1st - Hobbs And Mcgee - Math Charts

Legend Abbreviation A AM CC CF CL CT D DA DR E GW LA LS M MU PE PH PS R S SS T VC VCP VCZ VI VR VRS VSC VSE W

Meaning Art Activity involving a manipulative Collaboration with community Collaboration with families Collaboration with colleagues Critical Thinking Dance Differentiation / Accommodation Drama Evaluation Group Work Language Arts Life Skills Mathematics Music Physical Education / Movement Physical Health Public Speaking Reading Science Social Studies Technology Value – Courage Value – Cooperation Value – Citizenship Value – Integrity Value – Reliability Value – Respect Value - Self-Control Value - Self-Esteem Writing

Monday Day 1 KP SOL M 1.1 Counting to 100 M/LA/R: Calendar Time. During the week, the students will assist the teacher in placing birthdays and holidays on the calendar; marking each special day with something that makes the day unique. The teacher will use the first week to review information learned in kindergarten. After reading 5 Green and Speckled Frogs by Martin Kelly, the teacher will discuss the numbers 0-10. A/AM/DR/M/MU: The students will make finger puppets with felt and glue to use in the song 5 Green and Speckled Frogs. The class will sing 5 Green and Speckled Frogs, while using the finger puppets to act out the song, hiding a frog each time one falls off the log.

Week 1– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 2 Day 3 Day 4 KP SOL M 1.1 KP SOL M 1.1 KP SOL M 1.1 Counting to 100 Counting to 100 Counting to 100 AM/M: Calendar AM/M: Calendar M: Calendar Time. Time. Time. The teacher will The teacher will The teacher will use make sure the start to put up a base ten blocks to students have a class number line in review the numbers thorough knowledge the classroom. A 21-30. The teacher of the numbers 0-30. separate number will show the line will already be importance of on the wall, which numbers by using a will contain the cut out from a numbers 0-100. magazine or The teacher will newspaper. The review the numbers class will count the 11-20 using times that numbers counters. are used in the article.

A/AM/M: The students will be able to place a number on the number line. Each student will be given a number to place onto the number line; they will draw a picture on the card, referring to the number given. The class number line will have illustrated numbers 0-20 on it. Bell V1, p. 15

AM/M: The students will each have base ten blocks to review the numbers 21-30. The students will use ones and tens from base ten blocks to organize into groups as numbers are written on the board.

M/W: The students will have different connect the dots worksheets. Using numbers 0-30, the dots will connect to form different costume pieces. The student will make up characters based upon the costumes from his/her worksheets. The students will write skits about their character making sure to include numbers from 0-30 in their skits.

Friday Day 5 KP SOL M 1.1 Counting to 100 AM/M: Calendar Time. The teacher will engage the students in learning the numbers 31-40. The teacher will pass out beans to use as counters and bowls to hold the beans.

AM/DR/M: The students will use the counters to group the numbers 31, 32, 33, 34, 35, 36, 37, 38, 39, and 40. After the lesson, the skits made from Day 4 will be performed in class. DA: Visually impaired students will be given larger objects to use as counters during the activity.

Week 2– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 6 Day 7 Day 8 Day 9 KP SOL M 1.1 KP SOL M 1.1 KP SOL M 1.1 KP SOL M 1.1 Counting to 100 Counting to 100 Counting to 100 Counting to 100 M: Calendar Time. M: Calendar Time. M: Calendar Time. M: Calendar Time. During the week, the The teacher will The teacher will The teacher will class will count the introduce the engage the students lecture her students days of each month numbers 51-60, in learning the on 71-80. in order to focusing on numbers 61-70. The consistently review pronunciation, so as teacher will give DA: Students having numbers. The class not to confuse the directions regarding trouble counting will number line will be forties and fifties. the magazine be able to work with updated at the end of activity. a peer. the week. The teacher will instruct her students in the numbers 4150. M/MU: The students will recall the book, Fun at the Fair by Shereen Rutman. The students will each make up songs about the 12 geese in the story. The song will consist of numbers from 0-50, specifically focusing on the numbers 4150. The students will be able to share their songs with a partner.

Fennell, p. 15B

E/M: Students will pair off and will evaluate each other as they say the numbers 0-60 aloud. The partner will listen for any numbers skipped over and politely correct their partner. The pairs will switch once the first student has stated all the numbers 0-60. If assistance is needed, students can look at the class number line for help.

PH/M: The students will have been instructed to bring, parent reviewed magazines to class. The students will focus on finding articles or advertisements regarding exercising or healthy eating. The students will have a chance to correlate the type of magazine to the number of articles or advertisements that deal with healthy living.

M/VRS: The students will volunteer to give an age of an elderly person that they admire. The class will count aloud up to that specific age. The students will be assigned a specific number between 7180 to research in the classroom (ex. The year 1980). The students will find something interesting about the number to share with the class.

Friday Day 10 KP SOL M 1.1 Counting to 100 M: Calendar Time. The teacher will cover the numbers 81-90 before explaining the class activity. The teacher will ask her students to take out their crayons and listen closely to the directions.

A/M: The students will update the class number line. Number cards will be passed out among the students. The students will illustrate objects in nature that curve or form straight lines to use in making the number. For example, the number ten could be illustrated by using a tree (one) and the sun (zero).

Monday Day 11 KP SOL M 1.1 Counting to 100 M: Calendar Time. The calendar will be used to assist in counting the number of days until a certain event. The class number line will be completed. The teacher will direct her students in the numbers 91-100. M: The students will have chances to each state the numbers 0100, assisting each other if help is needed. The students will be asked how many times would you have to count all your fingers in order to reach 100? The same question will be asked adding in toes.

Week 3– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 12 Day 13 Day 14 KP SOL M 1.1 KP SOL M 1.1 KP SOL M 1.1 Counting to 100 Counting to 100 Counting to 100 R/M: Calendar M: Calendar Time. M: Calendar Time. Time. The teacher will The teacher will tell The teacher will review the centers her students the read Out for the before class to important of Count by Kathryn ensure productivity. mathematics. The Cave. The teacher The teacher will teacher will explain will group the remind the students that most jobs require students into seven of the class rules to mathematics daily. groups. abide by while working in groups and traveling to different centers. CT/GW/M/S/T/ A/PE/M: The A/M/PS: The VCP: The groups of students will stay in students will count students will make the seven groups different jobs that up centers, which assigned. They will math would be used will consist of the rotate to different in. The students will 12 wolves, 23 centers in the draw pictures of pythons, 45 pirates, classroom making people in jobs, cut 54 penguins, 70 crafts dealing with them out, and glue bats, 88 ghosts, and wolves, pythons, them together to 97 tigers. Each pirates, penguins, make a collage. The group will be bats, ghosts, and students will prepare assigned a set of tigers. After all the a brief speech on animals to research. centers are their collages and will From the completed, the present them in front information students will group of the class. obtained and the their crafts around resources given, the the room to DA: Students with students will resemble Tom’s difficulty drawing prepare their centers room in Out for the can cut out pictures in preparation of Count. from magazines, to Day 13. use in their collage.

Friday Day 15 KP SOL M 1.1 Counting to 100 M: Calendar Time. The teacher will go over the rules for the computer lab, expecting good behavior from each student. The teacher will give direction in the computer lab on how to get to the game the students will play. M/S/T: The students will play Counting to 100. The game will consist of four numbers in order and three clouds. The student will use Professor Smarts, who is a weatherman conducting experiments, to shoot the next sequential number in the clouds, with his experimental rain seeds.

Toon University

Week 4– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 16 Day 17 Day 18 Day 19 KP SOL M 1.4 KP SOL M 1.4 KP SOL M 1.4 KP SOL M 1.4 Writing 0-100 Writing 0-100 Writing 0-100 Writing 0-100 M: Calendar Time. M: Calendar Time. M: Calendar Time. M: Calendar Time. The students will use The teacher will The teacher will The teacher will hand what they learn during demonstrate how explain how to out the geoboard the week to write out the students can complete the given (square board with dates in the month. write any number worksheet. pegs) and rubber from 0-100 by bands, telling the The teacher will focus knowing how to students that if they upon writing numbers write the numbers misuse the materials 0-9. The teacher will 0-9. they the materials explain that being able will be removed from to write 0-9 is the student. essential to learning how to write numbers up to 100. M: The students will M: The students A/M: The students AM/M/VSC: The work on worksheets, will practice will complete a students will be given which will have them writing numbers 0- hidden-picture geoboards and rubber circling groups of 100 with the worksheet. The bands to use in the objects and tracing teacher’s students will need to activity. The students numbers beside the instruction. The count the number of will use the rubber grouped objects. After students will dots in each puzzle bands to create each tracing each number continue to focus piece and write the number as the teacher three times, the on the construction number in the calls them aloud. students will write the of their numbers. blank. The After the activity, the numbers on their own, worksheet will have students will assist in focusing on straight a coloring legend, putting the materials lines and even curves. which the students back in their proper will follow to places. expose the hiddenpicture.

Friday Day 20 KP SOL M 1.4 Writing 0-100 M: Calendar Time. The teacher will instruct the students that it is crucial to learn how to properly write numbers.

A/M: The students will be allowed to use the number lines in the classroom as they create their own number lines on posters. The posters will be decorated and hung in the classroom. DA: Students with visual impairments will be allowed to use a number line in the front or back of their math textbooks.

