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GUIDE TO BLACK-LINE MASTERS
Worksheets:BlacklineMasters 1-61
ObservationSheets: Black-line Masters I-IX
All blackline masters (bound separately) are to be photocopied.
The corner containing the worksheet number should be cutoff the master before the master is copied to eliminate anypossible perceptual confusion for the children.
The smiling face at the top of some of the worksheets helpthe children position the page correctly: When the face islooking at the child the page is right side up.
The chart on pages 387-396 is a guide for teachers to referto as they prepare Worksheets 1-61. The instructions explainany special steps that are necessary. The text references referto each page in the text where that worksheet may be used.
The Observation Sheets are informal record-keeping devicesused to observe children's progress during certain key les-sons. These pages should be duplicated and then each copyused to record observations of about six children at a time.By focusing attention on a small group of children the teacheris able to observe many details of individual children's pro-gress which otherwise may be overlooked.
The names of the children being observed are written on theslanted lines at the top of the Observation Sheets. Once theobservation is made, the information may be saved on thesesheets, transferred to individual children's records, or used forreference in recording progress on the Assessment of Skills.
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Assessment ofSki lis:BlacklineMasters Al-A16by Kathy Richardson and Mary Baratta-Lorton
The Assessment of Skills is useful when a more formal andmore inclusive record-keeping device than the ObservationSheets is needed.
The goal of the Observations Sheets and the Assessment ofSkills is the same: to point out items or children that needcloser observation and thereby focus the teacher's attentionon those items and children. The end result is always to givethe classroom teacher greater knowledge of the develop-mental levels of the children in hisorher care. Filling in thesheets is a by-product of this goal, not the goal itself.
The Assessment of Skills should in no way be thought of asends in themselves or as the curriculum of MATHEMATICSTHEIR WAY. They are merely an organizational tool which theteacher uses to record observations of individual children'sgrowth and development in mathematics.
A Xerox copy of the Assessment pages (Masters A1-A16) willenable you to retain the original for making additional copiesin future years. Some teachers tape the pages together tomake one continuous chart to post on a wall; others punchholes in the pages and put them in a binder. When you havemade a copy of Master A1, write the names of the children inyour class in the spaces provided along the left side. Look ateach sheet and determine for yourself the items you wish toassess. The first step is to fill in the information you rememberfrom previously observing your children at work. The purposeof this is to focus your attention on how much you alreadyknow about each child. Those items you are unsure of shouldnow be observed and this additional information added to theAssessment Sheets.
Some teachers find it helpful to type an additional list ofnames on a piece of tagboard exactly corresponding to thespacing on Master A 1, which the teacher uses on subsequentpages as a help in finding the appropriate place to recordeach child's information.
A child who is unsuccessful with an experience assessed onthe sheets does not need to work on that same activityover and over. Sheorhe needs an opportunity to see the con-cept represented in a variety of experiences and situations.This variety will help the transfer of knowledge and skill intousage and understanding in the child's life. This is the levelthe Assessment of Skills emphasizes.
