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BACK
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FIRST GRADE LESSONS |
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For
Students to Ingest Lesson Content with the Senses
TOP Symbolically introduce numerical process to student in such a way as to encourage mental picturing of the symbolic presentation, but do not require student to independently reproduce symbolic numerical process. Over this period of introduction, tell student story or give description of life process to be used for whole body activity dramatizing numerical process. |
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*Introduce the numerical symbolic statement, written left to right, with the product written at the
beginning of the statement . *Initially work with the whole numbers 0 to 5 thereby covering the products 0 to 25. *Mental math statements are given as what (?) equals left numeral times right numeral. For example ? = 4 X 3. Count with the students by the left numeral counting as many times as equal the right numeral to reach the product. |
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For Students to
Digest Lesson Content with the Whole Body TOP The dramatic activity provides a live or active picturing that aides recall of the student s mental picturing of the symbolic numerical process. From the dramatic activity extract numerical statements to be solved by student. Student can now practice independently solving numerical statements but only problems extracted from dramatic activity. In a classroom setting, students can work on solving statements in groups. |
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Place mouse over numerals
Instructional Poem |
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| TOP | ||
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| Activate | ||
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| TOP Integrate | ||
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| SECOND GRADE LESSONS | ||
| INGEST DIGEST ACTIVATE INTEGRATE | ||
| TOP Ingest | ||
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| TOP Digest | ||
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| TOP Activate | ||
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| ! | ||
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| Students explore regrouping to solve multiplication problems involving carrying. They learn to count, as does Princess Times, by the number of spools until they reach a number greater than nine. The tens part of this number they learn are bundles of thread that are carried over and added to other bundles. To change numerals left click.Click center of times symbol to display answer. | ||
| TOP Integrate | ||
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