1 Richardsonrufli Mathcharts

Math Wee k1

Day 1

Day 2

Day 3

Day 4

Day 5

ERCR SoL 1.6 recognize, write, and recite numbers 0 through 110

ERCR SoL 1.6 recognize, write, and recite numbers 0 through 110

ERCR SoL 1.6 recognize, write, and recite numbers 0 through 110

ERCR SoL 1.6 recognize, write, and recite numbers 0 through 110

ERCR SoL 1.9 Numbers and number words to numerals

M/W – Students will practice writing numbers 1-9 by completing worksheets where they must rewrite the numbers.

M/W – Students will practice writing numbers 10-20 by completing worksheets where they must rewrite the numbers, to get used to writing two numbers together.

M/ - Students will recite the number line from 0 to 110 to the teacher in groups.

M – Students will complete a cut-andpaste worksheet where they will match the numerals to the number words through 10.

M – Students will review the numbers one through 110 by counting through a number line of sequential numbers that are written out on a board. M/MA- Students will play “number bingo” with numbers 1-110. M/S – Students will sing along to the song “The Creatures that like to count from: http://www.songsforte aching.com/intellitune s/countingcreatures.ht m

M/R – The teacher will read the book Counting Crocodiles by Judy Sierra and Will Hillenbrand

M/R – the teacher will read the book Mouse Count to the students.

M – Students will complete a math worksheet where they will write the number next to the word, or cut and paste. DA – Students who have trouble cutting and pasting can use safety scissors or be given the slips already cut out.

M/W - The students will practice writing the word numbers from 11-19.

W eek 2

Day 6

Day 7

Day 8

Day 9

Day 10

ERCR SoL 1.9 Numbers and number words to numerals

ERCR SoL 1.9 Numbers and number words to numerals

ERCR SoL 1.1 Counting concrete objects

ERCR SoL 1.1 Counting concrete objects

ERCR SoL 1.1 Counting concrete objects

M/W – Students will practice writing the number words from 80, 81, 90, 91, 100, 101, 119, 120, 121.

M/LI - The teacher will read Counting in the Garden by Kim Parker to the students.

M/S - Students will sing along with the number song from: http://www.songsfort eaching.com/math/ea rlynumberscounting/ countto100.htm

M/MO/S – Students will take a walk outside and count how many different colors they see in the schools’ garden.

M – The teacher will pass out a set of objects containing a given number of items to all students in the class. Ideas could be dry cereal, M&M’s, jelly beans, etc. Have the students count the objects as a total, or by color.

M – Students will complete a cut-andpaste worksheet where they will match the numerals to the number words through the hundreds. M/W – Students will practice writing the number words from 20, 21, 30, 31, 40, 41, 50, 51, 60, 61, 70, 71.

DA – Students with physical disabilities that prevent them from the walk could find flowers from a book provided while sitting outside.

M – Students will make a graph of how many objects, possibly by color that they counted.

M – Students will play a ‘game’ where they will be given a list of items to count, either in the classroom, outside, the lunchroom, etc. They should list these in chart form. M – Before leaving each location, the teacher should lead the class in counting each object and to grade for correctness.

Week 3

Day 11

Day 12

Day 13

Day 14

Day 15

ERCR SoL 1.1 Counting concrete objects

ERCR SoL M 1.3 Counting by ones to 110

ERCR SoL M 1.3 Skip Counting

ERCR SoL M 1.3 Skip Counting

ERCR SoL M 1.3 Skip Counting

M/MA – Students will use Base Ten blocks to count and sort based on various activities. This should help them to prepare for Base Ten and Place Value activities.

M – Students will introduce the idea of counting by ones by starting anywhere, 0, 1, and other numbers.

M – The teacher will introduce the concepts of skip counting using a number line on the board, showing that the same number is added each time.

M –The teacher will write examples on the board, such as counting by twos and fives.

M – Students will complete a worksheet where they will fill in or cut and paste the answers into given number lines. http://www.enchanted learning.com/math/sk ipcounting/

M/MA - Have the students use the blocks to count out a certain number or visa-versa.

M – Students will complete worksheets where they fill in the missing numbers in a given number line.

M – Students will complete a worksheet involving skip counting, with the number to add is written above each number. DA – Students with vision or hearing problems should be placed at the front of the classroom and/or given their own small number line.

M – The teacher will introduce the concept of counting when not starting at 0 or 1. M – The teacher will introduce the different ways they will be skip-counting, by two’s, five’s, and ten’s.

M – Students will play “Around the World” where they will skip count around the classroom after given the value they are skipping.

W eek 4

Day 16

Day 17

Day 18

Day 19

Day 20

ERCR SoL M 1.3 Counting by twos to 100

ERCR SoL M 1.3 Counting by twos to 100

ERCR SoL M 1.3 Counting by fives to 100

ERCR SoL M 1.3 Counting by fives to 100

ERCR SoL M 1.3 Counting by fives to 100

M/A – The teacher will have students complete a chart of numbers where they color the numbers as they count by two’s to see the pattern.

M/A – Students will complete a dot-todot picture where they must count by two’s. http://www.masslear ns.com/link_library.h tml?subject=NM&su b_cat=50271&final =50273

M/A – The teacher will have students complete a chart of numbers where they color the numbers as they count by five’s to see the pattern. (0,5,10)

M/A – Students will complete a dot-todot picture where they must count by five’s. http://www.masslear ns.com/link_library.h tml?subject=NM&su b_cat=50271&final =50273

M – Students will name objects that come or could come in groups of five, such as fingers, toes, etc.

M – Students will write out the numbers that they colored on lined paper. DA – Students who have trouble coloring and staying in the lines could use a bingo marker to mark each number.

M – Students will use concrete objects to create a mini number line.

M – Students will write out the numbers that they colored on lined paper.

M – Students will use concrete objects to create a mini number line.

M/MO – Students will assemble themselves in groups of fives. They will determine the total number, how many groups, and how many are left over. This is a great beginning to division as well!

W eek 5

Day 21

Day22

Day23

Day24

Day25

ERCR SoL M 1.3 Counting by fives to 100

ERCR SoL M 1.3 Counting by tens to 100

ERCR SoL M 1.3 Counting by tens to 100

ERCR SoL M 1.3 Counting by tens to 100

ERCR SoL M 1.3 Counting by tens to 100

M – Students will complete a number line with missing blanks starting at numbers not a factor of 5 (eg. starting at 3).

M/A – The teacher will have students complete a chart of numbers where they color the numbers as they count by five’s to see the pattern. (0,10, 20)

M/A – Students will complete a dot-todot picture where they must count by five’s. http://www.masslear ns.com/link_library.h tml?subject=NM&su b_cat=50271&final =50273

M – Students will name objects that come or could come in groups of ten, such as fingers, toes, etc.

