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3rd:Students are engaged in a hands on activity that extends the learning beyond the low level of Blooms. 

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3rd:Students are engaged in a hands on activity that extends the learning beyond the low level of Blooms. 

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3rd: I wouldn't use straws that extend and I would group students strategically.  Another idea is to use the Staar chart as the ruler. 

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3rd: I wouldn't use straws that extend and I would group students strategically.  Another idea is to use the Staar chart as the ruler. 

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Kinder:  Very fun and interactive for students using this classic text!

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Kinder:  Very fun and interactive for students using this classic text!

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Kindergarten                          The students connect literature with a math concept by acting out Five Little Monkeys Jumping on a Bed.  Then, the students transfer physically acting out the action of one less using a Smart Board Activity followed by using story mats and the Frayer Model.  Students could easily make future connections to the story and acting the story out.

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Kindergarten                          The students connect literature with a math concept by acting out Five Little Monkeys Jumping on a Bed.  Then, the students transfer physically acting out the action of one less using a Smart Board Activity followed by using story mats and the Frayer Model.  Students could easily make future connections to the story and acting the story out.

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Kinder:  Ensure proper BOY pace to ensure ALL students are engaged.  One possible change would be to include modifying as needed for differentiation.  

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Kinder:  Ensure proper BOY pace to ensure ALL students are engaged.  One possible change would be to include modifying as needed for differentiation.  

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Kindergarten                                 I would probably stretch out this engaging experience into multiple days (for beginning of the year Kindergarten).  Also, I would probably change the Frayer Model Handout to show one specific number rather than 4 different numbers.  I feel that at the beginning of the year, showing 4 numbers would be overwhelming for Kinders.

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Kindergarten                                 I would probably stretch out this engaging experience into multiple days (for beginning of the year Kindergarten).  Also, I would probably change the Frayer Model Handout to show one specific number rather than 4 different numbers.  I feel that at the beginning of the year, showing 4 numbers would be overwhelming for Kinders.

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3rd: For SPED, we would cut the straws ahead of time. There would be a paper provided with a blank equation for students to fill in. We would eliminate the sentence strip activity. For ELLs, we provide vocabulary visuals and make sure all vocabulary was pre-taught. There are already extensions provided for GT students. 

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3rd: For SPED, we would cut the straws ahead of time. There would be a paper provided with a blank equation for students to fill in. We would eliminate the sentence strip activity. For ELLs, we provide vocabulary visuals and make sure all vocabulary was pre-taught. There are already extensions provided for GT students. 

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The students are up and moving. It is relatable (emojis and Dance Dance Revolution). You can reference back to this game often and students will remember it.

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Kinder:  For tier 3 students, you can use only one number initially to convey concept of one less.  For GT, students could create number sentences on Monkey book...i.e. 5-4=1.  ELL's could heavily participate in acting out story and make a human number line holding number cards to help with language transfer.  

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Kinder:  For tier 3 students, you can use only one number initially to convey concept of one less.  For GT, students could create number sentences on Monkey book...i.e. 5-4=1.  ELL's could heavily participate in acting out story and make a human number line holding number cards to help with language transfer.  

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Before starting Level 1 - give examples of how the two emojis work. One slide could be the heart emoji with spin and blink on either side. Demonstrate how to do that together. Then have another slide with the smiley face with blink and then stomp on either side. You could then have the conversation about doing one and then the other, but it doesn't matter which you do first.
On the "Place the Parentheses" slide - put the picture first and then the equation.
Another idea - add different types of hearts throughout the presentation. Multiplication can be represented in multiple ways so the different hearts could represent the different ways multiplication can be represented.

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GT - make their own sequence and present it to the class. Also do longer sequences.
SPED and ELL - small group the students and do it with them and discuss. Also link numbers to the words and operations to the emojis to help them make the connection.

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Kindergarten                          The Frayer Model could be differentiated by simplifying for lower level students: having them work with only one number at a time; and extending for higher level students: having them work with multiple numbers, adding number sentences. 

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Kindergarten                          The Frayer Model could be differentiated by simplifying for lower level students: having them work with only one number at a time; and extending for higher level students: having them work with multiple numbers, adding number sentences. 

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It forces them to connect the concept of +/- word problems to a real world situation.

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We would adjust the experience to fit our students. We might read one ticket (word problem) then let the students work in groups to solve the problem. We will come back and review together and let students make corrections as needed.

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-add lines to bar-type graph
-read word problems out loud
-changing the numbers used in the problem
-grouping students by ability and changing the tickets to match ability level
-cooperative groups to solve