The document provides guidance on using the backwards approach to plan lessons for the kindergarten math outcome of comparing quantities from 0 to 10. It includes identifying the outcome, determining how learning will be observed, planning instructional opportunities and assessing prior knowledge, carrying out the lesson, and assessing student learning and next steps. Sample lesson plans are provided focusing on using ten frames and counters to build and compare numbers, as well as unifix cube riddles.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
Presentation math workshop#may 25th newUmber Tariq
It was prepared for the staff of our school , in order to guide that how to make, teaching and leaning for Maths, interesting and fun .
To reduce boredom for kids and to relate the concepts with the nature and universe.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
Presentation math workshop#may 25th newUmber Tariq
It was prepared for the staff of our school , in order to guide that how to make, teaching and leaning for Maths, interesting and fun .
To reduce boredom for kids and to relate the concepts with the nature and universe.
SECTION 1A. Journal Week 2Chapter 4 in Affirming Diversity pag.docxkenjordan97598
SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement?
· Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias, equity, or social justice?
· What do you need to know in order to identify and claim your own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the concerns of race and identity effectively?
B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:
What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143.
Complete this graphic organizer or one of your choosing for the Speeding Ticket problem.
How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger number.
I’m thinking this must be a typo. It should read you couldn’t take a larger number from a.
Kindergarten NK.5 lesson fishing one more one less
1.
2. One LessAssess student learning and follow up<br />What conclusions can be made from assessment information?<br />How effective have instructional strategies been?<br />What are the next steps for instruction?<br />How will the gaps in the development of understanding be addressed?<br />How will the children extend their learning?<br />Day 2 Exemplar Task:<br />Unifix Cube RiddlesThis will be done in full guided group with a partner.Ask each student to get 10 unifix cubes in the following configuration: five red, three green and two yellow. Students can work in pairs to solve the following riddles.<br />I have three red cubes and three green cubes. How many cubes do I have?<br />I have two yellow cubes and the same number of red cubes. How many cubes do I have?<br />Focus on ONE to ONE correspondence<br />Individual Exemplar Task:<br />I have three red cubes. There is one more green cube. How many green cubes do I have?<br />Assess student learning and follow up<br />What conclusions can be made from assessment information?<br />How effective have instructional strategies been?<br />What are the next steps for instruction?<br />How will the gaps in the development of understanding be addressed?<br />How will the children extend their learning?<br />