1. Making Math Make Sense
EDUC448 Week 6
photo by acidwashphotography
1

2. Calculators (Burns ch.6)
Decide whether or not to use a calculator
to figure out the answer.
Example 1:
6+22+4+303+6+219+14+23+7+9+1
2

3. Calculators (Burns ch.6)
Decide whether or not to use a calculator
to figure out the answer.
Example 2:
There are 7 tricycles and bicycles total.
There are a total of 18 wheels. How many
bicycles and how many tricycles are there?
3

4. Lesson Plan
Student name: ______________________________ ID#_________________ Course#________
Content Area: Age Group:
Lesson Title: Standard:
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

5. Lesson Plan
Your name
Student name: ______________________________ ID#_________________ Course#________
Content Area: Age Group:
Lesson Title: Standard:
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

6. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ Course#________
Content Area: Age Group:
Lesson Title: Standard:
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

7. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Age Group:
Lesson Title: Standard:
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

8. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group:
Lesson Title: Standard:
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

9. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group: 4 year olds
Lesson Title: Standard:
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

10. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group: 4 year olds
Lesson Title: Standard: NCTM std.
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

11. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group: 4 year olds
Lesson Title: Creative, specific title Standard: NCTM std.
Pre-Assessment:
Lesson Goal:
Lesson Objective:
4

12. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group: 4 year olds
Lesson Title: Creative, specific title Standard: NCTM std.
Pre-Assessment:
•Based on more than one observation/insight
Lesson Goal:
Lesson Objective:
4

13. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group: 4 year olds
Lesson Title: Creative, specific title Standard: NCTM std.
Pre-Assessment:
•Based on more than one observation/insight
•Find out what the student needs
Lesson Goal:
Lesson Objective:
4

14. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group: 4 year olds
Lesson Title: Creative, specific title Standard: NCTM std.
Pre-Assessment:
•Based on more than one observation/insight
•Find out what the student needs
•Student needs lead to lesson
Lesson Goal:
Lesson Objective:
4

15. Lesson Plan
Your name
Student name: ______________________________ Your ID
ID#_________________ 448
Course#________
Content Area: Number & Operations Age Group: 4 year olds
Lesson Title: Creative, specific title Standard: NCTM std.
Pre-Assessment:
•Based on more than one observation/insight
•Find out what the student needs
•Student needs lead to lesson
Lesson Goal:
Broad statement/goal
Lesson Objective:
4

16. Lesson Title: Standard:
Pre-Assessment:
Lesson Plan
Lesson Goal:
Lesson Objective:
Post-Assessment:
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
5

17. Lesson Title: Standard:
Pre-Assessment:
Lesson Plan
Lesson Goal:
Lesson Objective:
one specific objective;
what students will be able to do as a result of the lesson
Post-Assessment:
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
5

18. Lesson Title: Standard:
Pre-Assessment:
Lesson Plan
Lesson Goal:
Lesson Objective:
one specific objective;
what students will be able to do as a result of the lesson
Post-Assessment:
•How do I know they've met that objective?
•Opportunities for students with varying learning styles
•Be specific.
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
5

19. Lesson Title: Standard:
Pre-Assessment:
Lesson Plan
Lesson Goal:
Lesson Objective:
one specific objective;
what students will be able to do as a result of the lesson
Post-Assessment:
•How do I know they've met that objective?
•Opportunities for students with varying learning styles
•Be specific.
Hooks, Props, or
Other Means of Get them excited!
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
5

20. Lesson Title: Standard:
Pre-Assessment:
Lesson Plan
Lesson Goal:
Lesson Objective:
one specific objective;
what students will be able to do as a result of the lesson
Post-Assessment:
•How do I know they've met that objective?
•Opportunities for students with varying learning styles
•Be specific.
Hooks, Props, or
Other Means of Get them excited!
Introducing the
Lesson
Children’s
Literature
Title:
Not necessarily a math book Author:
Vocabulary 1. 2. 3.
4. 5. 6.
5

