dailydoubleplan math ausl week7 patterns

7/30/2019 DailyDoublePlan Math AUSL Week7 Patterns

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DAILY DOUBLE PLAN

Overview Key Lesson ElementsUnpacked Benchmark,CDAS, CRS, or IL StateStandards.

CalendarRepresent and solveproblems involvingaddition and subtraction.1. Use addition andsubtraction within 20 tosolve word problemsinvolving situations ofadding to, taking from,putting together, takingapart, and comparing,with unknowns in allpositions, e.g., by using

objects, drawings, andequations with a symbolfor the unknown tonumber to represent theproblem

Understand and applyproperties of operationsand the relationshipbetween addition andsubtraction.3. Apply properties ofoperations as strategiesto add and subtract.3 Examples:

If 8 + 3 = 11 is known,then 3 + 8 = 11 is alsoknown

Operations and algebraicthinking 1.oaRepresent and solveproblems involvingaddition and subtraction.1.Use addition andsubtraction within 20 tosolve word problemsinvolving situations ofadding to, taking from,putting together, takingapart, and comparing,with unknowns in allpositions, e.g., by usingobjects, drawings, andequations with a symbolfor the unknown numberto represent the problem.

STEP 1

What is the Teacher Doing? What are the Students Doing?Do Now (3-5 minutes):

No do now for CalendarCalendar always startsmath

STEP 5

- Students are to be seated on the carpe

in rug position- One student a week has the job of

Calendar Helper.

State Lesson Objective & Lesson Agenda

Calendar (10/15/12-10/18/12)Math begins withCalendar every day.

Students should be able to say the days of theweek, figure out what the day before was andwhat the next day will be, tell what the weather islike, use money to show the number of days inschool, use straws for place value to show thenumber of days in school, do the attendancecount.

- Start calendar with the date. Say ifyesterday was September 11, then todaymust be? Add it to the calendar. Say thedate. Have students repeat the date.

- Show students where September 12 ison the calendar. Say If today isSeptember 12 then what day is it?(WednesdayAdd card)

- Say if today is Wednesday thenyesterday was?

- Say if yesterday was Wednesday and

today is Thursday, then tomorrow mustbe?- Ask what the weather is like outside.

Mark a tally for the correspondingweather.

- Use money to show the date (anotherpenny will be added for the 12

th) If we

have 11 cents up there now what do weneed to make 12 cents? Count together.

- Say: If yesterday was the 6th

day of firstgrade then today must be the ___ day offist grade?

- Use the straws to show 7 days of school.(Ask students what is needed to showseven days of schoolanother straw will

be added to the ones place)- Attendance count: Say when everyone is

here we have ___ students. Lets countto find out how many students are atschool today. (Point to each students atthe front of the carpet all the way to thebask as they count) Use the sticky notesin box.

- Ask students how many students areabsent (subtract using the count upstrategy) For example if there are 29students in the class and there are 26students present count up from 26 to 29.There are three students absent. Show

- A student whose job is the calendar wicall on students to answer the teacherquestions.

- A student will say what the date is.- Students will repeat the entire date.- A student will say what day of the wee

it is.- A student will say what yesterday was.- A student will say what tomorrow will

be.- A student will answer what the weathe

is outside.- A student will tell what needs to be

added to the money chart.- A student will tell needs be added to th

place value chart.- A student will count the amount of

students present.- A student will tell how many students

are missing.

Name: Leslie Madorsky Subject/Time: Math 11:00 Date: October 16, 2012


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students how you can 3 to 26 to get 29,add 26 to 3 and get 29, subtract 26 from29 to get 26 and subtract 26 from 29 toget 3.

10/15/12 (Week 6 (AUSL Week 7), Day 1)Lesson

2.13Number Stories

- Start the lesson with a few warm-upproblems from previous lessons.

