Professional Documents
Culture Documents
Date
-2016
Aysha Ahmad
Time: 15 minWhole
Task One:
Put video about place values tens, ones song.
https://www.youtube.com/watch?v=5W47G-h7myY
Food to represent ones and tens and hundreds.
Instructions:
1- Find food items that represented the ones and tens. I finally settled on, pretzel
sticks for tens and small marshmallows for ones.
2- Used place value dice to roll 3-digit numbers and then represented the number
using food items.
3- After modeling, let Ss worked with their partner and made up new challenges
along the way... who could make the larger number?
Group work activity:
Individual activity.
Draw and count.
Instructions:
- Distributes paper for each student.
- Ask Ss to draw tens and ones then count it 22+1
This activity helps the Ss to comprehend how to modeling ones and
tens.
SLA approach will be integrated throughout the plan
Instructions:
Give students tens and ones blocks.
T read the problem for p337 to scaffold their learning.
Ss participate in mega math activity and complete it.
Teacher check Ss answer by going around the class helping them.
At the end, T put the answers in the board.
Closing
This activity helps the Ss to model the one and tens, also have
knowledge that each tens has ten ones.
Assessment
- Asking question.
- Checking students work and participating in the class.
Reflection WWW/EBI
In this lesson I :
- Student like the idea of ones and tens in marshmallow and stick.
- We connect math to kitchen.
- The students participate and love the activity.
- The first activity guided Ss to do the activity of the book alone.
My weakness are:
- Managing time.
Next time I will:
- Next time, I will make one or two activity at least in order to manage
my time and have ability to control and see Ss work
- Keep using hands on activity because it is fun and memorable.