New York Learning Standards in Action:
Northeastern Clinton Central School District 
Champlain Elementary School
Shared Learning Objectives
2001-2002 Project
District: NCCS
School Representatives: Gail Morris and Holly Jolicoeur
SLO Option 1 Project: Froggy Fun
Grade Level: K-2
Subject Area: Integrated
Authored by: Gail Morris and Holly Jolicoeur
Home Page Address:
www.nccscougars.org
Introduction:
The mystery of life fascinates children and adults alike. No matter how many times we expose our students to this event the results are the same. The scientific process instantly begins with the introduction of frog egg clusters. The students are immediately engaged and motivated! Observing the life cycle of a frog allows the students to experience the mystery of life.
We hope to present a "rebitting" glimpse (one lesson) of our eight-day, integrated unit plan.
Prior Knowledge
: The students should already know:·
Numerals 1-20, count using 1 to 1 correspondence·
How to make a dot·
Concept of matching numerals
Objectives: The student will . .
·
Draw one dot to symbolize one egg in each section of the bubble wrap.·
Count the number of eggs in their cluster.·
Match their egg cluster to other students and compare.·
Add two clusters of eggs to see how many eggs there are all together.Materials:
·
A 3"x 5" card and a section of a bubble wrap sheet for each child (according to individual ability)·
A light blue 8x11 sheet of construction paper·
A black magic marker to be shared by two students·
A pencil for each student
Procedure:
1. Each child draws one black dot on each O (bubble) using a black magic marker. The dot is to represent the frog inside the egg.
2. Using their eggs they follow teacher’s instructions.
-Count the eggs and tell how many.
-Write the number of eggs counted on 3"x 5" card.
-Look for another person with the same number of eggs. Find someone with more eggs, fewer eggs. Find a friend and add two clusters to see how many eggs there are all together.
3. Children will glue their egg cluster on the blue paper (which symbolizes water)
4. At the top of the page the child prints: I see _________eggs. (I see 12 eggs.).
Evaluation:
Check each paper to see if the number printed in the sentence represents the number of eggs in the cluster.
Assessment:
·
Observe student participation during instruction and activity.·
Successful completion of project.
Subsequent Knowledge:
·
Frogs begin as eggs.·
Frogs lay eggs in clusters.·
Egg clusters are different sizes.·
Concept of an egg cluster
Learning Standard 3: Mathematics
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability and trigonometry.
Key-1 Mathematical Reasoning
Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.
Key-2 Number and Numeration
Students use number sense and numeration to develop an understanding of the multiple uses of the numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.
Key-4 Modeling/Multiple Representation
Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
Key-7 Patterns /Functions
Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, construct generalizations that describe patterns simply and efficiently.
Modifications: This lesson can be adapted for different levels of addition, subtraction, multiplication and division by placing the dots on the bubble wrap in rows, groups etc. Children within the same grade can use numbers as high as their ability allows.
Reflection: The bubble wrap should be precut according to the ability level of each child.
Materials you will need.
The students prepare to begin making the dots on the bubble wrap.
The students make dots on bubble wrap using a black magic marker.
The students count the number of eggs in their clusters.
The students write the number of eggs in their egg clusters on a 3x5 card.
The students compare their egg number.
The two students add the total number of eggs in the two clusters and print a number sentence.
| Rubric: Communication Skills in Mathematics | ||||
| SKILL: | 4 | 3 | 2 | 1 |
| Learner explains or describes the problem under consideration: | Completely Clear | Fairly Clear | Unclear | Irrelevant |
| Learner uses mathematical vocabulary: | Precisely | Minor errors | Major errors | Not at all |
| Learner supports with evidence or argument: | Sound & Strong | Logical w/minor gaps | Incomplete | Not Present |
| Learner uses symbols, pictures, tables, or graphs to communicate: | Clearly Relevant | Minor errors | Major errors | Completely Inappropriate |
Northeastern Clinton
Central School
Mathematics Exemplar
| Date: | Timed Frame: | Grade Level: |
| Unit: | ||
| Objective: | ||
| Resources: | ||
| District's Standards: | New York State's 7 Key Ideas: |
|
|
|
Comments:
|
Additional
On-line Shared Learning Projects can be seen at:
http://www2.neric.org/capboces/slohp/projpage.htm
