Daily Double Plan

Date: 11/1/12

Name: Kyle Thain

Subject/Time: Math

Overview
Unpacked Benchmark, CDAS, CRS, or IL State Standards. K.MD.2 compare two objects using measurable attributes (weight) Objective(s) SWBAT: Review counting and number recognition through a graphing activity. Understand that weight is a measure of the heaviness of an object

Vocabulary words/Key Concepts: Weight, compare, column, heavier, lighter, level, balanced, equal.

Modifications/ Accommodations High group will interpret their graph by answering questions. Materials & Technology: Pan balance two identical containers one heavier than the other. Dice X 23. MM pg 26 X 23, exit slips.

Homework

Key Lesson Elements What is the Teacher Doing?

Do Now (3-5 minutes): on carpet Show two containers of different weights to the class. One has rocks and one has uni-fix cubes. Pass the containers around ask... What do you notice about the containers? how would you describe the difference? Me: So one is heavier than the other one. Let us see if we can figure out if we are correct. is one really heavier than the other? I wonder what tool I could use to compare the weights of the containers. Show students a ruler, yard stick, and the pan balance all by each other. Ahh here we are, I can use my trusty yard stick to measure the weights of the containers. Place yard stick on top of containers and see what they say. Your right, this is too long. I should use my ruler. You guys are good! The yard stick and ruler are both tools that measure length of an object. We are trying to measure the weight. When comparing the

What are the Students Doing?

Making observations and answering questions with a raised hand.

Daily Double Plan

weight of objects we can use this tool, the pan balance. We measured your weights at the beginning of the year. I am going to put one of the containers on the balance and we will watch what happens. Make an observation, what happened? ask... Why do you think the pan with the container is lower? What happens to the other pan when one goes down? What do you think will happen if we add the other container to the other side? Why? Add second container to the balance and ask students to describe what they saw. Me: The lower container contains heavier objects ask... What do you think it means if both pans are level or balanced?

I Do Input (1-2 Key teaching points): on carpet Me: we have been making graphs all year, are birthday graph, our how many letters in our name graph, and our favorite subject graph. Today you are going to make your own graph about how many times you roll a particular number using a dice. Put a finger on your nose if you have ever played a game with dice before. What you will do is roll the dice gently in front of you. Keep the dice on the table. After you roll the dice you will count the dots on the side that is facing up. Roll dice and count the dots with the class. Looks like we rolled a 3. Now I need to record my data. On your paper there is a column for each number 1-6. Lets count, 1,2,3,4,5,6. I rolled a 3 so I fill in one square above the 3 on my paper. Do one more example and have a student roll and record. Check for Understanding: Have rubric facilitators come to the front and explain the directions. Supply managers pass out pencils. Call students to get paper and dice from the table.

Sitting at level 0 listening to instructions.

We Do Guided Practice: n/a Check for Understanding:

n/a

You Do Independent Practice: at tables. Circulate around the room narrating on task behavior. 3 positive interactions with SS, WS, JJ, DR, and SG. Assist high group with interpreting questions as needed.

Check for Understanding:narrate positive behavior and use an example of a students work to show the class.

At a level 1 students are playing the dice game. Time permitting, Kayla, Willie, Nyema, Noah, Charles will have a second sheet with questions about their graph. Which number did you roll the most? least? How many more times did you roll a __ than a __* I will fill in that number based on what they rolled.

Daily Double Plan

Exit Ticket (aligned to lesson objective) or assessment: Dice counting number worksheet. Students will be given one of 3 worksheets based on ability level. Low Medium High HIgh #2 High: Charles, Willie, Noah, breonna, Wynter, Kayla, nyema, jalen W Low: Sam , Kenyah, zachery, Closing/Preview for next lesson: If time, play give the next number game.

Students will complete work sheet.

play give the next number game.