Everyday Mathematics Reading and Writing numbers up to one thousand

Objectives- To practice telling time, and finding

the new time when subtracting and adding minutes. 3.3.3.1 Telling time. Determining time 15 minutes before and after a given time. I know how to have a number 2 or 3 behavior when playing a math game with partners. I have _______ who has_________. I Do (About 5 mins)

Materials1. I Have, Who Has cards 2. Anchor chart

Gather children into a semi-circle around me. Begin today by going back to the anchor chart that was created the day before on what playing games should look like, sound like, and feel like. Have them re-tell why these things are important. Tell them that today theyll get to play the game I Have, Who Has, but, if they begin to act out of whats written on the anchor chart the game ends and they get to sit while I talk the whole time. Also tell them that I will be picking their partners from here on out, unless I see a change in behavior. We Do (About 5 mins)

Instruction- (See right)

Have the students talk about what they think should go into each group. Talk about why these things are important. Pick two of the more rowdy students to model what it doesnt look like when playing a game, and then have them go back and re-model what it looks like to play the game the right way. After these students model the behaviors, have the group state why what they did work or didnt work. Demonstrate the new game with one of the students. Demonstrate a few times for the below level, and make sure to take questions at the end. You Do (About 5 mins) Put students into pairs and begin game. GAME: This game is played with the whole group. The person with the first cards begins the game by stating what time they have on their card, then asking the questions who has ______ (whatever time is asked for on their card. The game ends when the person with the last card is called on.

Evaluation- Students will complete the

game with 95% accuracy and 100% engagement.

Everyday Mathematics

Objectives- TSWBAT efficiently exit the

school in case of a fire alarm/ fire threat.

I can quietly and efficiently walk through the hall on my way out of the school during fire alarms. I can identify the safe zone outside of the school.

Materials- Classroom/ school, students,

place to line up in front of door, and safe zone.

Instruction- (See right)

Begin by explaining the importance of fire safety and safe walking in the hallways to the safe zone located outside of the school. Have students get into groups and make posters on the importances talked about. Have each group present. Have students line up at the door as they practiced when lining up earlier. Have students practice walking in the halls quietly and quickly. Show the students where the safe zone is outside of the school. Have students practice. (If they create noise or arent respectful have them immediately sit back down, explain to them why you brought them back. Have them give ideas on how they can do it better. Then have them try it again). When theyve accomplished the task with 100% accuracy, give the signal of thumbs up, and have them return to their seats quietly.

Evaluation- Students will complete their exit

from the school with 100% accuracy and 100% engagement.