1. video Lesson Grade 5 Math
1.1. learning objectives
1.1.1. Topic: Mental Math Strategies for Multiplication and Related Division Facts
1.1.1.1. Students will be able to apply mental math strategies to determine multiplication and related division facts to 81 (9 x 9).
1.1.2. MB Curriculum
1.1.2.1. Grade 5 math
1.1.2.1.1. 5.N.3. Apply mental math strategies to determine multiplication and related division facts to 81 (9 x 9). [C, CN, ME, R, V]
1.2. required resources
1.2.1. Whiteboard and markers Multiplication and division flashcards Number cards (0-9) Worksheets with multiplication and division problems
1.3. notes
1.3.1. teaching strategies
1.3.1.1. direct instruction
1.3.1.1.1. Begin by reviewing the multiplication tables for 0-9, focusing on the facts that will be covered in the lesson (up to 9 x 9). Introduce the concept of mental math strategies, such as skip counting, using patterns, and breaking down numbers into smaller parts. Demonstrate how to use these strategies to quickly and accurately determine multiplication and related division facts.
1.3.1.2. Activity
1.3.1.2.1. Divide students into pairs or small groups. Provide each group with a set of multiplication and division worksheets, focusing on the facts up to 9 x 9. Have students work together to solve the problems, using mental math strategies to determine the answers. Encourage students to use whiteboards or scratch paper to show their work and to explain their thinking to their partner. Circulate around the classroom to provide guidance and support as needed.
1.3.1.3. Guided practice
1.3.1.3.1. Have each group share their solutions and strategies for solving the problems. Review key mental math strategies, such as skip counting, using patterns, and breaking down numbers into smaller parts. Provide feedback and praise for students' efforts and progress.
1.3.2. assessment
1.3.2.1. evaluation
1.3.2.1.1. Observe students during the activity and provide feedback on their ability to apply mental math strategies to determine multiplication and related division facts up to 9 x 9. Alternatively, assign a follow-up task, such as a written reflection or a more complex set of problems, to assess their understanding of the concept and their ability to apply it in different contexts.
1.3.2.2. summary
1.3.2.3. Analysis
2. Maps Lesson S.S
2.1. Objectives
2.1.1. Students will be able to create and use Google Maps to identify and locate key features in their community.
2.1.2. Social Studies grade 4/5
2.1.2.1. GLO 4.3.1
2.1.2.1.1. Topic: Mapping My Community Using Google Maps
2.1.2.1.2. 4.3.1 Geographic Features and Natural Resources in Manitoba
2.1.3. ICT Curriculum
2.1.3.1. G-1.3 uses a variety of strategies for gathering information
2.1.3.2. G-1.2 gathers information from additional sources (student-identified)
2.2. Required resources
2.2.1. Classroom computer with internet access and projector Google Maps Worksheets with community maps and question
2.3. Notes
2.3.1. Teaching Strategies
2.3.1.1. Direct instructions
2.3.1.1.1. Find important locations in your community using google maps. make a list of resources and why is it important?
2.3.1.1.2. Begin by discussing the importance of maps and how they help us understand our surroundings and navigate our communities. Introduce the concept of Google Maps and how it can be used to explore and map our community. Provide an overview of the key features in your community and encourage students to share any additional features they are aware of.
2.3.1.2. Independant practice
2.3.1.2.1. Students will use google maps to find different locations in their community. list the buildings and answer questions like what are the first 3 points on this map? also get the students to find their home and put a pin.
2.3.1.3. Guided practice
2.3.1.3.1. Divide students into pairs or small groups. Have students open Google Maps on their classroom computer or personal devices. Provide each group with a worksheet that includes a map of your community and a set of questions related to key features such as parks, schools, and community centers. Ask each group to use Google Maps to locate and mark the key features on their worksheet. Encourage students to use the street view and satellite features of Google Maps to explore their community in more detail. Have each group share their maps and findings with the class.
2.3.2. Assessment
2.3.2.1. Evaluation
2.3.2.1.1. Quiz
2.3.2.2. Summary
2.3.2.2.1. Observe students during the activity and provide feedback on their use of Google Maps and their ability to identify and locate key features in their community. Alternatively, assign a follow-up task, such as a written reflection or a more detailed community mapping project, to assess their understanding of the concept and their ability to use technology effectively.
2.3.2.3. Analysis
3. Podcast Lesson Grade 7 ELA
3.1. objectives
3.1.1. grade 8- Persuasive Writing
3.1.1.1. Express Ideas (1.1.1) Question and reflect on personal responses, predictions, and interpretations; apply personal viewpoints to diverse situations or circumstances.
3.1.1.2. • explore diverse ideas to develop predictions, opinions, conclusions, and understanding •integrate new understanding with previous viewpoints and interpretations
3.1.2. Students will be able to identify and analyze the elements of persuasive writing. Students will be able to write a persuasive essay using evidence to support their arguments. Students will be able to evaluate and provide feedback on their peers' persuasive essays.
3.2. required resources/materials
3.2.1. A sample persuasive essay (e.g. "Should students have to wear uniforms?" by Emily Kate Wright) Graphic organizer for planning a persuasive essay Writing prompts for persuasive essays Rubric for assessing persuasive essays
3.3. notes
3.3.1. teaching strategies
3.3.1.1. direct instruction
3.3.1.1.1. Introduce the concept of persuasive writing to the students. Provide a definition of persuasive writing and its purpose. Show a sample persuasive essay and ask the students to identify the elements of persuasive writing.
3.3.1.1.2. Use the sample persuasive essay to analyze the structure and elements of persuasive writing (e.g. introduction, thesis statement, supporting evidence, counterarguments, conclusion). Discuss how to use evidence to support arguments and address counterarguments.
3.3.1.2. Independent practice
3.3.1.2.1. Provide a graphic organizer for the students to use to plan their own persuasive essays. Give the students a writing prompt for a persuasive essay (e.g. "Should school start times be later?"). Instruct the students to use the graphic organizer to plan their essay.
3.3.1.2.2. Have the students write their persuasive essays, using their graphic organizer as a guide. Circulate around the room to provide support and answer questions.
3.3.2. Maybe the students can record their arguements into a podcast as a lesson. :)
3.3.3. assessment
3.3.3.1. evaluation
3.3.3.1.1. Instruct the students to exchange their essays with a partner and evaluate each other's essays using the rubric. Encourage the students to provide constructive feedback to each other.
3.3.3.2. summary
3.3.3.2.1. Summarize the importance of persuasive writing and its relevance to real-world situations. Encourage the students to continue to practice their persuasive writing skills.
3.3.3.3. Analysis
3.3.3.3.1. Evaluate the students' persuasive essays using the rubric. Assess the students' ability to identify and analyze the elements of persuasive writing during the analysis portion of the lesson. Observe the students during the peer feedback portion of the lesson to assess their ability to provide constructive feedback.