Week 5– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 21 Day 22 Day 23 Day 24 KP SOL M 1.4 KP SOL M 1.4 KP SOL M 1.4 KP SOL M 1.4 Writing 0-100 Writing 0-100 Writing 0-100 Writing 0-100 M: Calendar Time. M: Calendar Time. M: Calendar Time. M: Calendar Time. The class will learn The teacher will The teacher will The teacher will how to use tally marks show how shapes group the students explain that numbers to keep track of or pictures can and allow them to have order. The numbers. The tally represent numbers. pick their favorite teacher will show the marks will be used The pictures can be number. students different during calendar time transformed into patterns of numbers to keep track of days numbers. by counting forward that the students have and backwards. The been in school. teacher will do some problems on the The teacher will show board, which the how tally marks help students will use to keep track of fill in the blanks. For numbers. example 5, 4, __, 2, 1. M: The students will M: The students DR/M: The groups M: The students will use tally marks to will work on will decide on use patterns of obtain information problems where which number they numbers to complete from a chart. The tally pictures represent would like to use in the worksheet handed marks will be totaled numbers. The the class activity. out. The worksheet and the total number students will count The groups will will consist of of marks will be the number of create a drama using counting items and written in the chart. pictures and place their number as a placing the number the actual number main part of their value beside them, DA: For students with beside the problem. skit. The groups finishing patterns or difficulties in keeping The students will will be allotted time numbers, and tally marks separate, realize that this to brainstorm and drawing items that larger marks or a technique is the perform for the relate to numbers different shape may same as using class. given. be used. counters.

Friday Day 25 KP SOL M 1.4 Writing 0-100 CF/M: Calendar Time. The teacher will ask the parents, ahead of time, to check for allergic reactions to shaving cream. The teacher will send a note home, in advance, asking for the students to bring an extra set of clothes to school with them. The teacher will set up tarps outside. E/PE/M/VSC/W: The students will spread out, arms length, on the tarps. They will have cans of shaving cream to spray and spread out in their assigned areas. The students will write the number in the shaving cream, with their fingers that is associated with the question asked. There will be time allotted after the lesson for the students to change into their extra set of clothes.

Week 6– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 26 Day 27 Day 28 Day 29 KP SOL M 1.3 KP SOL M 1.3 KP SOL M 1.3 KP SOL M 1.3 Skip Count Skip Count Skip Count Skip Count M: Calendar Time. M: Calendar Time. M: Calendar Time. M: Calendar Time. The class will use skip The teacher will The teacher will The teacher will counting by fives and review with the show the students review with the tens to skip count in students how to how to skip count studenst how to skip the calendar. skip count by tens. using fives. The count by fives. The teacher will teacher will identify The teacher will show identify the tens on which numbers on the students how to the class number the class number skip count by tens. line. line are fives. The teacher will teach the students to skip count from 0-100. M/PE: The students GW/M/MU/PE: A/M/PE: The GW/M/T: The will be assigned a The students will students will be students will be number, in base ten. work in a group to assigned a number, grouped into threes. As the teacher points, create a tune from a with the base of The students will be the students will stand nursery rhyme or a five. The students asked: “How many and say their number children’s song will use their fives are in 100?” aloud. The students about counting by numbers to create Each group will have will be counting by tens. The groups posters, which they a calculator to use in tens repeatedly, will create will hold up later in assisting them with hearing the patterns of movements to go the lesson. After all the problem. One tens from 0-100. The with their tunes. posters are student will push the teacher will reverse The groups will completed, the button 5, +, and then the pattern so that the perform their students will line = until they reach 100. students can hear skip interpretive dances up in order. The The second student counting by tens from in front of the class. starting student (#5) will record how many 100-0. will shout their times the button, = number and hold up was pushed. The third the poster, followed student will record the by the next value of numbers in the pattern five, and so on. A (fives). class wave of fives will be voiced and illustrated around the classroom. Fennell, p. 187B

Friday Day 30 KP SOL M 1.3 Skip Count VCP/VSC: Calendar Time. The teacher will prepare the students for the computer lab. The teacher will stress good behavior, cooperation, and self-control.

M/T: The students will follow precise direction to the website. The students will be allowed to choose from balloon coloring, number charts, ghost blasters, or spooky sequences. Each game focuses on counting by fives. DA: Students who complete the activities early, can work on games with counting by twos and tens.

100th Day of School

Week 7– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 31 Day 32 Day 33 Day 34 KP SOL M 1.3 KP SOL M 1.3 KP SOL M 1.3 KP SOL M 1.3 Skip Count Skip Count Skip Count Skip Count M: Calendar Time. M/R: Calendar M: Calendar Time. M: Calendar Time. The class will use skip Time. The teacher will The teacher will let counting by twos and The teacher will pass out the the students know threes to skip count assist in reading materials for the that they will be using the calendar. Two Ways to Count lesson. forming patterns by to Ten by Ruby skip counting. The The teacher will Dee, in order to teacher will help the remind the class about review skip students get counting by fives and counting. organized into rows tens. The teacher will of five. introduce counting by twos and threes. AM/M: The students A/M: The student AM/M: The M/PE: The students will use a number will realize that students will have will sit in rows of chart and counters to skip counting is an sponges in a variety five. The students count by twos. The efficient way to of shapes. They will will count off, students will write count that saves create patterns using making sure they down the numbers time. The students paint and the remember their marked and then clear will create different shapes numbers. The teacher their number chart. cardboard spears, given to them. The will ask the students The students will then decorating them by students can only to stand if their use their counters to using twos of each use patterns number would be count by threes, again decoration. The involving skip said if skip counting recording the numbers spears will be hung counting by twos, by twos, threes, fives, on a separate sheet of by the ceiling to threes, fives, or or tens. When each paper. remind the students tens. The patterns question is asked, the about the book. will be set out to class will be asked to dry. While drying, talk about the patterns DA: A peer will the patterns will be that they see. After all assist students with observed and patterns have been difficultly gluing or discussed in class. made, the class will cutting. discuss together what they observed.

Fennell, p. 187B

Friday Day 35 KP SOL M 1.3 Skip Count M: Calendar Time. The teacher will show the students how to complete their charts.

M: The students will be given a worksheet consisting of 1-100, with numbers in rows of ten. The students will be asked to skip count by twos, circling the numbers. Skip count by fives (placing a X in the box) and skip counting by tens (coloring in the boxes) to form patterns in the chart. The students will write down the patterns that they see on their worksheets.

Fennell, p. 188

Week 8– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 36 Day 37 Day 38 Day 39 KP SOL M 1.2 KP SOL M 1.2 KP SOL M 1.2 KP SOL M 1.2 Place Value Place Value Place Value Place Value M: Calendar Time. AM/M: Calendar M: Calendar Time. M/R: Calendar time : This week’s Time. The teacher will The teacher will calendar time will The teacher will use teach her students assist the students in focus on an overhead that a five in the reading The Counting identifying the transparency that is ones place Family by Jane ones and tens identical to the represents five and Manners. place in the dates. students’ math mats. a five in the tens The teacher will place represents DA: Students with The teacher will place longs and cubes fifty. difficulties reading explain the ones on her mat. She will will not be asked to and tens places. ask the students to read aloud unless replicate her they volunteer. transparency and ask them what the base ten blocks show? The teacher will write the correct number on her transparency. AM/M: The AM/M: The students M: The students AM/M/R: The students will use will use base ten will be given students will read base ten blocks to blocks to replicate the numbers, which The Counting Family count by ones. teacher’s they will separate, by Jane Manners They will transparency. The into ones and tens independently. After exchange ten ones students will realize places. The students the students finish the for one long that the base ten will record what book, they will gather (group of ten). The blocks show each number together handfuls of students will be numbers. The means. For counters. The given numbers to students will write example, 67 will be counters will be coordinate with down that one long is given. The students placed into groups of their base ten equivalent to ten and will mention that tens. After the blocks, as well as, one cube is the seven represents counters are grouped identify what equivalent to one. seven and the six into tens, the students number goes with represents sixty. will skip count by the groups that tens to total the they have created. amount of counters. Bell V1, p. 335

Andrews V2, p. 155

Friday Day 40 KP SOL M 1.2 Place Value PH/M: Calendar Time. The teacher will stress the importance of proper trash disposal and recycling. The teacher will set up “trash” bins on each side of the room, consisting of recycled and trashed items. After the students participate in the activity, the teacher will monitor their understanding of the ones and tens places. GW/M/PH/VCP/ VCZ/VR: The students will be split into two trash disposing/recycling companies. The students will race to find the quickest and safest way to sort recyclables from trash in each of their bins. When finished, the teams will count the number of recyclables and number of trashed items. The numbers will be told to the class using ones and tens places.

Monday Day 41 KP SOL M 1.2 Place Value M: Calendar Time. The students will use base ten blocks to count along with the dates, making sure that they exchange ten ones for one long. The teacher will play What number am I? on the board. The teacher will give the students hints, telling them how many longs and cubes exist. M: The students will be given riddles to solve. The riddles will consist of giving the students a certain amount of longs and cubes, then asking what number they represent.

Bell V1, p. 336

Week 9– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 42 Day 43 Day 44 KP SOL M 1.2 KP SOL M 1.2 KP SOL M 1.2 Place Value Place Value Place Value M: Calendar Time. M: Calendar M: Calendar Time. The teacher will Time. The teacher will show explain to the The teacher will the students digit students that they go over the patterns when counting will be playing tic- directions on how by ones on the tac-toe using place to get to the calculator. values. The teacher website that will will write out the be used in the numbers 10-30 on computer lab. the board. The teacher will call out the numbers in ones and tens places.

Friday Day 45 KP SOL M 1.2 Place Value M: Calendar Time. The teacher will discuss the placements of digits and the role that they take on. The teacher will record some of the numbers being used by her students on the board in two columns.

AM/M: The students will choose nine of the numbers to write in their grids. As the students hear their numbers said using ones and tens, they will place a marker on the square. The first student to have three markers in a row wins. The winner will then be aloud to call out the numbers for the next game, focusing on calling the numbers by ones and tens places.

M/T: The students will play Base Ten Blocks in the computer lab, focusing on the ones and tens places. The game will help students visualize base ten blocks, which will be used in counting.

M/T: The students will type in their calculators numbers with eights in the ones place. The students will then enter numbers which have eights in the tens place. The students will mark where each number is on their number charts. The students will be told to acknowledge that the eights in the ones place are all in the same column and the eights in the tens place are all in the same row.

Fennell, p. 165

Base Ten Blocks

DA: Gifted students may try the hundred category if they have mastered the ones and tens places.

