This document provides a sample lesson plan from the Everyday Mathematics program. The lesson plan aims to review place value in 2-digit and 3-digit numbers through mental math exercises, exploring base-10 blocks, and math games and practice activities. Students will represent numbers with blocks, solve word problems, and be assessed on their ongoing understanding of place value concepts.
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
13. Share Your Thoughts Please complete the Family Math Night Evaluation Questions? Please include your name, email and/or phone and I will respond to your questions as quickly as I can!
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15. Mark Your Calendars District Math Night February 10, 2011 “Rock and Roll Math”
Editor's Notes
DAILY MATH CLASS75-80 minutes every dayWarm-Up – Mental Math and ReflexesLesson – Manipulatives, Math Journals, Math GamesOngoing Learning and Practice – Math Boxes, My Reference Book, and Home LinksBasic Facts focus in EDM and Rocket Math are built into the program as well as through the use of a basic facts program called Rocket Math. Rocket Math launches in January in all classrooms.What you Might See:Children engaged!Children talking math!Children working in their math journals!Children working together to solve problems!Children working with manipulatives!Children playing math games!Children thinking!What’s Different This Year?The presentation of materials is varied because we now have student journals, homework link books, and student reference books. There is a large game component which helps structure the spiral of learning concepts presented in class. Test content is spiraled which means that students are tested on current content and previously taught content because students remember what they practice.The bar has been raised and expectations have been increased in the hopes of achieving our district goal of more children ready for Algebra 1A in Grade 7 and becoming successful and proficient mathematicians.In each class, time is being spent working with the children so they better understand the new program themselves and how they will be assessed. We realize that change is never easy and we are pleased with how well the children have adapted to Everyday Mathematics.
Keisha read 8 pages of her book last night and 6 pages this morning. How many pages did she read in all?Hana scored 7 points. Dakota scored 9. How many points did they score in all?Austin bought 17 cupcakes to school for his birthday. He gave 8 to his classmates. How many cupcakes does he have left?
Math Message Follow-UpBriefly discuss responses. Ask children to explain how they decided which digit names the tens and which digit names the ones.Explain to children that in today’s lesson they will use base-10 clocks to create numbers.
Key Activities: children are introduced to base-10 blocks and a simple way to draw them. They match numbers to base-10 blocks; model 2- and 3- digit numbers with one or two zeroes; and translate among spoken and written numbers, displays of base-10 blocks, and number cards.Key Concepts and Skills: Count by 1’s, 10’2, and 100’s with base-10 blocks. Explore place-value concepts with base-10 blocks; read and write 2- and 2-digit numbers. Build numbers with base-10 blocks in preparation for modeling addition strategiesKey Vocabulary: base-10 systemHold up a cube, a long, and a flat. Say: These are called base-10 blocks.Explain what each represents.Use the smartboard to display the blocks.Remind children that our system for writing numbers is called the base-10 system, because it is based on grouping things by tens. Explain that base-10 blocks are useful for understanding numbers and solving problems.Show and explain that using pictures may be more convenient than using actual blocks, and pictures are often useful for explaining and recording solutions.Read about base-10 blocks with your class on page 11 of My Reference Book.
Children use base-10 blocks to complete journal page 53.Review answers with the children.Ask a volunteer to explain why they agree or disagree with the answer.
Give each child or partnership a set of number cards (0-9) and a place-value mat. Display 3 flats, 5 longs, and 2 cubes on a place value mat. Ask children to show the number 352 by putting cards on their place value mats. Ask: how many hundreds are in this number, how many tens and how many ones? Then ask to read the number in unison.Repeat with other 2- and 3-digit numbers, including the numbers 52 and 25 from the Math Message.Display numbers without the mat. By doing this, the children will have to sort the blocks mentally.Then reverse the procedure. Children use blocks to display the numbers.Now, repeat the previous procedures using numbers with zero in the tens or ones place. For example display, 3 flats and 4 cubes and ask children to use number cards to show the number.Write 34 and 304 on the board and ask which number matches the base-10 blocks. Continue with a series of translations among spoken numbers, written numbers, base-10 blocks, number cards, and calculator displays.
Playing the Digit Game(My Reference Book pages 132 and 133)Have the children read the rules for the Digit Game on pages 132 and 133.Play several demonstration hands with the class.Have partners play several rounds of the game.
Mixed PracticeMath Boxes in this lesson are paired with other lessons from unit 3 and the skills in problems 5 and 6 preview unit 4 content.Trust the Spiral
Home Link 3-1Home Connection: Children continue their work with base-10 blocks as they complete place value exercises similar to those on journal page 53.