Daily Routine

							                               Lesson Sequence
Each lesson follows a predictable sequence. This helps the students organize
their learning and saves precious learning time as the students know what to
expect.

1. Quick practice
Daily maintenance using flash cards or “drop its”

Goals:                                       How does this work?
 increase speed and automaticity            The internalization of the facts is a
 practice for internalization of concept    process of repeated exposure. The
                                             more exposure a student has to the
                                             image cards, the more their
                                             recognition and visualization will
                                             become automatic.
(Review from yesterday)

2. Introductory statement
Review aim of previous lesson; introduce today’s aim.
“We already know .., today we will learn…”
Goals:                                       How does this work?
   Help students see the build up of        By clearly connecting previously
       concepts and skills                   learned concepts to the new or
   Understand how the various skills        continued concept of the current
       come together to form one concept     lesson, we show how the parts come
       or a connected series of concepts.    together to form a whole. This is
                                             especially for those children who see
                                             the parts, but have difficulty seeing
                                             the “gestalt”.
3. Thinking trigger
“We know how to do _________. How do you think we will do _______?”

Goals:                                       How does this work?
   Develop independent thinking             By challenging and encouraging
   Generalize skills and concepts           children to tell their own ideas about
                                             how to solve problems, we develop
                                             their ability to use what they know in
                                             other contexts. Furthermore, by
                                             making them aware that they can
                                             think on their own, we develop their
                                             thinking skills and a feeling of “I can
                                             do it myself”!!
4. Concept introduction
Model the concept or tell math story using manipulatives
Goals:                                        How does this work?
     Make abstract math concepts            Using manipulatives helps the
       concrete                              student experience a new concept
     Connect the concept to students’       and draw their own conclusions.
       lives.                                Math stories help children apply the
                                             ideas to their lives.
5. Student teacher
Choose students to model concept or story using manipulatives
Goals:                                       How does this work?
     Develop math language                  When students model the lesson
     Increase involvement and attention being learned, they use the new
     Improve memory                         vocabulary they heard and are
                                             motivated to attend to the lesson.
                                             Many children learn best from their
                                             peers and from actually doing what
                                             learn.
 6. Conclusion
Summarize concept modeled
                                             How does this work?
Goal:                                        Summary of concept gives a quick
     Additional review of concept           review of what was learned.


7. Using the book
Students complete practice pages in the math book under teacher direction.
Goal:                                      How does this work?
     Review and practice                  Filling in practice pages gives
     Evaluation                           students a chance to review the
                                           work and shows the student and
                                           teacher what the student actually
                                           learned.
8. Closing statement
Ask class: “What did we learn today?”
Restate answer: “ Today we learned____________ tomorrow we
will__________”
Goal:                                      How does this work?
     Summarize lesson                     By asking students to summarize
     Arouse curiosity                     lesson and then stating next lesson’s
     Help students remember what they aim, they think about what they just
       just learned                        learned, and are excited to learn the
                                           next idea.
    Why are the quantity and operation cards so important?
    The quantity cards 1-19 are the base for this math system. We built on them to
    design a unique and efficient method for children to carry out math operations in
    an effective way. Students learn to visualize the amounts, understand the
    meaning of the numbers and combine or compare them to arrive at their sums or
    differences. Since they so well grasp the meaning of what they are doing, they
    can also choose the most efficient way to solve equations. For example, when
    solving a subtraction question, it is clear whether the best way is to count up or
    down and from which number.
    The teen equation cards are easy to work with as there is no need to repeatedly
    set out manipulatives for each question. Completing a ten, when necessary, is
    clear to see and easy remember; students can generalize on their own to other,
    similar equations.




Material
Quantity cards for     . Each number is represented by black dots in a ten-grid, in a
numbers 1-19           specific layout. The teen grids are divided in to groups of five
Image here:            (red and green backgrounds) to help differentiate between
                       numbers with similar layouts.
                       Numbers 11-19 are represented by two grids on a card: a
                       complete ten-grid and a grid representing the single digit. This
                       helps students easily recognize, understand and visualize the
                       quantity.
concept cards
-addition to ten       The larger addend is represented by black dots; the smaller
                       addend by white dots. This helps students understand the
image                  operation being done, visualize the ____ and generalize the
                       skill to similar equations.