M – Students will complete a number line with missing blanks starting at numbers not a factor of 10 (eg. starting at 8).

M – The teacher will review counting by 5’s.

M – Students will write out the numbers that they colored on lined paper. DA – Students who have trouble coloring and staying in the lines could use a bingo marker to mark each number.

M – Students will use concrete objects to create a mini number line.

M/MO – Students will assemble themselves in groups of ten. They will determine the total number, how many groups, and how many are left over. This is a great beginning to division as well!

M – The teacher will review counting by 10’s.

W eek 6

Day 31

Day 32

Day 33

Day 34

Day 35

ERCR SoL M 1.4 Counting by 100s

ERCR SoL M 1.4 Counting by 100s

ERCR SoL M 1.4 Counting by 100s

ERCR SoL M 1.4 Counting by 100s

Review Day

M/A – Students will complete a dot-todot picture where Day27 they must count by 100’s. http://www.masslear ERCR SoL M 1.5 ns.com/link_library.h Ordinal numbers tml?subject=NM&su b_cat=50271&final =50273 M/LI – The teacher read the will story Mwill – Students “Henry the Forth” use concrete objects tocreate the students to a mini in order to introduce number line (base ordinal numbers. ten hundreds blocks.) M- The teacher will further introduce ordinal numbers first through tenth, including pronunciation and spelling.

M – Students will name objects that come or could come Dayof28 in groups 100 such as a M&M’s in a bag of candy, etc. ERCR SoL M 1.5 Ordinal numbers M/MO – Students will assemble as if they counted as 100. M – The will They willteacher determine leadtotal the class in a the number discussion about and how many situations in is which groups. This a ordinal numbers great beginning to would be division asused, well! making a list on the chalkboard. DA – Students with limited mobility can M – Students stay put, and will the sing the song about grouping formed ordinal them. numbers around from http://www.acnancymetz.fr/enseign/ang lais/Henry/nombres. htm

M – Students will complete a number line with missing 29 at blanksDay starting numbers not a factor of 100 (eg. ERCR SoL M 1.5 starting at 108, 122, Ordinal numbers etc.)

M/A – The teacher will have students complete a chart of Week numbersDay 26 they where 7 color the numbers as they count by 1 five’s to Test see the pattern. (0,100,200, etc.) M – Students will write out the numbers that they colored on lined paper.

M – The teacher will M – Students willby review counting complete a cut-and100’s. paste worksheet where they will match the numbers to the ordinal number words. M/MO – Students will assemble themselves in line according to alphabetical order, and will all orally recite the position of each student in line.

Day 30 ERCR SoL M 1.5 Ordinal numbers M – Students will practice writing ordinal numbers first through twentieth in numeral form and word form. M/O - Students will recite an oral report about their favorite things; color, animals, etc, using ordinal numbers. DA – Students with speech problems may read off a written speech or outline.

Week Week 9

Day 41

Day 42

Day 43

Day 44

Day 45

ERCR SoL M 1.1 Estimate

ERCR SoL M 1.1 Estimate

ERCR SoL M 1.1 Estimate

ERCR SoL M 1.1 Estimate

ERCR SoL M 1.1 Estimate

M – The teacher will begin the introduction to estimation by filling a jar with a given number of jelly beans, placing a rubber band around the jar, and add or subtract every day to see if there are more or less, and how much more or less from: http://www.dupagec hildrensmuseum.or g/aunty/pt97.html

M – Read the book Betcha!: Estimating by Stuart J. Murphy to the class.

M – After adding jelly beans to the jar, the teacher will ask the students if there are more or less than yesterday.

M – Students will watch the video in the classroom: http://www.linkslear ning.org/Kids/1_Mat h/2_Illustrated_Less ons/2_Estimation_of _Length/index.html

M/MA – Students will discuss the jelly bean jar and what has happened throughout the week.

M – Introduce what estimation is, how there is always a referent in estimation, and words associated. Remind the students that “close” estimations will not be rewarded, only logical explanations of why a number was picked.

M - Discuss the estimation strategies that the two boys in the story read. M - List ways that estimation is used at home (groceries, time, costs, etc.) M – The teacher will Subtract from the jelly bean jar, discuss.

M – Students will play the game from: http://www.primary games.co.uk/PG5/Si dsays/sidsays.html

M – The teacher will add or subtract from the jelly bean jar, discuss. DA – Some students may need to be seated differently if they have vision/hearing/atten tion problems for the video.

M – Students will share ways that they might have used estimation during the week.

Week 10

Day 46

Day 47

Day 48

Day 49

Day 50

ERCR SoL M 1.1 Comparing

ERCR SoL M 1.1 Comparing

ERCR SoL M 1.1 Comparing

ERCR SoL M 1.2 Place value

ERCR SoL M 1.2 Place value

M – Students will make predictions and compare the weight of two objects using a balance scale. They should form groups and rotate different stations around the room and weigh the objects at each station.

M – Students will complete a worksheet that will have them circle which object would hold more substance.

M -The student will group a collection of up to 100 objects into tens and ones (using rods) and write the corresponding numeral to develop an understanding of place value.

M - Use Place value mats and have students group and count unit blocks up to 100. Easy at first then building up to combining units into tens and then tens into hundreds.

M – Students will complete a worksheet where they will identify the name of the place in a number up to the hundreds.

M – Then, use red white and blue poker chips for ones, tens, and hundreds, respectively. Use the term “trading’ and give them either a number to create or a certain number of each chips to trade with.

M – Students will complete a worksheet that will have them circle which object would weigh more.

M – Students will compare the volume of two given containers using water, rice, and jelly beans. They should recognize the bigger container based on which one held the most objects. DA – Some students may work in pairs, others may want to try three containers.

W eek 11

Day 51

Day 52

Day 53

Day 54

Day 55

ERCR SoL M 1.2 Place value

ERCR SoL M 1.2 Place value

ERCR SoL M 1.2 Base Ten

ERCR SoL M 1.2 Base Ten

ERCR SoL M 1.2 Base Ten

M - Students will play a matching game where they will match each number written in standard form with its correct corresponding number written in expanded form.

M – Have students complete the crossword puzzle from http://www.mathsye ar2000.org/magnet/ kaleidoscope2/Cross number/index.html

M – The teacher will use Base Ten blocks and mats to introduce the concept of Base Ten. Students will experiment with the different color chips and moving them on the mat, with reviewing place value and how it is related to Base Ten.

M – The teacher will continue to have students practice using the base ten chips or rods and eventually using regrouping.

