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Comparing Length and Height

                     Kindergarten Invitation for Learning



                                            2011




GSSD Math Coach
     Susan Muir
How can I plan my lessons using the Backwards Approach?


Identify the outcomes to be learned




Now that I have listed my outcome:

Determine how the learning will be observed
What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical
concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student
understanding?
How can I document the children‟s learning?

Create your assessment tools before you create your lesson task.


A Learning Story will be used to document one student’s understanding of length and
height during the invitation for learning.

Photos will be taken and will be used for a future Photo Story or Voice Thread to
document student’s formal math language while describing the photo.
SSK.1 Observational Notes will be taken over the next few lessons.
Name/Date               Describes length        Sorts objects into   Uses a base line
                        using formal math       sets according to    when comparing
                        language such as        length or height     length or height
                        longer than, shorter
                        than, almost the
                        same, shorter, taller
Plan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the
learning outcomes?
What will the learning environment look like?
What strategies do children use to access prior knowledge and continually
communicate and represent understanding?
What teaching strategies and resources will I use?
How can I differentiate the lesson to challenge all students at their learning
ability? How will I integrate technology, communication, mental math, reasoning,
visualization, etc into this lesson? (7 Processes) Look at your outcomes to see
which of the processes you should be including.

Plan your lesson here: What lesson format will you use?
 BEFORE DURING AFTER? Math PODS? ETC.



 Lesson #1 will be in the form of an INVITATION for LEARNING
 Baskets of various REAL LIFE materials will be displayed on each
 table. Students will be given time to explore uninterrupted self inquiry.
 Teachers will document language and conversation.


After Exploration time teachers will use questioning to „dig deeper‟ into understanding.

What do you notice about these two__?
Tell me more.
When would you use___? Why?




                                                         Math Makes Sense Teacher Guide
Gather at the Story Corner/ Meeting Area
Show a “Math Tool Box”
Inside this tool box are a variety of linear measuring tools. There are also
glasses (eyes). Why would you need some of these tools? When would you use
them?
Discuss
Today you will be using your eyes as math tools. I want you to use your eyes to
compare. I want you to use some of these objects and put them in an order. It
can be in any order but you must be able to describe or tell why you ordered
them in that way.

Work together (partners) to choose 2 of your objects or sets on your table.
You must be prepared to talk about how and why you compared these
objects.

    Take Photos of each group’s objects and
      document how they compared the two
      objects or sets of objects.

Assess student learning and follow up
What conclusions can be made from assessment information?
How effective have instructional strategies been?
What are the next steps for instruction?
How will the gaps in the development of understanding be addressed?
How will the children extend their learning?


    Next day
      Order objects using virtual, concrete and
      pencil paper

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Kindergarten lesson linear measurement

  • 1. Comparing Length and Height Kindergarten Invitation for Learning 2011 GSSD Math Coach Susan Muir
  • 2. How can I plan my lessons using the Backwards Approach? Identify the outcomes to be learned Now that I have listed my outcome: Determine how the learning will be observed What will the children do to know that the learning has occurred? What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas? What assessment tools will be the most suitable to provide evidence of student understanding? How can I document the children‟s learning? Create your assessment tools before you create your lesson task. A Learning Story will be used to document one student’s understanding of length and height during the invitation for learning. Photos will be taken and will be used for a future Photo Story or Voice Thread to document student’s formal math language while describing the photo.
  • 3. SSK.1 Observational Notes will be taken over the next few lessons. Name/Date Describes length Sorts objects into Uses a base line using formal math sets according to when comparing language such as length or height length or height longer than, shorter than, almost the same, shorter, taller
  • 4. Plan the learning environment and instruction What learning opportunities and experiences should I provide to promote the learning outcomes? What will the learning environment look like? What strategies do children use to access prior knowledge and continually communicate and represent understanding? What teaching strategies and resources will I use? How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) Look at your outcomes to see which of the processes you should be including. Plan your lesson here: What lesson format will you use? BEFORE DURING AFTER? Math PODS? ETC. Lesson #1 will be in the form of an INVITATION for LEARNING Baskets of various REAL LIFE materials will be displayed on each table. Students will be given time to explore uninterrupted self inquiry. Teachers will document language and conversation. After Exploration time teachers will use questioning to „dig deeper‟ into understanding. What do you notice about these two__? Tell me more. When would you use___? Why? Math Makes Sense Teacher Guide
  • 5. Gather at the Story Corner/ Meeting Area Show a “Math Tool Box” Inside this tool box are a variety of linear measuring tools. There are also glasses (eyes). Why would you need some of these tools? When would you use them? Discuss Today you will be using your eyes as math tools. I want you to use your eyes to compare. I want you to use some of these objects and put them in an order. It can be in any order but you must be able to describe or tell why you ordered them in that way. Work together (partners) to choose 2 of your objects or sets on your table. You must be prepared to talk about how and why you compared these objects.  Take Photos of each group’s objects and document how they compared the two objects or sets of objects. Assess student learning and follow up What conclusions can be made from assessment information? How effective have instructional strategies been? What are the next steps for instruction? How will the gaps in the development of understanding be addressed? How will the children extend their learning?  Next day Order objects using virtual, concrete and pencil paper