TABLE OF CONTENTS
Introduction............................................................................................................................. vii Matrix .................................................................................................................................. vii-xviii I. WHOLE NUMBERS A. Comprehension of Whole Numbers Reading and Writing Numbers through Billions .......................................................... Properties of Addition ................................................................................................ Properties of Multiplication ......................................................................................... Rounding Numbers ................................................................................................... Adding and Subtracting Large Numbers .................................................................... Multiplying Whole Numbers ....................................................................................... Dividing Whole Numbers ........................................................................................... One-Step Word Problems .......................................................................................... Two to Three-Step Word Problems ............................................................................ Odd and Even Numbers ............................................................................................ Greatest Common Factors (GCF) of Given Numbers ................................................. Prime and Composite Numbers ................................................................................. Prime Factors of a Number ........................................................................................ Multiples of a Given Number...................................................................................... Least Common Multiple (LCM) of a Set of Numbers .................................................. Divisibility Rules • 2, 5 and 10 .................................................................................................... • 3, 6 and 9 ..................................................................................................... • Classifying Numbers as Divisible by 2, 3, 4, 5, 6, 9 and 10 ............................ • Classifying Numbers as Divisible by 2, 3, 4, 5, 6, 9 and 10...

...Teachers of Mathematics Standards and MathLessons
In the following essay there will be four lessonplans discussed from four different websites. All of the lessons concentrate on the National Council for Teachers of Mathematics (NCTM) Standards for Number Sense and Operations. The four lessons will be analyzed using the following criteria; the NCTM Standards, the use of differentiated instruction and the use of manipulative. The four lessons that will be looked into focus on addition, subtraction, fraction and number values.
The NCTM focuses on encouraging instructors to allow students to use their natural insights when discovering number sense and operations. According to the NCTM standards, students would rather explore concepts to figure out each time, instead of just memorizing formulas or using calculators to get the answers. For some students memorization does not always come easy. When students have trouble memorizing information then the students may fall behind in class. Students are using their number sense and operation sense, rather than just learning to add, subtract, multiple or divide.
Standards are not the only thing that needs to be taken into consideration as a teacher. The teachers also need to get to know their students because each student has different strengths, weaknesses, abilities or disabilities. Teachers need to learn what skills work...

...DIRECT INSTRUCTION LESSONPLAN
(Case Study 4.2 LessonPlan)
Sample 1
Subject Area: Math Specific Content: Improper fractions and equivalent mixed numbers
Grade Level: 6th Grade Length of Lesson: 30 minutes
Instructional Objective(s): The learner will write any improper fraction as a mixed number.
State Content Standard / Benchmark / Grade Level Expectations:Math – Patterns, Relationships, and Functions
Content Standard: Students describe the relationships among variables, predict what will happen to one variable as another variable is changed, analyze natural variation and sources of variability, and compare patterns of change.
Middle School Benchmark: Represent variability or change by ordered pairs, tables, graphs, and equations.
Long-Term Unit Objective: The learner will add, subtract, multiply, and divide any two mixed numbers with unlike denominators.
Yesterday’s Lesson: The students worked with a partner and used fraction manipulatives to better understand equivalent mixed numbers and improper fractions.
Tomorrow’s Lesson: The students will learn to write mixed numbers as improper fractions, which will be an inverse of today’s lesson.
Prerequisite Knowledge or Behaviors Needed:
Skills: The students are able to do multi-digit division and multiplication by hand without the use...

...Explanation and Justification
School and Class Context
The sequence of four science lessons were designed for prep students who study at an independent coeducational school. This school provides education from kindergarten to year 12 across four campuses and it is founded on the principles of the Christian faith as taught by the Lutheran church of Australia. The school’s ICSEA (Index of Community Socio-Educational Advantage) is 1083 (ACARA, 2012), which is higher than the Australian average of 1000. There are currently 801 students with 2% and 3% being classed as indigenous and ESL students respectively.
I taught one of the two prep classes, which comprised of 22 students in total with 9 girls and 13 boys. Each class was well supported with teaching resources including a full time teaching aid, cutting-edge ICT resources and a variety of learning toys, puzzles and books. The majority of children were generally well-behaved and motivated but sometimes had mild disruptive behaviours such as calling out without hands up, whispering and getting easily distracted. The above conditions were taken into consideration when designing my lessons.
Lesson Sequence Context and Design Explanation
Currently the school is experiencing the curriculum transition. The Australian Curriculum was introduced into schools state-wide in January 2012 and will gradually replace the Queensland curriculum by 2014. At prep level, where the...

...MathLessonPlan
Grade Level:
Kindergarten
Subject:
Math
Prepared By:
Mary Ellen Guimond
Activity Name: The Matching Mittens
Learning Domain: Mathematics, Fine Motor, Cognitive
Overview & Purpose: From the story “The Mitten”, children will have sets of mittens and they will need to lay the mittens out in order along with being able to match the number with the word number.
What will be learned and why it is useful.
Education Standards Addressed
If your state has early learning standards, please identify and list the standards that this lesson addresses
Objectives:
(Specify skills/information that will be learned.)
Counting, one-to-one correspondence, matching groups of objects, sorting, along with being able to recognize the correct order of numbers, and then identify the name of the number along with the number itself.
Materials Needed:
Black marker
Card stock for cutout mitten patter
Scissors
Content:
(Specific skill/ concept being taught in lesson)
Counting
Ordinals
Sorting
one-on-one correspondence
Vocabulary:
One (1), Two (2), Three (3), Four (4), Five (5), Six(6), Seven(7), Eight (8), Nine (9), and Ten (10)
Other Resources:
“ The Mitten” book by Jan Brett
Would give them the opportunity to research the animals that where talked about in the book.
Procedure/s: (List of steps in lesson delivery)...