M - Students will complete the ‘Rice’ activity on the website: http://www.arcytech .org/java/b10blocks/ counting.html

M - Review the answers from the puzzle.

DA – Color blind or challenged students could use marked chips.

Week 12

Day 56

Day 57

Day 58

Day 59

Day 60

ERCR SoL M 1.2 Base Ten

ERCR SoL M 1.2 Base Ten

ERCR SoL M 1.2 Base Ten

ERCR SoL M 1.2 Base Ten

ERCR SoL M 1.2 Base Ten

M – Students will practice addition using chips and base ten mats and no regrouping.

M – Students will practice addition using chips and base ten mats and regrouping.

M – Students will add using base ten with paper and pencil and numbers.

M – Students will practice subtracting using chips and base ten mats and no regrouping.

M - Students will practice subtraction using chips and base ten mats and regrouping.

DA – Students with spatial problems may use bigger paper in order to work the base ten problems on.

Week 13

Day 61 ERCR SoL M 1.2 Base Ten

M – Subtracting using base ten using paper and pencil and numbers.

Day 62 Review

Day 63 Test 2

Day 64 ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ using concrete objects

Day 65 ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ using concrete objects

M – The teacher will introduce the concepts of fractions.

M – The teacher will read The Hershey Fraction’s Book to the students and participate using Hershey bars that should be distributed to each student.

M – The teacher will further introduce fractions by using a rectangle drawn on the board with 1/2, 1/3, and ¼.

DA – Students who cannot consume this may use graham crackers to break and eat and may watch the teacher or classmate for the rest of the fractions.

Week 14

Day 66 ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ using concrete objects

Day 67 ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ using concrete objects

Day 68 ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ using concrete objects

M – The teacher will read the book Apple Fractions using apple slices of a whole apple for every two students.

M – Students will complete the fraction activity using the fraction mice and circles from http://www.mathcat s.com/grownupcats/ ideabankfractions.h tml

M – Students will complete the M&M activity from http://www.mathcat s.com/grownupcats/ ideabankfractions.h tml

Day 69 ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ M – Students will complete a worksheet where they will color in ½ of a certain area. They will then glue their objects on a sheet of construction paper and name it ½. DA – Students who cannot color well can use a colored pencil and a ruler to draw a line for clarity.

Day 70 ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ using M – Students will complete a worksheet where they will color in 1/4 of a certain area. They will then glue their objects on a sheet of construction paper and name it 1/4.

Week 15

Day 71

Day 72

Day 73

Day 74

Day 75

ERCR SoL M 1.8 fractions 1/4, 1/3, and ½ using concrete objects

ERCR SoL M 1.11 Addition and subtraction facts to sums and difference to 30 or less.

ERCR SoL M 1.11 Addition and subtraction facts to sums and difference to 30 or less.

ERCR SoL M 1.11 Addition and subtraction facts to sums and difference to 30 or less.

ERCR SoL M 1.11 Addition and subtraction facts to sums and difference to 30 or less.

M – Students will complete a worksheet where they will color in 1/4 of a certain area. They will then glue their objects on a sheet of construction paper and name it 1/4.

M – The teacher will introduce addition using concrete objects, using goldfish. The teacher should give the students examples and then give them an addition problem.

M – The teacher will give the students a worksheet where they will solve addition problems only using the ones place.

M – The teacher will introduce addition using the ones, tens, and even hundreds place. Students will learn the methods of borrowing and carrying.

M - The teacher will introduce subtraction using concrete objects, using goldfish. The teacher should give the students examples and then give them a subtraction problem.

M – Students will then create a minibooklet about fractions.

DA – Students can use non-edible objects or bring their own from home is there is a food-related problem.

M – Students will volunteer to complete problems on the board or their mini-dryerase board.

Week 16

Day 76

Day 77

Day 78

Day 79

Day 80

ERCR SoL M 1.11 Addition and subtraction facts to sums and difference to 30 or less.

ERCR SoL M 1.12 relationship between addition and subtraction

ERCR SoL M 1.12 relationship between addition and subtraction

ERCR SoL M 1.12 relationship between addition and subtraction

ERCR SoL M 1.12 relationship between addition and subtraction

M – The teacher will introduce addition using the ones, tens, and even hundreds place. Students will learn the methods of borrowing and carrying.

M – The teacher will introduce the relationship between addition and subtraction by using concrete objects.

M - Students will play the dice game from the website: http://youth.net/cec /cecmath/cecmath. 14.txt and determine the winner.

M – Students will complete a worksheet that uses the same numbers and shows the relationship between addition and subtraction.

M – Students will learn the properties of addition and the properties of subtraction; which ones are the same and which properties are different.

M – Students will volunteer to complete problems on the board or their mini-dry-erase board.

DA – Some students may need a bigger worksheet so they will have more space to work with.

Week 17

Day 81 ERCR SOL M 1.12 relationship between addition and subtraction L: The teacher will read, The Mission of Addition by Brian Cleary. Students will note at least two addition problems from the story. W: Students will write two of their own addition problems and trade with a partner to solve. MC: Teach and have the students say the numbers (addition problems) in Spanish.

Day 82 ERCR SOL M 1.12 relationship between addition and subtraction L: The teacher will read, The Action of Subtraction, by Brain Cleary. The students will note at least two subtraction problems from the story. W: The students will write two of their own subtraction problems and trade with a partner to solve. DA: Fill in the blanks with the beginnings of problems will be provided for students who have trouble getting started.

Day 83 ERCR SOL M 1.12 relationship between addition and subtraction M: The students will recognize that addition and subtraction are the opposite of each other. The teacher will put one addition and one subtraction problem on the board. The class will solve and then perform the opposite operation with the answer to get what they started with. WS: The students will complete a worksheet practicing the same thing. They will include the definition of addition and subtraction and describe the relationship of the two.

Day 84 Review

Day 85 Test 3

Week 18

Day 86 ERCR SOL M 1.13 and solve given word problems M/V: The teacher will list and discuss the math words used in math word problems. The students will match math words with the correct sign. WS: The students will complete a worksheet matching words with the correct signs. DA: For those who are advanced, want an extra challenge, a worksheet will be available for the students to write the word when just the sign is present.

Day 87 ERCR SOL M 1.13 and solve given word problems M: The teacher will give examples of word problems dealing with addition. The teacher will ask the students for examples of word problems dealing with addition. The problems will be put on the board and solved as a class. WS: Students will complete a worksheet with three addition word problems.

Day 88 ERCR SOL M 1.13 and solve given word problems M: The teacher will put an example of a subtraction word problem on the board. The teacher will discuss and show how the problem deals with subtraction. The students will come up with examples of their own. The teacher will put the examples on the board and the class will solve together. WS: Students will complete a worksheet with three subtraction word problems.