Worksheet Chart1Composite sheet forPhotocopied Pictures
Mount a picture of each child inclass on this sheet and have thechildren write their name under theirpicture. See p. 365Page: 35, 38, 40, 78, 87, 122, 148,152, 156, 162, 219, 228, 332, 342,358
4Pattern Block YellowHexagon Shape
Run off on yellow construction paper.Give each child 2-3 rows at a timeto cut out.Page: 13, 38, 177, 349
2Pattern Block GreenTriangle Shape
387
3Pattern Block Red TrapezoidShape
Run off on green construction paper.Give each child 2-3 rows at a time tocut out.Page: 13, 38, 177, 349
Run off on red construction paper.Give each child 2-3 rows at a time tocut out.Page: 13, 38, 177, 349
5Pattern Block Blue DiamondShape
6Pattern Block ThinDiamond Shape
Run off on blue construction paper.Give each child 2-3 rows at a time tocut out.Page: 13, 38, 177, 349
Run off on manilla drawing paper.Give each child 2-3 rows at a time tocut out.Pag~ 13, 38, 177, 349
388
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7Unjfix Snap and ClapPattern Pictures
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Cut apart and paste down to make avariety of patterns.Page: 33
10Writing Paper (Number 4)
If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
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8Writing Paper (Number 2)
2After Thermofaxing (which copies thefirst part of the number with purpleink) place the master directly on topof a green duplicator master andtrace a dotted line making thesecond part of the number(not shown).Page: 51
11Writing Paper (Number 5)
If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
9Writing Paper (Number 3)
"no"
3If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
12Writing Paper (Number 6)
If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
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13Writing Paper (Number 7)
If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
16Writing Paper (Numbers 2-9)
If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
14Writing Paper (Number 8)
If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
17Large Geoboard Dot Paper
Use as the initial experience for thechild making records of geoboarddesigns.Page: 13, 36, 37, 47, 81, 82, 177
15Writing Paper (Number 9)
If you have access to the equipment,follow the instructions given forworksheet 8. Or copy the page and adda dotted line in green making thesecond part of the numeral. Numeralwriting paper in color is available fromthe Center for Innovation in Education.Page: 51
18Medium Geoboard Dot Paper
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Use to provide additional challengewhen the child is successful copyinggeoboard designs on the largegeoboard dot paper.Page: 13, 81, 82, 351
389
390
19Small Geoboard Dot Paper
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Use to provide additional challengewhen th'~ child is successful copyinggeoboard designs on the mediumgeoboard dot paper.Pag~ 13,81,82,351
22Water Timer/MeasuringStrings Records
A o ° A 0° A 0°B 0 B 0 B 0C 0 C 0 C 00 0 0 0 0 0E 0 E 0 E 0
Cut records apart on the paper cutterand place in small boxes.Page: 123/135
20-21Pattern for MakingGeometric Shapes'~
c
c .......... __ • ..-_ .. c- _........ ..,.. .. , .. , ...... _ ......... " 00>0 ......'1_
See appendix, p. 361.Page: 59, 70, 76
23Measuring with Jars/TheHole in the Box Records
too much too little
just right
more
[Qc=J less c=J
Cut records apart on the paper cutterand place in small boxes.The child records the letters labelingthe jars used for measuring on therecording sheet.Page: 131, 239/129
c.._ .._ .........._ ....-_01 -~..- -----" ....ono .. _OnoOOl ,._ ..
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24More-Less-Same Pictures
N:- A...A!' ~, ..,." more less
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the same the same
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Use for making more-less spinners,"and more-less-same cards (run off ontagboard).Page: 116, 118, 127
25Birthday Graph Picture
26Tooth Graph Picture
Run off 12 copies on constructionpaper. Decorate with crayons andwrite the name of each month. Coverwith clear contact paper.Page: 156
28Unifix Number StationRecord (4-5)
Page: 178, 239
Run off 12 copies on constructionpaper. Write the name of eachmonth. Cover with clear contactpaper.Page: 156
29Unifix Number StationRecord (6-7)
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Page: 178, 239
27Jewel Number Station Record
Page: 178, 239
30Unifix Number StationRecord (8)
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391
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38Two-Sided Bean NumberStation Record (9)
Page: 178, 239
41The Hand Game ConnectingLevel Gameboard withNumerals
°o °I 2°/ 3°°5 °6 0/ °7. 8°I °2 3°/ Lt
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39Two-Sided Bean NumberStation Record (10)
Page: 178, 239
42Lift the Bowl Symbolic LevelWorksheet
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Run off on tag board. Cut numbers Page: 237apart. (A double set of the numerals1-5 are included to make problemssuch as 3+3, 5+5, etc.)Page: 222
40Peek Through the Wall/Liftthe Bowl Connecting LevelGameboards
Run off on tagboard, cut apart.Page: 221, 222
43The Hand Game SymbolicLevel Worksheet
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Page: 237
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50 51 52Addition Problems (0-5) Addition and Subtraction Addition and Subtraction
Problems A (0-6) Problems B (0-6)
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Page: 241 Page: 241 Page: 241
53 54 55Master Worksheet for Names/Numbered Squares Surrounding PatternsCreating Additional Addition Recording Sheet Recording Sheetand Subtraction Problems
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Have the children tape twoworksheets together.Page: 266
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