5. CAPÍTULO V: RESULTADOS Y DISCUSIÓN
5.1 RESULTADOS
S.1 Comprehension and Collaboration: The student will develop and apply skills to demonstrate comprehension and
collaboration of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.1.1.1 Participate in collaborative conversations in small and larger groups.
S.1.1.2 Follow agreed-‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
S.1.1.3 Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
S.1.1.4 Ask questions to clear up any confusion about the topics and texts under discussion.
S.1.1.5 Demonstrate understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and restating key elements.
S.1.1.6 Ask and answer questions about what a speaker says in order to seek help, gather additional information or clarify something that is not understood.
S.2 Presentation of Knowledge and Ideas: The student will develop and apply skills to demonstrate presentation of
knowledge and ideas of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.2.1.1 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
S.2.1.2 Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts, and feelings.
S.2.1.3 Speak audibly and express thoughts, feelings, and ideas clearly. Produce complete sentences appropriate to task and situation.
Level 2: Speaking and Listening Instructor Checklist
S.1 Comprehension and Collaboration: The student will develop and apply skills to demonstrate comprehension and
collaboration of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.1.2.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one and in groups) building on others’ ideas and expressing their own clearly.
S.1.2.2 Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
S.1.2.3 Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
S.1.2.4 Explain their own ideas and understanding in light of the discussion.
S.1.2.5 Identify the main ideas and supporting details of written texts read aloud or information presented graphically, orally, visually, or multimodally.
S.1.2.6 Ask and answer questions about what a speaker says to clarify comprehension, gather additional
information, or deepen understanding. Offer appropriate elaboration and detail about what a speaker says.
S.2 Presentation of Knowledge and Ideas: The student will develop and apply skills to demonstrate presentation of
knowledge and ideas of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.2.2.1 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
S.2.2.2 Create engaging audio recordings of stories or poems that demonstrate fluent reading; add visual displays when appropriate to enhance certain facts or details.
S.2.2.3 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Level 3: Speaking and Listening Instructor Checklist
S.1 Comprehension and Collaboration: The student will develop and apply skills to demonstrate comprehension and
collaboration of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.1.3.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one and in groups), building on others’ ideas and expressing their own clearly.
S.1.3.2 Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
S.1.3.3 Follow agreed-‐upon rules for discussions and carry out assigned roles.
S.1.3.4 Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
S.1.3.5 Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
S.1.3.6 Summarize written texts read aloud or information presented graphically, orally, visually, or multimodally.
S.1.3.7 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
S.2 Presentation of Knowledge and Ideas: The student will develop and apply skills to demonstrate presentation of knowledge and ideas of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.2.3.1 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
S.2.3.2 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
S.2.3.3 Know contexts that call for formal (e.g., presenting ideas) versus informal (e.g., small-‐group discussion) English; use formal English when appropriate.
Level 4: Speaking and Listening Instructor Checklist
S.1 Comprehension and Collaboration: The student will develop and apply skills to demonstrate comprehension and
collaboration of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.1.4.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one and in groups) building on others’ ideas and expressing their own clearly.
S.1.4.2 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence to probe and reflect on ideas under discussion.
S.1.4.3 Work with peers to set rules for discussions.
S.1.4.4 Pose questions that connect the ideas of several speakers and elicit elaboration, and respond to others’ questions and comments with relevant evidence, observations, and ideas.
S.1.4.5 Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
S.1.4.6 Analyze the main ideas and supporting details to determine the purpose of information in graphical, oral, visual, or multimodal formats; evaluate the motives (e.g., social, commercial, political) behind its presentation.
S.1.4.7 Delineate a speaker’s argument and specific claims, evaluating the validity of the reasoning and sufficiency of the evidence.
S.2 Presentation of Knowledge and Ideas: The student will develop and apply skills to demonstrate presentation of
knowledge and ideas of oral and aural information.
Benchmark Materials Used -‐ Include specific activity, book, page number, etc.
S.2.4.1 Present claims and findings, emphasizing important points in a focused, coherent manner with relevant evidence, sound reasoning, and well-‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
S.2.4.2 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
S.2.4.3 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Mathematics Benchmarks, Performance Indicators, Examples and Teaching Activities Level 1 – Grade Level 0.0 – 1.9
M.1.1 Number Sense and Operations: Students will develop and apply concepts of number sense and operations to explore, analyze, and solve a variety of mathematical and real-‐life problems.