Day 89 ERCR SOL M 1.13 and solve given word problems M: The teacher will put three word problems on the board. They will go through them as a class and solve. The students will classify if each problem deals with addition or subtraction. D: Students will role play and represent given word problems. One student will have the job of putting masking tape down on the floor with the correct signs (addition, subtraction, equals). Another student will be a record keeper, recording each problem’s solution that was represented. WS: Students will complete a worksheet with five story problems and classify each.

Day 90 ERCR SOL M 1.13 create story problems M: The teacher will introduce story problems with an example on the board. The teacher will demonstrate how to solve and list the requirements of a story problem. L: The teacher will read Dr. Seuss’s, I can Lick 30 Tigers Today. The class will discuss how this story can be seen as one big math problem. The students will recognize the subtraction problems and solve them.

Week 19

Day 91 ERCR SOL M 1.13 create story problems M: The teacher will put a sample story problem on the board. Students will solve as a class. W: The students will each write their own story problem. They will then switch problems with another student and solve. DA: Pre-written problems with fillin-the-blanks will be provided for those who need extra help.

Day 92 ERCR SOL M 1.13 create story problems M/T: The students will use computers to create three of their own story problems. PS: The students will pick one of the three story problems they created and present it to the class to solve.

Day 93 ERCR SOL M 1.13 create story problems HO/W: Students will use gingerbread cutouts to create a story problem. They will use addition or subtraction in their problem. All the students’ problems will be put in a class book, “Story problems with gingerbread men.” HW: Students will be assigned to write three more story problems at home.

Day 94 ERCR SOL M 1.14 Pennies to a nickel, a dime, a quarter GA: Students will learn how many pennies are in a nickel. The teacher will give each student five pennies and one nickel (use paper money). She will explain that there are five pennies equal to one nickel. The students will be split into groups of five. The teacher will tell the students to each give one penny. How many does each group have now? How many nickels does each group total pennies equal? VA: Each group will make a poster board/money book showing the representation of how many pennies are in a nickel.

Day 95 ERCR SOL M 1.14 Pennies to a nickel, a dime, a quarter GA/VA: Students will learn how many pennies are in a dime. The teacher will tell the students that one dime equals 10 pennies Each student will receive a few pennies. They will have to find other students with amounts of pennies that will equal 10. Each group will then get one dime to create a poster board representing how many pennies are in one dime.

Week 20

Day 96 ERCR SOL M 1.14 Pennies to a nickel, a dime, a quarter

Day97 ERCR SOL M 1.14 Equivalents of money change up to 100 cents.

M/W: Students will learn how many pennies are in a quarter. The teacher will have a picture representation of how many pennies are in a quarter. The class will count the pennies together to get to 25. The students will write a word sentence showing how many pennies equal a quarter.

M: Students will learn how many dimes are in a dollar. The teacher will present a container will pictures of dollar bills covering it. This represents one dollar. The students will come up one at a time, pulling out a dime, counting each time to keep track. When they get to the end they will have 10 dimes, thus equaling one dollar. The teacher will also have four quarters in the container, demonstrating four quarters equaling 100 cents.

WS: Students will complete a worksheet dealing with the conversions of change.

W: Students will write these equations in their math notebooks.

Day 98 ERCR SOL M 1.14 Equivalents of money change up to 100 cents. MU: Students will learn and sing the tune, “Let’s Count Coins.” D/GA: Students will role play and put together a small ‘market’. Students will bring in small objects to sell and will be given 100 cents to buy. Students will practice purchasing and making change. DA: Advanced students will be given 150 cents and students that need extra help will be given only 50 cents. Assistants will be present to help students if needed.

Day 99 ERCR SOL M 1.14 Equivalents of money change up to 100 cents. M/G: Students will play ‘Money Bingo.’ The teacher will draw cards with an amount of change on it (no more than 100 cents). The students will then match an addition problem on their card to the amount called. L: The teacher will read, How does Peter feed the Meter?, dealing with money and introducing multiplication principles.

Day 100 ERCR SOL M 1.14 Equivalents of money change up to 100 cents. Review and Quiz

Week 21

Day 101 ERCR SOL M 1.14 Equivalents of money change up to 100 cents. M/ GA: The students will hunt for change (large, paper change) hidden throughout the room. The total amount should equal 100 cents. They will search and add what they have found until the get to 100. The amount of each coin found will be recorded on the board for the students to keep track of. HW: The students will bring in an amount of change, with at least three different coins, equaling 100 cents.

Day 102 ERCR SOL M 1.14 Count a mixture of change up to 100 cents PS: The students will present their combination to the class, adding it to show that it equals 100. Students will then suggest another option to the one presented by substituting one coin(s) for an equivalent.

Day 103 ERCR SOL M 1.14 Count a mixture of change up to 100 cents M/G: Students will each be given a sign/coin to tape on their shirt. Each coin will represent a various amount (1, 5, 10, and 25 cents). Students will have to work together to group themselves in ways that combine their coins to make 100 cents. The goal is to see how many different ways they can find. Each time a solution is found, the teacher will record it.

Day 104 ERCR SOL M 1.14 Count a mixture of change up to 100 cents M/ G: Students will play, “Try a Money Bee for a Change.” (formatted like a spelling bee but students will solve different addition and subtraction problems involving change) The winner will get a prize. Questions will gradually get harder. DA: A few students will have the option of opting out of the game to be: time-keeper, name selector, and record keeper.

Day 105 ERCR SOL M 1.14 Count a mixture of change up to 100 cents GA: Each student will be given a bag of change. Each bag will have only one other bag with the same amount of change. The student’s task is to find the other student with the bag with the same amount of change. The students will then create a chart to show the number of each type of coin they had. They will come up with a third combination of coins equaling whatever amount was in their bag.

Week 22

Day 106 Review

Day 107 Test 4

Day 108 ERCR SOL M 1.15 Tell time to the hour and half hour, using an analog clock. M: The teacher will display a transparency of an analog clock. The teacher will explain the minute hand and hour hand. The teacher will give a few examples for the class, explaining the hour and half hour. Students will then come forward one at a time and show on the analog board clock the time given to them by the teacher.

Day 109 ERCR SOL M 1.15 Tell time to the hour and half hour, using an analog clock. M/VA: Students will make their own analog clocks with mobile hands. With a partner they will practice reading different times on their clocks. DA: Students who have trouble with scissors will be provided with precut clocks pieces.

