.
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Materials: Whiteboard, markers, real-world problems that use estimation.
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Activity:
■
Start by doing a problem together on the board, and thinking out loud as you estimate and do the problem
.
■
Give the students a problem to estimate, solve and discuss the reasonableness of their answer with a partner
.
■
Discuss how to determine whether the answer is reasonable.
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Skill: Identify a number sentence that represents the commutative property of multiplication
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LOC Score: 22
○
NAT Score: 21
■
Deficit: -1
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Lesson Plan:
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Objective: Students will be able to identify number sentences that demonstrate the commutative property of multiplication (e.g., 3 x 4 = 4 x 3)
.
○
Materials: Whiteboard, markers, manipulatives (e.g., counters, blocks).
○
Activity:
■
Start by explaining the commutative property of multiplication using manipulatives and showing how changing the order of the factors does not change the product
.
■
Write several number sentences on the board, some that demonstrate the commutative property and some that do not, and ask students to identify which ones show the property
.
■
Have the students create their own examples of multiplication number sentences that show the commutative property.
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●
Skill: Estimate using reasonableness
○
LOC Score: 20
○
NAT Score: 13
■
Deficit: -7
●
Lesson Plan:
○
Objective: Students will be able to use estimation and check the reasonableness of an answer to a math problem
.
○
Materials: Whiteboard, markers, real world problems that use estimation.
○
Activity:
■
Start by doing a problem together on the board, and thinking out loud as you estimate and do the problem
.
■
Give the students a problem to estimate, solve and discuss the reasonableness of their answer with a partner
.
■
Discuss how to determine whether the answer is reasonable.
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●
Skill: Estimate using compatible numbers
○
LOC Score: 53
○
NAT Score: 72
■
Deficit: -19
●
Lesson Plan:
○
Objective: Students will be able to use compatible numbers to estimate the answer to math problems
.
○
Materials: Whiteboard, markers, problems that require estimation.
○
Activity:
■
Begin by defining what compatible numbers are, and using examples
.
■
Present various problems on the board, and have the students show how they would estimate using compatible numbers
.
■
Have the students do practice problems with a partner and explain their reasoning.
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●
Skill: Identify rotations and reflections * LOC Score: 56 * NAT Score: 59
○
Deficit: -3
**Lesson Plan**:
* **Objective**: Students will be able to identify rotations and reflections of shapes [3].
* **Materials**: Geometric shapes, mirrors, paper, pencils.
* **Activity**:
* Begin by explaining and showing what rotations and reflections are [3].
* Have the students use the mirrors to explore how shapes are reflected, and rotate the shapes to explore rotations [3].
* Have the students draw shapes, and then draw rotations and reflections of those shapes [3].
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●
Skill: Identify symmetry
○
LOC Score: 60
○
NAT Score: 85
■
Deficit: -25
●
Lesson Plan:
○
Objective: Students will be able to identify lines of symmetry in shapes
.
○
Materials: Geometric shapes, paper, pencils, scissors.
○
Activity:
■
Begin by explaining the definition of symmetry and show examples
.
■
Have the students fold shapes in half and cut along the line to show symmetry
.
■
Have the students find or create examples of symmetrical shapes.
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●
Skill: Identify most likely and least likely outcomes
○
LOC Score: 64
○
NAT Score: 90
■
Deficit: -26
●
Lesson Plan:
○
Objective: Students will be able to identify the most likely and least likely outcomes in simple probability situations
.
○
Materials: Dice, spinners with different colored sections, decks of cards, recording sheets, whiteboards, markers.
○
Activity:
■
Begin by explaining what a likely and unlikely outcome is, using real-world examples
.
■
Use dice, cards, and spinners to simulate probability situations.
■
Have students predict which outcomes are more likely or less likely and explain their reasoning
.
■
Record the results and have the students compare their predictions with what actually happened.
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●
Skill: Recognize multiplication as repeated addition
○
LOC Score: 67
○
NAT Score: 82 * Deficit: -15
●
Lesson Plan:
○
Objective: Students will be able to understand and demonstrate multiplication as repeated addition
.
○
Materials: Whiteboard, markers, manipulatives (e.g., counters, blocks).
○
Activity:
■
Start by showing how multiplication is the same as repeated addition using manipulatives and groups of objects
.
■
Write multiplication problems on the board and have the students rewrite them as repeated addition problems
.
■
Have students create their own examples of multiplication as repeated addition.
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●
Skill: Identify a fraction model that is part of a whole
○
LOC Score: 68
○
NAT Score: 77
■
Deficit: -9
●
Lesson Plan:
○
Objective: Students will be able to identify fractions and represent them using models
.
○
Materials: Whiteboard, markers, fraction models (e.g., fraction circles, bars), paper, pencils.
○
Activity:
■
Begin by reviewing basic fraction concepts and show how a whole can be divided into equal parts
.
■
Use fraction models to represent various fractions, and have students label the parts
.
■
Give students paper to create their own models for various fractions.
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●
Skill: Identify a fraction model that is part of a group
○
LOC Score: 76
○
NAT Score: 90
■
Deficit: -14
●
Lesson Plan:
○
Objective: Students will be able to identify fractions and represent them using models
.
○
Materials: Whiteboard, markers, fraction models (e.g., fraction circles, bars), paper, pencils.
○
Activity:
■
Begin by reviewing basic fraction concepts and show how a group of items can be divided into equal parts
.
■
Use fraction models to represent various fractions, and have students label the parts
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