Kindergarten to Grade 2 / Session #2A

What is your Goal? Your husband comes home with a dozen red roses. You have just purchased 9 metres of white organza. You have just dyed your hair mousey brown.

The Real Reason You have had some fun with identifying the goal behind some curious action. Let’s share your best goal with the whole group.

Marian’s List List your expectation List the Big Idea you want to use to filter that expectation through Develop a lesson goal based on the expectation Create a consolidating question focused on the goal

Exploring Terms Expectations Big Ideas Lesson Goals Consolidating Questions

Grade 2 – Marian’s Example Expectation Locate whole numbers to 100 on a number line and on a partial number line (e.g. Locate 37 on a partial number line that goes from 34 to 41)

If this is the expectation: Locate whole numbers to 100 on a number line and on a partial number line then what is the big idea?

Grade 2 – Marian’s Example Expectation:Locate whole numbers to 100 on a number line and on apartial number line (e.g. Locate 37 on a partial number line that goes from 34 to 41) Big Idea Usually we use numbers to give us a sense of the size of something. Numbers tell us how many or how much.

Characteristics of Lesson Goals What characteristics are we looking for? -It is curriculum specific. -It is assessable. -It is usually, and definitely for CAMPPP, rooted in conceptual understanding. -It is usually, and definitely for CAMPPP is, filtered through a big idea. -You have thought about why it’s worth teaching and that infuses your lesson. - Conversation Starters, page 22

Lesson Goal Expectation - locating numbers on a number line and partial number line to 100 BI- use numbers to give us the sense of the size of something Lesson Goal – students will describe numbers that are and are not included in a skip counting situation by referring to a number line

Creating Consolidating Questions The consolidating question pulls all of the learning together. It is a means to determine whether the lesson goal has been meet. You need to ask a question or two that gets Right to your goal.

Expectation - locating numbers on a number line to 100 BI- use numbers to give us the sense of the size of something Lesson Goal – students will describe numbers that are and are not included in a skip counting situation by referring to a number line Consolidating Question – A number line is labelled starting at 0 by skip counting by 5’s. A spot on the line is pretty far from 0 and really close to one of the numbers that is labelled. What might it be? How do you know?

Working on It #1 Problem : Choose a number for the second mark on the number line  Make a third point on the line. Tell what number name it should have and why. Consolidating Question: Create a sentence that uses each of the four numbers and words shown below. Other and numbers can be used. 3, more, 5, and

Still Working on It In a triad: Solve the problem Identify the expectation(s) and big idea Discuss: How do you interpret this expectation? How does your interpretation connect to the big idea?

Consolidating Question Create a sentence that uses each of the four numbers and words below. You can use other words and numbers. 3, more, 5, and

What Do We Know? Before we write a lesson goal for this expectation and big idea, let’s discuss what we know. What information do we have to help us write a lesson goal?

Write a Lesson Goal We know: the expectation the big idea where the number line begins when we choose one other spot on the line we can assign a third number, a fourth and so on the lesson goal states the desired learning

Reflect and Connect Discussion points: Share one idea that came up that reinforces what you already do with respect to creating lesson goals Offer one idea that came up that might change how you create lesson goals.

Working On It #2 Problem: Represent 20 in a lot of different ways. Which of those ways help you see that 20 is 2 tens. Lesson Goal: To compose and decompose a numbers showing that they are made up of groups of10’s and 1’s

Still Working on It In a triad: Solve the problem Identify the expectation(s) and big idea Discuss: How do you interpret this expectation? How does your interpretation connect to the big idea?

What Do We Know? Before we write a consolidating question, for this expectation, big idea and lesson goal, let’s discuss what we know. What information do we have that will help us write a consolidating question?

Write a Consolidating Question We know: the expectation the big idea the lesson goal – to compose and decompose a number showing that they are made up of groups of 10s and 1s (place value) Variety of representations (numbers, pictures, ten frames)

Reflect and Connect Discussion points: Share one idea that came up that reinforces what you already do with respect to creating consolidation questions. Offer one idea that came up that might change how you create consolidating questions.

Assessment for Learning

Feedback Squared with your thinking Peaked your curiosity Circling in your mind