Benchmark Performance Indicator Examples of Where Adults Use It Teaching Activities
M.1.1.1 Associate numbers and words for numbers with quantities, i.e., identify numbers (numerals and written words) and match to quantities for numerals 1 through 20.
Count objects to assign value and then match value with numeral and written number for at least five examples.
Counting things one at a time, e.g., counting medicine tablets, how many to take at a time Buying produce
Buy one, get one free sales
Materials: Decks of flash cards with numerals on one side and names of those numbers on the other side, for all numbers 1 thru 20. Enough decks for each pair of students. Consider having students make the sets of cards.
Activity 1: One student in each pair calls out the name of the number as it is displayed to him. Reshuffle deck and then have students trade roles. Activity 2: Students in each pair write the number as the name is displayed to them. Reshuffle deck before students trade roles. Consider variations of this activity.
M.1.1.2 Demonstrate an understanding that if items are rearranged, the total number of items stays the same. Understand that the last number name said tells the number of objects counted.
Count reliably a minimum of 20 items forward and then backward.
Counting people in a group to make sure no one is missing
Counting dollar bills to pay for a purchase
Counting items at the grocery express lane
Using the remote control for a TV Watching a digital timer on a microwave count down the time
Materials: Decks of flash cards as identified in M.1.1.1, one deck per pair of students.
Activity 1: One student arranges the cards from 1 to 20. Other student shuffles deck and lays the cards down in a row, which will not be in numerical order. Both count the cards.
Materials: Penny, nickel, dime, quarter.
Activity 2: Instructor projects coins in various orders, and each time asks how many coins are on the screen.
M.1.1.3 Read, write, order, and compare numbers from 0 to 100.
Given a set of ten numbers, put the numbers in order from smallest to largest.
Telling which address falls within a given block
Writing a money order for a whole dollar amount (no change)
Materials: Deck of 101 flash cards numbered from 0 to 100 with numbers on one side and written names on other side. Consider having students make the cards.
Activity 1: After shuffling, deal each pair of students ten cards number side up. After one student states name of that number, other student checks back of card to see if name is correct. Then students switch roles. Activity 2: After shuffling, deal each pair of students ten cards word side up. Each student writes the number in a column as one card is moved from the top of the deck to reveal the next card. Then students compare columns and resolve discrepancies, as directed by instructor.
Activity 3: After shuffling, deal each pair of students ten cards word side up. One student arranges them in order of lowest value to highest value, except for one intentional mistake. The other student then locates and corrects that mistake.
Activity 4: Deal 2 cards to each student and have students tell class which number is lower and which is higher. Repeat after collecting and reshuffling cards.
Materials: Spiral Board Game for each group of 2 to 4 students. See directions in Numeracy Manual.
M.1.1.4 Recognize and count
numbers through 999. Recognize and count numbers through 999 by completing a number chart
with random prompts.
Finding a hospital or hotel room Recognizing when house numbers go up or down
Finding pages in a book
Materials: One box of toothpicks per pair of students. Rubber bands of different colors.
Activity 1: After instructor assigns a number, one student counts that number of toothpicks, then other student recounts. If pair members do not agree, they trade toothpicks with another pair and pairs check each other’s counts.
Activity 2: Instructor puts several toothpicks in a bundle and wraps them with a rubber band, then gives a bundle of toothpicks to each pair of students. Pairs count toothpicks and record rubber band color and toothpick count, then trades with another pair and counts the toothpicks in the new bundle. After each pair has counted at least two bundles of toothpicks, instructor writes color on chalkboard, and then records all counts of how many toothpicks in that bundle. One option for dealing with count discrepancies is to have another pair of students count the toothpicks in that bundle.
M.1.1.5 Count by 2s, 5s, and 10s up to 100. Relate counting to addition and subtraction.
Using a 100 chart, count by 2s, 5s, and 10s to 100 either orally or through a
written exercise.
Counting nickels and dimes Finding the amount of money in a small stack of $2, $5 or $10 bills
Materials: Shuffled deck of flash cards from M.1.1.1 for each pair of students.
Activity 1: Students select the cards that would be used to count by 2s and arrange them in ascending order.
Materials: Shuffled deck of # flash cards from M.1.1.3 for each pair of students.
Activity 2: Students select the cards that would be used to count by 5s and arrange them in ascending order.
Activity 3: Students select the cards that would be used to count by 10s and arrange them in ascending order.
Activity 4: Repeat any of the previous activities but require that cards be arranged with name side up.
M.1.1.6 Identify even and odd numbers.
