o Supervised Practice Activity: Students will participate in counting stations.
(Miss Mills) Model activity first
Modeling Instructions:
Students in assigned seats
Get whiteboard, magnets, and index cards out
Show index card with tens place first (2_) and place on whiteboard
Display the 0-9 index cards on whiteboard
Move each number index card over to partner with the 2_ card in
numerical order while counting along.
Go over behavior expectations again
o Listening Bodies- I will listen and follow directions and stay in my
seat.
o Raised Hands- I will raise my hand to share ideas.
o Respect Others- I will be nice to others, remember to share, and
keeps hands to myself.
Have students put their hands on their heads to show completion of
activity and teacher can check it over.
Then if time allows, give students a new place value card and repeat the
procedure.
1. Each student will get in assigned groups ( 5 groups) ( 4-5 people per
group)
2. We will separate groups according to seating in classroom.
3. We place index cards with a number ( for example: 2__) on the table.
4. Have students count from 20-29 and so on and match with correct index
card (numbers 0-9)
5. Teachers will walk around checking comprehension. (Give students
positive praise)
6. Students will put their hands on head when they have completed a set of
numbers.
7. After students are checked for comprehension, give them the next set of
numbers.
8. Make sure each group gets the opportunity to practice 0-30.
9. Collect materials
Get students attention to transition to next activity “ Hands on Top” wait for all
students to have hands on head.
Part 4 – Assessment :
4. o Checks for Understanding (formative assessment techniques and
questioning):
Questioning (Miss. Gibson):
Can you list the numbers 1- 30 (given a certain range of numbers, 1-10,
20-30) ?
Can you retell the numbers 1- 30? (could even be a repetition process we
go through)
Observe students and join in with the students.
Popcorn Activity (Miss Mills):
1. Students are seated in their seats.
2. We are going to count to 30 as a class.
3. Remind students that they should be listening so they know what number
will be coming next and so they are paying attention to when it’s their turn.
4. Miss Gibson will start the count at 0, and each person after that will count
one number higher in numerical order.
5. When Miss Gibson put her hand over you, it will be your turn, and you will
say the next number.
6. Repeat process until students have counted to 30 as a class.
Part 5 – Closing(Miss Gibson)
o Review of the Objective (Higher Level Questions):Today we learned about
how to count from 1 to 30.
Questions:
Are we building onto numbers when we count?
Can you predict what numbers will come next (in the 1-30 range) ?
o Real Life Application:
Do you have to count time or money?
What things can you can count at home up to thirty?
o food, toys, flowers, pennies
Additional Considerations
List at least one strategy you used to account for these categories in your lesson.
Diversity Strategy – Consistent nonverbal signals and utilizing different learning
styles (visual, auditory, kinesthetic)
Active Participation Strategy –We will practice using hands on top now let’s stop
to get students attention throughout the lesson.
Accommodation/Modification (Gear Up/Gear Down) – Accomodate prior
knowledge to build off of. For example, our class has only learned how to count
to 25 so we are going to teach our students how to count to fifty instead of 100.
This is more of a measurable goal for our students.
EDEL 300 Lesson Plan Template
Group Members: Jessica Mills and Alexis Gibson
Lesson Due Date: November 10, 2015
Grade Level and Teacher Name:Kindergarten/ Mrs. Leach
Day 2
Part 1 - Lesson Setup
5. Standard:K.NS.1: Count to at least 100 by ones and tens and count on by one
from any number.
Objective: From memory, students will count to 50 by ones orally with 80%
accuracy.
o Attention-Getting Signal (Miss Mills):
Teacher will say
“hands on top” while putting hands on head, students will copy behavior of
putting hands on head while saying “that means stop!”
oo Behavior Expectations (Miss Mills):
Listening Bodies- I will listen and follow directions and stay in my seat.
Raised Hands- I will raise my hand to share ideas.
Respect Others- I will be nice to others, remember to share, and keeps
hands to myself.
o Materials List (include at least one category of the four for visual supports):
counting video: https://www.youtube.com/watch?v=-9ldYkMtZcM (email to
leach)
0-50 counting chart (for direct instruction) (email to leach)
From One to One Hundred by Sloat, Teri (book)
video recorder (laptops)
index cards (1_, 2 _, 3_, 4_, 5_) (0-9) (5 sets of 1-9 cards)
magnets for index cards
connect the dot worksheet
Part 2 – Lesson Opening
o Build Prior Knowledge/Connection to Personal Experiences: (Miss.Gibson)
-review part of what we learned Day 1
Who remembers how to count to thirty? Let’s do it together
-connect back to what we counted during Day 1
6. -make further connections (why we need to count to 50)
o Hook: Read book: From One to One Hundred by Sloat, Teri (introduce and
show new numbers -begin from 30) (Miss Mills)
o Goal for Learner: Today, boys and girls, we are continuing to learn about how
to count from one to fifty.
