Subject Integration- Math: children will repeat the pattern of a rainstorm while making the sounds of a rainstorm.

Grade Level- First

Time- 40 minutes

Objective- The first grade student will demonstrate understanding of patterns and create their own pattern of music.

Sunshine State Standards-

MU.1.F.1.1: Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.

MA.1.A.1.4: Use counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problems.

Materials- Pattern Fish by Trudy Harris

Pattern Math Counts by Henry Pluckrose.

Procedure-
1. This lesson is being continued from a previous pattern lesson so the children are familiar with patterns. 2. The teacher will review what a pattern is: a distinctive style, or form. 3. The teacher will then explain to the class that today they will be creating the sound of a rainstorm while counting the different sounds. The teacher will then demonstrate to the students so they have an example of what they will be doing. 4. The teacher will then ask the students what sounds they can think of that a rainstorm makes. 5. Student’s responses can vary from clap, stomp, shuffle, snap… etc. 6. Then the teacher will have each group of tables (children are seated in groups of four) pick the sound they want to make. 7. The teacher will explain to the students that each group will come u with a “rain” pattern using the brainstormed ideas then the other groups will repeat it. 8. Once this activity is done the students can choose between reading Pattern Fish by Trudy Harris or Pattern Math Counts by Henry Pluckrose.

Adaptation for Special Needs- The teacher will be standing close to a child with ADD or ADHD, and break the assignment down into small steps.

...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)...

...Lesson 5: Live vs. Hatched
Big Ideas of the Lesson
Some animals are born alive.
Some animals hatch from eggs.
Mothers take care of their babies when they are little.
Many baby animals cannot take care of themselves.
Abstract
This lesson focuses on identifying how animals are born. Children read a book and watch videos about life cycles and animal mothers. They make a chart of animals that hatch from eggs and animals that are born alive.
Grade Level Context Expectation(s)
Children will:
generate questions based on observations of various animal life cycles (S.IP.01.12).
communicate and present findings of observations of parent/young characteristics (S.IA.01.13).
classify young animals based on characteristics that are passed on from parents (e.g., dogs/puppies, cats/kittens, cows/calves, chickens/chicks) (L.HE.01.12).
describe the life cycle of animals including the following stages: egg, young, adult; egg, larva, pupa, adult (L.OL.01.21).
Key Concept(s)
adult
egg
growth
life cycle
young/offspring
Instructional Resources
Equipment/Manipulative
Chart paper (1 sheet)
Crayons
Marker
Optional live animal cultures (see Advance Preparation Below)
Pencils
Student Resource
Heller, Ruth. Animals Born Alive and Well. New York: PaperStar, 1982.
---. Chickens Aren’t the Only Ones. New York: PaperStar, 1981.
Kalman, Bobbie. Animals Grow and Change. New York: Crabtree Publishing, 2008....

...LessonPlan Guide
Topic: Math (To investigate and explore multiplication facts)
Objectives
In this activity, students will investigate and explore multiplication facts.
The students will:
Work in groups to device a plan for making a multiplication matrix
Construct a multiplication matrix
Reflect on the patterns they observe in the matrix
Material
For each group
1 cm grid paper
full sheets of paper
glue
scissors
For the class
36" X 48" butcher paper
Preparation
Make approximately 10 copies of 1 cm grid paper on colored paper for each group of students.
Cut one piece of 36" X 48" butcher paper.
Start the multiplication matrix by placing four or five rectangles on the matrix.
Procedure
a. Mini-lesson:
I will begin the lesson by showing the class the multiplication chart I prepared. I will ask pivotal questions to start a discussion, "What do you think this chart shows"?, "What do the side numbers mean"?
I will point to a rectangle and ask, "What can you tell me about this rectangle"?
I will hold up a grid paper rectangle with 4 rows of 6 and ask, "How many rows are in this rectangle?, How many squares in each row?, How many in all"?
I will then ask the students "Where do you think this rectangle belongs on the chart"? (I will encourage students to use the "rows of" language to help in determining the placement of...

...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...

...SAMPLE LESSONPLAN 3: MATHEMATICS
|Content Objective: |Language Objective: |
|(Aligned with TEKS) |(Aligned with ELPS)(3C) |
|6.9A Construct sample spaces using lists and tree diagrams. |Speak using grade-level content area vocabulary in context to |
| |internalize new English words and build academic language |
| |proficiency. |
|Vocabulary: |Visuals, Materials & Texts: |
|probability, event, outcome, sample space, tree diagram |graphing calculators, dice, coins, poster of tree diagram, index |
| |cards for visual/verbal word association cards. |
|Activities |Check for Understanding: |...