From a given list, identify at least five even and five odd numbers for numbers up to 100.
Identifying which side of the street a house number would be on Identifying which side of the hall an even or odd numbered room would be on
Materials: Shuffled deck of flash cards from M.1.1.1 for each pair of students.
Activity 1: Students sort the cards by odd numbers and even numbers. Activity 2: Have students arrange the cards they sorted in Activity 1 into rows or columns in ascending order of card value.
M.1.1.7 Add whole numbers up to
three digits (without carrying). Complete a minimum of five problems that require adding whole numbers up
to three digits (without carrying).
Finding total spent when buying two items
Materials: 3 dice for each pair of students.
Activity: One student in each pair rolls the 3 dice at the same time, and rolls again if there are any 5s or 6s showing. When there are no 5’s or 6’s, the other student reads the number on the die farthest to the left and puts that number in the hundreds place. The number on the middle die goes in the tens place and the number on the die farthest to the right goes in the ones place. That process is repeated to get a second number for an addition problem. Then students reverse roles so that both students have an addition problem to solve. After they have done so, they check each other’s work, then show their problems and answers to the instructor.
M.1.1.8 Demonstrate
understanding of the concept of subtraction, i.e., as in taking away or separating, from numbers up to twenty.
Complete a minimum of five problems using objects, pictures, or tallies to show subtraction by taking away objects or marking out pictures or tallies.
Figuring how much money remains after shopping for small purchases less than $20
Materials: Twenty toothpicks per student.
Activity 1: Ask students to count out a given number of toothpicks, and then remove an assigned number from that pile and determine how many remain in the pile. Repeat with different values as many times as appropriate for adequate understanding.
Activity 2: Ask students to count out a given number of toothpicks, and then remove toothpicks from that pile until an assigned number remain. Count how many were removed. Repeat with different values as many times as appropriate for adequate understanding.
M.1.1.9 Subtract whole numbers up
to three digits (without borrowing). Complete a minimum of five problems that require subtracting whole
numbers up to three digits (without
borrowing).
Finding approximate amounts left after making purchase
Materials: Decks of playing cards (with tens and face cards removed) so that each small group of students has a deck.
Activity 1: Explain that the aces will count as ones and jokers as zeros. Designate a student in each group to shuffle the deck of cards and deal each student two cards. Have each student in the group make a subtraction problem by subtracting the smaller number from the larger number with the other students checking to see that the subtraction was completed correctly.
Activity 2: After students practice using two cards, then deal each student four cards, advising them to use the two cards with the larger numbers for the top number and the two with the smaller numbers as the bottom number and complete the subtraction problem. They can arrange the cards in what ever order they choose, i.e., if a students is dealt a 3, 5, 6, 9; their top number would be 69 or 96 and the bottom number would be 35 or 53 or if a student is deal a 0, 2, 2, 7; their top number would be 27 or 72 and the bottom number would be 02 or 20. Students may use paper and pencil to solve the resulting problems, if needed.
Activity 3: After students practice using four cards, increase the cards being dealt to five or six cards so that with five cards they can practice subtracting two digit numbers from three digit numbers and with six cards they can practice subtracting three digits numbers.
M.1.1.10 Demonstrate an understanding of the times tables for the numbers 1, 2, 5, and 10.
Complete a minimum of five problems that require multiplying whole
numbers through ten using numerals.
Computing earnings for hours worked, i.e., 8 hours worked at $10 per hour
Materials: An assortment of pennies, nickels, and dimes for each student or group if students are working together.
Activity 1: Ask students to determine how much money they will have if they count out a given number of a certain coin. Remind them to use multiplication to obtain that value. Repeat activity with different numbers and different value coins.
Activity 2: To illustrate multiplication table for 2, ask students to raise both hands and determine how many human hands are in the air, in a given row, are female, etc. (If classroom includes amputees, change to human feet, ears, or eyes and change “raising hands” to “feet on the floor”, etc.).
Activity 3: Ask how many coin sides there are on a given number of coins. Repeat with different numbers.
M.1.1.11 Halve even numbers up to 10 and double whole numbers up to 10.
Complete a minimum of five problems that require halving some numbers and doubling others.
Dividing cookies among children, i.e., 8 cookies among 2 children Computing earnings for two hours
Materials: Twenty toothpicks per pair of students.
Activity 1: Ask how many toothpicks each student in a pair will get if each gets half of an assigned number. Have students count that number of toothpicks, then each take half of that number to verify each will have the same number with no toothpicks left over.