21. Lesson Title: Standard:
Pre-Assessment:
Lesson Plan
Lesson Goal:
Lesson Objective:
one specific objective;
what students will be able to do as a result of the lesson
Post-Assessment:
•How do I know they've met that objective?
•Opportunities for students with varying learning styles
•Be specific.
Hooks, Props, or
Other Means of Get them excited!
Introducing the
Lesson
Children’s
Literature
Title:
Not necessarily a math book Author:
Vocabulary 1. Incorporate synonyms 2. 3.
4. 5. 6.
5

22. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed
For the Lesson
Open-Ended 1.
Thought Provoking
Questions 2.
3.
4.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

23. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking
Questions 2.
3.
4.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

24. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking It does not have a yes/no answer.
Questions 2.
3.
4.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

25. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking It does not have a yes/no answer.
Questions 2. Connect to goal and objectives
3.
4.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

26. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking It does not have a yes/no answer.
Questions 2. Connect to goal and objectives
3. Should be many correct answers
4.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

27. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking It does not have a yes/no answer.
Questions 2. Connect to goal and objectives
3. Should be many correct answers
4. It does not have a yes/no answer.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

28. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking It does not have a yes/no answer.
Questions 2. Connect to goal and objectives
3. Should be many correct answers
4. It does not have a yes/no answer.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

29. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking It does not have a yes/no answer.
Questions 2. Connect to goal and objectives
3. Should be many correct answers
4. It does not have a yes/no answer.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

30. Lesson Plan
Hooks, Props, or
Other Means of
Introducing the
Lesson
Children’s Title: Author:
Literature
Vocabulary 1. 2. 3.
4. 5. 6.
Materials and
Resources Needed Physical supplies you'll need
For the Lesson
Open-Ended 1.
Thought Provoking It does not have a yes/no answer.
Questions 2. Connect to goal and objectives
3. Should be many correct answers
4. It does not have a yes/no answer.
Teacher-Directed
Modification of this syllabus may be made at any time at the discretion of the professor or the department.
6

31. Lesson Plan
Teacher-Directed
Or Independent
Practice
Differentiated Modification:
Instruction
Explanation: 7

32. Lesson Plan
Teacher-Directed
Or Independent Step-by-step lesson plan
Practice
Open-ended questions should be here (again)
This is the entire lesson
Differentiated Modification:
Instruction
Explanation: 7

33. Lesson Plan
Teacher-Directed
Or Independent Step-by-step lesson plan
Practice
Open-ended questions should be here (again)
This is the entire lesson
Differentiated Modification:
Instruction
Explanation: 7

34. Lesson Plan
Teacher-Directed
Or Independent Step-by-step lesson plan
Practice
Open-ended questions should be here (again)
This is the entire lesson
Differentiated Modification:
Instruction
Explanation: 7

35. Lesson Plan
Teacher-Directed
Or Independent Step-by-step lesson plan
Practice
Open-ended questions should be here (again)
This is the entire lesson
Differentiated Modification:
Instruction
Explanation: 7

36. Lesson Plan
Teacher-Directed
Or Independent Step-by-step lesson plan
Practice
Open-ended questions should be here (again)
This is the entire lesson
Differentiated Modification:
Instruction
Explanation: 7

37. Lesson Plan
Differentiated Modification:
Instruction
Explanation:
Extension 1.
Activities
2.
3.
4.
Optional Information Needed for Specific Course:
(Identify NCTM processing strands met in this lesson.)
Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons)
8

38. Lesson Plan
Differentiated Modification:
Instruction
Explanation:
Extension 1.
Activities
2.
3.
4.
Optional Information Needed for Specific Course:
(Identify NCTM processing strands met in this lesson.)
Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons)
8

39. Lesson Plan
Differentiated Modification:
Instruction
Explanation:
Extension 1.
Activities
2.
3.
4.
Optional Information Needed for Specific Course:
(Identify NCTM processing strands met in this lesson.)
Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons)
8

