Proficient Math Lessons - Sanford Inspire Program

Then, students will be given this set of data and will be required to create a bar graph using this data. 1) What are the three steps we use to create a bar graph? 2) Using the set of data given, create a bar graph that shows what color hair students in this class have: Hair Color. Number of Students. Brown. 7. Black. 5. Blonde.
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Proficient Math Lessons




2nd Grade


6th Grade


8th Grade (Inquiry)

Copyright © 2017 Arizona Board of Regents, All rights reserved •

Pre-K Math Lesson (Back to Table of Contents)


Subject: Mathematics - Preschool

Standards: Stand 1 -Number sense and Operation Concept 1- Number Sense D. Compares two sets of objects using terms such as more, fewer, or the same. Objective (Explicit): • Students will be able to compare two groups of objects to identify which has more, which has fewer, or if they are the same Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response

100% of class will get 80% or higher Sub-objectives, SWBAT (Sequenced from basic to complex):   

• • • • •

How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

Identify- To establish the identity of Objects- A material thing More- Greater in number Fewer- amounting to or consisting of a lower number Same- having the same amount

Key vocabulary: Identify, more, fewer, less

Materials: counting crocodiles, Smartboard lesson, animal figures, worksheet

Opening (state objectives, connect to previous learning, and make relevant to real life)    

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

We are going to be learning about more, fewer, and same. Raise your hand if you have heard the word “more” before. Turn and talk to your partner, when have you heard the word “more”. Raise your hand if you have heard the word “fewer” before. Turn and talk to your partner about when you have heard the word “fewer”. Raise your hand if you have heard the word “same” before. Call on random students to share when they have heard “same” before. I’m glad that many of us have heard these words before. Today we are going learn how to compare groups of things to see if they have more, fewer, or the same. It’s important to know more, fewer, and same when you need to know an amount of something. Like while building a Lego tower and your friends are passing your pieces and you need to tell them how much you need. Instructional Input

Teacher Will:      

Student Will:

How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

 

What will students be doing to actively capture and process the new material? How will students be engaged?

Copyright © 2017 Arizona Board of Regents, All rights reserved •

“When comparing two groups of objects you can always tell one thing. Which group has more, fewer, or the same. Having more objects means there is a higher number of objects, fewer means there are not as many, and same means that there is the equal amount in both groups.” I will get familiar objects and separate them into two groups one will have more and the other will have fewer I will count aloud with the students and ask which they think has more, meaning the most objects and which has fewer meaning less objects. I will t