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The source I have chosen is a podcast titled "Talk Wildlife." This podcast discusses different animals and facts about their offsprings. This podcast ties to the ALCOS objective SCI.AAS.1.6, which states to obtain information to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive. The podcast is 23 minutes long, as each animal is discussed, I would project an image of the animal that is being discussed onto the whiteboard so the students can have a visual representation of which animal is being discussed. I would pause the podcast throughout the listening of it to add survival needs of the animal's offsprings, as well as explain what some of the words used in the podcast mean. After students listen to the podcast I have students draw me a picture of one of the animals discussed and write one fact about the animal on the image. I chose this podcast because it gives lots of fun facts about the offspring of the animals, many that I did not even know.

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Listen to this episode from Talk Wildlife Podcast on Spotify. In this episode we discuss animals which we find interesting when it comes to their young, whether in terms of their names or behaviour!

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Determining Why Light Goes Through Materials

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For this source, I chose this educational image. This relates to the ALCOS objective SCI.AAS.1.3, which says to investigate materials to determine which types allow light to pass through, allow only partial light to pass through, block light or reflect light. This image defines and shows examples of three different types of materials that reflect/block light, allow some light, and allow all light. I would project this image onto the board and provide my students with examples of other materials that do the same thing. I would use objects from my classroom, as well as bring in things I would need. When explaining transparent materials, I would use a plastic bag to show that all the light shines through, wax paper for translucent, and a phone or mirror for blocking/reflecting. I chose this image because it is straight to the point and gives the students imagery of each object to understand what each type of material can do.

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This lesson's resource is a video from PBS. This video goes hand in hand with ALCOS.SCI.AAS.1.2, which says to construct explanations from observations that objects can be seen only when light is available to illuminate them. This video provides fun animal characters explaining how to see things in the dark and why some things can be seen, and why some animals can see in the dark. I would show this video to my students and have them write down 2 facts they learned from the video. I could also turn the lights off to show students they cannot see and shine a flashlight to explain how objects are illuminated for them to see. I chose this video because I love the characters used in the video and how they walk the viewers through the reasoning for illuminated objects in the dark. This video is perfect for 1st graders because it is educational, but also funny and full of fun.

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Observe how objects can be seen in a dark space when light enters the space, and how different objects reflect different amount of light that falls on them, in this video gallery from WGBH. Use this resource to help students make evidence-based claims about how objects can be seen in dark spaces eve…

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The source I have attached above is a text based website that explains why there are more hours in different seasons throughout the year. This informational website fits with ALCOS SCI.AAS.1.9, the objective declares to observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year. I would read this website to my students and then go around the room and tell them to tell me one fact they learned from the reading. While I was reading I would have images of the seasons projected onto the board and have my students draw pictures of their favorite seasons. This reading is extremely helpful and provides helpful information as to why the hours are different throughout the year, this is why I chose this website.

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Curious Kids: why are there different seasons at specific times of the year?

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The reason we have seasons is because, during its journey around the Sun, the Earth is tilted.

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For this source I have uploaded an image that is split in half, day and night. This image would be used for ALCOS SCI.AAS.1.8 whee students observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky. I would use this image in my classroom by projecting it onto my whiteboard. I would ask my students to go up to the board and write or draw things they would see in the sky during the daytime on the day side, and things they would see during the night on the night side. I love this idea because it forces the students to think about real life objects they see in the sky. For example: the sun and clouds on the day side, and stars, the moon, and clouds on the night side. After students have participated we would review what they have written or drawn on the board and then discuss why the sun is only out during the day and why the moon can only be seen during the night time (any why you can sometimes spy it during the day). I chose this image because it opens the door for creativity for the students, as well as an opportunity to get out of their seats and draw on the board, what student wouldn't love that?

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The resource I have choses is a video of a fun song for students to learn how to find 10 more or 10 less of a number. This video directly relates to ALCOS M.AAS.1.14 as the grown man sings a catchy song to teach children about adding or subtracting 10, and the objective is to teach students how to find 10 more or 10 less of a two-digit number. This video not only gives the children a visual representation for the lesson, but it also gives them a catchy tune to remember how to find 10 more or 10 less of a number. I would project this fun video to my board and have all of my students watch, and even sing along if they wanted to! After showing them this video, I would draw out the same chart he created in the video, and ask my students different problems of 10 more and 10 less. Instructional videos can always be used as a great learning outlet for children because it teaches them important information, but also allows them to find fun in the learning out of a song! I chose this video because I love how fun this man has made the lesson. It includes visual math problems and how he solves them, all while singing a fun and catchy tune.

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10 More, 10 Less | Math Song for Kids | Adding & Subtracting by 10 | Jack Hartmann

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I have chosen a video for this lesson. I would show this to my students in my lesson of teaching them how to find the unknown number. I would pause the video throughout the duration of it, to ask my students to write down the problems on a piece of paper or on a whiteboard and then tell them to hold up their answers. I would then tell them to lower their answers and would continue the video to see how they did. I would also stop the video along the way to make sure they understand how to check their work. This video fits in with the ALCOS objective M.AAS.1.8 because the lesson instructs to solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true. I chose this video because it provides visual examples of how to find the unknown number of a simple addition/subtraction equation. It can be very helpful for young kids to watch videos because it gives them a break from listening to the teacher and allows them to hear the lesson from a different voice and view.