Part 3 – Lesson Body (Miss Gibson)
o Explain (Content):
-Continuation of the number chart from where we left off from Day 1 (review
steps here)
1. Explain to students that we are going to learn how to count to 50 starting
from one
2. Have students sit in their grouped desks with eye on teacher for direct
instruction
3. Explain to students that we are going to begin counting to ten.
4. Start with 0 column. Go horizontal and explain numbers like
(10,20,30,40,50)
5. Start with 0-9 and then continue to ten.
6. Explain to students that when they get to the number ten each number will
always have a number one in front of it. Point to chart.
7. Start the same thing with remaining numbers to the number 50.
8. Emphasize with students that when you are going from 10,20,30 the first
numbers always stays the same. Like 2,3,4,5, and they need change
second number
9. Allow students to answer what number comes next.
o Model (Demonstrate a product/Demonstrate a process): Model counting using
fingers and fist signaling to practice. (Fist for counting 0-10, and adding a finger
to demonstrate the tens place value, 1 finger for 10s, 2 fingers for 20s, etc.)
o Supervised Practice Activity: (continuation of Day 1 activity, with number up to
50)
7. Students will participate in counting stations. ( Miss. Mills)
Model activity first
Modeling Instructions:
Students in assigned seats
Get whiteboard, magnets, and index cards out
Show index card with tens place first (2_) and place on whiteboard
Display the 0-9 index cards on whiteboard
Move each number index card over to partner with the 2_ card in
numerical order while counting along.
Go over behavior expectations again
o Listening Bodies- I will listen and follow directions and stay in my
seat.
o Raised Hands- I will raise my hand to share ideas.
o Respect Others- I will be nice to others, remember to share, and
keeps hands to myself.
Have students put their hands on their heads to show completion of
activity and teacher can check it over.
Then if time allows, give students a new place value card and repeat the
procedure.
1. Each student will get in assigned groups ( 5 groups) ( 4-5 people per
group)
2. We will separate groups according to seating in classroom.
3. We place index cards with a number ( for example: 2__) on the table.
4. Have students count from 20-29 and so on and match with correct index
card (numbers 0-9)
5. Teachers will walk around checking comprehension. (Give students
positive praise)
6. Students will put their hands on head when they have completed a set of
numbers.
7. After students are checked for comprehension, give them the next set of
numbers.
8. Make sure each group gets the opportunity to practice 0-50.
9. Collect materials
Get students attention to transition to next activity “ Hands on Top” wait for all
students to have hands on head.
Part 4 – Assessment (Miss Mills and Miss Gibson)
o Checks for Understanding (formative assessment techniques and
questioning):
Can you list the numbers 1- 50 (given a certain range of numbers, 1-10,
30-40, etc.) ?
Can you retell the numbers 1- 50? (could even be a repetition process we
go through)
o Individualized Practice Assessment:
Students will individually count orally from one to fifty.
8. -While selected students are being assessed, students will be given a connect
the dot worksheet practicing their skills of counting 1-50 to work as an extension.
Part 5 – Closing (Miss Mills)
o Review of the Objective (Higher Level Questions): Today we learned about
how to count from one to fifty. Emphasize the newest numbers (30-50)
Questions:
Are we building onto numbers when we count?
Can you predict what numbers will come next (in the 1-50 range) ?
o Real Life Application:
Do you have to count time or money?
What things can you can count at home up to thirty?
o food, toys, flowers, pennies
Additional Considerations
List at least one strategy you used to account for these categories in your lesson.
Diversity Strategy – Consistent nonverbal signals and utilizing different learning
styles (visual, auditory, kinesthetic)
Active Participation Strategy –We will practice using hands on top now let’s stop
to get students attention throughout the lesson.
Accommodation/Modification (Gear Up/Gear Down) – Accommodate prior
knowledge to build off of. For example, our class has only learned how to count
to 25 so we are going to teach our students how to count to fifty instead of 100.
This is more of a measurable goal for our students.