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MATH/ART/LANGUAGE ARTS
Grade: 1
Lesson: 1
Duration: 40 minutes x 2
ASSESSMENTS
Observations:
Key Questions:
Danielle Farkas
(creative writing).
Written/Performance Assessments:
Students will create a visual representation for a number between 10 and 20. Students will subtract
and add one from their number and include it in their representation. Students will complete their
creative writing of why they are wearing a moustache. Students will complete colour-by-number
worksheets to demonstrate their ability to recognize and identify numbers up to 20.
MATERIALS AND EQUIPMENT
Glue
Scissors
Writing instrument
Pencil crayons/crayons/markers
PRE-LEARNING CONSIDERATIONS
Introduction
Teacher
Student
(2 min.):
Danielle Farkas
pictures that were taken of them.
Teacher introduces task and shows example of
what we will be creating with the pictures.
Teacher
Student
Learning Activity #1
Teacher
Student
(35 min.):
(3 min.):
I Moustache You a
Question Craft
Note: Each step will
take approx. one
minute to explain and a
few minutes for the
students to complete
each step
Students progress
through the steps at a
regulated pace so they
know how to complete
each step thoroughly
and correctly
MATH SLO 4, 8
ART: I Can Draw
Danielle Farkas
7) On the bottom left hand corner,
repeat
8) On the bottom right hand corner,
repeat
9) On the right side of your big
number, write a + 1 = and your
number plus 1
10) On the left side of your big number,
write a -1 = and your number minus
1
11) When you are finished, raise your
hand and you will receive your
moustache writing to add more
sentences to Why do you have a
moustache
Assessments of Prior Knowledge: Students
knowledge of numbers 1-20 and remembering
ways to show this number (ex. ninja tallies, 10
frames)
Expectations for Learning and Behaviour:
Students are to complete the tasks at their
desks, putting their hands up for assistance,
keeping noise level to a minimum. For
movement breaks throughout activity, students
will get up from their desks to retrieve scissors,
glue, pencil crayons, crayons, markers from
communal bins.
Accommodations: Teacher walks around
classroom to check in on each student and
those with their hands up to assist.
Teacher progresses through each step with the
class, frequently showing example.
Key Question: What number can you visually
represent in four different ways?
Teacher/Student
Transition
(2 min.):
Teacher
Student
Danielle Farkas
activity.
second activity
Students are working at
their desks
Learning Activity #2
Teacher
Student
(13 min.):
LANGUAGE ARTS
GLO 2/SLO 4
Transition
Teacher
Student
(4 min.):
Learning Activity #3
Teacher
Student
(20 min.):
Color By Numbers
Extra Time Activity
MATH SLO 8
Teacher
Student
(3 min.):
Danielle Farkas
and return to their desks for Agenda writing.
Consolidation/Assessment of Learning:
Students complete a written and visual
representation of a number between 10 and
20. Students complete an original piece of
writing. Students complete colour by numbers
worksheet to demonstrate their understanding
of numbers.
Transition to Next Lesson: We are laminating
your final product to showcase on the bulletin
board outside of our classroom
Extra Time Activity: Allotted for above
Danielle Farkas
Appendix 1
Danielle Farkas
Appendix 2
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Appendix 3
Danielle Farkas 10
Danielle Farkas 11