Dates: 2/1/15-4/30/15

Subject: Math Equals Chapter 1 Section C MATCHING & SORTING, Identify primary &
secondary colors
Teacher: Gill
Standards (CCLS/CDOS):
ESSENTIAL QUESTIONS

CCLS
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.

L 11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCLS
CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.

Algebra HS: H.S. Math CCLS

A-SSE: Interpret the structure of expressions
Interpret expressions that represent a quantity in terms of its context.
Interpret parts of an expression, such as terms, factors, and coefficients.
A-CED: Create equations that describe numbers or relationships.
1.
Create equations an inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential functions.
A-REI: Understand solving equations as a process of a reasoning and explain the reasoning.
Explain each step in solving a simple equation as following from the equality of numbers asserted at the
previous step, starting from the assumption that the original equation has a solution. Construct a viable
argument to justify a solution method.
1.
a.

P721K Suggested Lesson Plan 2014-15

1. Why should I know the meaning of different

colors in my environment? (ie: stop red,
green go)
2. What types of attributes can help me to sort
and categorize objects?
3. How does sorting by attribute help me to make
decisions in my everyday life?

-=
Evidence Based Practices
Naturalistic Interventions naturally occurring setting (garden), choices between jobs and activities allow learners to play an active role in instructional interactions.
Independent Work Systems tasks are made accessible for the learner in visually structured sequences (popsicle stick markers, pre-made holes for plants, etc.) and
are built upon previously taught skills.
Time Delay Provide sufficient time for global processing and student reaction during verbal and gestural instruction.
Task analysis and Chaining tasks are broken down into simplest form and performed in start to finish step by step sequence.
Video Modeling and Video Self Modeling (VSM)- Students will review their activities from the day, watching the recorded video footage of students exhibiting
targeted behaviors and task performance, on the SMART Board on the same day of task completion.

Lesson
Do Now: (3-5 minutes)
Using School poster:
1. Find things that Match (circle on Smart Board or place manipulative on poster)
2. Find things that are the same color (circle on Smart Board or place manipulative on poster)
3. Sort by color/identify primary colors
4. Compare big and little items
5. Find things that are the same shape
6. Find things that are: red, blue, green, orange, yellow, purple
(1 minute) Opening:
The teacher will show the vocabulary card of the day. The students will find the word on the GoTalk9 and repeat the word (if possible).
Vocabulary for lessons 1 - 7:
1. Same
2. Match
3. Sort
4. Big/little
5. Shapes: (triangle, square, circle, rectangle)
6. Colors: (red, blue, green, orange, yellow)
(2 minutes) I Do: Teacher will demonstrate the objective for the lesson:
match duplicates (3-4 day lesson)
P721K Suggested Lesson Plan 2014-15

MATCH objects by color attributes. (3-4 day lesson)

SORT objects by color attributes. (3-4 day lesson)
Identify primary colors (3-4 day lesson)
Identify secondary colors (3-4 day lesson)
SORT objects by size into sets (modification, sort by color) (3-4 day lesson)
Find objects in the environment that share one size or color attribute. (modification: students will sort by color attribute) (3-4 day
lesson)

(20 minutes) We Do:

(Optional) The teacher will use the spinner (smartboard or All-Turn-It Spinner). The class will play a game together, spin the spinner,
identify the student who the spinner lands on, then ask the student to perform a task based on the objective. The students will spin the
spinner several times so that more than one student can take a turn. The students and the teacher will demonstrate the objective
together for the class.
Tasks for Lessons 1-7:
1. Match items to picture symbols, object to object, picture symbol to picture symbol, smart board matching game, work mat 3
stations,
2. Use work mat 5 to match colored blocks/cards/pic-symbols/words to the colors on the mat/Smart Board.
3. Use work mat 6 to sort objects by color, sorting trays to sort by color.
4. Identify primary colors using picture symbols, objects in room, manipulatives,
5. Identify secondary colors using picture symbols, objects in room, manipulatives, (using colored or non-colored work mats).
6. Sort objects by size using picture symbols, objects, manipulatives (Work mats)
7. Find objects in the environment that share one size or color attribute. (Modification, use manipulatives or picture symbols and
work mats to sort by attribute)

(15 minutes) You Do:

The students will be given a worksheet and will use manipulatives/picture symbols to complete the sheet if necessary. Use one of two
work sheets (skill drill or problem solving) based on activities.
Work Sheets Lesson 1-7:
Lesson 1C1 Work Sheet by day:
1. 1c1 skill drill (1),
2. skill drill (2),
3. problem solving (1),
P721K Suggested Lesson Plan 2014-15



4. problem solving (2), smart board matching game
Lesson 1C2 Worksheet by day:
1. 1C2 skill drill (1),
2. skill drill (2),
3. problem solving (1),
4. problem solving (2), smart board game

Student Choices (Optional):

If given option: Students may choose to do a Smart Board activity or a work sheet.
Closure/Share Back:
Students will go over their worksheets and check for errors. Students will self-correct any wrong answers during this time.
(Modification: Students will be asked using Yes/No card if each activity was performed)
3

Assessment:
(3)Expert: The student was able to
complete the task independently with one
verbal prompt. Limited to no behavioral
outbursts.
(2) Experienced: The student was able to
complete the task with continuous gestural
prompting.
Behavior: Some behavioral outbursts, but
did not interfere with task.
(1)Practiced: The student was able to
perform the task with continuous verbal
and gestural prompting.

Assessment:

(3)Expert: The student was able to complete
the task with one verbal prompt and
continuous gestural/physical prompts.
Behavior: Limited to no behavioral
outbursts.
(2) Experienced: The student was able to
perform the task with continuous verbal and
gestural prompts and light physical
assistance.
Behavior: Some behavioral outbursts, but
did not interfere with task.
(1)Practiced: The student was able to
perform the task with continuous verbal and

Assessment:
(3)Expert: The student was able to
complete the task with physical assistance.
Behavior: Limited to no behavioral
outbursts, student completes task.
(2) Experienced: The student was able to
perform and attend to the task for 60
seconds.
Behavior: Student exhibited some non-
compliance but performed some of the task.
(1)Practiced: The student was able to look
in the direction of the actions being
completed for 30 seconds.
Behavior: Student did not complete task

P721K Suggested Lesson Plan 2014-15

Behavior: Student did not complete task

due to constant behavioral interruptions.

gestural prompting and hand over hand
physical assistance.
Behavior: Student did not complete task due
to constant behavioral interruptions.

due to non-compliance.

Paraprofessional Assignments
1-- Rudy Prompt Anthony Lin, assist Anne and Nadiya.

3Kiesha Assist with behavioral outburts

2-- Maxine, Prompt Sekina,assist Andy & Tamika.

Resources/Materials
Smartboard, GoTalk9, Vocab cards, Posters, math manipulatives, work sheets

Homework/Extensions

Chapter work sheets,

letter to parents about how to support math instruction at home,
assignments in accordance with instructional support directions.

P721K Suggested Lesson Plan 2014-15