1. Picasso
Cobb County
Staff Development

2. Where is Picasso?
• To find Picasso go
to
www.cobbk12.org.
This is the main
Cobb County
webpage.
• Look for the
Picasso link in the
upper right hand
corner.

3. How to login
Once you have
accessed Picasso
login follow
these
instructions.

4. Main Page
This is the main Picasso page. You will find everything
you need on this main page.

5. Year at a Glance
Click on K-5 year at a glance under the curriculum tab.
Then choose your grade level to see what you will be teaching for the
year.

6. Math Year at a Glance
On this page you will find the content that
will be covered in math during the first
grade year.

7. Resources
This is the main Picasso page. Here you will find all of
your curriculum areas and resources.
On the left side of the screen you will find all the
subject area links. Click on the subject you are
interested in.

8. Math Curriculum Guide
After choosing your curriculum area, this is the first screen you
will see. Here you will find your grade level.

9. Math Course Guide
After choosing your grade level you will see your year at a glance chart.
Here you will find what content you are teaching.
This page is interactive. To view content click on the box/column you
want to explore.
You can also click on the dark columns to see the Benchmark testing from
the county.

10. Unit Resources
In the unit resources you will find the unit outline.
The first thing you will see is the unit resources.
There are a lot of beneficial items here. You will
find vocabulary cards, teaching rubrics, and the
resources your teacher edition book has.

11. What does it offer me?
This is the unit
outline for numbers
to 100, facts to
12, and data analysis.
Here you will find
benchmark testing
and essential
questions.
All lesson plans are
located on one page
so be sure to scroll
through the entire
page.

12. Lesson Plans!!!!!
Here is an example
of a unit. Here you
will find all of the
lessons that go along
with each topic.
Under lessons you
will find links that
open up word
documents for your
lessons. There is a
brief description of
what the lesson
covers.

13. Lesson Plan Format and Example
Unit Title: Represent and Compare Numbers to 100/Facts to 12/Data 2 nd Nine Weeks
Topic Title: Number Representations (Intro to 100)
Name of Lesson: Missing Numbers
Standards:
M1N1.d Understand the magnitude and order of numbers up to 100 by making ordered sequences
and representing them on a number line This is an example of
Essential Question(s):
Unit: What can I do with numbers?
one of the lessons
Lesson questions:
How can I identify missing numbers using a hundred chart? offered. It covers all
Assessment Description/Performance Task:
Constructed response Informal assessment
aspects of lesson
plans.
Performance task Selected response
Brief Description: Observe students playing ―Missing Numbers‖ during center time. Teacher notes how students determine which numbers are
missing. (See suggestions in Summary By the Learner.)
Procedures Topic
Essential Questions
Hook/Activator: Display a hundreds chart and ask students to share what they know about it. Do they recognize any patterns? Can they
find selected numbers on the chart? Are students counting by ones, search randomly or do they have a general idea of where the number
will be?
Teaching Strategy: Ask students to shut their eyes. Remove the cards 22, 24, 26, 28 and 30 from the Hundred Chart (or cover them up
with a post-it or small square of paper). Ask students to think but not to say out loud the number you are going to select. Point to one of Standards
Assessments
the missing numbers. Give students time to think and then ask several students to tell what numbers are missing and how they know. Ask
for others to share different ways of how they know which numbers are missing. For instance, the missing number is 24 because it comes
after 23. As each missing number is identified replace the correct number card.
Summary by the Learner: Students play ―Missing Numbers‖ in pairs during center time. Observe students playing the game and note how
students determine which number is missing. Are they counting from one? From some other number? Are the numbers before and after Hook
Procedures
used in any way? Are patterns identified? Is there more than one way to find a number? Is the structure of the 100 chart used – using
rows or columns to find the missing number? What range of numbers are students comfortable with—less than 50, more than 50?
Closing
Differentiation
Differentiation:
Vocabulary
More capable: Use additional game boards with missing numbers (B p. 200 or C p. 201) or use a Hundreds chart starting with 201 and
ending with 300.
Less capable: Students may need additional exposure in using a Hundred Chart and may need to see and hear strategies of other
students for finding numbers.
For this Lesson:
Hundred Chart with removable numbers (Pocket chart works well) or post-it notes/small squares of paper to cover numbers on a hundred
chart
THESE ARE VERY
What’s Missing? pages A, B, C P. 199 – 201 (optional)
HELPFUL IN
PLANNING!!!!!!!
Vocabulary: tens
Hundred chart greater
ones less than

14. Where are the lesson plans???
Sometimes you will
find a unit that
does not contain
lesson plans. This is
rare but can
happen with
Picasso. This simply
means that a
teacher has not
submitted lessons
for this content or
the lesson has not
be uploaded yet.

15. Questions
• Whitney Sanders
• Whitney.Sanders@cobbk12.org