# Key Vocabulary: Skip Count, year, month, date, equal, hexagon by LVfJo47

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Renee Romero-Samora

Math

October 12 to October 28, 2010

Key Vocabulary: addition, subtraction, equal, total,              Teaching Materials: Books, counters, hundred chart,
skip count, combine, number line, date, year, month               practice pages

Preparation                                              Scaffolding                                Group Options
□ Adaption of content                                    X Modeling                                 X Whole class
X Links to background                                    X Guided practice                          X Small groups
X Links to past learning                                 X Independent Practice                     X Partners
□ Strategies incorporated                                □ Comprehensible Input                     X Independent

Integration of Processes                                 Application                                Assessment
X Reading                                                X Hands-on                                 X Individual
X Writing                                                X Meaningful                               X Group
X Speaking                                               X Linked to objectives                     X Written
X Listening                                              X Promotes engagement                      □ Oral
Strand 1: Numbers and Operations
Standard 1: Students will understand numerical concepts and mathematical concepts.
Benchmark, N.1: Understand numbers, ways of representing numbers, relationships among numbers and number systems.
Performance Standards: 1.N.1.1 Demonstrate an understanding of the place-value structure of the base-ten number system.
1. N.1.2 Read, write, model, sequence whole numbers up to 100 (including filling in missing numbers in a sequence). 1. N.1.3 Count
with understanding and recognize “how many” in sets of objects up to 50. 1. N.1.4 Count orally by 2s to 20 and by 5s and 10s to 100.
1. N.1.5 Count orally backward from 100. 1. N.1.6 Compare and order numbers up to 100. 1. N.1.7 Decompose and recombine
numbers using manipulatives (e.g., by breaking numbers apart and recombining) to create and construct equivalent representations
for the same number (e.g., 10= 3 + 7 or 1 + 2 + 7 or 3 + 2 + 5). 1.N.1.8 Group objects by 10s and 1s to explore place value (e.g., 24
equals two tens and four ones); use ordinal numbers (e.g., what position?) and cardinal numbers (e.g., how many?) appropriately.
1. N.1.9 Connect number words and numbers to the quantities they represent.

Process Standard: Problem Solving: *Build a new mathematical knowledge through problem
solving; *Solve problems that arise in mathematics and other contexts; *Apply and adapt a
variety of appropriate strategies to solve problems; and *Monitor and reflect on the process of
problem solving.
Strand 2: Algebra
Standard 2: Students will understand algebraic concepts and applications.
Benchmark, A. E: Use mathematical models to represent and understand quantitative relationships.
Performance Standards: 1.A.3.1 Represent equivalent forms of the same number through the use of physical models, diagrams, and
number expressions to 20 (e.g., 3 + 5 = 8, 2 + 6 = 8). 1. A.3.2 Describe situations that involve addition and subtraction of whole
numbers including objects, pictures, and symbols (e.g., Robert has four apples, Maria has five more).
Process Standard: Connections; Recognize and apply mathematics in contexts outside of mathematics
Lesson Sequence

1. Anticipatory Set: Activate prior knowledge. Review any vocabulary, terms, concepts, or grammar that the students will need to
recall in order to proceed with the next lesson. In order to activate prior knowledge, teacher will remind students that they combine
numbers on a daily basis. Teacher will go over key vocabulary that will be used in the upcoming unit.

2. Objective and Purpose: Students will be able to focus on counting and comparing larger quantities and on composing and
decomposing numbers into several parts. Students will be challenged to find all of the 2-addend combinations of a number.
Students will revisit familiar addition activities with variations that encourage counting on and will be introduced to the operation of
subtraction. As a result, their work will focus on developing an understanding of the operations and on developing strategies for

3. Input into the lesson: Students will utilize different methods of problem solving and will represent numbers by using
equivalent expressions for a number.
4. Modeling: The teacher will use dry erase board(s) to model the different methods that they will be using.
Lesson Plans

Renee Romero-Samora

Math

October 12 to October 28, 2010

5. Check for Understanding: Throughout the lesson, students will be demonstrating the different problem solving methods
learned within the unit. A score of 80 percent or better will show proficiency within the unit.
6. Guided Practice: The student will have the opportunity to work within a small group and on an individual basis with the
teacher to practice the different strategies learned. This will give the teacher a chance to assess both formally and informally.
7. Independent Practice: The student will work on math pages and practice problems to assess understanding.
8. Closure: Teacher will ask students if there are any questions and make sure students understand the tasks at hand.
9.Reflections of the Lesson

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