D A I L Y D O UB L E P L A N

Date: October 15, 2012October 18, 2012

Name: Leslie Madorsky Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards.

Subject/Time: Math 11:00

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): No do now for CalendarCalendar always starts math Students are to be seated on the carpet in rug position One student a week has the job of Calendar Helper.

Calendar
Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown to number to represent the problem Understand and apply properties of operations and the relationship between addition and subtraction. 3. Apply properties of operations as strategies to add and subtract. 3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known

STEP 5
State Lesson Objective & Lesson Agenda Calendar (10/15/12-10/18/12) Math begins with Calendar every day. Students should be able to say the days of the week, figure out what the day before was and what the next day will be, tell what the weather is like, use money to show the number of days in school, use straws for place value to show the number of days in school, do the attendance count. Start calendar with the date. Say if yesterday was September 11, then today must be? Add it to the calendar. Say the date. Have students repeat the date. Show students where September 12 is on the calendar. Say If today is September 12 then what day is it? (WednesdayAdd card) Say if today is Wednesday then yesterday was? Say if yesterday was Wednesday and today is Thursday, then tomorrow must be? Ask what the weather is like outside. Mark a tally for the corresponding weather. Use money to show the date (another th penny will be added for the 12 ) If we have 11 cents up there now what do we need to make 12 cents? Count together. th Say: If yesterday was the 6 day of first grade then today must be the ___ day of fist grade? Use the straws to show 7 days of school. (Ask students what is needed to show seven days of schoolanother straw will be added to the ones place) Attendance count: Say when everyone is here we have ___ students. Lets count to find out how many students are at school today. (Point to each students at the front of the carpet all the way to the bask as they count) Use the sticky notes in box. Ask students how many students are absent (subtract using the count up strategy) For example if there are 29 students in the class and there are 26 students present count up from 26 to 29. A student whose job is the calendar will call on students to answer the teachers questions. A student will say what the date is. Students will repeat the entire date. A student will say what day of the week it is. A student will say what yesterday was. A student will say what tomorrow will be. A student will answer what the weather is outside. A student will tell what needs to be added to the money chart. A student will tell needs be added to the place value chart. A student will count the amount of students present. A student will tell how many students are missing.

Lesson 2.1
Add and subtract within 20. 5.Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Lesson 2.3
Add and subtract within 20 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14

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Lessons 2.5 and 2.6

Tell and write time 3.Tell and write time in hours and half-hours using analog and digital clocks.

There are three students absent. Show students how you can 3 to 26 to get 29, add 26 to 3 and get 29, subtract 26 from 29 to get 26 and subtract 26 from 29 to get 3. 10/1/12 (Week 4, Day 1)Lesson 1.14 &2.1 Start the lesson by doing a quick review with the studentsdo problems that are similar to their test After reviewing with the students (briefly) give them the assessment page. Tell students to get a pencil out and write their name at the top once they get their test. Have students put folders up to ensure that nobody looks at anybody elses paper. Read each question to the students. When everyone is done with the test collect the papers. After the test review how to use a number line with the students. Do a few examples of adding and subtracting. Tell students that another way to add and subtract is by using a number grid. Use the big number grid in the classroom for the next three examples. Tell students to count up 5 starting at 12. Tell students to count up 9 spaces starting at 38. Now tell students to count back (count back to subtract!) 4 spaces from 26. Now have students take out their math journal and turn to the back cover to use their number grid in the back of the book. Tell students to count back 6 spaces from 13. Tell students to start at 21 and count up to 27. Ask how many hops did it take? Tell students to start at 28 and count up to 35. How many hops did it take? Tell students to start at 41 and count back to 36. How many hops back did it take? Give students Math Masters page 21 and tell them to get a pencil out, write their name, and then return to listening position. Do numbers 1 and 3 with the students. Have the students complete the worksheet on their own. When students finish collect the worksheet.

STEP 1

Students sit in listening position at their desk while the teacher does each problem Students get out a pencil at a level 0. Students write their name at a level 0.

Students put folders up at their desk at a level 0. Students sit in listening position and complete the test at a level 0. Students sit in listening position. Students are sitting in listening position.

Students count up at a level 1. Students raise their hand to share their answer. Students count back at a level 1. Students raise their hand to share their answer. Students take out their math journal at a level 0 and return to listening position.

Students count up or back at a level 1. Students raise their hand to share their answers.

Students take out a pencil and write their name at a level 0. Students then return to listening postion. Students raise their hand to share their answers for numbers 1 and 3. Students work independently at a level 0 to complete the worksheet.

