Details:Read the case study to inform the assignment.Case Study: MariaGrade: 9thAge: 14It is the beginning of the second semester, and Maria is having a great deal of difficulty in her algebra clas
Running head: ESSENTIAL QUESTIONS 1
“Essential Questions”
Grand Canyon University: SPD 570-O500
8/11/2016
| Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title | Trenecia Mitchell 2nd 5/16/2018 “Base ten ( Number and operations)” “Understanding Place Value” | ||||||||
| I. Planning | |||||||||
| “Lesson summary and focus”: | |||||||||
| Classroom and student factors: | |||||||||
| State Learning Standards: | “CCSS.MATH.CONTENT.2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s”. | ||||||||
| Specific learning target(s) / objectives: “Students apply grade level understanding to grouping in 1000”. | “Teaching notes”: | ||||||||
| “Agenda”: | “Formative assessment” | ||||||||
| “Academic Language”: | “Key vocabulary”: | “Function”: | “Form”: | ||||||
| “Instructional Materials, Equipment and Technology”: | |||||||||
| “Grouping”: | |||||||||
| II. Instruction | |||||||||
| A. Opening | |||||||||
| “Prior knowledge connection” | |||||||||
| “Anticipatory set” | |||||||||
| B. Learning and Teaching Activities (Teaching and Guided Practice): | |||||||||
| I Do | Students Do | Differentiation | |||||||
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| Summative Assessment: | Differentiation: | ||||||||
| Closure: | |||||||||
| Homework: | |||||||||
Question
How can you find out how many objects are in a set?
How can you order numbers?
How can you show numbers in different ways?
How can you read and write numbers to 120?
How do you represent a number using objects?
What can a number line show us about numbers?
How can you represent a number using models or pictures?
How can you represent a number using tens and ones?
How many ones do we use to create a ten?
What happens when we collect ten ones?
How can a number be represented other than by a numeral?
How can a number from 10-99 be broken down using tens and ones?
How can you model up to 99 in different ways?
How can you compare sets
How can you compare numbers 10-99 using the symbols >, <, and = ?
How can I use what I know about tens and ones to add numbers?
How do you know when we are going to need two digits
How can different combinations of numbers and operations be used to represent the same quantity
How can I use what I know about tens and ones to add and subtract two-digit numbers
What strategies do I use to find the sums and differences of two whole numbers up to two digits long
How can I find 10 more and 10 less without having to count
Reference
http://www.corestandards.org/Math/
http://www.corestandards.org/Math/Content/2/NBT/
https://www.mathsisfun.com/numbers/skip-counting.html 1