M/T: The class will clear their calculators and press zero, +, one, and =. The students will repeatedly press = and count aloud until they reach nine. The class will guess what number comes next and then will watch the screen to see that the nine turns into a zero and a one is added to the tens place. The students will continue to press =, stopping at each number where there is a nine in the ones place, guessing what number comes next. The class will repeat the exercise until they reach 100. Bell V1, p. 341

Bell V1, p. 342

Monday Day 46 KP SOL M 1.15 Proximity M: Calendar Time. The class will use proximity words to identify days and months in the year. The teacher will explain proximity terms. The teacher will assist the students when they are reading Oscar and Norman by Mona Lee. M/R: The students will recognize open, close, near, far, above, below, right, left, up, and down. The students will read Oscar and Norman by Mona Lee to review the terms learned in the lesson.

Week 10– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 47 Day 48 Day 49 KP SOL M 1.15 KP SOL M 1.15 KP SOL M 1.15 Proximity Proximity Proximity M: Calendar Time. AM/M: Calendar M: Calendar Time. The teacher will Time. The teacher will write review spatial The teacher will multiple proximity terms. show the game, words on the board. Snakes and Ladders, to the class. The DA: For students board game can be needing visual discussed using perception proximity words. modifications, the words will be read aloud from the board. A/M/W: The students will color in the picture given to them. The students will draw or answer questions relating to the proximity of certain items in the picture. When finished, the students will complete a maze documenting their movements as they get closer to the finish line.

A/AM/M/W: The students will have brought in a cardboard box and playing pieces to create their own board games using proximity words. The students will have the opportunity to write directly on their boards or to make playing cards. The students will use spinners or dice. The students will be given time for creativity and thought. The board games will be packaged and sent home to be finished.

LA/M/W: The students will each have index cards and markers. The students will remember that antonyms are words with opposite meanings. The students will find antonyms from the words on the board and write one word on the front and one word on the back of the index card. The students will explain why the words are antonyms, thus giving a review of the terms to the class.

Helton, p. 36

Andrews V2, p. 265B

Friday Day 50 KP SOL M 1.15 Proximity M: Calendar Time. The teacher will evaluate her students through interpretive dance movements. The teacher will play music and call out proximity words for the students to act out.

D/M/MU: The students will dance to the music, paying close attention to any proximity words called out. When the students hear a proximity word, they will move appropriately.

Monday Day 51 KP SOL M 1.5 Ordinal Numbers M: Calendar Time. The class will use ordinal numbers when describing a date. For example, the class party is on the fifth of the month. The teacher will introduce first, second, third, fourth and fifth. The teacher will use a picture of people in a line to better represent the ordinal numbers. A/M: The students will work with the teacher as they identify the people in line. The students will write numbers 1-10 in their notebooks. Beside numbers 1-5 the students will write first, second, third, fourth, and fifth. The students will illustrate what they do when they get up in the mornings. After illustrating, the students will write first, second, third, fourth, and fifth next to the picture in the order that they are completed in the morning.

Week 11– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 52 Day 53 Day 54 KP SOL M 1.5 KP SOL M 1.5 KP SOL M 1.5 Ordinal Numbers Ordinal Numbers Ordinal Numbers M/MU: Calendar M: Calendar Time. M/S: Calendar Time. Time. The teacher will The teacher will let The teacher will introduce sixth, the students stop by play the song, seventh, eighth, the bathrooms and Ordinals by Ron ninth, and tenth. water fountain on the Brown. The song way back from lunch. consists of first, DA: For students The teacher will second, and third. who need emotional discuss with the The song will be support, the teacher students how water played in the will write happy conservation background while grams (encouraging contributes to a the students are notes) for good healthy environment. paired up. efforts.

AM/M/R: The students will make a game of memory using positions first through fifth. The students will write the ordinal position on one card and the number on another. The students will play memory with the cards facing down. Once the game is finished the students will set the matching cards beside each other to silently read to themselves.

M/W: The students will add sixth-tenth in their notebooks. The students will be given a drawing of a ten-story hotel. Each floor will have specific events and numbers of people on them. The students will write about the event or people on each floor. For example, there is a birthday party on the ninth floor of the hotel. The students will color in the picture if time allows. Helton, p. 87

M/S: The students will research things that they can do to help conserve water. The students will use ordinal numbers to list their ideas about conserving water.

Friday Day 55 KP SOL M 1.5 Ordinal Numbers M: Calendar Time. The teacher will prepare the students for the class field trip to watch a track event at the local high school.

CC/M: The students will watch the track event and notice how ordinal numbers are used for placing. The students will have the chance to see ribbons up close, which contain the words first, second, third, fourth, fifth, and sixth.

Week 12– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 56 Day 57 Day 58 Day 59 KP SOL M 1.5 KP SOL M 1.5 KP SOL M 1.5 KP SOL M 1.5 Ordinal Numbers Ordinal Numbers Ordinal Numbers Ordinal Numbers M: Calendar Time. M/MU: Calendar M: Calendar Time. M: Calendar Time. The class will use Time. The teacher will The teacher will show ordinal numbers while The teacher will familiarize her examples of word talking about the order play The Twelve students with problems dealing of the months in the Days of Christmas sixteenth, with ordinal numbers. year. for the students to seventeenth, The teacher will listen to. eighteenth, explain that these are The teacher will nineteenth, and examples to use while define the ordinal twentieth. making problems. terms eleventh, twelfth, thirteenth, fourteenth, and fifteenth. D/GW/M/MU: The M/MU/W: The M/CT: The students M/CT: The students new ordinal numbers students will write will complete their will each create a set will be added into the which items in the notebook section of five problems students’ notebooks. song go with each with sixteenthdealing with ordinal The students will day. The students twentieth. The numbers, for each break into two groups. will then use the students will other to solve. The A dance routine will song to make their complete teacher will review be choreographed own version of The worksheets that will the problems, before with the music Twelve Days of consist of different the rest of the class playing in the ______. The types of problems attempts the background. The students will write about ordinal problems. students will what items numbers. The individually dance, in correspond to their students will try to DA: Students with turn, saying their days. The tune to complete the ESL may use pictures ordinal number as The Twelve Days of worksheets without to help understand they go. Christmas will be the use of their the word problems. played, letting the notebooks. students sing along silently with their version of the song. Fennell, p.27

Friday Day 60 KP SOL M 1.5 Ordinal Numbers M/SS: Calendar Time. The teacher will remind her class about the order of the presidents.

M/MU/SS: The students will list the presidents in order from the first to the forty-third president. The class will listen to the President’s Rap while trying to list all the presidents in order.

Clark

Week 13– Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 61 Day 62 Day 63 Day 64 KP SOL M 1.8 KP SOL M 1.8 KP SOL M 1.8 KP SOL M 1.8 Addition and Addition and Addition and Addition and subtraction subtraction subtraction subtraction PH/M: Calendar M: Calendar Time. AM/M: Calendar M: Calendar Time. Time. The class will The teacher will Time. The teacher will use calendar time to assist students in The teacher will use make up simple create addition basic addition. The dice to demonstrate a addition problems problems involving teacher will prepare marathon game. After for her students to days or months of students for harder the students watch the act out in the the year. problems by demonstration and classroom. The teacher will help gradually introducing play individually, the the students gain a harder concepts. For class will play a thorough example, 2+4 to marathon together. understanding of 6+8+5. basic addition through the use of the food pyramid. A/PH/M: The M: The students will AM/M: The students DR/M: The students will use the complete worksheets will be given two dice students will be food pyramid to help consisting of adding to use during the given simple keep track of daily two and three activity. Each student addition problems intake. The students numbers together. will chose a number to act out. For will chart what foods The students will between two and 12 example, four they ate during the also have formulas, and place it in a box students are sitting day, then add the which will contain at the top of their down at their desks, totals in each food answers. The student paper. The students five more students group. The students will answer yes for will draw a chart sit down when the will use the food the correct answer consisting of two bell rings, how pyramid to visualize and no if the wrong rows and ten many students are what foods they answer was given. columns. The sitting in desks? need to eat in order students will have a The students will to stay healthy. DA: Students with set time to roll their act out the problem Students will difficulty with dice and add the face in order to give a illustrate the total addition can work numbers together. visual number of foods in with an academic The number totaled representation of each group eaten advisor. will be tallied into the the problem and throughout the day. table. When time is solution. The called, the class will students will come compare answers, up with their own Norris Math seeing which number problems to have Practice, p. 30 was totaled the most. the class act out.

Friday Day 65 KP SOL M 1.8 Addition and subtraction M: Calendar Time. The teacher will explain the rules to the game, Who can Reach 100 First?

M: The students will be paired together to play the game. The student who starts will choose a number. The partner will add any number between one and ten. Turns switch between partners, each adding any number between one and ten to the previous total. The student who reaches 100 first wins the game. (Secret to winning: have the opposing student reach 99).

Lukacs, p. 7

Monday Day 66 KP SOL M 1.8 Addition and subtraction AM/M: Calendar Time. Calendar time will be use to create subtraction problems involving holidays, days, and months. The teacher will use this week to work on basic subtraction. The teacher will demonstrate problems using cereal. The teacher will explain that by knowing addition, one can use subtraction just as easily. AM/GW/M: Students will be grouped into threes. They will be given props to use to make subtraction problems. The first student will put the initial number of items down on the floor, the second student will take away a number of items, the third student will total the number of items left on the floor. All three students will write down their subtraction problems to share with the class. Fennell, p. 67

Week 14– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 67 Day 68 Day 69 KP SOL M 1.8 KP SOL M 1.8 KP SOL M 1.8 Addition and Addition and Addition and subtraction subtraction subtraction M/R: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will read The teacher will set The teacher will Miss Terry’s Toy up the classroom to make premeasured Store by Roxane Fox. portray the toy store bags of gummy The teacher will have in the book used on bears to hand out to the students focus on Day 67. the students, the story followed by making sure to focusing on the mention that the subtraction problems gummy bears are represented in the not to be eaten until book. all problems are completed and checked for correctness.

LA/M: The students will listen to the story, paying close attention to the different aspects of the book. When the book is read a second time, the students will write down each subtraction problem and complete the problems once the book is finished. The students will complete the problems in front of the class, explaining each step as they go.