Day 110 ERCR SOL M 1.15 Tell time to the hour and half hour, using an analog clock. M/G: Students will play Telling Time Bingo. Each student will receive a Bingo card. The teacher will give the students a list of times to choose from to put on their cards. The teacher will use a large board clock to represent different times listed. The students will read the time and put a chip on their board if the time appears on their card. The first one to cover five in a row gets BINGO and wins.

Week 23

Day 111 ERCR SOL M 1.16 Measure using non-standard units M: The students will be introduced to measuring length with nonstandard units. They will each find a partner and one will lie on the floor while the other one measures how tall by using his feet to walk beside him. They will then work with paper clips to measure the different objects the teacher brings in. Teacher will bring the items in for the students to measure and will supervise the children as they complete this task. GA: The students will measure each other using their feet and then will talk about it when finished.

Day 112 ERCR SOL M 1.16 Measure using non-standard units M: The student will use the objects the teacher brought in to measure different items. The class will then think about why this is not a good way to measure something. Teacher will bring in different items for the students to use and measure the specified objects. CD: The students will determine why using non-standard measurements is not the best way to measure something.

Day 113 ERCR SOL M 1.16 Measure using non-standard units M: Students will use marbles to measure the volume of different containers. The students will fill the different containers with marbles and then count the marbles to determine the marble volume. CD: Students will discuss why using marble might not be the most accurate way to measure volume. DA: Students with trouble counting will be given smaller containers to measure.

Day 114 ERCR SOL M 1.16 Measure using non-standard units M: The students will review by measuring different objects around the room with the objects given. The teacher will provide all the different objects to measure with.

HW: The students will complete the activity sheet given and will draw the objects that were measured if not finished.

Day 115 ERCR SOL M 1.16 Measure using non-standard units M: The students will use the paper clips and the pencils to measure the different objects on the piece of paper. The teacher will check and make sure that each student knows how to measure each object using nonstandard objects. The students will also use the paper clips and the pencils to measure the objects on the paper.

Week 24

Day 116 ERCR SOL M 1.16 Measure using standard units

Day 117 ERCR SOL M 1.16 Measure using standard units

Day 118 ERCR SOL M 1.16 Measure using standard units

Day 119 ERCR SOL M 1.16 Measure using standard units

Day 120 ERCR SOL M 1.16 Measure using standard units

M – The students will measure the room with a meter stick and then talk about their answers. They will also figure out what the best way to measure the room would be. The teacher will have the meter sticks and let the groups measure the room. The teacher will also lead the group in the discussion.

M- The students will talk about all the different ways to measure length and height. They will practice measuring different things such as their desk, paper, etc. The students will use inches, centimeters and feet. The teacher will bring in and demonstrate using inches and centimeters. The teacher will also help the students when they are measuring the objects around the room.

M – The students will talk about the way people weigh objects. They will practice using the balance. The students will figure out in their groups which one of the objects weighs more. The teacher will bring in enough objects for each group to have two. The teacher will also demonstrate how to tell which object is heaver.

M – The students will talk about the way people measure the temperature. They will look on the worksheet and will determine what the temperature is on each thermometer. The teacher will bring in a thermometer and will show the students how to measure the temperature.

M- The students will have a review over the week and will have an informal evaluation. The teacher will bring in objects and the students must tell how long each one is, which one weighs more, and what the temperature is on each object.

GA/CD – After measuring the room, the students will explain the best way to accomplish that goal and will also discuss why each dimension of the room is different.

CT – The students will have to figure out which of the two objects weighs more and why.

HW – The students will complete the worksheet and will look online to see what the temperature should be for the next day.

DA: Students who need longer to finish will be allowed to complete one task a day.

Week 25

Day 121 ERCR SOL M 1.16 selecting the appropriate tools for a given task M: The teacher will give the students a thermometer and instruct them to measure their desks in inches. The teacher will discuss with the students why this is not possible. The students will realize the importance of using the correct tool for a given task. HW: Students will bring in two items from their homes that are tools used for a specific task (i.e. kitchen utensils, hammer, hair brush, etc).

Day 122 ERCR SOL M 1.16 selecting the appropriate tools for a given task PS: Students will present their article and explain what it is used for. WS: Students will complete a worksheet matching appropriate tools to scenarios. DA: The teacher will have extra tools on hand for students who forgot to bring something or don’t have something to bring. The teacher will explain how the tool is used to the student before they present it.

Day 123 ERCR SOL M 1.16 selecting the appropriate tools for a given task M: Students will be given scenarios in which a specific tool needs to be used (ruler, meter stick, balance, cylinder). They will identify which tool is appropriate for each situation. They will then use the correct tool to perform the task. RP: Students will be given a specific tool assigned by the teacher to ‘play’ or act as. They will take turns describing the tool they are and the class will guess the tool and then give the tool an ‘assignment.’ (something it would be used for.

Day 124 ERCR SOL M 1.16 compare measurements

Day 125 ERCR SOL M 1.16 compare measurements

M: Students will partner up and measure each other’s height and arm span. They will compare with each other and then the teacher will assist the students in completing a chart of the results for the whole class. The students will discuss and compare each other’s measurements and why they are different.

M/PS: Students will find and compare two things in the classroom. They will measure length/ height and weight. The students will present the objects and their findings to the class when finished.

WS: The students will complete a worksheet classifying things that are compared to one another(larger/sma ller) HW: Students will keep record of the temperature outside for five days beginning.

HW: Students will be responsible for finding out the height and weight of two family members.

Week 26

Day 126 ERCR SOL M 1.16 compare measurements

Day 127 ERCR SOL M 1.16 compare measurements

M/PS: Students will bring in the results of their family member measurements and share them with the class. The class will then compare the measurements. The teacher will keep record and help the class compose the chart comparing everyone’s family members. The class will then compare the family chart with the student chart. Students will discuss similarities and differences.

M: Students will go outside to the playground and find natural occurring things to measure and compare. Every student will also turn in their temperature reports. A few students will report their findings. DA: Assistants (parents) will be present to help watch the students outside and assist them in reading a recording their measurements.

Day 128 Review

Day 129 Test 5

Day 130 Field Trip

Week 27

Day 131 ERCR SOL M 1.17 Volume M: The students will discover how liquid stays the same and has the same amount when it is poured into different containers. They will also get to experiment with this in their small groups. The teacher will bring in different containers and will show the children how liquid does not change in quality or quantity when poured into another container. GA/S: The students will experiment with water and the containers and see how liquid does not change when poured into different containers.

Day 132 ERCR SOL M 1.17 Volume M: The students will view a chart about pints, quarts, and gallon containers. They will complete a coloring activity showing how many cups 1 pint can fill up. The teacher will bring in one pint of water and show the students that one pint fills up two glasses (Cups). The teacher will also help the children with the coloring sheet.

