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Kindergarten to Grade 2 / Session #2A
What is your Goal?
• Your husband comes home with a dozen red roses.
• You have just purchased 9 metres of white organza.
• You have just dyed your hair mousey brown.
The Real Reason
You have had some fun with identifying the goal behind some curious action.
Let’s share your best goal with the whole group.
Marian’s List
• List your expectation• List the Big Idea you want to use to
filter that expectation through• Develop a lesson goal based on the
expectation• Create a consolidating question
focused on the goal
Exploring Terms
Expectations
Big Ideas
Lesson Goals
Consolidating Questions
Grade 2 – Marian’s Example
Expectation
Locate whole numbers to 100 on a number line and on a partial number line (e.g. Locate 37 on a partial number line that goes from 34 to 41)
34 -------------------------- 41
If this is the expectation:
Locate whole numbers to 100 on a number line and on a partial number line
then what is the big idea?
Grade 2 – Marian’s Example
Expectation:Locate whole numbers to 100 on a number line and on apartial number line (e.g. Locate 37 on a partial number line that goes from 34 to 41)
Big Idea
Usually we use numbers to give us a sense of the size of something.
Numbers tell us how many or how much.
Characteristics of Lesson Goals
What characteristics are we looking for?- It is curriculum specific.- It is assessable.- It is usually, and definitely for CAMPPP, rooted
in conceptual understanding.- It is usually, and definitely for CAMPPP is,
filtered through a big idea. - You have thought about why it’s worth teaching
and that infuses your lesson.-
Conversation Starters, page 22
Lesson Goal
Expectation - locating numbers on a number line and partial number line to 100
BI- use numbers to give us the sense of the size of something
Lesson Goal – students will describe numbers that are and are not included in a skip counting situation by referring to a number line
Creating Consolidating Questions
The consolidating question pulls all of the learning together.
It is a means to determine whether the lesson goal has been meet.
You need to ask a question or two that gets Right to your goal.
Expectation - locating numbers on a number line to 100
BI- use numbers to give us the sense of the size of something
Lesson Goal – students will describe numbers that are and are not included in a skip counting situation by referring to a number line
Consolidating Question – A number line is labelled starting at 0 by skip counting by 5’s. A spot on the line is pretty far from 0 and really close to one of the numbers that is labelled. What might it be? How do you know?
Working on It #1
Problem : Choose a number for the second mark on the number line.
0 -------------------------- ------Make a third point on the line. Tell what number
name it should have and why.
Consolidating Question: Create a sentence that uses each of the four numbers and words shown below. Other and numbers can be used.
3, more, 5, and
Still Working on It
In a triad:
• Solve the problem
• Identify the expectation(s) and big idea
Discuss:
How do you interpret this expectation?
How does your interpretation connect to the big idea?
Consolidating Question
Create a sentence that uses each of the four numbers and words
below. You can use other words and numbers.
3, more, 5, and
What Do We Know?
Before we write a lesson goal for this expectation and big idea, let’s discuss what we know.
What information do we have to help us write a lesson goal?
Write a Lesson Goal
We know:
• the expectation
• the big idea
• where the number line begins
• when we choose one other spot on the line we can assign a third number, a fourth and so on
• the lesson goal states the desired learning
Reflect and Connect
Discussion points:
• Share one idea that came up that reinforces what you already do with respect to creating lesson goals
• Offer one idea that came up that might change how you create lesson goals.
Working On It #2
Problem: Represent 20 in a lot of different ways. Which of those ways help you see that 20 is 2 tens.
Lesson Goal: To compose and decompose a numbers showing that they are made up of groups of10’s and 1’s
Still Working on It
In a triad:• Solve the problem• Identify the expectation(s) and big idea
Discuss:
How do you interpret this expectation?
How does your interpretation connect to the big idea?
What Do We Know?
Before we write a consolidating question, for this expectation, big idea and lesson goal, let’s discuss what we know.
What information do we have that will help us write a consolidating question?
Write a Consolidating Question
We know:
• the expectation
• the big idea
• the lesson goal – to compose and decompose a number showing that they are made up of groups of 10s and 1s (place value)
• Variety of representations (numbers, pictures, ten frames)
Reflect and Connect
Discussion points:
• Share one idea that came up that reinforces what you already do with respect to creating consolidation questions.
• Offer one idea that came up that might change how you create consolidating questions.
Assessment for Learning
Feedback
Squared with your thinking
Peaked your curiosity
Circling in your mind