...July 17, 2013
LessonPlan in Mathematics
I.Learning Objectives
Cognitive : Solve mentatlly 1-step word problems involving addition with sums up to 100 without regrouping
Psychomotor: Write an equation correctly
Affective: Show speed and accuracy in solving problem mentally
II. Learning Content
Skill: Mental computation 1-step word problems involving afddition
References: BEC PELC 1.B.2.2
Materials: Teaxtbook, flashcards, manila paper
Speed and accuracy
Speed and accuracy
Value:
III. Learning Experiences
A. Preparatory Activities
1. Drill – Add mentally (use flashcard)
8 9 4 7 3
+3 +6 +5 +5 +9
2. Review
(Recall the steps in solving word problems involving addition) Group the pupils into 4 teams. Each team will analyze the word problem then let them answer the questions.
Chona has 35 stamps. Her friend gives her 49 more. How many stamps does she have in all?
*What is asked?
*What are given?
*What are the word clues?
*What process should be used?
*Write the number sentences?
*Solve the problem.
3.Motivation
Present problem opener
Chito was arranging the social hall for the Grade 3 program. He arranged 60 chairs in rows. Then he arranged 40 more chairs in rows. How many chairs did he arrange altogether?
B. Developmental Activities
1. Presentation
a. Let us solve the problem using POLYA’s 4step in problem solving.
Trivia: George Polya...

...Philippine Normal University
Taft Avenue, Manila
S.Y. 2013-2014
GRAPH OF COSINE FUNCTION
(Semi - Detailed LessonPlan)
Submitted by:
Rañola, Rachel L.
III – 18 BSE Mathematics
Submitted to:
Prof. Imperio
FIELD STUDY PROFESSOR
September 13, 2013
I. TOPIC: GRAPHING COSINE FUNCTION
Subtopic: Properties of Cosine Function
Shifting of the graph
References:
1. Advance Algebra, Trigonometry and Statistics
Dilao, Soledad Jose, Ed. D., 2003, pp. 159 – 164
2. e-math: Advance Algebra and Trigonometry
Oronce, Orlando, 2011, pp. 269 - 274
3.
II. STRATEGIES:
1. Deductive
2. Lecture and Discussion
3. Consolidation and Practice
4. Abstraction
5. Evaluation
III. OBJECTIVES:
At the end of discussion, the students will be able to:
A. Cognitive
B. Affective
C. sketch the graphs of the sine and cosine functions
Values: Patience, Focus and Determination
Materials:
IV. PROCEDURE:
A. DAILY ROUTINE
B. DRILL OR REVIEW
C. LESSON PROPER
1. Motivation
The students will find words that will be related or discussed later on as the lesson goes by.
|A...

...Detailed LessonPlan in Mathematics IV
I.Objectives
At the end of the lesson, the students should be able to:
1. Identify linear equation in two variables.
2. Solve and graph linear equation in two linear variables
3..Present solutions with accuracy and precision in ones work.
II.Subject matter
Topic: Linear equations in two variables and its graph
Reference: Elementary Algebra by Julieta G. Bernabe pages 147-149.
Intermediate Algebra II by Soledad Jose-Dila, Ed.D and Julieta G. Bernabe pages 5-6. Mathematics II
(Concepts, Structures and Methods for High School) by Orlando A. Oronce, Gil Nonato Santos, Marie I.
On Pages 167-174.
Materials: Illustrative visual Aids
III. Procedure
A. Preparation
Daily Routine
Prayer
Checking of Attendance
Checking of the Cleanliness of the Class Room
B. Review
Before we proceed to our next topic let us first have a review about our previous lesson. So, what was our previous lesson all about?
What can you say about plotting points?
How many quadrants are there in the Cartesian Coordinate Plane?
Without plotting, state the quadrant on which each point lies?
1. (3,5)
2. (-1,-2)
3. (-6,3)
4. (-4,-3)
C. Motivation
I have two balls with me,. The red ball is for the girls and the white ball is for the boys.
I will play a song entitled Shembot. While music is playing, you will pass the ball to one in your
right side. When the...