Content Standard(s):
Arts Education 1) Elaborate on an individual or prompted imaginative idea.
Examples: Create an imaginative mask showing his/her personality.
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Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
Concepts & Vocabulary:
Creativity
Criteria
Critique
Design
Media
Mixed media
Monochromatic
Principles of design
Technology
Visual image Skill Examples:
Use a variety of materials to create a three-dimensional mask showing a student's personality.
Use torn paper scraps to create rhythm in a landscape.
Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
After looking at Vincent van Gogh's painting, Bedroom , create a narrative painting depicting a memory of a student's personal bedroom.
Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
Collaborate with others to create a work of art that addresses an interdisciplinary theme.
Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
Recognize and identify choices that give meaning to a personal work of art.
Create a drawing using monochromatic colors (paint, oil pastels, etc.).
Explore individual creativity using a variety of media.
Understand what effects different media can have in a work of art.
Mathematics 1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.
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Evidence Of Student Attainment:
Students:
Interpret the equation as a groups of b objects equals the product c , the total number of items.
Use concrete materials/pictorial representations to model multiplication situations.
Write expressions and equations illustrated by models and drawings.
Write word problems to represent a multiplication situation. Teacher Vocabulary:
Equal groups
Equation
Expression
Factor
Product
Array
Row
Column
Skip count Knowledge:
Students know:
that in multiplication, one factor represents the number of groups and the other factor represents the number of items in each group, and the product represents the total number of items in all of the groups. Skills:
Students are able to:
Use a model or drawing to illustrate the product of two whole numbers.
Write an expression or equation to represent the product of two whole numbers identifying the number of equal groups and the group size. Understanding:
Students understand that:
a multiplication problem can be interpreted as x groups of y objects. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.3.1.1: Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
M.3.1.2: Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
M.3.1.3: Write an equation to express the product of the multipliers (factors).
M.3.1.4: Relate multiplication to repeated addition and skip counting.
M.3.1.5: Apply concepts of multiplication through the use of manipulatives, number stories, skip counting arrays, area of a rectangle, or repeated addition.
M.3.1.6: Apply basic multiplication facts through 9 x 9 using manipulatives, solving problems, and writing number stories.
M.3.1.7: Solve addition problems with multiple addends.
M.3.1.8: Represent addition using manipulatives.
Prior Knowledge Skills:
Recall doubles addition facts.
Use repeated addition to solve problems with multiple addends.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Understand key words in addition and subtraction word problems. Define subtraction as separating groups of objects, taking from, or taking apart.
Define addition as combining groups of objects, adding to, or putting together.
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
Represent numbers with objects or drawings.
Use objects to combine and separate groups.
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 3. Solve word situations using multiplication and division within 100 involving equal groups, arrays, and measurement quantities; represent the situation using models, drawings, and equations with a symbol for the unknown number.
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Evidence Of Student Attainment:
Students:
When given a variety of word problems involving multiplication and division within 100,
Write and evaluate multiplication and division expressions to represent the word situation.
Explain and justify solutions using a variety of representations (equal groups, arrays, area models, number lines, tape diagrams).
Use the relationship between multiplication and division to write equations with an unknown factor. Teacher Vocabulary:
Equal groups
Arrays
Measurement division
Factor
Product
Quotient
Partitive division
Represent
Unknown Knowledge:
Students know:
Multiplication situations can be related to division contexts by identifying the total number of groups and the number of items in a group.
Strategies to solve problems involving multiplication and division. Skills:
Students are able to:
Use models, drawings, and equations to represent a multiplication or division situation.
Use symbols to represent unknown
quantities in equations.
Solve word situations with multiplication and division within 100 involving equal groups, arrays, and measurement quantities. Understanding:
Students understand that:
a word problem with an unknown product is a multiplication problem, and a word problem with an unknown number of groups or an unknown group size can be thought of as a division problem or a multiplication problem with an unknown factor. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.3.3.1: Demonstrate computational understanding of multiplication and division by solving authentic problems with multiple representations using drawings, words, and/or numbers.
M.3.3.2: Identify key vocabulary words to solve multiplication and division word problems.
M.3.3.3: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M.3.3.4: Recall basic multiplication facts.
M.3.3.5: Add and subtract within 20.
M.3.3.6: Represent repeated addition, subtraction, and equal groups using manipulatives.
Prior Knowledge Skills:
Define pair, odd and even.
Recall doubles addition facts with sums to 20.
Apply signs + and = to actions of joining sets.
Model written method for composing equations.
Skip count by 2s.
Represent addition and subtraction with objects, pictures, fingers, or sounds within twenty.
Understand addition as putting together and subtraction as taking from.
Establish one-to-one correspondence between numbers and objects.
Rote count to 20.
Notice same/different and some/all.
Establish one-to-one correspondence between numbers and objects.
Point to matching or similar objects.
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts 18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
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Teacher Vocabulary:
18.
Demonstrate
Content knowledge
Independent reading
Informational text
Literary text
Content-specific discussions Knowledge:
18. Students know:
Content knowledge is information learned about a specific subject.
Content knowledge can be learned by independently reading text.
Informational text is nonfiction text, and literary text is fictional.
Active listening skills.
Writing skills. Skills:
18. Students are able to:
Build content knowledge from independently reading informational or literary text.
Use content knowledge learned from independent reading in content-specific discussions with peers.
Use content knowledge learned from independent reading in writing. Understanding:
18. Students understand that:
Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
They can produce writings that demonstrate knowledge of content-specific information.
