Dot Plate Game Lesson Plan

o Teacher reads book to the class allowing time for children to reflect on the book and link it to their personal experiences. o Discuss with children the illustrations and the significance of dot painting in Aboriginal culture. Focus of the learning experience: o Put selected sentences from the text on sentence strips and read the text to the class.

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

My goal is to assess student’s prior knowledge of division and to teach students how division can be modeled by using place-value blocks so students can see that division consists of arranging items into equal groups. My goal for day one is to help students develop and understanding of division through the use of manipulatives and drawings so when they transfer that knowledge to day two, students will have a better sense that division consists of dividing a large number into equal groups. By using place-value blocks I also want students to visually see what a remainder looks like so they can better understand what a remainder represents. Sometimes students can’t understand the definition of a remainder which is the part that is left over after

This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and

Reinforce knowledge: As a class, students will watch and sing the video “pet shop counting” the class will watch this video two-three times, as this demonstrates visual images of matching number to same amount of objects.

In Section D, Daniel demonstrated a primary understanding of the multiplication and division concepts. Daniel can count group items by ones. He also counts one by one to find the solution for involving multiple groups when all objects are modeled. Daniel was able to use different strategies to count the cars in the boxes as he said, “I can count them by twos because there are two cars in each box,”

Sue: Okay, so thanks Deron. So Deron, I just wanted to thank you for taking the time to talk about your experiences with Cach Life program. As you know we are going to record the interview just so that we are sure to capture the accuracy of what it is you have to share about your experience. Do you have any questions for me before we begin?

TT: “Today we are going to practice adding one digit numbers. I am going to demonstrate on the board. 9+1 = 10, 5+3 = 8.” The numbers will have the same number of animals on each number. Example, the number 9 will have animals on it. The number 1 will have 1 animal. The teacher will show flash cards with 2 numbers. The teacher then calls on students randomly and asks students to answer the flash cards. Students will be reminded that they cannot use fingers and are to try to know the answers from memory. If students get the answer wrong the teacher will tell each student to count the number of animals. This activity can be differentiated to meet the needs of students with specific learning disabilities by providing additional visual cues to help with the addition. I anticipate the animals will help all students but particularly students with specific learning disabilities. Additionally, students with specific learning disabilities will be provided items they can physically move (example 9 beans and 1 bean) to help them learn the concept

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a

The activity would be where Ms. Cherene started demonstrating that we were going on a boat out to the Farallon Islands, and all of a sudden our boat starts sinking, our feet are getting wet. Amongst the table groups they must decide what five items to bring from a list of twelve that Ms. Cherene had already pre-prepared. Then after the table groups had ample time to discuss we would reconvene as a group and share our ideas and then pick only five things as a whole class. After giving time for everyone to discuss his or her reasoning we would move onto the next activity. The next activity was a name game. Ms. Cherene would have them come sit on the floor and play a name game. The setting was that we were going on a picnic and everyone had to bring something, depending on what you said you were going to bring Ms. Cherene would decide whether to let you on the bus or not. Your challenge was to figure out the rule. Ms. Cherene started by saying, “ My name is Ms. Cherene and I am bring cherrios.” Then it would continue around the circle. I came shortly after her and I said, “My name is Miss Kristy and I am bringing kiwi.” She told me that I could get on the bus. After several rounds around the circle students begin figuring out the rule. The point of the two activities was to demonstrate that in science classes many times people will have different explanations for different experiments. Therefore you must be patient and willing to listen. Someone’s good explanation about why they want to bring the canvas sail instead of a bag of bow and arrows might change your mind. “You are always allowed to change your mind in science”, said Ms. Cherene. The name game was used to demonstrate that sometimes it takes people longer to understand things in science then others. Therefore, once again we have to be patient and

Hey! This week in Instructional Technology we looked at some formative assessments. My group did an app called Plickers. So what is Plickers? Well, Plickers is an assessment that allows the teacher to create a class and questions. Once the class and questions are done, the teacher will print out the Plickers Cards. Your students will rotate the card to indicate their response. The teacher then takes their smart phone or iPad and takes a photo of the cards using the app. Then the teacher will get a response based off the students answers.

that would allow students to explore multiplication as equal groups through a familiar context” (Ex. Lines 4 and 5 provide evidence of established a mathematical goal to focus learning). The teacher also reminded the students of the initial goal,” ‘So, tell me about your picture. How does it show the setup 28 of the chairs for the band concert?’" (Ex. Lines 28 and 29 provide evidence of established a mathematical goal to focus learning).

The pedagogies used within the lesson plan and sequence are direct instruction, problem solving and inquiry and explicit teaching. Direct instruction is used to introduce the concept of symmetry; students’ would have been briefly introduced to symmetry in year 3 but as far as the content in the lesson plan it will be fairly new to them. The use of direct instruction to introduce new ideas ensures that the knowledge acquired is accurate; it can then lead to discussion and questioning which draws out students’ prior knowledge and the teacher can build upon what students’ already know. This approach is

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).