o Common Core Mathematical Practices Include at least one Mathematical

O common core mathematical practices include at least

This preview shows page 5 - 8 out of 18 pages.

o Common Core - Mathematical Practices – Include at least one Mathematical Practices (i.e., “MP1 – Make sense of problems and persevere in solving them”). Give specific examples of how you are addressing / incorporating it. 1. Make sense of problems and preserve in solving them. o I will be addressing a problem I have with the amount of paper clips I am going to need for a meeting and the students need to make sense of the problem by solving it mathematically. 2. Model with mathematics. o The students will be handed a worksheet and need to fill in the boxes with different strategies they are using to solve the problem. It will be addressed in the directions before they break up into groups. 3. Use Appropriate Tools Strategically. o The students will have a number line and 100-grid chart distributed to them before they go back to their seats and will use these tools properly to help figure out the problem that will be written on the board. Pre-Assessment: How did you collect information about what each student already knew before you planned your lesson? What did the students already know about this topic? You can, but do not have to, create a formal pre-assessment, but you do need to provide evidence of students’ prior knowledge. You can use formal or informal assessment, a quiz, work from previous lessons, anecdotal information, etc. I collected information about what each student already knew before I planned by lesson by pre-assessing each student using a differentiated worksheet. Because the students are going to explore how to use place values, and subtract using numbers in the 100’s place value, I wanted to see if the students knew how to count by 10’s, 100’s, and 1000 th ’s. This would show me which students know how to count and read numbers that are in the thousands place value. Also, I added a few lower number addition and subtraction problems that involve zeros (i.e., 80-17). From there, I can add specific problems into the explore stage for the students who do not know how to count by 100’s. This will lead them into adding and subtracting numbers from the hundreds and thousands. My students already worked on adding and subtracting numbers under 100, but the pre-assessment will still have problems reviewing this. Section 4 – LESSON DETAILS Causton-Theoharis & Theoharis, 2007, p.5
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You may not do a review lesson or one that focuses on the rote learning of a procedure. Causton-Theoharis & Theoharis, 2007, p.6
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Causton-Theoharis & Theoharis, 2007, p.7 A. Lesson Goal(s): Students will be able to combine hundreds to numbers above one thousand, subtract numbers from multiples of one hundred, and read and write numbers that are in the thousands and hundredths place value. B. Differentiated Objectives & Strategies: 1. Even for my most struggling students, I need him or her to learn how to first combine hundreds such as 200 and 900, to have an outcome of a number above 1,000.
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