10/2/12 (Week 4, Day 2)Lesson 2.3 Complements of 10 Ask students for examples of pairs

Students are sitting at their desks in listening position. Students raise their hands at a level 0 to share their

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explain that pairs means something that is made up of two parts. After students share their responses give more examples if needed. Tell students that they are going to be finding pairs of numbers that make. Ask students what that means. Give an example. Tell students that they are going to be working with someone sitting next to them (to be paired up by the teacher) to find pairs of numbers that make 10. Explain to the students that each pair is going to get 10 pennies. The first person will grab a handful of pennies with one hand and then pick up the rest with their other hand. Tell students after they pick up their pennies they are to write down how many are in their left hand and how many are in their right hand. Help students identify which is their left hand and which is their right hand. Model the procedure for students with one volunteer. Show students how they are going to write down how many pennies they picked up in a chart made previously by the teacher. Give each student the chart as they take out a pencil Ask students to repeat the directions Pair students up and give each pair 10 pennies. Tell students to begin the activity After the students have done the activity have students raise their hands to share some of the number pairs they had

answers. Students are sitting in listening position Students raise their hand at a level 0 to share their answers.

Students sit in listening position as the teacher goes over the directions.

One student will help the teacher count how many pennies are in the teachers hands.

Students get pencils out a level 0 Student repeats direction while everyone else sits in listening position Students work at a level 1 Students raise hands at a level 0 to share their number pairs.

10/3/12 Week 4, Day 3)2.5 Analog Clocks Students raise their hand at a level 0 to share their ideas Students sit in rug position

10/3/12 (Week 4, Day 3)2.5 Analog Clocks While students are still at the carpet for calendar ask students how calendars are helpful. Explain to students that calendars help us keep track of what day it is and what month we are in. Tell students that clocks are also helpfulAsk students whyuse an anchor chart Ask students to identify where the clock is in the classroom Explain that the short hand is the hour hand and the longer hand is the minute hand Ask the students which hand moves faster Use a clock at the carpet to show students how the minute and hour hands workHave both hands pointing up and move just the hour hand around the clock. Model how to call each hour and have students repeat. Then have them do it again on their own. Move the minute hand next and show

Students raise their hand at a level 0 to share their ideas Students raise their hand at a level 0 to share their answer Students are sitting in rug position

Students raise their hand at a level 0 to share their answer Students sit in rug position while the teacher explains how the hours are called out. Students repeat after the teacher and then do it on their own the second time.

Students sit in rug position while the teacher explains how the minute hand and hour hand work together.

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students how when the minute hand is straight up the hour hand is directly on a number Move the minute and hour hand into several different positions and show students how to estimate what time it is Have students describe the timea little after 4, between 4 and 5 or 5 oclock for example. Talk about the difference between analog and digital clocks before students go back to their desks. Have students go back to their desk and take out a pencil Give students Math Masters page 31 The teacher will have already put the minute and hour hand on the clock Explain to students that they will write down the times that the clocks show. Then tell them they will draw a picture on the back of each clock to show what activity they are doing at that time Teacher will have to tell students what activity they do at each time based on the classroom schedule Model for the students how to write the time Teacher will collect the worksheet when everyone is done

Students sit in rug position while the teacher shows various times and how to estimate the time Students raise their hand at a level 0 to share their ideas

When called students go back to their desks, get out a pencil and sit in listening position

Students work independently at a level 0

10/4/12 (Week 4, Day 4)2.6 Telling Time to the Hour

10/4/12 (Week 4, Day 4)2.6 Telling Time to the Hour While students are seated at the carpet start 2.6 math lesson Ask students what they remember about clocks from the previous days lesson Tell students that both the minute and hour hand move in the same direction clockwise Show students the way the clock moves via the clock on the wall/model clock at the carpet Now ask how many hours are in one day Tell students that every new day starts at 12 oclock at nightask what another name for 12 oclock at night is Ask students if they have ever heard of A.M. and P.M.explain that A.M. is morning hours and P.M. is afternoon/night hours Show students that there are 24 hours in a day by moving the hour hand around the clock while the students say what time it ismake a tally for every for hour Show students how time elapsesfrom one to three oclock means two hours has gone by, etc Have students go back to their desks and get a pencil and their math journal out Tell students to turn to page 14 of their math journal Students are sitting at the carpet in rug position Students raise their hands at a level 0 to share their answers Students are sitting on the carpet in rug position for teacher explanation

Students raise their hands at a level 0 to share their answers Students are sitting on the carpet in rug position Students raise their hands at a level 0 to share their answers Students return to rug position for the rest of the teachers explanation

Students go back to their desks at a level, get out their materials, and sit in listening position