M/W: The students will write and illustrate their own sentences using addition and subtraction.

Fennell, p. 67I

Fennell, p. 67J

DA: Gifted students can use their sentences to create their own toy store book, with illustrations to accompany the sentences.

M: The students will complete problems on the board using the gummy bears provided. The gummy bears will be used to doublecheck the answers.

Friday Day 70 KP SOL M 1.8 Addition and subtraction AM/M: Calendar Time. The teacher will assist the students in making an abacus, having materials set up and organized.

AM/M: The students will make abacuses to help them with addition and subtraction problems. The students will use pony beads, bamboo skewers, and corrugated cardboard pieces.

Candelora, p. 70

Monday Day 71 KP SOL M 1.7 a, b Magnitude M: Calendar Time. The class will use the concept of magnitude to estimate how many birthdays are in each month.

Week 15– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 72 Day 73 Day 74 KP SOL M 1.7 a, b KP SOL M 1.7 a, b KP SOL M 1.7 a, b Magnitude Magnitude Magnitude M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will The class will read compare remind the students Counting on Frank magnitudes of two why certain answers by Rod Clement. The or more items. are reasonable and teacher will read why others are not. along, assisting when needed.

The teacher will explain that estimation is finding a number close to a specific amount. M: The students will choose the correct estimation for a group of objects from one, two, and three digit numbers. DA: Students with difficulty hearing may record the lesson for review at home.

A/M: The class will compare the magnitudes of different object in the classroom. The students will walk around, making sketches of the objects that they are comparing.

CT/M: The students will solve problems of magnitude, each taking turns to explain their answers. If a student has a question, the peer who is explaining their reasoning will attempt to answer the question asked.

M: The students will complete a worksheet dealing with magnitude. The students’ answers will direct them to a letter in the alphabet, which in turn, will provide them with a secret message.

Friday Day 75 KP SOL M 1.7 a, b Magnitude M: Calendar Time. The teacher will host the class pizza party. The teacher will set up a clear jar full of jellybeans (knowing how many jelly beans are in the jar). After the students estimate, the teacher will see who was the closest. M: The students will take turns writing down their estimation of how many jellybeans are in the jar and place them in a box. The students will enjoy the party while the teacher sees who estimated the closest. The winner will receive the jar of jellybeans while everyone else will receive a small baggie of candy.

Monday Day 76 KP SOL M 1.6 Fractions M/R: Calendar Time. Students can cross off days of the calendar by drawing a line through the days in halves and fourths. The class will read Apple Fractions by Jerry Pallotta to introduce fractions. Using the idea from the book, the teacher will cut apples into fractions to share with the class. The teacher will explain one-half to the class. M/PE: The students will work with onehalves, knowing that two halves makes a whole. The class will separate themselves into halves, making sure both halves are equivalent in number. The students will color in the handout, coloring in half of each object.

Week 16– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 77 Day 78 Day 79 KP SOL M 1.6 KP SOL M 1.6 KP SOL M 1.6 Fractions Fractions Fractions M: Calendar M: Calendar Time. M: Calendar Time. Time. The teacher will The teacher will review 1 The teacher will demonstrate the /4, 2/4, 3/4, 4/4, 1/2, or 2/2. explain the class activity by The teacher will concept of onetaking a drawing explain the fraction fourth of an and cutting it into a book. object. Also puzzle, which explaining that represents fourths. two fourths equal one-half.

AM/M: Students will use paper plates to demonstrate fourths. The students will cut the paper plates into fourths, decorating each fourth differently. The students will use the four pieces of the plate to show that two fourths equal onehalf. The students will show 1/4, 2/4, 3 /4, and 4/4 (whole).

A/M/PH: The students will draw illustrations of healthy environments. The students will glue their pictures onto colored construction paper. The students will use scissors to cut their drawings into fourths. The four pieces should be equal in size and shape. To demonstrate this, the students will stack the pieces on one another. Andrews, p. 353B

A/M/PE: The students will walk around the class looking for objects that can be divided into fractions. The students will draw one object on a piece of paper and shade in either 1/4, 2/4, 3/4, 4/4, 1/2, or 2/2. Each fraction will be illustrated in the fraction book. The students will state, at the bottom of each page that the object is divided into __ equal parts. The students will mention the number of parts that they shaded. Bell V2, p. 648

Friday Day 80 KP SOL M 1.6 Fractions M: Calendar Time. The teacher will use a large picture to show how fractions can be used to solve problems. For example, there are four students, one has blue on. The fraction for the student in blue is one-fourth.

M: The students will be given a worksheet to complete. The worksheet will have a picture of four characters on them. The students will have to answer sentences, with fractions, based on the picture given. DA: Gifted students can make up their own problems dealing with fractions and turn them in to be checked. Helton, p. 198

Monday Day 81 KP SOL M 1.9 Word problems M: Calendar Time. During calendar time, students will help the teacher in making up word problems regarding events on the calendar. The teacher will explain to the students that word problems can be very useful but some can contain unneeded information. After the students attempt the two word problems given, the teacher will go through each problem, explaining each step along the way. M: The students will work together to solve the word problem on the board, organizing the important information. The students will also work on a longer word problem, which will contain some useless information. The students will learn how to pick out the useful from the useless information, in order to set up and solve the problems.

Week 17– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 82 Day 83 Day 84 KP SOL M 1.9 KP SOL M 1.9 KP SOL M 1.9 Word problems Word problems Word problems M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will The teacher will show show her students show her students the students how how to set up and how to set up and drawing pictures, solve a word solve a word relating to problems; problem when problem when given can be useful when given sentences in sentences in trying to organize addition to a addition to a chart information. picture. or table.

M: The students will read their word problems and write out a numerical sentence. The students will use the pictures given to help them sort out any pertinent information.

Norris Word Problems, p. 80

M: The students will be given word problems, which will consist of charts and graphs. The students will recall information from the charts and graphs in order to set up and complete their problems.

M: The students will draw illustrations to go with the problems they have been assigned. DA: Students with difficulties drawing may cut out pictures from magazines.

Friday Day 85 KP SOL M 1.9 Word problems M: Calendar Time. The teacher will organize a chart on the board consisting of the students’ clothing colors.

M: The students will use the chart to make up ten word problems. The students will have a separate sheet of paper, with the numerical sentences and the answers. The students will switch word problems with the person next to them. After the word problems are completed, the students will compare answers.

Monday Day 86 KP SOL M 1.9 Word problems M: Calendar Time. The students will solve word problems regarding the weather conditions. The teacher will use a scavenger hunt to get the students excited about word problems. GW/M: The students will be split into two teams. The teams will be given an initial word problem. The answer will lead them to another clue around the room. The final problem should lead the students to the teacher’s desk. DA: To assist with students who need auditory reception modifications, short one-concept problems will be used in the game.

Week 18– Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 87 Day 88 Day 89 KP SOL M 1.9 KP SOL M 1.9 KP SOL M 1.9 Word problems Word problems Word problems M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will The teacher will write ten numerical explain that word express to her class sentences on the problems can be fun how great a job they board. and entertaining. did working together The teacher will to create board discuss with the games. students how they will make up board games. M: The students E/M: The students M/VRS: As a will write word will work in groups reward, the groups of problems to go with to make up word students will the numerical problems based exchange board sentences on the around a particular games from Day 89 board. The topic. The word and play them. The sentences will problems will be students will come up contain pictures, played on index with positive charts, or graphs to cards with the criticism for the aid in answering problem written out group who made the the problems. in numerical form game. with the answers on the back of the cards. The word problems will be transformed into board games.

Friday Day 90 KP SOL M 1.9 Word problems M: Calendar Time. The teacher will administer the test.

M: The students will work on the tests given to them.

Week 19 Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 91 Day 92 Day 93 Day 94 KP SOL S 1.10 a, b KP SOL S 1.10 a, b KP SOL S 1.10 a, b KP SOL S 1.10 a, b Value of Coins Value of Coins Value of Coins Value of Coins M: Calendar Time. M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will The teacher will The teacher will give each student a remind students that a review what the review the amounts coin set (four penny is worth one penny and nickel that the penny, nickel, quarters, ten dimes, cent. The teacher will looks like and how and dime are worth. twenty nickels, and ask students to get out much the coins are The teacher will ask ten pennies) and a nickel and describe worth. The teacher students to get out will ask students to its characteristics in will ask the students one quarter and take out one penny. their math journal. to get out one dime describe its Students will The teacher will point and describe its characteristics in their describe what the out the difference in characteristics in math journal and that penny looks like in color, the president on their math journal, it is worth twentytheir math journal. the coin is Thomas including the amount five cents. The “Penny, cent, and Jefferson, and his the dime is worth. teacher will explain amount” will go on contributions to the The definition and that the founder of the word wall with United States. The amount of a quarter our country, George their definitions. teacher will add will be added to the Washington, is on the The teacher will “nickel” to the wall wall. The teacher front of the quarter. explain that and tell the class a will explain that the Abraham Lincoln’s nickel is worth five head on the dime is head is on the front cents. Franklin D. of the penny and Roosevelt and his his memorial is on contributions to the the back. United States. M/CT/A/AM: The M/CT/A/AM: The M/CT/A/AM: The M/CT/A/AM: The students will put a students will use students will use students will use penny behind a crayons to do a coin crayons to do coin crayons to do coin sheet of paper and rubbing of the nickel. rubbings of the dime. rubbings of a quarter. will use crayons to The students will use a They will use a They will use a make coin rubbings worksheet that has worksheet to color, worksheet to color, of the coin. They pictures of the front cut, and paste the cut, and paste the use a worksheet side and the back of front and backsides front and back sides with two pictures of the nickel. After of a dime together. of a quarter together. a penny’s front side coloring and cutting and two of the the two sides of the back. They color, coin, the students will cut, and glue the paste the sides sides together. together. Carson-Dellosa, p. Carson-Dellosa, p. Carson-Dellosa, p. Carson-Dellosa, p. 338 343 348 353

Friday Day 95 KP SOL S 1.10 a, b Value of Coins M: Calendar Time. The teacher will review the visual characteristics, the amount each coin is worth, and the size differences. The teacher will ask students to get out their coin set and pull out ten pennies and two nickels. They will learn five pennies equal one nickel. DA: Students with visual impairments will get larger coins so they can see and feel them better.