40. Lesson Plan
Differentiated Modification:
Instruction
Explanation:
Extension 1.
Activities
2.
3.
4.
Optional Information Needed for Specific Course:
(Identify NCTM processing strands met in this lesson.)
Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons)
8

41. Lesson Plan
Differentiated Modification:
Instruction
Explanation:
Extension 1.
Activities
2.
3.
4.
Optional Information Needed for Specific Course:
(Identify NCTM processing strands met in this lesson.)
Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons)
8

42. Lesson Plan
Differentiated Modification:
Instruction
Explanation:
Extension 1.
Activities
2.
3.
4.
Optional Information Needed for Specific Course:
(Identify NCTM processing strands met in this lesson.)
Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons)
8

43. Principles in Curriculum
1
Curriculum is
what you teach
9

44. Principles in Curriculum
1
Content should
be rich, varied,
and relevant.
photo by Lucy Dell
10

45. Principles in Curriculum
1
Includes mathematical processes of:
problem solving
reasoning
communicating
making connections
representing
photo by Jerry Miller
11

46. Principles in Curriculum
1
Mathematically-rich environment with a
variety of materials.
photo by Paula Caton
12

47. Principles in Curriculum
1
Child-centered choices that reflect
children’s knowledge, abilities, and
interest.
photo by Marjon Kruik
13

48. Principles in Instruction
2
Instruction is
how you teach
14

49. Principles in Instruction
2
Planning
decisions based
on knowledge of
children’s
individual
needs. photo by Gregory Smith
15

50. Principles in Instruction
2
Planning for and promoting interactions
between children and with teacher.
photo by Roderick SG
16

51. Principles in Instruction
2
Planning for a diverse setting and activities
that include a variety of groupings
17

52. Principles in Instruction
2
Facilitating family-school relations
encouraging reciprocal relations between
teachers and families.
Kindergarten News
Room One
December 15, 2008, Volume XIII
ROWLAND
AVE.
ELEMENTARY
SCHOOL
MRS. BEAN
&
MR. SELAK
“Deck the halls with boughs of holly!”
Holiday Traditions, and Winter Fun Reminders
Students are busy learning at the end of the week with a Friday, Dec. 19 is a Minimum
about a variety of traditions, classroom party. Thank you for Day; Mr. Selak’s class attends
school from 8:10-11:30 am.
holidays, cultures, and customs. all those who agreed to bring
For example, we will learn supplies for our festivities. Winter Break begins Dec. 20.
about the African American We hope your family has a School resumes Jan. 5, 2009.
celebration Kwanzaa that be- safe and happy holiday vaca-
Students may wear red or green
gins on Dec. 26. We will also tion. Remember to keep read- clothing on Friday, Dec. 19.
play a Dreidle game that is ing every day! We will see you
enjoyed by many during Ha- in the New Year when school There is no homework packet this
week. Keep reading every night!
nukkah celebrations. Finally, resumes on January 5, 2009.
will be celebrating all we’ve Best Wishes, Visit http://www.mrselak.com
learned about different cultures Mrs. Bean & Mr. Selak
We are a California Distinguished School:
A California Distinguished School is an award given by the California State
Board of Education to public schools within the state that best represent ex-
emplary and quality educational programs. Approximately five percent of Cali-
fornia schools are awarded this honor each year following a rigorous selection
process. Eligibility is based on federal and state criteria including the No Child Left
Behind program, Academic Performance Index (API), and Adequate Yearly Progress.
18

53. Principles in Assessment
3
Assessment is how you
analyze performance.
19

54. Principles in Assessment
3
Assess teacher effectiveness as well as
children’s learning.
photo by June Tajai
20

55. Principles in Assessment
3
Includes observing and listening.
photo by Jonathon Powell
21

56. Principles in Assessment
3
Uses multiple
sources of evidence
collected on a
systematic basis.
22

57. Principles in Assessment
3
Benefits
children and
identify
strengths
and needs.
photo by Brian Auer
23

58. Principles in Assessment
3
T
O
M
S
24

59. Principles in Assessment
3
Teacher effectiveness
Observe and listen
Multiple sources
Strengths/needs of student
25