Students raise their hands to share their

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Do the first two with the students (ask for students to share their ideas) and have them do the other four on their own After a few minutes/when almost everyone is finished have students share their answerscorrect/re-explain any incorrect answers After going over that page, have students put their math journals away and give students Math Masters page 34 Explain how to do this worksheet and do the first two with the studentsask for students to share their answers Have students do the last two on their own (skip number 5) Once students have finished have them put all their worksheets in the middle of the table and collect all the worksheets

answers, then students work independently at a level 0 to complete journal page Students raise their hands at a level 0 to share their answers Students sit in listening position while the worksheet is explained Students will raise their hand at a level 0 to share their answers Students work independently at a level 0 to complete the worksheet

STEP 6
I Do Input (1-2 Key teaching points): Check for Understanding:

Calendar
Show how to add and subtract with the attendance count. Show to use money and straws for the number of days in school.

Students will repeat the subtraction and addition equations. Students will answer the money and place value questions.

Lesson 1.14 & 2.1

Unit Review and review counting on a number line

Students are sitting at their desk in listening position

Lesson 2.3
Show students how to make a pair of 10.

Lesson 2.5
Show students how to count the hours on a clock. Show students how to estimate the time.

Lesson 2.6
Show students how time elapses from one hour to another.

STEP 7
Objective(s) SWBAT: We Do Guided Practice: Check for Understanding:

Calendar
Students will be able to say the days of the week, figure out what yesterday was and what tomorrow will be, use money to show the number of days in school, use straws associated with the number of days in school to show place value, explain how they know what the weather is like outside, say how many students are in the class total, how many are there

Calendar
Teacher and students will do the subtraction and addition problems together. Teacher will count with the student for number of students present.

Student will count number of students present. Students will say the subtraction and addition equations.

Lesson 1.14 & 2.1

After assessment count on the number grid togehter

Students are sitting at their desks in listening position, counting at a level 1.

Lesson 2.3
Students will count the pennies that their peer that is volunteering has picked up. Students are sitting at their desks in listening position, counting at a level 1.

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and how many are missing (subtraction by counting up).

Lesson 2.5
Students will count the hours with the teacher. Start the worksheet together and then students will finish it independently.

Students are sitting at the carpet in rug position counting at a level 1.

Lesson 1.14 & 2.1

Students will be able to use a number grid to add (count up) and subtract (count back).

Lesson 2.6
Students will count the hours with the teacher. Students will also count with the teacher how time elapses from one time to the next. Start the worksheet together and then students will finish it independently.

Students are sitting at the carpet in rug position counting at a level 1.

Lesson 2.3
Students will be able to make number pairs that add up to 10.

STEP 8

Lesson 2.5
Students will be able to say the hours on a clock and estimate what time it is closest to.

Lesson 2.6
Students will continue to be able to say the hours on a clock as well as recognize how time elapses.

STEP 2
Vocabulary words/Key Concepts: You Do Independent Practice: Check for Understanding:

Key Concepts:
Money for number of days in school, straws as place value for number of days in school, attendance count, days of the week 1.14 & 2.1 Counting on a number grid 2.3 Adding two numbers to make 10 2.5 Understanding how a clock works/how to tell time 2.6Understanding how a clock works/how to tell time

Calendar
Students will say the date, what day of the week it is, what needs to be added to the money and place value chart, explain the weather, and do the attendance count.

Students drive the calendar instruction. They answer all the questions and a student decides whom of the peers will answer the teachers questions.

Lesson 1.14 & 2.1

Students complete the number grid worksheet on their own. Students will complete the worksheet independently at a level 0.

Lesson 2.3
Students will take turns with a partner making pairs of 10.

Students will do the activity with a partner working at a level 1.

Lesson 2.5
Students will complete the worksheet that corresponds to the lesson on their own. Students will complete the worksheet independently at a level 0.

Lesson 2.6
Students will complete the worksheet that corresponds to the lesson on their own. Students will complete the worksheet independently at a level 0.

Vocab:
Pairs

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CAN HAPPEN AT ANY STEP

STEP 9

Students will complete the worksheet independently at a level 0.

Modifications/ Accommodations

Exit Ticket (aligned to lesson objective) or assessment:

STEP 4

The worksheets students complete after each lesson will serve as their exit tickets.

STEP 3
Materials & Technology Calendar, chart for 100 days of school, weather chart, fake money, straws, marker for tallying the weather Math journals Pencils Clock Worksheets to be completed during lessons Closing/Preview for next lesson: After each lesson, have students share one thing they learned from the math lesson. Lesson 2.5 will lead into lesson 2.6 because both have to do with clocks.

STEP 10

CAN HAPPEN AT ANY STEP Homework: STEP 11 A homework assignment that corresponds to the lesson will be sent home every day.