Get Ready! Soar - PROGRAM SAMPLER

20 | Unit 1 UNIT 1 / CONNECT TO MATHEMATICS DIFFERENTIATED INSTRUCTION Scaffold Provide extra practice with measure , count , shape , and time . Have students create their own flashcards. Mime an action or point to an object, and have students hold up the corresponding flashcard. Change roles, having a volunteer do the miming. Model saying the word aloud as you hold up each flashcard. Amplify Challenge students to use what they have learned in the lesson to write about a game or sport they know. For example, hold up a visual of a soccer game. Ask : What can you count? (players) How many players? (11) What can you measure? (field) How long is the field? Help students with vocabulary. Instructional Routine p. Txxxvii Essential Question When do we see and use numbers? Write the Essential Question on the board, read it aloud, and have students answer. Confirm students’ correct answers by pointing to numbers that are visible in the classroom and saying: I see numbers on the ____. Introduction to math Use the Instructional Routine to present the new vocabulary. Use the audio, or read aloud the text. Then, demonstrate each concept using gestures, classroom objects, and contextualized language. • Picture A Say : Numbers. We use numbers to count. Act out count by counting classroom objects. Count a set of objects. Point to picture A . Say : He asks, “How many?” He counts . Point to the classroom objects, and have a volunteer count them out loud. Ask : How many? • Picture B Point to picture B . Say : She asks, “How long?” We use numbers to measure . Use a ruler and demonstrate measuring a small object, such as a pencil. Point to the number on the ruler, and have a volunteer say the number. Ask the volunteer: How long? • Culture note Students may not be familiar with inches and other U.S. systems of measurement. Point out the markings of inches and centimeters on your classroom measuring tools. • Picture C Point to picture C , read aloud the text. Use an assortment of cutout shapes, such as circles, triangles, and squares. Hold up two different shapes and say : Different shapes . Hold up two circles and say : Same shape . Give two cutouts to a student. Ask : Same shape or different shapes? • Picture D Point to picture D , and hold up a stopwatch or show a stopwatch on a smartphone. Say : I see two boys. How fast do they run? Show the stopwatch to a student. Ask : What do you see? (numbers) We use numbers and time to tell how fast . • Work collaboratively with peers Set up four stations in the classroom, and have students work in small groups. At each station, provide objects for them to count, measure, sort, and measure time. If possible, at one station, provide a video of an event that students can time using a stopwatch. Write the question starters on the board: How many? How long? How different? How fast? Have groups circulate to all four stations. At the end, ask a volunteer from each group to share responses. EXPLORE AND LEARN A B to measure to count C D time shapes twenty | Unit 1 20 CONNECT TO Mathematics CONNECT TO CONTENT Introduction to math Look. Listen and repeat. How long? How are they different? How fast? How many? ELL22_G4-6_SE_U1_020-021_CM_CP.indd 20 1/6/21 10:59 AM