- Tell students to massage their brains.- After the warm-problems give the

students a few practice number stories.- Tell the students that you had seven

cents and you bought a toy for fivecents. Ask students what some of theways that this problem can be solved(drawing pictures, using fingers, tallies,number grid, etc)

- Give a few more examples usingdifferent things:

-I picked three flowers and then the nextday I picked four more flowers. Howmany flowers did I have all together?

- I invited 10 friends over to my house.Three of them had to go home early. Howmany friends were left at my house?

- I had four cents (ask students what kindof money that ispennies). My sistergave me three more cents (ask againwhat kind of money my sister gavepennies). How much money do I have alltogether? Continue by saying Iexchanged all of those pennies fordifferent moneywhat did I exchange itfor? (One nickel and two pennies wereleft).

- After a few written examples/examples atthe board use students as models for afew more examples.

- Four students went outside to play. Fivemore students joined them outside. Howmany students were outside alltogether? (10 students total)

- There were 10 students outside. Sevenwent outside. How many students stayedoutside? (Use 10 different students).

- Next, tell students they are going tocontinue with story problems only nowthey are going to find out how much

more money they would need to buysomething or how the prices of thingsvary.

- Tell students to get out their mathjournal and turn to page 24.

- Tell students that they have 5 cents. Askhow much more money they need to bythe crayon.

- Ask one student for the answer and askhow they solved it.

- Give examples of other ways to solve theproblem.

- Ask students how much more does thecrayon cost than the eraser.

10/15/12 (Week 6 (AUSL Week 7), Day 1)Less

2.13Number Stories

- Students are sitting at a level 0 inlistening position.

- Students massage their brains at a lev0.

- Students are sitting in listening positioStudents raise their hand at a level 0 toshare their ideas.

- Students are sitting in listening positioStudents raise their hand at a level 0 to

share their answers.

- Students are sitting at a level 0 andcome to the front of the class at a leveif asked to do so. Every other studentsremains sitting in listening position.

- Students raise their hands at a level 0 tshare their answers.

- Students take out their math journal ana pencil at level 0. Students return tolistening position.



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- Ask students if they have 8 cents andbuy the piece of candy how much moneywould they have left over.

- Ask one student for the answer and howthey solved it.

- Give examples of other ways to solve the

problem.- Ask the students if they have enough

money to buy a piece of gum. Ask howmuch money they need to buy the gumand how much money they would haveleft over if any.

- **Each of these questions should beexplained at the board with a varyingways of solving the problems.

- Give students an exit ticket to completeindependently.

10/16/12 (Week 6, (AUSL Week 7), Day 2)2.14Assessment, Lesson 3.1 Visual Patterns

- After the assessment start with a fewwarm-up problems reviewing whatstudents learned in the previous unit.

- After the warm-up problems model howto solve a pattern question. Showstudents the pattern PowerPoint.

- Give each student a handful of patternblocks

- Tell them what pattern to create- Do this three times- After the third time tell the students they

are going to create patterns at theirgroups

- Tell students that each person at theirgroup will get to create a pattern for theirgroup to make

- Give each student 30 seconds to think ofa pattern and tell their group what to do

- Tell them to switch- Switch as many times as needed so that

each student in a group gets to create apattern (if students are missing atgroups, students may need to changesheets so that groups have an evennumber of students/as close to even aspossible)

- Ask students to raise their hands andshare their favorite pattern that was

created at their group- Have all students make the pattern the

student(s) share- Tell students to get out their math

journal to page 26 and complete number1, independently at a level 0.

- When students finish go over theproblem to ensure understanding

- Give the students their pattern exitticket.

10/16/12 Week 6, (AUSL Week &), Day 3)2.14 3.1

- Students are sitting in listening positioStudents raise their hand at a level 0 toshare their answers.

- Students sit in listening position.Students raise their hand at a level 0 toshare their answers.

- Students create the patterns at a level

- Students work at a level 1 with theirtable group. When time is up for thisactivity students return to listeningposition and raise their hand to sharetheir responses.

