Nisath's Personal Learning Path

Grade Level: 3rd  Standard: NY.3.MD.3 This standard states,  Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in a scaled picture graph or a scaled bar graph. Recently, the third graders in my student teaching class moved on to the topic of graphing and they really enjoyed learning through this activity that requires few materials. You'll need enough skittles for groups of students to sort by color, graphing worksheet, color pencils, little cups to sort each color, and an anchor chart to do it with the students.  The goal of this activity is for students to compare their prediction to the actual number of skittles counted per color. They will do this by making a prediction by answering, "How many skittles do you think there are in total? Which color do you think will have the most in your bag?" and then transition to making a ...

Grade Level: 2nd Standard: NY.2.MD.7 This standard states, Tell and write time from analog and digital clocks in five minute increments, using a.m. and p.m. Develop an understanding of common terms, such as, but not limited to, quarter past, half past, and quarter to. How to read a clock like an analog is important to tell time, so we can measure days and nights as well as any events coming up in the future. It's important to distinguish between seconds, minutes, and hours for students so they can tell what time it is at that moment and can tell what the shorter hand versus what the longer hand means on a clock. Another important component is to tell which hour the shorter hand is at. If the shorter hand, or the hour hand, is between two numbers then you would use the number that comes first. Students should also be taught that the clock goes by fives for the minute hand, and in one minute increments in between those numbers. For beginner lesson, it's important to introduce lit...