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This document provides a template for a math unit plan for 1st grade primary school students. The unit will focus on numbers 1-20, ordering numbers, addition, subtraction, and word problems. Vocabulary will include number words in English and Spanish, as well as words for addition, subtraction, equations, and more. Students will practice speaking, listening, writing, and reading math concepts in small groups and individually using manipulatives, videos, worksheets, and dictation. The template can be freely used or adapted, citing the original sources.
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Teacher’s Name:Katy Long Grade: 6th
Subject(Class): Math Date:
Theme
Expressions and Equations
Lesson Topic
The Order of Operations
Rationale
(The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.)
Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached.
Content Area Standard
(The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.)
Example:
Common Core Math: 6.EE.1.a - Write and evaluate numerical expressions involving whole-number exponents.
English Language Proficiency Standard
(The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.)
Example:
IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary.
Objectives:
Content
(The content objective is what the students will learn. Often times, it is similar to the actual standard, but written in kid-friendly language.)
Example: Solve expressions using the order of operations.
Objectives:
Language
(The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.)
Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis).
Learning Strategies
(Learning strategies are the research-based SEI strategies that you will use throughout your lesson to teach and engage students in the lesson)
Example: direct instruction, think-alouds, team discussion role cards, problem-solving roles, numbered heads
Key Vocabulary
(Key vocabulary is the key academic vocabulary that students need to know in order to comprehend the lesson)
Example: order of operations, add, subtract, multiply, divide, parentheses, exponent, base number, evaluate, PEMDAS, number sentence, expression
Materials
(Materials are anything you will need to deliver the lesson; so.
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This document provides information about Jill Cameron's philosophy and approach to promoting equity in her teaching. It includes a statement of her philosophy on equity, an example lesson plan demonstrating differentiated instruction, and a reflective essay further explaining her views. Her philosophy focuses on understanding each student's individual needs and celebrating diversity. The lesson plan shows how she modified a math game to allow students working at different levels to participate meaningfully. The reflective essay discusses how she came to recognize the diverse needs and backgrounds of her students beyond superficial characteristics.
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This document provides an overview and objectives of a modular workbook on learning decimal numbers for 6th grade students. It covers reading, writing, naming, comparing, ordering, and rounding decimal numbers. It also includes lessons on equivalent fractions and decimals, and the four arithmetic operations of addition, subtraction, multiplication and division of decimal numbers. The workbook aims to help students understand and work with decimal numbers in a fun and engaging way through various exercises and activities.
20 may mathematics
This document summarizes a session for guiding school leaders on the NSW syllabus for the Australian curriculum: Mathematics K-10. It explores the structure of the new syllabus, focusing on elements like the aim, objectives, stage statements, and content organization. It discusses comparing the current and new syllabuses for Early Stage 1, Stage 1, and Stage 2. It also includes activities for teachers to analyze content from these stages. The document emphasizes understanding the implications of changes between syllabuses for teaching practice and professional learning.
CLIL activities General Arts Rosa Fernandez
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Mastering the Curriculum in Reading and Math
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This document provides guidance on using the backwards approach to lesson planning. It involves identifying the learning outcomes, determining how learning will be observed and assessed, planning the learning environment and instruction, and assessing student learning and following up.
As an example, it outlines a lesson plan focused on representing whole numbers 1-10 concretely and pictorially in two parts. The plan includes a listening activity to introduce numbers 0-10, ordering number cards, representing numbers on a two-part math mat, and a sharing portion to assess learning. Follow up may include a journal activity for students to represent their own number.
Making Math Meaningful
This document discusses strategies for teaching math to English language learners. It notes that academic language is difficult for ELLs to acquire when they are still developing conversational skills. It recommends pre-teaching vocabulary, using multiple representations like word walls and dictionaries, and incorporating the first language. For written problems, it suggests using reading comprehension strategies and modeling the problem-solving process. Teachers should learn students' prior math knowledge, use high-interest topics, and allow sharing in the first language. Scaffolds like sentence frames can help students produce academic language.
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Francisco casero cantos t1.1
- 1. PLANTILLA DE UNIDAD AICLE Asignatura: Math Profesor: Francisco Casero Cantos Título de la unidad Curso / Nivel 1º Primaria. 1. Objetivos de aprendizaje / Criterios de evaluación To put in order ordinal numbers and comparing numbers. To addition and subtraction ordinal numbers To resolve problems using addition and subtraction. 2. Contenido de materia To identify and to count different numbers. To read, to write, to count and to compare numbers to 20. To resolve simply equations with graphic support. To make increasing and decreasing numerical. 3. Contenido de Lengua / Comunicación Vocabulario Numbers in English to 20 (one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen and twenty) Nouns: Addition, subtraction, equation, total, problem, plus, less, equal, … Verb: to Add, To subtract, to compare, to resolve, to put in order,… Preposition: between, before, after, into… Estructuras Rutinas: The teacher will start doing a lesson presentation. I will explain what we are going to learn in the day. After that, the teacher will do a lesson presentation with videos and images.
- 2. The kiddos will do different manipulative exercises in small group or alone. The kiddos will finish doing a little worksheet to check if the student absorbed the lesson. Contenido: The content Will be split in: Knowing numbers, Put in order the numbers Count by 2, by 3, by 4, by 5 and by 10 Addition Problems with addition. Substraction. Problems with subtractions. Gestión del aula: The classroom will work in whole group, small group and individually. Tipo de discurso (descripción, narración, etc.) The speech will be very simple. Short sentences supported with pictures and signs. The teacher will repeat the sentences twice or three times. Destrezas Lingüísticas Speaking: the guys will talk each others in small group Listening: We will do numbers dictation. Writing: they will write the word´s numbers. Reading: they will read problems. Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
- 3. Un primer modelo de esta plantilla ha sido publicado en: Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180. Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.