Blake School Presentation Grade 1
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The document outlines a schedule for four sessions occurring between 08:30-04:00 with a forum period from 03:30-04:00. It then discusses using a lesson on the Common Core to understand critical areas for Grade 1, including number bonds, comparison of numbers, and conservation of numbers. Various methods for developing visualization like the CPA approach, bar models, and teacher questioning are listed. The document goes on to discuss elements of effective math lessons including exploration, structure, journaling, reflection, and guided/independent practice using addition and subtraction strategies like counting all, making 10, subtracting from ten, and renaming before subtracting with examples provided.
Blake School Presentation Grade 1
- 1. Schedule 08.30 – 10.00 Session 1 10.15 – 11.45 Session 2 12.30 – 02.30 Session 3 02.45 – 03.30 Session 4 03.30 – 04.00 Forum We studied the Common Core document to understand the critical areas for Grade 1. Using this task as a platform, participants made a list of things that students get to learn in this lesson.
- 2. How can this lesson help students understand the idea of conservation of numbers? How can this lesson be used to teach number bonds? That 4 is 2 and 2. How can this lesson be used to teach comparison of numbers? That 4 and 6 are related.
- 3. Methods to Develop Visualization • CPA Approach • Bar Models • Teacher Questioning
- 4. We use the case of addition of three 1- digit numbers to study the five elements of effective math lessons • Explore • Structure • Journal • Reflect • Practice – Guided and Independent Anchor Tasks In one Singapore textbook it is 7 + 3 + 2 and in another it is 5 + 6 + 4. Discuss the choice of numbers. Discuss the choice of manipulative (ten frame).
- 5. Anticipating Responses • Counting all • Making 10 • Making 5s • Making 4s
- 6. Drill – repetition Practice – variation Is the above drill or practice? We saw how discussion for guided practice cab be conducted. Addition Strategies • Counting All / On • Making 10 ***
- 7. Subtraction Strategies • Subtracting from Ten • 13 – 5 = 10 – 5 + 3 • 11 – 7 = 10 – 7 + 1 • Renaming Before Subtracting
- 8. Students were supported using concrete materials and analogy Kaiyo had found three combinations 3 and 2, 4 and 1 and 5 and 0. He went on to find all six combinations. He uses equation to record his number bonds.
- 9. Evie showed her findings using cubes. She found three combinations and recorded her findings using sentences – 2 and 3 make 5. Alex found a few more combinations such as 6 + -1 = 5, 7 + -1 =5.
- 10. After finding that there are 6 combinations for 5, they explored 7 where there are 8 combinations.