Lesson Plan 2 Decomposing 5 .pdf

Lesson Plan 2 Decomposing 5 .pdf - Lesson​ ​Plan​...

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Unformatted text preview: Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 InTASC​ ​Standard​ ​#6​ ​Assessment Shaylee​ ​McMullen EDUC​ ​2100​ ​Public​ ​School​ ​Practicum​ ​Section​ ​01 Fall​ ​2017 RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 1 Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 Practicum​ ​Student​ ​as​ ​Teacher:​​ ​Shaylee​ ​McMullen Date(s):​​ ​10/24/17 Grade​ ​Level:​ ​Kindergarten School​ ​Location:​ ​ ​Summit​ ​Elementary PLAN: Concept/Topic​ ​to​ ​Teach​:​ ​Decomposing​ ​5 Rationale​: This​ ​lesson​ ​plan​ ​is​ ​for​ ​decomposing​ ​five​ ​and​ ​it​ ​provides​ ​a​ ​booklet​ ​for​ ​assessment​ ​which​ ​I​ ​used​ ​in​ ​the​ ​middle of​ ​a​ ​unit​ ​to​ ​see​ ​how​ ​they​ ​are​ ​progressing​ ​throughout​ ​the​ ​unit.​ ​This​ ​is​ ​appropriate​ ​because​ ​they​ ​are​ ​learning​ ​how​ ​to add​ ​to​ ​get​ ​to​ ​five.​ ​Kindergartners​ ​have​ ​a​ ​standard​ ​to​ ​fluently​ ​add​ ​and​ ​subtract​ ​within​ ​five,​ ​as​ ​well​ ​as​ ​decompose numbers​ ​less​ ​than​ ​or​ ​equal​ ​to​ ​ten​ ​into​ ​pairs​ ​more​ ​than​ ​one​ ​way;​ ​this​ ​lesson​ ​meets​ ​the​ ​standards​ ​and​ ​is​ ​working towards​ ​mastering​ ​those​ ​standards.​ ​To​ ​master​ ​them​ ​they​ ​first​ ​need​ ​to​ ​understand​ ​five​ ​to​ ​be​ ​able​ ​to​ ​move​ ​to​ ​different numbers​ ​within​ ​ten,​ ​as​ ​well​ ​as​ ​adding​ ​and​ ​subtracting​ ​numbers​ ​within​ ​five.​ ​In​ ​this​ ​lesson​ ​plan​ ​is​ ​a​ ​YouTube​ ​video with​ ​the​ ​song​ ​five​ ​little​ ​pumpkins​ ​which​ ​is​ ​an​ ​interactive​ ​song​ ​where​ ​they​ ​are​ ​being​ ​pumpkins​ ​on​ ​a​ ​gate.​ ​Students learn​ ​in​ ​many​ ​ways​ ​so​ ​having​ ​them​ ​practice​ ​decomposing​ ​five​ ​with​ ​different​ ​items​ ​(unifix​ ​cubes,​ ​bracelets​ ​and beads,​ ​or​ ​coloring​ ​shapes)​ ​gives​ ​them​ ​a​ ​variety​ ​of​ ​strategies​ ​to​ ​use​ ​to​ ​help​ ​them​ ​remember​ ​and​ ​decompose​ ​five. Specific​ ​Learning​ ​Objective​: Students​ ​will​ ​be​ ​able​ ​to​ ​independently​ ​decompose​ ​5​ ​(through​ ​coloring​ ​shapes​ ​and​ ​writing​ ​the​ ​corresponding number​ ​sentence​ ​(equation))​ ​in​ ​their​ ​booklet​ ​to​ ​80%​ ​proficiency. Common​ ​Core​ ​Content​ ​Standards/Benchmarks​ ​(CCSS)​ ​addressed​: K.OA.A.3-​ ​Decompose​ ​numbers​ ​less​ ​than​ ​or​ ​equal​ ​to​ ​10​ ​into​ ​pairs​ ​in​ ​more​ ​than​ ​one​ ​way,​ ​e.g.,​ ​by​ ​using​ ​objects​ ​or drawings,​ ​and​ ​record​ ​each​ ​decomposition​ ​by​ ​a​ ​drawing​ ​or​ ​equation. K.OA.A.5-​ ​Fluently​ ​add​ ​and​ ​subtract​ ​within​ ​5. RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 2 Assessment(s)​ ​to​ ​be​ ​used: Booklet:​ ​students​ ​will​ ​write​ ​equations​ ​to​ ​make​ ​five​ ​and​ ​color​ ​in​ ​shapes​ ​to​ ​help​ ​them​ ​build​ ​the​ ​equation.​ ​Then​ ​use​ ​a table​ ​to​ ​see​ ​if​ ​they​ ​understand​ ​or​ ​not,​ ​and​ ​to​ ​show​ ​results. Materials​ ​needed​​ ​–​ ​(be​ ​comprehensive) Pipe​ ​cleaners Beads Booklets Unifix​ ​cubes Ghosts​ ​with​ ​number​ ​5​ ​on​ ​them Crayons Pencils Key​ ​Vocabulary​ ​and​ ​definitions​ ​specific​ ​to​ ​content​: Equals-the​ ​same​ ​as Plus-with​ ​the​ ​addition​ ​(and) Hidden​ ​Partners-​ ​numbers​ ​that​ ​combine​ ​to​ ​make​ ​other​ ​numbers DO: Anticipatory​ ​Set Students​ ​will​ ​play​ ​hide​ ​and​ ​see​ ​with​ ​a​ ​partner​ ​and​ ​unifix​ ​cubes​ ​to​ ​work​ ​on​ ​decomposing​ ​five​ ​since​ ​they​ ​are​ ​familiar with​ ​this​ ​game​ ​so​ ​they​ ​have​ ​schema​ ​for​ ​it.​ ​Hide​ ​and​ ​see​ ​will​ ​help​ ​students​ ​get​ ​into​ ​the​ ​right​ ​mindset​ ​for​ ​this​ ​lesson. Step-by-Step​ ​Procedures​: THE​ ​TEACHER​ ​WILL​: ● Teacher​ ​will​ ​have​ ​students​ ​go​ ​to​ ​their​ ​table​ ​spots​ ​and​ ​play​ ​hide​ ​and​ ​see​ ​with​ ​a​ ​partner. ​​​​ RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 3 ● Teacher​ ​will​ ​have​ ​students​ ​come​ ​to​ ​the​ ​carpet​ ​and​ ​show​ ​them​ ​the​ ​bracelets​ ​we​ ​are​ ​going​ ​to​ ​make. They​ ​will​ ​all​ ​have​ ​a​ ​pipe​ ​cleaner​ ​attached​ ​to​ ​a​ ​ghost​ ​with​ ​a​ ​five​ ​on​ ​it.​ ​They​ ​will​ ​have​ ​beads​ ​at​ ​their table​ ​and​ ​they​ ​will​ ​all​ ​put​ ​five​ ​on​ ​their​ ​pipe​ ​cleaner. ● Teacher​ ​will​ ​demonstrate​ ​to​ ​them​ ​that​ ​they​ ​need​ ​to​ ​count​ ​their​ ​beads​ ​to​ ​ensure​ ​they​ ​have​ ​five​ ​then raise​ ​their​ ​hands​ ​so​ ​teachers​ ​will​ ​go​ ​around​ ​the​ ​room​ ​and​ ​help​ ​them​ ​connect​ ​their​ ​pipe​ ​cleaner​ ​to​ ​the other​ ​side​ ​of​ ​the​ ​ghost. Teacher​ ​will​ ​then​ ​model​ ​to​ ​the​ ​students​ ​a​ ​booklet​ ​they​ ​will​ ​complete​ ​after​ ​doing​ ​their​ ​bracelets. ● ​​ ● ​​ ● ​​​ Teacher​ ​will​ ​demonstrate​ ​one​ ​problem​ ​on​ ​the​ ​board​ ​from​ ​the​ ​booklet. Teacher​ ​will​ ​have​ ​students​ ​go​ ​to​ ​their​ ​seats​ ​and​ ​make​ ​their​ ​bracelets​ ​and​ ​then​ ​do​ ​their​ ​booklets. ● Teacher​ ​will​ ​walk​ ​around​ ​the​ ​classroom​ ​and​ ​help​ ​students​ ​when​ ​needed,​ ​and​ ​help​ ​them​ ​connect​ ​their bracelets. Teacher​ ​will​ ​set​ ​up​ ​the​ ​five​ ​little​ ​pumpkins​ ​song​ ​on​ ​the​ ​interactive​ ​whiteboard. ● ​​​​ ● ​​ Teacher​ ​will​ ​direct​ ​students​ ​to​ ​place​ ​their​ ​booklets​ ​on​ ​the​ ​counter​ ​when​ ​finished​ ​then​ ​put​ ​their bracelets​ ​into​ ​their​ ​mailboxes. THE​ ​STUDENT​ ​WILL​: ● Students​ ​will​ ​play​ ​hide​ ​and​ ​see​ ​with​ ​a​ ​partner​ ​at​ ​their​ ​table​ ​spots.​ ​K.OA.A.3,​ ​K.OA.A.5 ​​​ ● Students​ ​will​ ​watch​ ​as​ ​the​ ​teacher​ ​demonstrates​ ​what​ ​they​ ​are​ ​going​ ​to​ ​do​ ​once​ ​they​ ​get​ ​to​ ​their table. ● Students​ ​will​ ​go​ ​to​ ​their​ ​seats​ ​and​ ​make​ ​their​ ​bracelets.​ ​They​ ​can​ ​play​ ​with​ ​their​ ​bracelets​ ​for​ ​a​ ​few minutes​ ​to​ ​practice​ ​finding​ ​hidden​ ​partners​ ​of​ ​five.​ ​K.OA.A.3,​ ​K.OA.A.5 ● After​ ​practicing​ ​hidden​ ​partner​ ​of​ ​five​ ​students​ ​will​ ​complete​ ​their​ ​booklets​ ​finding​ ​hidden​ ​partners and​ ​writing​ ​their​ ​equations.​ ​K.OA.A.3,​ ​K.OA.A.5 ● After​ ​finishing​ ​their​ ​booklets​ ​and​ ​bracelets​ ​students​ ​will​ ​place​ ​booklets​ ​on​ ​counter​ ​and​ ​bracelets​ ​in mailbox​ ​then​ ​come​ ​to​ ​the​ ​carpet​ ​and​ ​listen​ ​to​ ​the​ ​five​ ​little​ ​pumpkins​ ​song. https://www.youtube.com/watch?v=cm1qvX1ygOo RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 4 Lesson​ ​Closure​: The​ ​students​ ​will​ ​place​ ​booklets​ ​on​ ​the​ ​counter​ ​then​ ​put​ ​their​ ​bracelets​ ​in​ ​their​ ​mailboxes.​ ​Students​ ​will​ ​come​ ​to​ ​the carpet​ ​after​ ​finishing​ ​and​ ​listen​ ​and​ ​do​ ​the​ ​motions​ ​to​ ​the​ ​five​ ​little​ ​pumpkins​ ​song​ ​which​ ​can​ ​be​ ​accessed​ ​at​ ​this link​​ ​https://www.youtube.com/watch?v=cm1qvX1ygOo​​ ​. Differentiation​: Applications Students​ ​with​ ​lower​ ​skills​ ​will​ ​be​ ​observed​ ​and​ ​I​ ​will​ ​go​ ​around​ ​the​ ​room​ ​and​ ​talk​ ​with​ ​them​ ​to​ ​help them​ ​see​ ​if​ ​I​ ​need​ ​to​ ​change​ ​the​ ​color​ ​of​ ​unifix​ ​cubes​ ​to​ ​show​ ​them​ ​2​ ​and​ ​3​ ​make​ ​5,​ ​4​ ​and​ ​1​ ​make​ ​5, and​ ​0​ ​and​ ​5​ ​make​ ​5​ ​as​ ​well​ ​as​ ​the​ ​reverse​ ​of​ ​these​ ​like​ ​3​ ​and​ ​2​ ​make​ ​5. Extensions Students​ ​with​ ​higher​ ​skills​ ​will​ ​be​ ​observed​ ​I​ ​will​ ​have​ ​them​ ​complete​ ​the​ ​booklet​ ​and​ ​go​ ​through​ ​it with​ ​me.