- Students take out their math journal atlevel 0. Students work independently aa level 0.

- Students raise their hand to share theianswers.

- Students complete the exit ticket at alevel 0.


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STEP 6


-Students complete the exit ticket at alevel 0.

I Do Input (1-2 Key teaching points):Check for Understanding:

CalendarShow how to add and subtract with theattendance count.Show to use money and straws for the number ofdays in school.

Lesson 1.14 & 3.1Model how to figure out what the nextshape/color/number, etcwill be in a pattern.

STEP 7

- Students will repeat the subtraction anaddition equations.

- Students will answer the money andplace value questions.

- Students are sitting at their desk inlistening position

Objective(s) SWBAT:

CalendarStudents will be able tosay the days of the week,figure out what yesterdaywas and what tomorrowwill be, use money toshow the number of days

in school, use strawsassociated with thenumber of days in schoolto show place value,explain how they knowwhat the weather is likeoutside, say how manystudents are in the classtotal, how many are thereand how many aremissing (subtraction bycounting up).

We Do Guided Practice:Check for Understanding:

Calendar- Teacher and students will do the

subtraction and addition problemstogether. Teacher will count with thestudent for number of students present.

Lesson 2.14 (assessment) and 3.1Students solve the patterns that are show on thePowerPoint. Students make patterns that theteacher instructs them to make with the patternblocks.

STEP 8

- Student will count number of studentspresent.

- Students will say the subtraction andaddition equations.

- Students are at the front of the class alevel 0. Students count to solve thenumber stories at a level 1. Studentshelp me write the number sentence thaaccompanies each number story.

- Students are sitting at their desks andworking at a level 0 and raise theirhands at a level 0 to share theiranswers.


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Lesson 2.14 &3.1Students will be able toidentify and finishpatterns. Students will be

able to finish patterns inboth their math journaland on an exit ticket.

STEP 2

- Students are sitting at their desks inlistening position. Students raise theirhand to share their ideas. All studentsrepeat if any given number is even or

odd.

- Students are sitting at their desks inlistening position.

Vocabulary words/KeyConcepts:

Key Concepts:Money for number ofdays in school, straws asplace value for numberof days in school,

attendance count, daysof the week

2.1& 3.1Recognizing andcompleting varying typesof patterns.

Vocab:Pairs

CAN HAPPEN AT

ANY STEP

You Do Independent Practice:Check for Understanding:

CalendarStudents will say the date, what day of the weekit is, what needs to be added to the money andplace value chart, explain the weather, and do theattendance count.

Lesson 2.14 and 3.1Students will work in groups to make patterns,they will complete a journal page, and they willcomplete an exit ticket.

STEP 9

- Students drive the calendar instructionThey answer all the questions and astudent decides whom of the peers wilanswer the teachers questions.

- Students will complete the exit ticketindependently at a level 0.

Modifications/Accommodations

STEP 4

Exit Ticket (aligned to lesson objective) orassessment:

Each lesson will have an exit ticket with one ortwo problems similar to the problems that are

discussed during the lesson.

STEP 3

Materials & Technology

Calendar, chart for 100days of school, weatherchart, fake money,straws, marker fortallying the weatherPattern blocks

Closing/Preview for next lesson:

Explain after each lesson that what they learned will somehow help them during the next lesson.

STEP 10


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Number gridMarkers/colored pencilsMath journalsPencilsDo Nows and ExitTickets

CAN HAPPEN ATANY STEP

Homework: STEP 11

A homework assignment that corresponds to the lesson will be sent home every day.

** Students to watch: Steven K., Fatima, Christopher, Kalimat, Derrick

(sometimes), Aamya, Aniya

** Students to use as examples: Teniya, Makaylia, Derrick (sometimes), Amaree,Jaden, Kahlia

dailydoubleplan math ausl week7 patterns

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