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  1. 1. Picasso Cobb CountyStaff Development
  2. 2. Where is Picasso? • To find Picasso go to www.cobbk12.org. This is the main Cobb County webpage. • Look for the Picasso link in the upper right hand corner.
  3. 3. How to login Once you have accessed Picasso login follow these instructions.
  4. 4. Main PageThis is the main Picasso page. You will find everything you need on this main page.
  5. 5. Year at a Glance Click on K-5 year at a glance under the curriculum tab.Then choose your grade level to see what you will be teaching for the year.
  6. 6. Math Year at a GlanceOn this page you will find the content that will be covered in math during the first grade year.
  7. 7. ResourcesThis is the main Picasso page. Here you will find all of your curriculum areas and resources. On the left side of the screen you will find all the subject area links. Click on the subject you are interested in.
  8. 8. Math Curriculum GuideAfter choosing your curriculum area, this is the first screen you will see. Here you will find your grade level.
  9. 9. Math Course Guide After choosing your grade level you will see your year at a glance chart. Here you will find what content you are teaching. This page is interactive. To view content click on the box/column you want to explore.You can also click on the dark columns to see the Benchmark testing from the county.
  10. 10. Unit ResourcesIn the unit resources you will find the unit outline. The first thing you will see is the unit resources. There are a lot of beneficial items here. You will find vocabulary cards, teaching rubrics, and the resources your teacher edition book has.
  11. 11. What does it offer me? This is the unit outline for numbers to 100, facts to 12, and data analysis. Here you will find benchmark testing and essential questions. All lesson plans are located on one page so be sure to scroll through the entire page.
  12. 12. Lesson Plans!!!!! Here is an example of a unit. Here you will find all of the lessons that go along with each topic. Under lessons you will find links that open up word documents for your lessons. There is a brief description of what the lesson covers.
  13. 13. Lesson Plan Format and ExampleUnit Title: Represent and Compare Numbers to 100/Facts to 12/Data 2 nd Nine WeeksTopic Title: Number Representations (Intro to 100)Name of Lesson: Missing Numbers Standards:M1N1.d Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line This is an example ofEssential Question(s):Unit: What can I do with numbers? one of the lessonsLesson questions: How can I identify missing numbers using a hundred chart? offered. It covers allAssessment Description/Performance Task:Constructed response Informal assessment aspects of lesson plans.Performance task Selected responseBrief Description: Observe students playing ―Missing Numbers‖ during center time. Teacher notes how students determine which numbers aremissing. (See suggestions in Summary By the Learner.)Procedures Topic Essential Questions Hook/Activator: Display a hundreds chart and ask students to share what they know about it. Do they recognize any patterns? Can they find selected numbers on the chart? Are students counting by ones, search randomly or do they have a general idea of where the number will be? Teaching Strategy: Ask students to shut their eyes. Remove the cards 22, 24, 26, 28 and 30 from the Hundred Chart (or cover them up with a post-it or small square of paper). Ask students to think but not to say out loud the number you are going to select. Point to one of Standards Assessments the missing numbers. Give students time to think and then ask several students to tell what numbers are missing and how they know. Ask for others to share different ways of how they know which numbers are missing. For instance, the missing number is 24 because it comes after 23. As each missing number is identified replace the correct number card. Summary by the Learner: Students play ―Missing Numbers‖ in pairs during center time. Observe students playing the game and note how students determine which number is missing. Are they counting from one? From some other number? Are the numbers before and after Hook Procedures used in any way? Are patterns identified? Is there more than one way to find a number? Is the structure of the 100 chart used – using rows or columns to find the missing number? What range of numbers are students comfortable with—less than 50, more than 50? Closing DifferentiationDifferentiation: Vocabulary More capable: Use additional game boards with missing numbers (B p. 200 or C p. 201) or use a Hundreds chart starting with 201 and ending with 300. Less capable: Students may need additional exposure in using a Hundred Chart and may need to see and hear strategies of other students for finding numbers.For this Lesson: Hundred Chart with removable numbers (Pocket chart works well) or post-it notes/small squares of paper to cover numbers on a hundred chart THESE ARE VERY What’s Missing? pages A, B, C P. 199 – 201 (optional) HELPFUL IN PLANNING!!!!!!!Vocabulary: tens Hundred chart greater ones less than
  14. 14. Where are the lesson plans??? Sometimes you will find a unit that does not contain lesson plans. This is rare but can happen with Picasso. This simply means that a teacher has not submitted lessons for this content or the lesson has not be uploaded yet.
  15. 15. Questions • Whitney Sanders• Whitney.Sanders@cobbk12.org