​ ​ ​I​ ​will​ ​ask​ ​them​ ​if​ ​3​ ​and​ ​2​ ​is​ ​the​ ​same​ ​as​ ​2​ ​and​ ​3​ ​as​ ​well​ ​as​ ​other​ ​questions​ ​to​ ​get​ ​their​ ​mind thinking​ ​about​ ​that​ ​and​ ​talk​ ​to​ ​them​ ​about​ ​what​ ​are​ ​ways​ ​we​ ​can​ ​make​ ​10​ ​give​ ​them​ ​a​ ​10​ ​stick​ ​to investigate​ ​this.​ ​I​ ​could​ ​also​ ​have​ ​students​ ​think​ ​of​ ​real​ ​world​ ​application​ ​of​ ​decomposing​ ​five. STUDY: Results​ ​–​ ​How​ ​did​ ​students​ ​perform?​ ​–​ ​(includes​ ​assessment​ ​results) 23​ ​students​ ​were​ ​80%​ ​proficient​ ​while​ ​12​ ​were​ ​not.​ ​The​ ​objectives​ ​were​ ​not​ ​met​ ​because​ ​not​ ​all​ ​students​ ​got an​ ​80​ ​%​ ​or​ ​higher​ ​on​ ​their​ ​assessment.​ ​Yes,​ ​homework/reinforcement​ ​as​ ​well​ ​as​ ​independent​ ​practice​ ​is​ ​needed. More​ ​time​ ​to​ ​work​ ​on​ ​equations​ ​and​ ​decomposing​ ​five​ ​is​ ​needed​ ​because​ ​8​ ​students​ ​are​ ​only​ ​at​ ​50%​ ​and​ ​7​ ​students out​ ​of​ ​the​ ​20​ ​students​ ​who​ ​got​ ​100%​ ​only​ ​did​ ​one​ ​equation​ ​but​ ​they​ ​got​ ​100%​ ​because​ ​they​ ​did​ ​the​ ​equations correctly​ ​and​ ​colored​ ​accordingly.​ ​ ​However,​ ​the​ ​students​ ​will​ ​need​ ​to​ ​be​ ​able​ ​to​ ​write​ ​all​ ​six​ ​different​ ​equations​ ​for decomposing​ ​five,​ ​so​ ​more​ ​work​ ​and​ ​modeling​ ​as​ ​well​ ​as​ ​independent​ ​practice​ ​can​ ​help​ ​the​ ​students​ ​become experts​ ​in​ ​decomposing​ ​five.​ ​Even​ ​though​ ​12​ ​students​ ​were​ ​struggling​ ​some​ ​students​ ​could​ ​write​ ​the​ ​equations without​ ​having​ ​to​ ​color​ ​which​ ​is​ ​the​ ​unit​ ​goal. RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 5 Assessment​ ​Results: Name Score​ ​(%) Name Score​ ​(%) Name Score​ ​(%) Name Score​ ​(%) Kelwyn 100 Wesley 100 Piper 50 Emma 50 Levi 100 Jude 100 Mya 67 Bridger 100 Cason 100 Josslyn 100 Isaac​ ​M. 100 Colton 50 Eli 50 Isaac​ ​B. 100 Lane 67 Sam 100 Delilah 100 Nora 100 Braxton 100 Kyler 67 Julia 83 Emery 83 Logan 100 Emerson 50 Madelynn 100 Parker 100 Emmy 100 Tyler 100 Camden 50 Lilly 100 Isabella 50 Brynlee 83 Owen 67 Kaydrie 100 Noah 50 Class​ ​Average 83 Students​ ​who​ ​did​ ​only​ ​2+3=5 Students​ ​who​ ​had​ ​4+1=5​ ​or​ ​1+4=5,​ ​3+2=5​ ​or​ ​2+3=5, 0+5=5​ ​or​ ​5+0=5 Issac​ ​M. Lilly Mya Isaac​ ​B. Emmy Jude Isabella Kelwyn Emma Levi Colton Tyler Sam Bridger Brynlee Delilah RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 6 Madelynn Owen Parker Kaydrie Below​ ​there​ ​are​ ​three​ ​examples​ ​of​ ​the​ ​booklet​ ​and​ ​a​ ​few​ ​student’s​ ​work. I​ ​chose​ ​the​ ​example​ ​below​ ​because​ ​this​ ​child​ ​had​ ​the​ ​write​ ​numbers​ ​but​ ​did​ ​not​ ​look​ ​at​ ​the​ ​signs​ ​to​ ​make​ ​sure​ ​the equation​ ​was​ ​in​ ​the​ ​right​ ​order. I​ ​chose​ ​the​ ​example​ ​below​ ​because​ ​this​ ​student​ ​had​ ​an​ ​example​ ​of​ ​each​ ​way​ ​to​ ​make​ ​five​ ​other​ ​than​ ​all​ ​the duplicates. RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 7 I​ ​chose​ ​the​ ​example​ ​below​ ​because​ ​it​ ​shows​ ​a​ ​student​ ​who​ ​did​ ​not​ ​need​ ​to​ ​color​ ​at​ ​the​ ​end​ ​to​ ​make​ ​the​ ​equations. Example​ ​of​ ​the​ ​Bracelets Reflection/Evaluation:​ ​ ​What​ ​worked? In​ ​my​ ​lesson,​ ​what​ ​worked​ ​well​ ​was​ ​the​ ​bracelets.​ ​The​ ​students​ ​loved​ ​them​ ​and​ ​they​ ​used​ ​them​ ​to​ ​help​ ​with their​ ​books.​ ​I​ ​also​ ​think​ ​modeling​ ​the​ ​bracelets​ ​went​ ​well​ ​so​ ​they​ ​knew​ ​exactly​ ​was​ ​expected​ ​of​ ​them.​ ​When​ ​I​ ​was modeling​ ​how​ ​to​ ​do​ ​an​ ​equation​ ​or​ ​number​ ​sentence​ ​in​ ​the​ ​book​ ​I​ ​used​ ​“equation”​ ​more​ ​than​ ​“number​ ​sentence” which​ ​they​ ​are​ ​not​ ​used​ ​to​ ​hearing,​ ​but​ ​one​ ​of​ ​the​ ​students​ ​then​ ​repeated​ ​the​ ​“equation”​ ​so​ ​he​ ​now​ ​had​ ​that​ ​word​ ​to use​ ​in​ ​place​ ​of​ ​“number​ ​sentence”​ ​and​ ​realized​ ​they​ ​were​ ​synonyms.​ ​Playing​ ​hide​ ​and​ ​see​ ​for​ ​the​ ​students​ ​to​ ​get RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 8 thinking​ ​about​ ​five​ ​and​ ​the​ ​hidden​ ​partners​ ​of​ ​five​ ​went​ ​very​ ​well.​ ​The​ ​students​ ​knew​ ​the​ ​game​ ​and​ ​it​ ​helped​ ​them feel​ ​more​ ​comfortable​ ​with​ ​me.​ ​I​ ​went​ ​through​ ​the​ ​books​ ​to​ ​see​ ​the​ ​level​ ​of​ ​understanding​ ​the​ ​students​ ​had​ ​which was​ ​my​ ​assessment,​ ​it​ ​showed​ ​me​ ​if​ ​they​ ​met​ ​the​ ​objectives​ ​of​ ​the​ ​lesson​ ​which​ ​they​ ​did​ ​not​ ​so​ ​it​ ​needs​ ​to​ ​be practiced​ ​more. Even​ ​though​ ​most​ ​of​ ​the​ ​lesson​ ​went​ ​well,​ ​something​ ​I​ ​would​ ​change​ ​is​ ​how​ ​many​ ​equations​ ​I​ ​modeled because​ ​I​ ​only​ ​modeled​ ​one​ ​and​ ​it​ ​was​ ​obvious​ ​that​ ​some​ ​of​ ​the​ ​students​ ​needed​ ​more​ ​of​ ​them​ ​modeled.​ ​When looking​ ​through​ ​the​ ​booklets​ ​the​ ​students​ ​completed​ ​I​ ​noticed​ ​13​ ​students​ ​only​ ​had​ ​2+3=5​ ​or​ ​3+2=5​ ​on​ ​all​ ​6​ ​pages, which​ ​is​ ​the​ ​equation​ ​I​ ​modeled​ ​on​ ​the​ ​board.