M/CT/A/AM: The students will line up five pennies and count each one while pointing to the coins. The teacher will ask students that if they were to add one cent, what coin would they use and what is the total amount. This will continue until ten cents is reached.

Monday Day 96 KP SOL S 1.10 a, b Value of Coins M/VI/VR/VRS/ VSC: Calendar Time. The teacher will explain the combinations of coins under a dollar. The teacher will have students count by ones up through ten followed by skip counting by fives. The teacher will explain that one penny equals one cent and the nickel equals five cents. At the end of each math lesson, students will put away their coins using integrity. M/CT/AM/MU: The students will hold one nickel and one penny clarifying the size to the value the coin is worth. The teacher will call out values under a dollar and students will use their coin sets and match them using pennies and nickels. The teacher will play the Jeopardy theme song while students arrange their coins.

Week 20 – Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 97 Day 98 Day 99 KP SOL S 1.10 a, b KP SOL S 1.10 a, b KP SOL S 1.10 a, b Value of Coins Value of Coins Value of Coins M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will The teacher will lead explain the explain the an activity to foster combinations of coins combinations of students’ under a dollar. The coins under a dollar. understanding of coin teacher will hand out a The teacher pass out values. worksheet with a jar a piggy bank filled with pennies and worksheet that DA: Students who nickels and the students will use to finish quickly and are students will color the identify the pennies, more advanced will pennies gold and nickels, dimes, and go to a table in the circle the nickels as a quarters. They will back of the room and review. The teacher also write the amount roll a dice. With the will have students skip of each type of coin. number rolled, the count by tens and The teacher will students will gather explain that dimes are explain that one the number of worth ten cents. quarter equals pennies to get thirty twenty-five cents. cents exactly, while trading pennies for nickels and nickels for dimes. The first to 30 cents wins. M/CT/AM: The M/CT/E/AM/MU: M/CT/E/AM.DR/ students will put a The students will GW: The students dime on their desk. complete the will be put into pairs. First, they will put out worksheet They will do a skit the number of pennies identifying the coins pretending they are at that equals one nickel. and their amounts as a pet store and one is Next, they will put the a formative an elderly person that number of pennies and assessment. The does not see very then nickels that total students will play the well and needs help. one dime. Jeopardy game, The student will adding the quarter. count the change in order for him/her to buy a pet. There will be a set value for ‘ each pet on a chart. Students will use Carson-Dellosa, p. props and costumes. 346 Moore, p. 59 Greenes 315B

Friday Day 100 KP SOL S 1.10 a, b Value of Coins M: Calendar Time. The teacher will put students into groups of four and read “Alexander Who Used to be Rich Last Sunday.”

M/CT/AM/GW: The students will use their coin sets to show how many cents Alexander spent on each item or lost throughout the story.

Week 21 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 101 Day 102 Day 103 Day 104 KP SOL S 1.11 KP SOL S 1.11 KP SOL S 1.11 KP SOL S 1.11 Time Time Time Time M: Calendar Time: M: Calendar Time. M: Calendar Time. M: Calendar Time. Students will discuss The teacher will use The teacher will have The teacher will write minutes and hours in their assembled multiple copies of on the board a time a day. The teacher clocks for the halfAnno’s Counting and explain that what will hand out a paper hour instruction. Book, which changes is on the board is the plate, two arrows, The teacher will time throughout the same as what is on a one longer than the explain that in story. digital clock. The other, and a brad for between each teacher will hand out each student to make number are four DA: The teacher will the “I Can Tell Time” an analog clock. The dashes to represent put the students into worksheet. teacher will call out a minutes. The small groups with Following the dance, time to the hour, such teacher will explain integrating advanced a volunteer will come as four o’clock. The that sixty minutes readers with students to the front and move teacher will say that equals one hour and who have problems the analog clock on when a time is called thirty minutes equals reading. the transparency to out on the even one half of an hour, the correct position number, the hour which is indicated and write the time on hand is the shorter with the long hand the board. arrow, which always on the number six. points to that number. M/AM/CT: The M/AM/CT: The M/AM/CT/E/R/ M/CT/E/D: The students will listen to students will make GW: The students students will match the teacher and look four dashes in will use their the time on the at the clock on the between each individual clocks to analog clock to the wall for a guide as to number. They will make times that time on the digital where to write the count aloud from 0 corresponds to the clock on the numbers. The to 60. As the teacher time on each page. worksheet. The students will punch calls out a time, such Each hour represents students will learn a the brad through the as 2:30, the teacher a time during the day dance to the song two arrows and paper will explain that the and during the night. “Tick Tock” by Jim plate to make a clock hour hand moves in The students will Rule in order to tell where they can move between the 2 and 3. review the pictures in time during the day. the short and long the book and The students will hands. determine when the enjoy singing and DA: Students with scene in the village dancing to the time! poor motor skills will takes place: in the have a student help morning or in the them assemble their afternoon. brad. Bosse, p. 18 Moore, p. 220

Friday Day 105 KP SOL S 1.11 Time M: Calendar Time. The teacher will review making time using the short and long hands of the clock. The teacher will remind students that the short hand points to the hour and when it is on a half-hour, the short hand is in between two numbers.

M/CT/E/W: The students will be given a math test using the ”What Time Is It” worksheet. Students will look at the analog clock and write the time, beneath it on the blank with the colon already written for them.

Week 22 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 106 Day 107 Day 108 Day 109 KP SOL S 1.12 KP SOL S 1.12 KP SOL S 1.12 KP SOL S 1.12 Length and Weight Length and Weight Length and Weight Length and Weight M/R: Calendar Time: M: Calendar Time. M: Calendar Time. M: Calendar Time. Each day of the The teacher will lead The teacher will The teacher will put a month, students will an activity regarding teach students how to transparent ruler on measure their height; the conservation of measure using the overhead and and if possible, their length. The teacher nonstandard units. explain that the ruler weight to see if it has will hand out a long The teacher will put is a measuring unit. changed in the past and short piece of students into pairs The teacher will point month. The teacher string and one and give them to the tick marks and will read Measuring crayon. several measuring explain the space in Penny by Loreen units. They will be between each tick Leedy. The teacher given crayons, paper mark is one inch. will instruct students clips, cubes, and they The teacher will draw to listen to all the will use their shoes. a two-inch line, fourdifferent ways used The teacher will give inch line, and a sixfor measurement. the pairs a worksheet inch line. The teacher will that gives them introduce length. multiple items to measure. M/CT/AM/GW/A/ M/CT/AM/A: The M/CT/E/AM/GW/ M/AM: The students VCP: The students students will cut the PE/PS: The students will answer the will be given several long string using the will follow the questions: What is objects. They will same length as the worksheet’s drawn? How can I draw in their math short string. The directions and will measure these lines? NB the object that is students will glue measure and record How do I know how the longest and which one short piece of how many shoes it may inches the line is the shortest. They string on the top of took to reach from is? Would my answer will write which their construction their partner’s toes to be correct if I did not object is the tallest. paper while make the top of their head. place the left end of Students will be put the others into They will also the ruler at the left into small groups and different shapes. measure the end of the line? To will take turns lining After gluing their bookcase with follow up, students up the objects from strings, students will crayons, and a pencil will complete a Tool shortest to longest. color something they with paperclips. The Time worksheet, think matches the students will also measuring four tools shape (a tree, worm, choose one problem in inches. arrow, sun, etc.) of their own and will share it with the class. Greenes, p. 455 Greenes, 451B Aho, L-5 Moore, p. 208

Friday Day 110 KP SOL S 1.12 Length and Weight M/R: Calendar Time. The teacher will pass out paper rulers with pipe cleaners cut into 12 one-inch pieces. The teacher will have the students label the pieces one through 12 and address that each piece added together equals 12 inches. Twelve inches equals one foot. The teacher will read Inch by Inch by Leo Lionni. M/CT/AM: The students will glue the pipe cleaners on the ruler and will label each inch. The students will use their rulers to measure three items around the room. They will record their measurement in the NB. The teach will ask how they measured objects longer than twelve inches. DA: Students with physical disabilities will sort through objects to measure using their ruler.

Week 23 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 111 Day 112 Day 113 Day 114 KP SOL S 1.12 KP SOL S 1.12 KP SOL S 1.12 KP SOL S 1.12 Length and Weight Length and Weight Length and Weight Length and Weight M: Calendar Time: M: Calendar Time. M/R: Calendar Time. M: Calendar Time. Students will The teacher will The teacher will The teacher will give continue to measure explain the rules for administer the Math students paper to their height and the Meter Spin Game, Test, which contains trace a meter stick. weight to analyze at which will reinforce eight questions They will cut out and the end of the their knowledge about asking students to decorate their meter. month. The teacher adding and subtracting measure each object After the first will give students ten centimeters. drawn above a ruler. activity, the teacher appropriate Before playing, the The teacher will will give ten strips magazines to cut students will be given introduce the concept (each worth 10 out pictures of a long strip of paper of weight by reading centimeters) to each different objects. and will mark and cut How Big Were the student and have out ten decimeter Dinosaurs? by them mark, label, and DA: Students with strips. The teacher Bernard Most. This paste each decimeter English as a Second will tell the students to allows students to onto their meter. Language will have study their notes on compare dinosaurs to Groups will be made each math word inches and centimeters objects in today’s combining stronger and what it means for a test tomorrow. world. and struggling by pictures. students. M/CT/E/AM/GW: The students will use the pictures they cut out and paste two per row. They will exchange their collection of pictures with another students who will circle the object that weighs more.

M/CT/AM/GW: The students will be paired up and will play with three other pairs. They will take turns using the spinner numbered 0, +1, +2, -1, -2. Students will add decimeter strips along side their meter strip. The first to reach a meter wins!