CT: The students will think about how many glasses it takes to fill up a pint and will color how many glasses on the paper.

Day 133 ERCR SOL M 1.17 Volume M : The students will see how 1 quart fills up 4 glasses. The students will practice doing this at the water center. The students will also review how 1 pint fills up 2 glasses. The teacher will bring in a quart of water and will show the students how 1 quart fills 4 glasses. The teacher will also prepare the water center for the children to use.

GA/VA: The students will color in how many glasses it takes to fill up 1 quart. The students will also discover this by the hands-on activity.

Day 134 ERCR SOL M 1.17 Volume M: The students will review a pint and quart and how many glasses it takes to fill up each one. The students will also learn that it takes 3 quarts to make a gallon. The students will begin to see the pattern. The teacher will bring in a gallon of water and demonstrate how it takes many glasses to fill it up. VA/CT: The students will think about how many glasses it takes to fill up a gallon. They will color the amount of cups in. DA: The Kinesthetic learners will be given the chance to use the materials/ experiment themselves.

Day 135 ERCR SOL M 1.17 Volume M: The students will draw how many Cups fills up a pint, quart, and gallon. The students will also make a list of all the different foods that come in these three sizes. The teacher will prepare the evaluation and will have a back-up list of all the things that come in a pint, quart, and gallon.

VA/CT: The students will draw how many glasses it takes to make a pint, quart, and gallon. The students will also brainstorm what food comes in pints, quarts, and gallons.

Week 28

Day 136 ERCR SOL M 1.19 position of items using math words M: The students will tell the teacher if she is near or far from the sign hanging on the wall. They will also use these words to describe other objects around the room according to where the teacher stands. Teacher will hang signs up on the ceiling and the students have to tell where she is according to the signs; if she is near or far. The teacher also has to pick other objects that she is near or far from. GA: The students will tell the teacher where she is according to the signs using the two words: near and far. They will also complete an activity sheet.

Day 137 ERCR SOL M 1.19 position of items using math words M: The students will tell where the teacher stands using the words above or below. They will describe her positions as she picks different things in the room. Teacher will have to place several objects on the floor so the students can say if she is above or below the object. The teacher will also review the lesson from yesterday using near and far. GA: The students will tell the teacher where she is by using the two words: above and below. They will also complete the worksheet.

Day 138 ERCR SOL M 1.19 position of items using math words M: The students will have a quick review of the last two days and then will use the map to tell where to go. They will also draw their own map of the school. The Teacher will bring in a map of Suzie’s way to school and the students will have to use the words up and down to get Suzie to school. GA: The students will see the route the Suzie takes to school and will describe how she should go to school using the two words: up and down. They will also list things that are up and things that are down.

Day 139 ERCR SOL M 1.19 position of items using math words M: The students will describe where the teacher stands using the words next to. The students will also talk about who is next to them. The Teacher will stand next to some thing and the students will have to use the words describing where she is. She will also talk about the objects on the playground; what is next to what.

Day 140 ERCR SOL M 1.19 position of items using math words M: The children will complete an activity sheet. They will write out where the little girl is on the paper according to different objects. The students will use all the words covered from the week. The teacher will prepare the paper for the evaluation and will review with the children before they take the test.

GA: The students will tell where the teacher stands using the words next to. The students will also talk about who is next to them and what is next to each other on the playground.

DA: Students who need it will be given a list of words instead of having to remember.

Week 29

Day 141 ERCR SOL M 1.20 geometric figures M – The students will do an activity sheet and will view different rectangles that the teacher brings in. The teacher will bring in several different sizes of rectangles for the students to view. The teacher will also prepare the activity sheet for the students to complete. WS – The students will complete the activity sheet. They will also view several sizes of rectangles.

Day 142 ERCR SOL M 1.20 geometric figures M – The students will talk about the characteristics of rectangles. They will also work together to compare and contrast rectangles and squares. The teacher will help the students learn the rhyme so they can remember the different characteristics of the rectangle. GA – The students will compare and contrast rectangles and squares. They will also learn the rhyme for the characteristics of the different shapes

Day 143 ERCR SOL M 1.20 geometric figures M – The students will view different circles and will complete the coloring activity. The teacher will prepare the activity sheet and will also have the rhyme written down so the students can read and repeat it tomorrow. WS: The students will complete the coloring and cutting activity. DA: Students will trouble handling scissors will be permitted to use pre-cut shapes.

Day 144 ERCR SOL M 1.20 geometric figures M – The students will say the rhyme to remember the different characteristics of a circle. They will also pick out several circles around the room. The teacher will have the rhyme written down and will also place several circles around the room for the students to pick out. CD – The students will say the rhyme and will also talk about the characteristics of a circle. They will also pick out circles around the room.

Day 145 ERCR SOL M 1.20 geometric figures M – The students will complete the review by placing the shapes under the correct category and then will be able to eat them. The teacher will prepare the evaluation by making the finger sandwiches in the different shapes. The students will place them in the correct column and then the teacher will check and they can eat the sandwiches. Q – The students will place the different shapes in the correct column.

Week 30 Week 31

Day 146 ERCR SOL M 1.20 geometric figures Day 151 M – The students ERCR SOL M 1.20 geometric figures will view several different objects M – The that are students squares. will pretend that They will have to they are making a tell how they knew new tile for the it was a square. classroom floor. The students will The students will also draw their own see that squares squares and color are in the the used picture. environment. The The teacher students willwill also bring in several go outside and find different squares all the squares and have they can. the The children will guess teacher what they are. prepare the art The teacher and mustwill also activity prepare activity take the the students for the students outside and help them pick out all WS – The students the squares in the will draw several environment. sizes of squares and will complete GA – The students the coloring will complete the activities. new classroom tiles and will pick out squares in their environment.

Day 147 ERCR SOL M 1.20 geometric figures Day 152 M – The students ERCR SOL M 1.20 geometric figures will talk about what makes a square a M – The students square. They will will see that there draw a few squares are squares and many then pick out in the different squares in environment. the classroom.The The students will draw teacher will set up some squares in different squares the environment. around the room The teacher (so there arewill more) make list on the so theachildren can board of all the pick them out. different squares in GA environment. – The students the will describe The teacher willa square andthe pick also prepare several out around art activity. the room. VA – The students DA: Students who will draw some cannot draw well squares in the will use the paint environment that program on a are listed on the computer. board.