​ ​I​ ​also​ ​think​ ​putting​ ​the​ ​shapes​ ​above​ ​the​ ​equation​ ​would​ ​help​ ​them​ ​so they​ ​color​ ​first​ ​then​ ​write​ ​the​ ​equation​ ​to​ ​match​ ​what​ ​they​ ​colored​ ​since​ ​they​ ​have​ ​not​ ​done​ ​very​ ​many​ ​equations​ ​or number​ ​sentences​ ​yet.​ ​Another​ ​way​ ​I​ ​could​ ​improve​ ​this​ ​lesson​ ​would​ ​be​ ​making​ ​sure​ ​I​ ​go​ ​over​ ​the​ ​symbols​ ​plus and​ ​equal​ ​and​ ​what​ ​way​ ​they​ ​need​ ​to​ ​be​ ​in​ ​the​ ​equation.​ ​Shown​ ​in​ ​one​ ​of​ ​the​ ​student​ ​examples​ ​above,​ ​the​ ​student did​ ​not​ ​look​ ​at​ ​the​ ​signs​ ​carefully​ ​to​ ​make​ ​sure​ ​they​ ​put​ ​the​ ​numbers​ ​in​ ​the​ ​right​ ​places​ ​so​ ​their​ ​sentences​ ​do​ ​not read​ ​correctly.​ ​I​ ​could​ ​also​ ​solve​ ​this​ ​by​ ​only​ ​putting​ ​the​ ​symbols​ ​in​ ​the​ ​same​ ​place​ ​for​ ​the​ ​whole​ ​book​ ​until​ ​they get​ ​the​ ​hang​ ​of​ ​it​ ​then​ ​once​ ​they​ ​have​ ​it​ ​change​ ​where​ ​the​ ​symbols​ ​are​ ​at​ ​in​ ​the​ ​number​ ​sentence. ACT: Reteach/reflections/relevance/review: The​ ​next​ ​step​ ​with​ ​my​ ​students​ ​would​ ​be​ ​to​ ​practice​ ​number​ ​sentences​ ​decomposing​ ​five​ ​as​ ​a​ ​class​ ​and individually.​ ​I​ ​would​ ​model​ ​all​ ​the​ ​ways​ ​we​ ​can​ ​decompose​ ​five​ ​and​ ​have​ ​the​ ​students​ ​do​ ​it​ ​individually​ ​and​ ​as​ ​a whole​ ​group.​ ​I​ ​would​ ​also​ ​have​ ​centers​ ​where​ ​they​ ​play​ ​a​ ​game​ ​on​ ​the​ ​computer​ ​of​ ​finding​ ​all​ ​the​ ​ways​ ​to​ ​make five,​ ​they​ ​do​ ​a​ ​teacher​ ​table​ ​where​ ​they​ ​get​ ​one​ ​on​ ​one​ ​help​ ​with​ ​number​ ​sentences,​ ​and​ ​have​ ​them​ ​do​ ​individual work​ ​at​ ​a​ ​center​ ​on​ ​a​ ​worksheet​ ​with​ ​making​ ​five.​ ​I​ ​would​ ​group​ ​the​ ​students​ ​based​ ​on​ ​their​ ​level​ ​of​ ​understanding based​ ​on​ ​my​ ​assessment​ ​so​ ​they​ ​each​ ​get​ ​the​ ​direction​ ​and​ ​help​ ​based​ ​on​ ​individual​ ​needs.​ ​We​ ​could​ ​also​ ​make​ ​our own​ ​books​ ​eventually​ ​where​ ​they​ ​get​ ​to​ ​pick​ ​the​ ​shapes​ ​and​ ​draw​ ​them​ ​and​ ​make​ ​their​ ​own​ ​number​ ​sentences.​ ​I think​ ​this​ ​concept​ ​needs​ ​more​ ​time​ ​and​ ​practice​ ​but​ ​they​ ​will​ ​get​ ​it​ ​quickly​ ​through​ ​practice​ ​and​ ​one​ ​on​ ​one​ ​help through​ ​centers. RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 9 RUNNING​ ​HEAD:​ ​Lesson​ ​Plan​ ​#2​ ​Decomposing​ ​5 10 ...
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