Teacher:

Subject: Math

Session: 7-8

Class: 2

Date: 9 August 2010

Time 60

Learning TSWBAT: Outcomes/Objective/Purpose Represent numbers as Hundreds, Tens , and Ones in place value (The student will be able to table
TSWBAT) action words/ Blooms/ Biblical integrations/ assessable/easy to understand

Anticipatory Set/Hook
(Getting ready, grab the students attention/Bell assignment/ openinginclude time if helpful)

10 Review forming certain number using ones, tens and hundreds. Place the required number unit blocks in front of the class, then ask the student to write the number on the small white board. Check the answer together. Explain the two different methods of showing values of the digits of the number 258: 2 stands for 200/ 2 hundreds 2 hundreds 5 stands for 50 5 tens 8 stands for 8 8 ones TE 2A pgs 10-11 H T O 2 5 8 258= 2 hundreds 5 tens 8 ones 200 + 50 + 8 PB 2A part 1 practice 2 pages 9-10 35

Input/Modeling/Checking for Understanding

(Include text, pg #, story titles, methodology, strategies (MI/Biblical integrations cooperative learning, etc.), teaching aids, handouts include time if helpful)

Guided Practice
(In-class activities which provide additional practice include time if helpful)

15

Independent Practice
(Homework/Assessment)

Do My PALs HW book pages 3-4

Reflection
(After teaching - lesson success/ needs/student information)

CoC: ____________________

Team/ Subject Leader: _____________________

Teacher: Learning Outcomes/Objective/Purpose (The student will be able to TSWBAT) action words/ Blooms/ Biblical integrations/ assessable/easy to understand Anticipatory Set/Hook (Getting ready, grab the students attention/Bell assignment/ openinginclude time if helpful)

Subject: Math

Session: 2-3

Class: 2

Date: 10August 2010 Time

TSWBAT: - Represent numbers as H, T, O in place value table - Use the comparing the tens and then the ones

Discuss HW

10

Input/Modeling/Checking for Understanding (Include text, pg #, story titles, methodology, strategies (MI/Biblical integrations cooperative learning, etc.), teaching aids, handouts include time if helpful)

TE 2A pgs 12-15: In 708= The digit 7 is in the hundreds place The digit 0 is in the tens place The digit 8 is in ones place H T 7 0 700 + 0 + 8 = 708 O 8

35

In 960= The digit 9 is in the hundreds place The digit 6 is in the tens place The digit 0 is in ones place H T 9 6 900 + 60 + 0 = 960 Guided Practice (In-class activities which provide additional practice include time if helpful) Independent Practice (Homework/Assessment) O 0

960 is greater than 708; 708 is smaller than 960 Do PB 2A part 1 pgs 15-16

15

Do My Pals Home work book p.5-6

Reflection (After teaching - lesson success/ needs/student information)

CoC: ________________________________________ Team/ Subject Leader: _____________________

Teacher: Christina1

Subject: Math

Session: 1-2

Class:

Date: 12 August 2010

Time

Learning TSWBAT: Outcomes/Objective/Purpose - compare 2 or more 3 digit numbers (TE pg 19) (The student will be able to - compare a number with the previous number using the terms TSWBAT) action words/ 1 more than 1 less than 10 more than 10 less than Blooms/ Biblical integrations/ 100 more than 100 less than assessable/easy to understand Anticipatory Set/Hook
(Getting ready, grab the students attention/Bell assignment/ openinginclude time if helpful)

60

Discuss yesterdays homework (ask them to use manipulative to visualize their answer) Ask them to do it in a group.

10

Input/Modeling/Checking for Understanding

(Include text, pg #, story titles, methodology, strategies (MI/Biblical integrations cooperative learning, etc.), teaching aids, handouts include time if helpful)

Go to TB 2A pg 19 (teacher only) The teacher writes down on the board 103, 810, 720 (arrange these numbers, begin with the smallest) Give them more numbers 310, 150, 257 = begin with the smallest 318, 899, 432 = begin with the greatest (Ask them to put these numbers into HTO table).

20

Guided Practice
(In-class activities which provide additional practice include time if helpful)

Math journal (TB pages 20-22) (Teachers please guide them, to do number by number) Go over to pages 17-18

20 10

Independent Practice
(Homework/Assessment)

Write their journal in book no. 1

Reflection
(After teaching - lesson success/ needs/student information)

Teacher:

Subject: Math

Session:

Class:

Date: August 2010

Time 60

Learning TSWBAT: Outcomes/Objective/Purpose - recall their concept of Numbers to 1000 from counting, place (The student will be able to value, comparing and order and pattern by doing the formative test.
TSWBAT) action words/ Blooms/ Biblical integrations/ assessable/easy to understand

Anticipatory Set/Hook
(Getting ready, grab the students attention/Bell assignment/ openinginclude time if helpful)

Review the concept of counting numbers, number words, place 20 value, comparing numbers using smaller than, greater than, more than, less than ordering numbers begin with smallest or the biggest. Do the formative test independently. 40

Input/Modeling/Checking for Understanding

(Include text, pg #, story titles, methodology, strategies (MI/Biblical integrations cooperative learning, etc.), teaching aids, handouts include time if helpful)

Guided Practice
(In-class activities which provide additional practice include time if helpful)

Independent Practice
(Homework/Assessment)

write down in their agenda Friday ( August 2010), they will have summative test Numbers to 1000.

Reflection
(After teaching - lesson success/ needs/student information)

Teacher:

Subject: Math

Session:

Class: 2D

Date: 13 August 2010

Times 30

Learning TSWBAT: Outcomes/Objective/Purpose - Use place value tables with concrete representations to show (The student will be able to addition of a 1-digit, 2-digit, or 3-digit number to a 3-digit number TSWBAT) action words/ without regrouping (simple addition). TE 2A pages 27-30
Blooms/ Biblical integrations/ assessable/easy to understand

Anticipatory Set/Hook
(Getting ready, grab the students attention/Bell assignment/ openinginclude time if helpful)

Input/Modeling/Checking for Understanding

(Include text, pg #, story titles, methodology, strategies (MI/Biblical integrations cooperative learning, etc.), teaching aids, handouts include time if helpful)

introduce the strategy for adding numbers: Add from right to left. First, add the ones, then add the tens and the last add the hundreds. 135 + 3 = ? 135 The students can use the grid papers to 3+ visualize their answer. 138 - Go over Pupils Book 2A pages 27-28 practice 1a-b. 271 271 271 271 18 + 18 + 18 + 18 + 9 89 289 Add from the ones, then add the tens and the last add the hundreds. 2 hundreds + 8 tens + 9 ones

10

10

Guided Practice
(In-class activities which provide additional practice include time if helpful)

Do Work Book 2a part 1 pages 23-24

10

Independent Practice
(Homework/Assessment)

My PALS Homework Book pages:11-12

Reflection
(After teaching - lesson success/ needs/student information)