Day 148 ERCR SOL M 1.20 geometric figures Day 153 M – The students ERCR SOL M 1.20 geometric figures will view several different triangles M – The students and practice will review the drawing them. characteristics of a They will draw and triangle and will decorate their think about the triangle to place different places around the room they might see a and will color the triangle. They The will activity sheet. also draw teacher will something prepare thethat paper looks like a triangle for the students to in theon environment draw and will (ice cream cone, also bring in etc.) Thedifferent teacher several will have for a list of triangles the places that a students to view. triangle might be WS – The seen. The students teacher willalso draw several will have the sizes of triangles materials prepared and decorate for art class. them. They will also color the VA – The students activity sheet. will draw something from the environment in the triangle and will list places where triangles might be found.

Day 149 ERCR SOL M 1.20 geometric figures Day 154 M – The students ERCR SOL M 1.20 geometric figures will draw triangles and talk about MThe students what the will listen to a are characteristics story, Sammy’s of triangles. They Shapes Susan will alsoby pick out Beasly, about several triangles shapes. After the around the room. story, the students The teacher will will match up each hang up several shape to its more triangles partner. The around the room so teacher will have that there are several items plenty for the that are a square or a children to pick triangle and will out. bring them in for CD –students The students the to will pick out match. several triangles GA – The around thestudents room will match up the and will talk about items to the the characteristics correct shape. The of triangles. students will work in pairs and will rotate throughout the classroom.

Day 150 ERCR SOL M 1.20 geometric figures Day 155 M – The students ERCR SOL M 1.20 geometric figures will review the shapes learned by M – The astudents playing game. will paint The students will something from the answer by telling environment using what shape being the different described. The shapes. The teacher will have a teacher list of will be there to help the characteristics and students get ideas will ask the from. They can students to identify draw a train, the shape asked flower, etc. as long for. The teacher as they use will also helpand the label the shapes. students point out shapes in the book, DA: Students who Red Bear’s Fun get done early will With Shapes by be allowed to paint Bodel Rikys. more shapes for an extra GA – sticker. The students will tell the teacher what shape is being described.

Week 31

Day 151 Review

Day 152 Test 6

Day 153 ERCR SOL M 1.22 create forms of data M – The students will count the number of girls and boys in the class and figure out why someone would want to know this information. They will also be introduced to what a graph is. The teacher will count the boys and girls and then make a simple chart for the students to see. The teacher will also record the temperature each day at the same time for the graph next week. GA/CT – The students will count the boys and the girls and will put it on a table. They will also figure out why people would want to know the information.

Day 154 ERCR SOL M 1.22 create forms of data M – The students will take a vote about the student’s favorite ice cream. They will record the results. They will also begin the graph of the temperature outside. The teacher will record the student’s favorite ice cream flavor and will find out the outside temperature. The teacher will also take their pictures for a graphing activity in a couple of weeks. GA – The students will tell their favorite ice cream flavor to graph in a chart. DA: Students will be provided with pictures of tables to refer to.

Day 155 ERCR SOL M 1.22 create forms of data M – The students will take a vote and see what their favorite holidays are. The students will also put this information in a graph. The teacher will prepare the graph with all the holidays on it. She will also help the students count what students like what holidays. GA – The students will find out what students like what holidays. They will also discuss how to get this information and why. They will also record the temperature for the graph next week.

Day 156 Week 32

Standardized Testing

Day 157 Standardized Testing

Day 158

Day 159

Day 160

Standardized Testing

Standardized Testing

Standardized Testing

Week 33

Day 161 ERCR SoL M 1.22 create forms of data M – The students will show on their paper how to organize the number of teachers for each grade. They will discuss why it is important to know how many teachers there are. The teacher will write the number of teachers for each grade on the board. The teacher will show the students how to organize the information. HW – The students will complete the graph of how many teachers there are in each class. What the students do not finish in class it will be for homework.

Day 162 ERCR SoL M 1.22 create forms of data M – The students will take a survey of the class and see what subject is liked the most. They will then put that data in a chart. The teacher will help the students gather the information by putting the information on the board. GA – The students will survey each other’s favorite subject and discuss how the information is organized. DA: Students who have trouble approaching/ talking to other students will be allowed to work with a partner.

Day 163 ERCR SoL M 1.22 create forms of data M – The students will listen to a story and get the data from the book. They will use the same organizational method used last week. They will also discuss the importance of collecting data and why someone might need to. Teacher will read the story, Mitsumasa Anno Anno's Flea Market. The students will find the information needed and graph it. CD/ LI – The students will listen to the story and will graph all the information as needed. They will also discuss why someone would need to collect data.

Day 164 ERCR SoL M 1.22 create forms of data M – The students will review the story from yesterday and will listen to the story. They will pretend they are the bunnies and try to find out where they live. The teacher will read the story, Jon Blake Daley B. The teacher will also help the students when they try to track where they come from. LI/ CT– The students will listen to the story and will collect the data from the story. They will also figure out (the way the bunny did) where they come from.

Day 165 ERCR SoL M 1.22 create forms of data M – The students will begin looking at the daily temperature from the last 7 days and will talk about what they would do with that information. They will also listen to the story and talk about the data that was collected. They will take the survey on each other and then organize the information. The teacher will read the story, Byrd Baylor Guess Who My Favorite Person Is. GA – The students will talk to each other and take a survey so they can organize the information.

Week 34

Day 166 ERCR SOL M 1.22 ways of recording data using tables, picture graphs, and object graphs. M – The students will take a survey of their favorite animals (tame – teacher will pick 4 animals for them to choose from). They will then watch to see their picture graph appear on the computer screen. Teacher will get onto Microsoft Excel and will follow the directions to make the picture graph on the computer. She will also explain to the students what this is called. T- The students will observe the teacher making their picture graph on the computer and will talk about what this kind of graph is.

Day 167 ERCR SOL M 1.22 ways of recording data using tables, picture graphs, and object graphs. M – The students will take a vote to see what their favorite zoo animal is. They will listen to a book about zoo animals and then watch as the teacher graphs the information on the computer, making a picture graph. The teacher will read the students a story about zoo animals and then get the number of students that like each zoo animal and graph it on the computer. CD/T – The students will talk about their favorite animals and will watch as the teacher graphs it on the computer.

Day 168 ERCR SOL M 1.22 ways of recording data using tables, picture graphs, and object graphs. M – The students will work in their group to find out what each person’s favorite color is. They will then put that information into a picture graph. The students will use pictures of themselves to put in the column. The teacher will take their pictures and hand them out so the students can graph their favorite colors. GA – The students will ask each other what color they like the best and then they will use their pictures to make a picture graph. DA: Crayons, markers, or colored pencils will be supplied.

