Communication is the KEY! It opens Locks that hamper our efforts of succeeding at workplaces or life.The 7Cs are important and one who can understand the role of these credentials can actually win the communication journey.
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Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
Title: 10 for the Win!Grade: Kindergarten Overall Goal: To have students be able to count by multiples of 10 and comprehend the idea of a sequence of steps involved in a process. StandardsLearning ObjectiveAssessment5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.Students will be able to program the beebots to go the correct distance. Students will be able to count to 100 by tens.The students will have to use the beebots to move forward the correct amount of steps. The students will have the squares the beebot travels represent sets of 10. Key Terms & Definitions: Sequence- certain order in which steps flowSkip counting- skipping numbers while counting, counting by multiples Number line- line which shows number in order, often marked at intervalsProgram- provide machine with coded instructions to perform task Lesson Introduction (Hook, Grabber): 10 Students will paint hands and stamp them on paper! Each set of hands will represent a set of 10. We will do this all the way up to 100. This paper will be hung in the front of the classroom as a reminder of multiples of 10. Lesson Main:After hanging up our poster with the hands displaying multiples of 10, the teacher would count with the class by 10’s all the way up to 100, while referring to the poster so they can follow along.We will also pass out a number line to the students that highlights 10’s so they have a reference if they struggle.We will make a number line and write multiples of 10 along the side. We will measure out the space between numbers so that it is equal to the length the Beebot travels for each time the button is pushed. For example, if the student wanted to get to 30, they would have to know that you count up by saying “10, 20,30” and they would need to press the forward button on the Beebot 3 times. Each press of the button is a multiple of 10. For this activity, the teacher will break up the students into small groups and they will work together. They will draw a card which will have a multiple of 10 on it ranging from 10-100. The students will have to decide how many 10’s it takes to count up to that number, as well as how many times they will need to program the Beebot to reach the answer on the number line. Lesson Ending:For the lesson ending, we will regroup as a class and talk about how we felt the Beebot activity went. Then we will count together by 10’s up to 100 again to reiterate what we have been learning. Lastly, we will pass out a worksheet to the students which we have included a link to under our resources, and have them complete it individually. This will give us an idea of the students understanding of this concept and can be used for our assessment. Assessment Rubric: GreatAveragePoorIndicatorDescriptionDescriptionDescriptionHand Cut-outsStudent participated in the tracing and cutting out of hands.Student partially participated in the tracing and cutting out of hands.Student failed to participate in the tracing and cutting out of hands.Beebot activityStudent was able to successfully move the Beebot to correct answer.Student was able to move the Beebot, but not to the correct answer.Student was unable to move the Beebot and was unable to correctly answer.WorksheetStudent was able to correctly fill out the entire worksheet.Student was able to fill out 70% of the worksheet.Student was unable to fill out at least 70% of the worksheet. Resources / Artifacts: Number line for students https://www.helpingwithmath.com/printables/others/lin0301number11.htmWebsite which has handprint idea on it https://www.theclassroomkey.com/2016/02/big-list-skip-counting-activities.htmlLesson assessment used in the lesson ending https://www.pinterest.com/pin/287597126178910688 Differentiation: Differentiation for ability levelsIf a student really struggled with math skills, we could place them in a group with stronger math students. We could also offer an alternative activity for the Beebot timeline where we made the timeline go up by smaller multiples. For the worksheet, they could receive a longer amount of time to work on it and have directions read to them/receive help as needed. Differentiation for access & resourcesIf the school had limited resources and did not have access to these robots, they could use other tools like toy cars or something they could use to roll to the spots on the timeline. The game could be altered to fit a large variety of resources. The worksheet we used was found online but a similar version could be created by the teacher. Anticipated Difficulties: Some students might struggle with the concept of skip counting. It may be hard at first for them to remember the multiples of 10. Hopefully by making a poster and providing them with their own number line for reference, this will eliminate some potential difficulties the students may have.
In this unit, students will understand where “fake news” comes from, why it exists and how they can think like fact checkers to become fluent consumers, evaluators, and creators of information. They will apply this knowledge by selecting a controversial topic to evaluate, synthesize, and analyze all aspects before sharing with a local audience.
In this lesson, students use a guided reading to look at a report on the status of education in North Carolina in 1869, and discuss the reasons given then for why the Governor and Legislature should support educating North Carolina's children. They are provided an opportunity to compare and contrast the 1869 document against their own ideas about the civic duty to attend school through age sixteen, and its relative value to the state and the country.
- Arts and Humanities
- U.S. History
- Material Type:
- Lesson Plan
- University of North Carolina at Chapel Hill School of Education
- Provider Set:
- LEARN NC Lesson Plans
- Victoria Schaefer
- Date Added:
This site recounts the struggle for control of Hawaii between native Hawaiians and American business interests in the late 1800s. This 1897 petition and a lobbying effort by native Hawaiians convinced the U.S. Congress not to annex the islands. But months later the U.S.S. Maine exploded in Havana and the Spanish-American War began. The U.S. needed a mid-Pacific fueling station and naval base.
Primary source images, standards correlation, and teaching activities are included in this resource.
This article and included graphs,from the web site accompanying the FRONTLINE NOVA special What's Up with the Weather?, reveals how atmospheric carbon dioxide, methane, and nitrous oxides from coal- and oil-burning power plants, cars, and other fossil-fuel-burning sources have climbed along with the world population, with as yet unknown effects on the climate system.
This interdisciplinary lesson integrates analyzing historical primary resources with literary analysis. Students work in groups and express themselves creatively through a multi-media epic poem.
Ever wonder what women were doing during the 1800s or what is known as the antebellum period of United States history? Men are well represented in our history books as they were the powerful, educated leaders of our country. Women, on the other hand, rarely had opportunities to tell their stories. Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the Nineteenth Century.
The representation depicts an object moving along a "track" marked in .5 meter intervals. As the object moves, displacement-time, velocity-time, and acceleration-time graphs record the motion in real time. The user may select various types of motion to be depicted, as well as edit a velocity-time graph and have the resulting motion depicted. As the object moves, color coded vectors display its displacement, velocity and acceleration.
- Material Type:
- Lesson Plan
- Phenomena and Representations for Instruction of Science in Middle Schools (PRISMS)
- Provider Set:
- PRISMS: Phenomena and Representations for the Instruction of Science in Middle School
- Date Added:
In this lesson children will be asked to make a graph, then listen to a story. After the story, they will do a similar graph and then compare the two graphs.
In this lesson each student will create a glyph (symbol or icon) which represents them and read the glyphs of others using a legend to understand the data on the glyphs.
In this lesson children will listen as the teacher reads Chrysanthemum. Afterwards have a discussion about the story with a focus on the length of ChrysanthemumŐs name. Have the children compare the lengths of their own names using letter tiles, grid paper, and a class graph.
In this lesson students will listen and match sounds ... either rhyming sounds, beginning sounds, ending sounds or vowel sounds.
Overview: In this lesson, students will particpate in three separate learning activities. These activities are each made to help improve the students' knowledge of creating real-world problems to represent an addition and a subraction equation within 20. At the end of the lesson, there is an assessment in order to check the effectivenss of the learning activities
1st grade science key vocabulary English/Spanish translations (space to add drawing as well).
Historian William E. Leuchtenburg talks about past presidential elections and how the 2004 election fits or defies precedents.