...DETAILED LESSONPLAN IN MATHEMATICS 1
I. LEARNING OBJECTIVES
Given the necessary materials, 75% of the students should be able to:
1. identify the different shapes
2. distinguish shapes by touching real objects
3. positively respond to shapes.
II. SUBJECT MATTER
A. Topic: Shapes
B. References:
1. Cariño, Isidro D. Ph.D. & Acuña, Adoracion M. MAT. “Elementary Mathematics”. Anvil Publishing, Araneta Avenue. Quezon City.PP.117-119
2. Castaño, Paulina and Castro, Isabel Ed.D. “Fun in Nemeracy”. Abiva Publishing House Inc. Araneta Avenue. Quezon City. PP 24-25
3. www. woodlands-junior.kent.schu.uk/math/shapes
4. www. Littleexplorers.com/math/geometry/labelshapes
C. Concepts: Shapes are forms of things which give them distinct identification. It is found everywhere; any object has one or more combination of shapes.
D. Materials: flash cards, box with real object inside, interactive game chart, pictures
E. Skills: Visual Memorization
F. Values Integration: Boost self-confidence
III. LEARNING ACTIVITIES
Teacher’s Activity | Students’ Activities |
A. Classroom Routine1.Prayer Let us pray.2.Checking of Attendance Class, is everybody present today?That’s good!B. Lesson Proper1.Motivation Class look at this pictures, what did you observe? Very good! Did you know class, those infrastructures are designed by an Architects Ok, who wants...

...A Detailed LessonPlan in Mathematics (First Year)
I. Objectives
Content : To know the condition(s) for lines to be perpendicular
: To determine whether two given lines are perpendicular
Process : To find the equation of the line that passes through a point (x,y) and is perpendicular
to the given line whose equation is y=mx+b
II. Subject Matter
Topic: Linear Function
Sub-Topic: Perpendicular Lines
Reference: Merrill Algebra Two with Trigonometry page: 80-83
by: Foster
Materials: Power point presentation,
Strategies: Exposition and Discussion
Values: Courage and Determination
III. Procedure
A. Lesson Proper
| | |
|Teacher’s Activity |Student’s Activity |
| | |
|“Good Morning Class” | |
|...

...A Detailed LessonPlan in Math for Kindergarten
Submitted by:
Clarisse Anne M. Sabusap
III-1 BECEd
Submitted to:
Prof. Jaimmy Griffin
I. Objectives
At the end of the lesson, the pupils are expected to:
1. Identify the basic Skip Counting by 2’s, 5’s and 10’s
2. Appreciate the basic Skip Counting by 2’s, 5’s and 10’s
3. Arrange and Act the different Skip Counting by 2’s, 5’s and 10’s
II. Subject Matter
* Reading: Skip Counting by 2’s, 5’s and 10’s
* Reference : Adventures in Math by Leonora Varela
* Materials: Paper , pencil and crayons
* Level : Kindergarten
III. Procedure/Strategy
Teacher's Activity | Pupil's Activity |
A. Meeting Time~ "Hello! How do you do?" • Prayer Song"I see you, Lord" • Motivation"Batang 3G" • Attendance~ Good Morning Kinder - Mapagmahal~ Now that we are energized, let us know count the no.of pupils that are present today.~ How many boys are present today?~ How many girls are present today?~ All in all, how many pupils are present today?~ What was the day yesterday?~ What is the date today?* END OF MEETING TIME B. Story Telling~ I have a story that will surely give smile on your cute faces.~ Can I see that smile children?~ But before that, I have 3 difficult words that we will encounterin the story. The first word is DUKE.~ Do you have any idea what Duke is?~ The second word is CUBE. Do you have any idea what cube is?~ The title of...

...A Detailed LessonPlan in Technology and Livelihood Education
Wood Working/ Carpentry
(Integration in Mathematics & Values Education)
by: Edgar S. Penuela
I. Objectives
At the end of the lesson, the students will be able to:
a. Discuss what is board foot;
b. Have knowledge on how to solve board foot as a unit of measure for lumber;
c. Solve problems involving measurement of board foot; and apply board foot measurement to real world situations.
II. Subject Matter
Measurement for the Volume of Lumber (Board Foot)
Reference:
Materials: Measuring Tape or any linear measuring tools; Blocks of wood & Computer/DLP
Values: Conservation of Resources/ Critical Thinking & Decision Making Skills
III. Procedure
Learning Activities
Teacher’s Activity & Students’ Activity
* Let us all stand for our prayer.
* Good Morning Class.
* Before you sit down, please arrange your chairs properly and pick up the pieces of papers and trashes under your chairs.
(Checking of Attendance)
* As I call your name you may say present.
(An assigned student will lead the prayer)
* Good Morning Sir!
(The students follow the instruction)
(Students raise their hands and say present as the teacher calls in their name)
Review
(Presume that the past lesson is all about the classification of lumber)
* Class, what was our lesson last meeting?...