Day 169 ERCR SOL M 1.22 ways of recording data using tables, picture graphs, and object graphs. M – The students will work in groups to make a graph given the information provided. Each student must make his/her own graph. They may work together to figure it out, but each student must turn one in. The teacher will provide the students with the information needed to make the picture graph. She must also make sure the students stay on task. GA – The students will work together to graph the information given. Each student must have his/her own graph.

Day 170 ERCR SOL M 1.22 ways of recording data using tables, picture graphs, and object graphs. M – The students will collect the data of favorite pizza toppings. When all that information is collected, the teacher will show them what a bar graph looks like. The teacher will get chart paper to show the students what a bar graph looks like. She will also help organize how the students collect this information. GA – The students will ask each other what kind of pizza topping they like and then will organize that information into a bar graph.

Week 35

Day 171 ERCR SOL M 1.22 Day 176 ways of recording Week 36 ERCR 1.23 data SOL usingMtables, sort andgraphs, classifyand picture objects according object graphs. to their physical M – The students will properties be given a bag Mof – The students M&Ms to predict will view different how many of each objects and talk color there are in about different the bag. After ways to group predicting they will them. Thecount teacher actually how will then let them many of each color play with them there are. Theso they can touch and teacher will take feel objects thethe number and they will be sorting. make the chart to The teacher will show to them bring in objects of tomorrow in class. different size, will The teacher shape, color, etc. provide students for thethe students with M&Ms to sort and group. sheet. She will She will alsothe help also make the students figure chart at home. out how they would put MA these – The into students will predict and different groups. count how many The students will M&Ms there are in look at the objects their bags. provided and will figure out how they would group them.

Day 172 ERCR SOL M 1.22 Day 177 ways of recording ERCR SOL M 1.23 data using tables, sort and classify picture graphs, and objectsgraphs. according object physical Mto– their The students properties will pick their Mfavorite – The students color jelly will look at the bean and will objects from observe how the yesterday and will teacher makes a figure out how they bar graph using would sort them by that information. color. After they The teacher will have sorted them show the students by color, the the how to make teacher willon give bar graph the each team a baggie computer. She will ofalso objects that why talk about should be sortedto it is important according to color. collect different kinds of data. GA – The students

Day 173 ERCR SOL M 1.22 Day 178 ways of recording ERCR SOL M 1.23 data using tables, sort and classify picture graphs, and objects objectaccording graphs. theirstudents physical Mto – The properties will be given M – The students information and will be given they will be a piece of paper responsible to with different objects on graph the itinformation. and will have to They sort them into may would in different piles by teams, but each cutting pasting studentand must have them. The teacher his/her own graph. will Theprovide teacherthe will sheet of paper with collect data and different objects on give it to the itstudents. for the students She to sort. must also make sure the students Q – The students on task. will sort the objects stay will cut and paste T – The students given by colors. all the objects into will observe how GA – by Given the They will also look groups different the teacher makes data, each student at the figures from color. a bar graph online must make their yesterday and how and then will own graph. they would sort discuss why it is them by color. important to DA: Students will collect data like be allowed to DA: Any student this. consult a friend. with problems distinguishing color will also have the objects’ color labeled.

Day 174 ERCR SOL M 1.22 Day 179 ways of recording ERCR SOL tables, M 1.23 data using sort and classify picture graphs, and objects object according graphs. theirstudents physical M to – The properties will graph each M – Theeye students others color will look at and make athe team same objects from bar graph of this Monday and The will information. figure out how to teacher will sort them by keep their observe and size. The teacher the students on will actually take task. She will also the objects will prepare the and basics make forfor the of the piles graphs students to see. the students to They will work on. all classify these objects into groups GA – The according studentsto size. will ask each other their eye color and GA –will Themake students then a will sort the objects team graph. They from Monday into will display groups these different graphs in the according to their hallway size. upon completion.

Day 175 ERCR SOL M 1.22 Day 180 ways of recording ERCRusing SOL tables, M 1.23 data sort and classify picture graphs, and objects according object graphs. their physical M –toThe students properties will be given M – The students information and will be given many they must different objects complete the and they will sort informal evaluation them intoa different by doing picture groups graph orwhile a bar workingThe in groups. graph. The teacher teacher will will bring a baggie in prepare the full of different evaluation and will objects and have a short will have the review so students the sort them in their students’ minds groups. will be refreshed. The will GAstudents – The students complete the will sort all the evaluation showing objects in their baggies according that they know to size. Theyand will what a picture work in groups a bar graph is. to accomplish this goal.

Legend CD- class discussion CT- critical thinking DA-differentiation/accommodation D-drama G- Game GA- group activity HO- hands on activity L- Literature M-math MC- multicultural connection MU- music W-writing PS- public speaking Q-Quiz RP- role play S-science T-technology VA- visual art

Resources http://www.songsforteaching.com/intellitunes/countingcreatures.htm, 28 October 2007 http://www.carolhurst.com/subjects/math/datagather.html, 26 October 2007 Sierra, Judy and Will Hillenbrand. Counting Crocodiles. New York: Voyager Books, 2001 Walsh, Ellen, Mouse Count. Philladelphia: Voyager, 2003 Parker, Kim Counting in the Garden. New York: Orchard, 2005. http://www.songsforteaching.com/math/earlynumberscounting/countto100.htm, 28 October 2007 http://www.educationworld.com, 24 October 2007 http://www.enchantedlearning.com/math/skipcounting/, 02 November 2007 http://edavenue.homestead.com/shapes.html, 25 October 2007 http://www.masslearns.com/link_library.html?subject=NM&sub_cat=50271&final=50273, 02 November 2007 http://www.ac-nancy-metz.fr/enseign/anglais/Henry/nombres.htm, 02 November 2007 http://www.dupagechildrensmuseum.org/aunty/pt97.html, 02 November 2007 http://www.fastq.com/%7Ejbpratt/education/math/shapes.html, 30 October 2007 http://www.forsyth.k12.ga.us/kadkins/graphing_abc.htm, 01 November 2007 http://geocities.com/bbdc_1995/shapes/todo.html, 30 October 2007 http://www.kidspsych.org/oochina2.html, 29 October 2007 http://www.primarygames.co.uk/PG5/Sidsays/sidsays.html, 02 November 2007

http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/2_Estimation_of_Length/index.html, 02 November 2007 Murphy, Stuart. Betcha!: Estimating. Ohio: Harper Collins, 1997.

Pallotta, Jerry. The Hershey Fraction’s Book. Perfection Learning Prebound, 2003. http://www.arcytech.org/java/b10blocks/counting.html, 02 November 2007 ttp://www.mathsyear2000.org/magnet/kaleidoscope2/Crossnumber/index.html, 02 November 2007 http://youth.net/cec/cecmath/cecmath.14.txt, 02 November 2007