M/CT/E: The students will take the Math Test. The students will listen and discuss not only the size of the objects or animals, but which one weighs more.

Greenes, 465B

Aho, L-21

Moore, p. 211

M/AM/CT/W: The students will walk around the room and record the object they are going to observe as to whether or not it is shorter than, longer than, or equal to one meter. After assembling centimeters, the students will measure and record how long in meters and centimeters their pencil is and the length of one classroom wall.

Friday Day 115 KP SOL S 1.12 Length and Weight M: Calendar Time. The teacher will hand out a balance scale and the Seesaw worksheet to each pair of students. The teacher will explain that on a scale, the heavier object goes down on one side and on the other side, the lighter object rises.

M/CT/A: The students will color each animal on the seesaw and circle the heavier animal and put an “X” on the lighter animal on the seesaw. The students will find objects small enough to fit on the scale and put them on the scale. They will record which object weighs more in their NB.

Week 24 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 116 Day 117 Day 118 Day 119 KP SOL M 1.13 KP SOL M 1.13 KP SOL M 1.13 KP SOL M 1.13 Volume Volume Volume Volume M: Calendar Time: M: The teacher will M: The teacher will M: The teacher will By setting up a class have a square on the have three centers. split the class into rain gauge, students floor marked with The first will have a four groups. The will record how masking tape. In tub with two teacher will pour out much it rained each side the square will measuring cups: a the first container of day of the month. be a circle outlined 1/3 solid measuring jellybeans from The teacher will with tape. The cup and a liquid Monday into two have two containers teacher will have measuring cup filled groups splitting the of different sizes students predict in with a 1/3 amount of amount in half. The filled with the NB how many water. The second same will happen jellybeans. The students will fit in will have an empty with the other groups teacher will have the the square and how half-gallon jug in a and containers. The students estimate many are in the tub with Dixie cups. teacher will have how many jellybeans circle. The teacher The third will have students copy each are in each container. will hand out the play-doh with small number for use in Which Holds More? containers that differ upcoming units on Worksheet and will in size and shape. collecting and have students circle graphing data. the object that holds volume. M/CT: The students M/CT/GW/PE: The M/CT/E/AM/GW/ M/CT/E/CW/AM: will write in their students will try and PE: The students will The students will NB how many fit as many of go in groups of three count their pile of jellybeans are in themselves in the to the first center. jellybeans and write each container. The square as possible. Pouring the water the number on the teacher will explain Everyone will count from the liquid board in the that they are the number of measuring cup to the appropriate column. estimating the students in the square solid, they will notice The class will add the volume of the and that number will how the water fits in two numbers for each containers based on go on the board. The both. Next, students container to see the the candy. students will see if will see how many total for both. The DA: Students with the same amount of Dixie cups it will class will compare autism will be given people can fit in the take to fill the empty their estimation to the their own space with circle. After jug. At the third actual value in the books about volume recording that center, students will containers. They will with the different number, students will use play-doh to stuff share with the class containers. learn that the square and take out of the while the teacher holds more volume. containers to see that records the numbers Moore p 216 it can be reshaped. on the board

Friday Day 120 KP SOL M 1.13 Volume M: The teacher will review how the volumes of water and solids may either be the same or different. The teacher will address the characteristics of volume in different containers. The teacher will handout the Math Test worksheet, which will test them on the aforementioned aspects of volume.

CF/M/E: The students will complete the test of eight questions with the last question as a bonus, as it deals with the balance scale, which will be touched on next week. The teacher will ask students (and send a note home to parents) to bring their favorite stuffed animal to class on Monday.

Week 25 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 121 Day 122 Day 123 Day 124 KP SOL S 1.14 KP SOL S 1.14 KP SOL S 1.14 KP SOL S 1.14 Tools of Tools of Tools of Tools of Measurement Measurement Measurement Measurement M: Calendar Time: M/T: Calendar Time. M: Calendar Time. M: Calendar Time. Students will The teacher will play The teacher will The teacher will use brainstorm ways to an animated clip on review that objects this day as a measure the the Smartboard, can be observed as continued review for calendar. The teacher which discusses the having the same measurement. The will read Teddy Bear different forms of weight by using a teacher will take the Parade by Daniel M. measurement. The balance scale. The students to the Pinkwater, which teacher will give teacher will give computer lab and shows how animals them each a ruler pairs a scale and a play games having to grow. Comparing with all the marks on variety of objects to deal directly with the the sizes of it. The teacher will set on the scale and different forms of characters and make sure students compare the measurement. objects in the story understand where the difference in their will help students half-inch and weight. gather an awareness quarter-inch marks of the world around are located. them. M/R/CT/E/AM/PE/ GW/VCP/VRS/ VSC/VI: The students will measure their animal using connecting cubes. They will find one person whose stuffed animal is bigger than, smaller than, and one that is about the same as their own animal, telling each student how many cubes their animal equals. Bosse, p. 34-35

M/CT/E/AM: Students will put rulers flat on construction paper. They will use one color for whole numbers, one color for quarter-inch, and one color for halfinch. Students will see that one foot is a tool of measurement. They will mark and label on their paper the marks using the ruler as their guide.

M/CT/AM: The students will observe the different objects and how they compare with one another. The students will look through their notebooks and review all they have learned about measurement and prepare for a test on Friday.

M/CT/E/T: The students will be have a link directly to the website they should start practicing with. They will play the ruler game, work on centimeters, and inches. They will play the Poddle Weigh-In game, which will allow them to practice matching a given weight. Brooks

Friday Day 125 KP SOL S 1.14 Tools of Measurement M: Calendar Time. The teacher will give a summative assessment using a formal test.

M/CT/E: The students will complete the test. DA: Students who have poor eyesight will be give an enlarged ruler and graphs.

Monday Day 126 KP SOL M 1.16 Characteristics of Geometric Shapes M: Calendar Time: Students will identify the shapes in the calendar. The teacher will pass out 12 toothpicks to each student to take to the back. They will read The Shapes Game by Paul Rogers. As the students make the shapes from the story out of toothpicks, the teacher will ask if they can make every shape. The teacher will discuss that at the tips of the toothpicks are corners and a circle will cannot be made with toothpicks and why. M/CT/AM/R: The students will respond to each shape on the pages as the students try and guess the shapes illustrated. The students will use their toothpicks to try and make the same shapes that are in the story. After the story the students will name familiar shapes around the room. Bosse, p. 49

Week 26 – Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 127 Day 128 Day 129 KP SOL M 1.16 KP SOL M 1.16 KP SOL M 1.16 Characteristics of Characteristics of Characteristics of Geometric Shapes Geometric Shapes Geometric Shapes M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will have The teacher will write key vocabulary students draw the four give a Double-sided words on the board: shapes in their NB and Geoboard and circle, square, will ask them what is rubber bands to the rectangle, and similar about the students. The triangle, side, and square and rectangle. teacher will have corner. The teacher The students will students experiment, will pass out the understand that both making shapes with Which Shape Is It? have four sides except the rubber bands. worksheet. The the square has four The teacher will ask teacher will ask what equal sides .For the students why they the first shape is and activity, the teacher can only make a ask what corners and will ask students to circle on one side of sides are. name their peers one the Geoboard. For Students will learn by one explaining that the second half of that circles do not they represent the class, students will have sides or sides to that shape. be given Pattern corners. The teacher will ask Blocks. what two heads make the corners. M/CT: The students will trace the dotted lines that make one of the four shapes. They will label the parts as guided by the teacher. The student will count the corners just as they did with the toothpicks and record it. They will count the sides and record that number. Moore, p. 171

M/CT/PE: The students will gather in the back of the room. The teacher will ask students how many people it would take to make a square. The teacher will pull that number of students to lie down and make a square. The teacher will do this with every shape including a circle.

M/CT/AM/GW: The students will use each side of the Geoboard to experiment making shapes. Students will work in pairs identifying each shape and color. They will put their shapes in patterns and explain how the pattern works.

Friday Day 130 KP SOL M 1.16 Characteristics of Geometric Shapes M: Calendar Time. The teacher will have students stand up. The teacher will make a rhyme having students draw shapes in the air. The teacher will pair students up for the next activity. DA: Students with mobility problems will stand up and make shapes with their arms out connecting with each other instead of lying on the ground.

M/CT/E/MU/PE: The students will sing and draw shapes in the air. One student will sit behind their partner and draw one shape on their back. The partner is to guess which shape it is and its defining characteristics. Bolick

Week 27 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 131 Day 132 Day 133 Day 134 KP SOL M 1.16 KP SOL M 1.16 KP SOL M 1.16 KP SOL M 1.16 Characteristics of Characteristics of Characteristics of Characteristics of Geometric Shapes Geometric Shapes Geometric Shapes Geometric Shapes M/R: Calendar M: Calendar Time. M: Calendar Time. M: Calendar Time. Time: Students will The teacher will have The teacher will give The teacher will brainstorm ways to different puppets and students magazines in review the triangle, make the calendar will do an interactive order to search for the square, rectangle, days different show with the four shapes. They will and square. The shapes. The teacher students. The animal be given construction teacher will address will read The puppet says, “I know a paper and yarn. the number of sides Shape of Me and shape: it is round and and corners each Other Stuff by Dr. has no corners. What shape has as well as Seuss. The teacher is it? One, two, three!” the similarities and will have large The class will be differences between posters containing holding their the square and shapes in varying laminated shapes and rectangle. The colors for the whole those who have the teacher will read class to hold. The circle (whatever Circles and Squares teacher will sing applies) holds up the Everywhere by Max “Shape Game and shape and scream the Grover as a Song" from "Greg name. continued review. and Steve: Volume Three." M/CT/AM/MU/ M/CT/DR: The M/CT/AM/A: The M/CT: The students PE: The students students will stand and students will cut out will review shapes get to sit and stand shout the shape the shapes and assemble by drawing and up holding their puppet is asking for. them into their shape labeling each shape shape high as the Students will take books. They will use in their NB. song says their turns holding the the shapes and color shape. puppet and describing their own and make DA: Students a shape without saying pictures on the having trouble its name. construction paper. tracing shapes They will label the freehanded will be shapes either next to given tracing the shape or shapes. underneath the picture. They will bind their books with yarn. Bolick

Bolick

Bosse p 50

Friday Day 135 KP SOL M 1.16 Characteristics of Geometric Shapes M: Calendar Time. The teacher will give an assessment using the I Can Draw Shapes! worksheet and the Math Test worksheet.

