Brenda+Osell

Brenda Osell-5K EW Luther
 * I currently do not have a Smartboard in my classroom and have limited access to the art room or music room boards, mainly because of my ability to set up the lesson after 2:00 in the afternoon or random access in the mornings, depending upon the schedule of specialists in our building. Effective use of my lessons have become dependent upon the access our classroom has to the technology and the frequency of prep time to appropriately set up and troubleshoot technology issues and scheduling issues.

 Investigations Unit 6-Counting and Measuring 5-10 minute math lesson 2.3--Measuring Ourselves Objectives:
 * Lesson #1-Measuring Ourselves **
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Repeating multiple nonstandard units to quantify length ||
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Using numbers, pictures, and/or words to represent a quantity or measurement ||
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Developing strategies for accurately counting and keeping track of quantities up to 20 ||

In this lesson the children are asked to use a previously taught skill of measurement with non-standard units to measure parts of their bodies. In the whole group lesson, I usually draw a body outline on our whiteboard and have volunteers come up to the board with the unifix cubes to measure a part of the body. They have to hold the cubes against the board and stack them to cover the part of the body. They stack the cubes and then count how many cubes it took to fill the space and write this on the board. They students have a tricky time holding the cubes up to the body part and measuring accurately.

I found that by using the smartboard, my students were given the opportunity to place the cubes that I found in the library and cloned could be moved from the work space to the traced body outline more easily and accurately without so much frustration. The students manipulated the cubes along the body part and could then count and find the length of the part in cubes. I found that the outline I created would also hold up better and be more accurate to a 5-6 year old's motor coordiation! The lesson on the smartboard was very engaging and allowed for additional parts of the body to be measured because the task became less time consuming and less frustrating. 

Investigations Unit 6-Counting and Measuring 5-10 minute math lesson 2.1--Inventory Bags Objective: from, a set ||
 * Lesson #2- Inventory Bags **
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Using subsets to count a set of objects ||
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif width="4" height="11" align="absMiddle"]] |||||| Using numbers, pictures, and/or words to represent a quantity ||
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif width="4" height="11" align="absMiddle"]] |||||| Finding the total after 1, 2, or 3 is added to, or subtracted

This lesson is a counting lesson that helps the student practice counting objects up to 20 in two groups or more. The students are asked to sort and count objects in a bag. The student then organizes the information and records it on an Inventory sheet. The student have to find a method for sorting their items and then figure out how to put the sets together to be counted. We discuss as a whole group counting on and other methods for putting 2 sets together. When I did a whole group lesson on the Inventory bags for my class on the smartboard, the Inventory bag was set up on the board and the students could move the objects to count and sort showing their work on the board. We could also then save their work and record their work. It was nice to have a saved set that the students could work off of for other ideas as how to count and sort the items in the Inventory bag when we usually only were able to fit about 2 samples of work on our whiteboard. [|Inventory Bag.notebook]

Investigations Unit 6-Counting and Measuring 5-10 minute math lesson 3.1--Roll and Record 3 Objective:
 * Lesson #3- Roll and Record 3 **
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Combining two single-digit numbers, with totals to 10 ||
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Using numbers to record how many ||
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Modeling the action of combining and separating situations ||
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Separating one amount from another ||

This lesson is a game that is introduced in a whole group and then moved into a workshop to play individually. The children learn the game in an earlier lesson called Roll and Record. We have now changed the parts of the game to include more than one die and the gameboard now has the numerals 0-10 added to it. My students love Roll and Record, so it is not hard to encourage and motivate them to play the new edition of Roll and Record 3. The addition of two 1-6 dot cubes with the 6 whited out moves the level of the game up and the students love the challenge of putting two larger numbers together. The addition of the smartboard is kind of like icing on the cake for my students. They can roll the dot cubes on the board and practice the numeral printing with the pens. [|ROll and Record 3.pdf] Lesson #4-Question of the Day ** Investigations Routine-Included in various units throughout the year 5-10 minutes Objective:
 * 
 * [[image:http://www.pearsonsuccessnet.com/ebook/products/0-328-25821-0/dot.gif align="absMiddle"]] |||||| Collecting, counting, representing, describing, and comparing data ||

This Investigation's routine is used throughout the units in various lessons to practice collecting data and reading the data that is collected from each question in the form of counting, more/less, tallies, and other forms of recording. The students usually add their answer from our question on a chart that is divided in half with two sides and a question on the top of the chart. I have the students use a wipe-off marker to designate their choice for the day. With the addition of the Smartboard, I have added the option of using a variety of ways to answer the question of the day and we are able to quicken the pace at which the children can access and use the tools on the board. I have icons cloned to add their answers which speed up the process of passing the marker to each student from the old chart and allow the students to practice the pens on the smartboard. The students are currently more interested in the use of the tools than the results of the question for the few time we have been able to use the smartboard, but I feel they will acclimate if given a regular chance to use the board and not just our occasional trip to the art room to use their board. I have downloaded a bank of questions that I am able to input into Smart Notebook software and use for this classroom routine.