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Finding the unknown number - 1st Grade Math (1.OA.8)

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I chose this text based website for this lesson because it provides helpful information of what the equal sign means and how to explain it to children. It also provides definitions of equal signs with a slash through it, and other signs that mean equal to. This website ties to ALCOS M.AAS.1.7 because the objective is to explain that the equal sign means "the same as." Determine whether equations involving addition and subtraction are true or false. I would project this to my students and read them the meaning of the equal sign, as well as briefly touching on the other signs. I would then write out problems on my board. For example, 5+3=__+4 I would walk my students through the problem by explaining to them what this is asking. I would say "What is 5+3?" then I would let them answer that it equal 8, the I would say "So what number equals 8 if you add it to 4?" I would give them some wrong answers to see if they could catch the false statement, such as "Does 2+4 equal 8?" and allow for the students to solve and correct me. I chose this website because it provides a great definition for the equal sign and sets up the information perfectly for me to write out problems for my students.

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The equal sign, equals sign, or "=" is a mathematical symbol used to indicate equality. It looks like two parallel horizontal lines. The equals sign is placed between the things stated to be exactly equal or the same. Computers display the equals sign with the Unicode or ASCII character 003D (in hexadecimal).

Similar symbols

The symbol used to say when items are not equal is "≠" (slashed equal sign).

There are several symbols that can be used to say items are " approximately the same," "similar to" or "about equal." Some of these symbols include:

"≈" (two tildes or wavy lines, often used for "approximately equal")

"⩰" (two tildes above two lines)

"≅" (one tilde above two lines, often used in modular arithmetic to state a congruence relation)

"≃" (one tilde above one line)

"~" (one wavy line, often used for mathematical relations)

"≐" (two lines with a dot above them, often used for "is defined as")

"≡" (three lines, often used for equivalence)

Each of these symbols has more than one possible meaning, and are all used to state that two things are about equal (or equivalent in some way).

Related pages

Images for kids

The signature of Santos-Dumont, showing a double hyphen that looks like an equal sign.

The first use of an equal sign, equivalent to 14 x+15=71 in modern notation. From The Whetstone of Witte (1557) by Robert Recorde.

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The equal sign, equals sign, or "=" is a mathematical symbol used to indicate equality. It looks like two parallel horizontal lines. The equals sign is placed between the things stated to be exactly equal or the same. Computers display the equals sign with the Unicode or ASCII character 003D (in hexadecimal).

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The resource for this lesson is an informational text based website. This website provides how students can understand that counting by 2s is adding 2 to each number in great details. The website is strictly text, with one chart of counting by 2. I would read this website out to my students and project the reading to my students onto the whiteboard. I would then ask my students to count by 2s with me, while I point to the chart of counting by 2s to make sure they are following along. This website ties into ALCOS M.AAS.1.5 perfectly because the lesson of that ALCOS is to relate counting to addition and subtraction. The website also rewords its own words to make sure readers of all ages can understand the goal of the lesson. I chose this website because I love the way it simplifies the process of adding 2 and counting by 2 in the great detail it provides.

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Here we will show you how to count by 2, discuss counting by 2 patterns, and tell you why knowing how to count by 2 matters. To start off, note that Count by 2 means counting in 2s, or count by twos, and it is also called skip counting by 2.

How to count by 2
Normally, we would count by 1 like this: 1, 2, 3, 4, etc., but when we count by 2, we count 2, 4, 6, 8, and so on.

In other words, to count in intervals of 2 or skip counting by 2, we start with 2 and then add 2 to get the next number, and then continue adding 2 to the previous number to keep counting by 2, like this:

You can of course skip count by 2 forever, so it is impossible to make a list of all numbers, but below is a Count by 2 Chart of the first 100 numbers to get you started.

Looking at the chart above, you will see that the first column has the first ten numbers you get when you skip count by 2, the second column has the next ten numbers you get when you skip count by 2, and so forth.

Count by 2 Patterns
We organized the Skip Counting by 2s Chart above in 10 rows and 10 columns so you can easily identify patterns.

Skip counting always creates patterns. Figuring out these patterns may help you if want to count by 2, but don't have the Counting by 2s Chart above. Obviously, one pattern with counting by 2s is that the number increases by 2.

Furthermore, if you look at each row above, each number in the row has the same last digit (ones place). That means that every tenth number has the same last digit.

If you look down the columns, you will see that the last digit (ones place) repeats itself in blocks of 5 over and over. The pattern of the last digit when you count by 2 goes 2, 4, 6, 8, 0 and 2, 4, 6, 8, 0 and so on for as long as you count by 2.

Why Count by 2?
We think that understanding and learning about skip counting by 2 is important, because it teaches you how the arithmetic operations fit together. Below are some examples of what we mean.

When you count by two, you are also creating a list of multiples of 2 that you can use in math when you need the least common multiple. 2 times n equals the nth multiple or skip count of 2.

When you skip count by 2, you are also creating a list of numbers that 2 is divisible by. On top of that, skip counting by 2 is the same as making the 2 times table.

Skip Counting
Need to skip count by another number? Enter another number for us to skip count for you.

Count by 3
Here is the next number on our list that we used to skip count.

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Here we will show you how to count by 2, discuss counting by 2 patterns, and tell you why knowing how to count by 2 matters. To start off, note that Count by 2 means counting in 2s, or count by twos, and it is also called skip counting by 2.

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This resource is an image that I would project onto my white board for my students. This resource fits perfectly with the ALCOS objective M.AAS.1.3. This math lesson is for 1st graders. Sometimes, the properties of addition and subtraction can be confusing and hard for the young children to understand. I could start out and ask my students what 4+2 equals, and then I would wait for them to respond. Some students would respond, and then I would count out the apples with all of my students. Then I would I would flip the numbers and point to the bottom half of the image, and ask my students what 2+4 is. This provides the students with a visual representation as to how the properties of addition and subtraction work. I chose this image because I love the different colors of the apples, to represent the difference of the numbers. The image gives the brains of the young kids a representation they can look at and determine the difference of numbers, and see the properties in action.