M/CT/E: The students will have drawn the four shapes indicated by the number of sides and corners given. They will also define how the square and rectangle are alike and different. They will also have to answer eight multiple-choice questions about identifying shapes. Moore, p. 172,174

Monday Day 136 KP SOL M 1.17 Recognizing Shapes M: Calendar Time: The teacher will put different phases of the moon on the appropriate days. The students will identify the shape and what it represents. The teacher will introduce threedimensional objects by giving them the Looking for Shapes worksheet. The teacher will give the students the Shape Search worksheet. M/CT/A: The students will color code shapes and get use to the names: spheres, cubes, cylinders, pyramids, cones, and rectangular prisms. They will identify the solid part of the shape. For example, the cylinder has a circle. The students will search the room for.3-D objects. Moore, p. 178, 179

Week 28 – Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 137 Day 138 Day 139 KP SOL M 1.17 KP SOL M 1.17 KP SOL M 1.17 Recognizing Shapes Recognizing Shapes Recognizing Shapes M/VSC: Calendar Time. The teacher will teach the I-Spy game and say “I-Spy (use characteristics of shape).” If the shape is not the exact shape, but meets qualifications, the teacher will say, “yes it has those attributes, but that is not what I am thinking of.” The teacher will give students a small bag of potato chips. The teacher will remind students to use selfcontrol during the exercise.

M: Calendar Time. The teacher will give each students playdoh. The teacher will have students make another chart and mark a check after they mold that particular shape. The teacher will walk around and help students mold the clay into the proper shape.

M/CT/AM/E/A: The students will respond by looking around the room to figure out the shape. The students will make a chart labeled with the names of all the shapes (using the word wall as a guide). They will see if the shapes represent the shapes discussed in class; and if so, will draw the chip in their NB.

M/CT/E/A/AM: The students will mold the clay into different three-dimensional objects and check each one off as it is completed. Note: The teacher will write a letter to the parents asking them to take their child to the grocery store before Friday to help them identify and write the shapes and food observed through the aisles or they can use items in their own kitchen.

Friday Day 140 KP SOL M 1.17 Recognizing Shapes M/R: Calendar M: Calendar Time. Time. The teacher The teacher will will read Stitching collect students’ Stories by Roscoe lists and have a Murphy. As each discussion about shape is mentioned the food items and the students will write them on the look around the rook board. The teacher to find examples of will take students each shape. The outside and bounce teacher will remind a ball to one the students to go to student. the grocery store. DA: Students who cannot afford the time to go to the store can look through their own cabinets and pantry. M/CT/E/AM/CC: After a continued review of shapes as the story is read, students will brainstorm additional twodimensional and three-dimensional shapes in the world.

M/CT/AM/PE/ VRS/VSC: The students will receive the ball and say an object and what shape it is around the playground. That student will bounce the ball to another student and so on. Students will practice self-control and respect to each classmate during this activity.

Monday Day 141 KP SOL M 1.20 Sorting M: Calendar Time: Students will sort numbers by place value. The teacher will hold up a triangle and circle and ask how they are alike and different. The teacher will hand out pattern blocks. The teacher will have overhead pattern blocks to have students come to the front and categorize. M/CT/AM/PS/GW: The students will sort the shapes according to the attributes of the shape such as small, large, color, and type. The students will explain the way they sorted their shapes in their NB.

Welchman-Tischler

Week 29 – Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 142 Day 143 Day 144 KP SOL M 1.20 KP SOL M 1.20 KP SOL M 1.20 Sorting Sorting Sorting M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will ask The teacher will The teacher will the students to stand teacher will hand out bring in many up in order to play a the worksheets Find different sorting game. The My Things and What 3-dimensional items. teacher will have Does Not Belong? Some items’ students suggest The teacher will have characteristics will ways to sort by types students color in the match and the others of clothing. If one girl, boy, and objects will not. The teacher student says by in the first will bring the class color, the teacher worksheet. outside and will work will have dark and as groups to sort the bright colors go to items. opposite sides of the classroom. M/PE: The students will continue to raise their hand and suggest ways to sort clothes. Stripes vs. solids, tennis shoes vs. sandals. The will line up on the lines make on the ground with masking tape as they sort. DA: Students who are intrapersonal will draw different categories of objects and people that can be sorted.

M/CT/A/W: The students will draw lines to mach items to the boy dressed for school and the girl dressed for bed. They will also identify out of four objects, which one does not belong and write how the others are alike.

Moore, p. 227-228

M/CT/AM/PE/GW: The students will be in groups of four. They will go to the items laid out on the ground and sort them. Two people will sort them and two people will record their items that are alike and different.

Friday Day 145 KP SOL S 1.10 a, b Sorting M: Calendar Time. The teacher will bring in several pictures of food for students to sort. Each student will have a picture of the food pyramid. The teacher will remind them about the different levels of the food pyramid and which sections contain healthy food. M/CT/E/AM/PH: The students will draw a triangle on construction paper and divide it into the four sections representing the food pyramid. Students will sort and glue the pictures of food into the corresponding sections.

Week 30 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 146 Day 147 Day 148 Day 149 KP SOL M 1.21 KP SOL M 1.21 KP SOL M 1.21 KP SOL M 1.21 Patterning Patterning Patterning Patterning M: Calendar Time: M: Calendar Time. M: Calendar Time. M: Calendar Time. Students will find The teacher will have The teacher will The teacher will pass patterns in the the students sit in a have the students out the Scoops! spelling of the days circle. The teacher will sit in a circle. The worksheet. After of the week. The hand out one triangle teacher will say the completion, the teacher will pass out and one drum to two letters A, B, and C teacher will have pattern blocks and students. in a pattern, asking students cut out their will have students DA: When using letters the students to own ice cream scoop make a pattern using and numbers for repeat aloud the pattern. Each student the shapes and colors patterns, the teacher pattern. The will glue his or her as part of the pattern. will color code it for teacher will ask the ice cream onto long visual learners. Those students another poster paper for the who are kinesthetic way to represent teacher to display in learners will be given the pattern without the classroom! the same set of letters using words. and numbers; only they The teacher will will be padded with explain that the different material. The patterns can be rhythms with made with objects instruments are just and numbers. what the auditory learners need. M/CT/E/AM/GW: M/CT/GW/AM/W/ M/CT/GW/MU/D M/CT/A: The The students will be MU: The pair of : The students will students will color told to purposefully students will hit the come up with ways the first three make an error in triangle and drum of making the columns of ice cream their pattern. making a pattern. The same pattern, scoops. The first Another student will other students will except with hand three scoops start a come over and fix mark on paper a motions, clapping, pattern using the error. triangle for the triangle snapping, and/or different colors. The sound and a circle for patting. Students students will the drum sound. Every will be asked to complete the colored student will label the make pattern going down to shapes with numbers dance moves to the cone. The fourth and letters making a represent the column consists of pattern that came from pattern. blank scoops for music, to shapes, to students to make their numbers, and to letters! own pattern. Greenes, p. 215B Greenes, p. 215B Greenes, p. 215B

Friday Day 150 KP SOL M 1.21 Patterning M: Calendar Time. The teacher will hand out beads of all shapes, sizes, and colors to each student in a plastic bag along with string to make a necklace. After making the pattern, the teacher will have students write letters that correspond to their pattern on their necklace.

M/CT/E/A/AM: The students will make a necklace, making sure their beads create a pattern. When the students finish their necklaces and writing their letters to match the pattern, the students will come to the front of the classroom and share their necklace and the pattern they made.

Monday Day 151 KP SOL M 1.18 Collecting and Graphing Data M: Calendar Time: Students will say how many of each day of the week there are in this month and to watch to see if that stays the same. The teacher will review sorting by putting shapes on the overhead. The teacher will ask how they could classify/sort the shapes stressing the attributes of the shapes not used. The teacher will hand out the Make a Set worksheet. M/CT: The students will practice sorting shapes by color, size, and shape. The students will use the worksheet to find four things that go together and how they are alike.

Moore, p. 229

Week 31 – Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 152 Day 153 Day 154 KP SOL M 1.18 KP SOL M 1.18 KP SOL M 1.18 Collecting and Collecting and Collecting and Graphing Data Graphing Data Graphing Data M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will give The teacher will do a review what a tally partners two sets of beanbag activity with mark and tally table note cards. One set students to teach them is. The teacher will will have ordinal how to represent data have students draw a numbers and one set with tally marks on a chart and label the will have tally marks chart. The teacher left side by drawing from one to twelve. will tape different three favorite food colored pieces of items also making construction paper to sure they label the the floor. table.

M/CT/GW: The students will each say their favorite food out of the three choices given in the chart. When the class has finished they write in their NB how many tally marks were made in each section as well as what the most popular food is.

Greenes, p. 153B

M/CT/AM/GW: The students will work together to match each set of note cards. DA: The teacher will put varied amount of chips on the transparency and students will be integrated to assure understanding of how to write tally marks for each chip.

Friday Day 155 KP SOL M 1.18 Collecting and Graphing Data M: Calendar Time. The teacher will give each student a chunk of clay and popsicle stick. As a formative assessment the teacher will give students the Which Sport Do You Like Best? worksheet, requiring students to add tally marks from a tally table and analyze the information.

M/CT/AM/GW: The students will take turns throwing the beanbag and tallying whether it hit the floor or the construction paper (what color). The students will write in their NB what the largest number of tally marks and the smallest.

M/CT/E/AM/A/ SS: The students will learn that different cultures used to make tally marks into clay or wood to represent numbers. In this activity, the British government from the 1780s will be mentioned. They will share their marks with students around them.

Greenes. P. 153

Andrews, p. 143B

Week 32 – Math Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 156 Day 15 Day 158 Day 159 KP SOL M 1.18 KP SOL M 1.18 KP SOL M 1.18 KP SOL M 1.18 Collecting and Collecting and Collecting and Collecting and Graphing Data Graphing Data Graphing Data Graphing Data M: Calendar Time: M: Calendar Time: M: Calendar Time. M: Calendar Time. Students will tally Students will The teacher will hand The teacher will how man birds they continue to tally, for out a table large transition into making see for one school the rest of the week, enough for crayons picture graphs by week. The teacher how many birds they of different colors to taking a class survey will begin instruction saw on their fit in each row. The on each student’s on object graphs calendar in their teacher will hand out favorite sport. The handing out red, agenda. The teacher varied numbers of teacher will give green, and blue will give students a each color to pairs of students several connecting cubes. chart with dotted students and ask how pictures of the After connecting the lines so that students many of each color, different balls cubes, the students can practice making how can they be involved in each will be given a blank a table. They will arranged to show sport. chart for each student label the graph and least to the greatest. to put the cubes on on the left side will one by one. Pairs will lave three rows red, be split by a divider green, and blue. and will make their own graph. M/CT/E/AM/GW: M/CT/AM: The M/CT/AM/GW: The M/CT/AM: As the The students will students will sort students will line the students watch the connect the cubes through crayons and crayons up in the teacher make tally that are the same lay down a crayon in rows according to marks for the color. After lining the corresponding their color. Students different sports them up evenly, color row. will participate in named, the students students will count DA: Students having discussion. will paste a picture and record how many trouble will pair with representing the sport there are of each. advanced students named individually. Students will and will make The students will summarize the graphs using shapes, finish the picture comparisons in their counting each shape graph by drawing the NB with a discussion together before teacher’s favorite to follow. putting them in the sport. One student will table. Students will describe their graph motor problems will while the other be assisted by creates it. another student. Andrews, p. 139B Andrews, p. 139

Friday Day 160 KP SOL M 1.18 Collecting and Graphing Data M: Calendar Time: The teacher will have students make a graph of how many birds they saw. The teacher will teach students how to draw a drum, triangle, and bells. The teacher will bring students to the back of the room in a circle. The teacher will play each instrument allowing students to hear each sound for one instrument. M/CT/E/MU: The students will close their eyes and after counting the number of times an instrument makes, they will draw the instrument on their picture graph. The students will listen to each instrument one at a time. DA: Students with difficulty drawing can write the first letter of the instrument. Andrews, p. 157B

Monday Day 161 KP SOL M 1.18 Collecting and Graphing Data M: Calendar Time: Each day will have a different flavor of ice cream and students will analyze the information. The teacher will hand out the I Like Ice Cream worksheet allowing students to continue practicing reading and analyzing picture graphs. The teacher will orally guide students in making a picture graph, drawing lines for the title, left identifying boxes and the spaces for the rows. M/CT/E: The students will analyze the ice cream picture graph. The students will practice drawing a picture graph with a title, identifying left boxes, and three rows for their a graph word problem: Jon has two cookies, Marie has five, and Mary has six cookies. Students will draw those in separating them by vertical lines. Andrews, p. 141A

Week 33 Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 162 Day 163 Day 164 KP SOL M 1.18 KP SOL M 1.18 KP SOL M 1.18 Collecting and Collecting and Collecting and Graphing Data Graphing Data Graphing Data M: Calendar Time. M: Calendar Time. M: Calendar Time. The teacher will The teacher will The teacher will transition students to remind students the show students that a making a bar graph definition of a noun. bar graph can be using coin tosses. The teacher will have vertical by making The teacher will pass students read a the X and Y axis on out a quarter to picture book from the the board using a pairs. The teacher class library and ruler. The teacher will give them a make a tally table will also make a tally labeled grid. (This is marking every table and label it with a horizontal bar animal, person, five different animals. graph). place, and thing that The teacher reinforce they see. where the numbers and pets go on the graph as well as the title and key.

M/CT/AM/GW: The students will toss the coin 20 times and each time it flips to tails, they will color one box red and each time it flips head, they will color one box of another row blue. DA: Students with trouble on reading worksheets will be given the actual props to touch and lay out, being able to manipulate the data and assemble it themselves.

M/CT/R/GW: Pairs of students will tally each animal, person, place, or thing on a tally chart. Then, they will make a horizontal bar graph using the tally table. They will make a key and will use different colors to represent the parts of the noun they found in the picture book.

Andrews, p. 145B

M/CT/E/A: The students will say their favorite animal and will tally everyone’s response. The students will follow the teacher as she makes the bar graph from the results. Following the example, the students will make their own graph in groups of four.

Friday Day 165 KP SOL M 1.18 Collecting and Graphing Data M: Calendar Time. The teacher will hand out the Our Favorite Pets worksheet and analyze the graph by answering the questions that follow. After students complete the worksheet the teacher will go over the answers.

M/CT/E/T: Students will analyze the bar graph. The students will go to the computer lab and play a graphing game. They will learn to collect and organize data and will see the results of the graph.

Moore, p. 234 Educational Broadcasting System

Monday Day 166

Tuesday Day 167

Week 34 - Science Phoebe Hobbs & Kristi McGee Wednesday Day 168

Standardized Testing

Thursday Day 169

Friday Day 170

Monday Day 171 KP SOL M 1.19 Interpreting Graphs M: Calendar Time: The teacher ask students if the calendar has straight or crooked lines. Every day, students will draw one column to make the calendar. The teacher will remind the students how to draw and label a vertical graph using a ruler to make straight lines. The teacher will have each students write the names of four other students in their NB and to record the syllables M/CT/E/PE: The students will graph the number of syllables each student in their group has in their name and write three facts about the data they gathered. DA: Students having trouble making graphs will watch the teacher make a graph only using dotted lines. Students will go back and track the lines with a ruler.

Week 35 – Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 172 Day 173 Day 174 KP SOL M 1.19 KP SOL M 1.19 KP SOL M 1.19 Interpreting Graphs Interpreting Interpreting Graphs Graphs M: Calendar Time. M: Calendar M: Calendar Time. The teacher will ask Time. The teacher The teacher will make students to make a will hand out the a graph and use it to tally table and in “Pick a Lunch” find the least and groups of four, they worksheet, which greatest numbers. The will survey how contains a tally teacher will put poster many siblings each table of lunch paper on the back table person has. The items chosen. The labeled one through teacher will lead worksheet also seven. Cubes will be in students through the has a horizontal a pile. The teacher will meaning of range graph set up for have the students write and have students the students to two questions in their subtract the least graph the data. NB. What are the least from the greatest and greatest number of number of siblings times students had as well as finding desert and to find the the most common difference. While number if there is students wait for their one. turn, they will work on a word problem. M/CT/E/AM/GW: Each student will create a graph using the information. Students will record the least and the greatest number on their chart, find and record the range, and mode.

M/CT/E: The students will put the data into the graph showing how many of each item there are. The students will write two facts about the graph at the bottom of the worksheet.

M/CT/E/AM/PE: The students will go back three at a time and put a cube on the graph representing how many times they had desert in the prior week. When students are down putting the cubes down. Students will go back in groups of three and record their answer with class discussion to follow.

Moore, p. 240

Andrews, p. 149A

Friday Day 175 KP SOL M 1.19 Interpreting Graphs M: Calendar Time: The teacher will ask students to hand in their calendars that they have been making all week. The teacher will hand out the Math Test, which will have students analyze a tally table as well as a horizontal graph. Students will be asked to make up data and to put it in a tally chart and to graph it either horizontally or vertically.

M/CT/E: The students will complete the test and their graph. When they are finished the will read silently.

Monday Day 176 KP SOL M 1.22 Multiplication M: Calendar Time: The teacher will have students multiply one times each calendar number.The teacher will introduce multiplication by putting the “X” symbol on the board, telling the students that the “X” means “groups of.” So 0 X 2 means zero group of two or two groups of zero. The teacher will remind students about the adding and subtracting symbols. M/CT/AM: The students will be given 12 chips and the “Zeroes” worksheet, which has multiplication by zero from zero through 12. They will put out the number of chips on the worksheet says on either side of a laminated “X” in the middle of the desk. For O X 2, students will put zero chips on one side of the “X” and two on the other Daniel, p. 1

Week 36 – Math Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 177 Day 178 Day 179 KP SOL M 1.22 KP SOL M 1.22 KP SOL M 1.22 Multiplication Multiplication Multiplication M/MU: Calendar M: Calendar Time. M: Calendar Time. Time. The teacher will The teacher will The teacher will hand out the “Ones” have students count review the concept for worksheet. The by twos. They will the meaning of teacher will have work on multiplying “groups of.” The volunteers come to by twos. The teacher teacher will lead the front of the will demonstrate the students in rhymes board and draw the relationship between about multiplication problems at the addition and by zeroes and ones. bottom of the multiplication. 2 X The teacher will hand worksheet. 2 = is the same as 2 out egg cartons and + 2 =. beans to pairs. The teacher will put up multiplication problems using zeroes and ones. M/CT/AM/MU: Students will get into groups and help each other finish the “Zeroes” worksheet. If the problem on the board is 1 X 1, students will put on bean in one section of the carton. If it is 1 X 2, students will put one bean in one section and one bean in another section symbolizing two groups of one.

M/CT/AM: The students will use the egg carton and beans to make groups for each problem. Volunteers will draw one set of five balloons, one set of six apples, one set of two children, and one set of three stars.

Petti

Daniel, p. 2

M/CT/AM: The students will use beans to represent groups of twos in the egg carton from one through 12. Students will use the “Twos” worksheet as a guide.

Friday Day 180 KP SOL M 1.22 Multiplication M: Calendar Time. The teacher will bring students into the computer lab to experiment with an online version of Cuisenaire rods.

M/CT/T: The students will be able to make their own multiplication problem and see the grid light up the amount of spaces equal to the answer. This DA: Students having will be a fun way trouble will sit in the to end the year back with several with beanbags. They will multiplication! work with each other to figure out how many groups of beanbags there should be and what the total is. Petti

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