3 Sartin Misiano Math Charts

LEGEND A – Art DR – Drama MS - Music CM – Communication DA – Differentiation / Accommodation E – Evaluation GA – Group Activity L – Literacy LA – Language Arts SS – Social Studies LI – Listening HW – Homework MA – Manipulative activity MO – Movement / Physical Education OL – Oral Language / Public Speaking PS – Problem Solving / Critical Thinking R – Reading S – Science T – Technology TX – Text W – Writing IN- Instruction G- Game EX- Experiment RV- Review FT- Field Trip

WEEK 1 DAY 1 KK SOL M 3.1 Place Value

DAY 2 KK SOL M 3.1 Place Value

DAY 3 KK SOL M 3.1 Place Value

DAY 4 KK SOL M 3.1 Place Value

IN/W/PS: Introduce vocabulary words even number and odd number. Have the students draw a number line from 130 and circle all the even numbers. Ask students what they think it means when a person is called “odd.” Have them compare this meaning with the meaning in the text. Then have them write their own definition.

IN/W: Introduce the vocabulary word place value. Have students draw a table with 2 row and three columns. IN the first row, have them write hundreds, tens, and ones. Have them write the numbers in the correct place-value spot in the chart for the number 111.

IN/W: Introduce the vocabulary words expanded form. Give the students 1 hundreds, 1 tens, and 10 ones counting cubes. Have them write the expanded form of the number 111100+10+1. Have students write a sentence using the word and its definition.

IN/W: Introduce the vocabulary word period. Have students relate place value to the word period in the sentence in the text. Ask students to write a sentence using period, as defined in the text.

W/PS: Provide students with a 10by-10 chart with the numbers 1-100 indicated for each box. Highlight 2,4,6,8,10,12,14,16, 18,20. Ask students to highlight the remaining even numbers by following the same pattern. W/PS: Have a student write a skipcounting pattern on the board. Other students identify the pattern and the odd

CM/LI: Draw 10-by-10 grids of graph paper and distribute to students. Ask: How can you shade the grids to show the number 34? GA: Have students work in pairs to shade grids for 60,27,201,115. IN: Have the students explore place value by explaining what whole numbers are (0,1,2,3,4,5 and so on) Show them how you can use models to show the number 126. MA: Distribute Cuisenaire rods to each student and have them model the number. Have them use hundreds, tens, and ones to show 126. Then have them only use tens and ones to show 126. IN: Explain that these models show the place value for the number 126.

GA: Have students work in groups with place-value models. One student picks a bunch of models, records the number, and then regroups to show the number using the fewest models. The other group members write the expanded form, standard form, and word form. Have group

MA:Give each student a 10-by-10 grid. Label the top box in each row as a place-value chart, using a different color for each label. Show students how to write 829,355 in the chart, using the appropriate color for each digit. Then use the appropriate colors to write the number in expanded form. LA/CM/GA: Have students look through newspapers and magazines to find examples of numbers used in real life. Challenge them to find an example of a number for each

DAY 5 KK SOL M 3.1 Place Value IN: Show the students this chart: TOYS SOLD Toys Number of Toys Dinosaurs 753,543 Dolls 923,162 Robot 529,355 Dogs Have the students use a place-value chart to find the value of each digit. Explain that the chart shows the value of each digit. Example: Thousands Ones Hundr T On Hundr T On eds ens es eds ens es 5 2 9 3 5 5 Explain that you can use expanded form to show each digit’s value: 500,000+20,000+9,000+300+50+5. W/PS: Give the students 8 problems to work. Have them write the value of each of the underlined digits in the problems. They can use a place value chart to help. CM/LI:Ask volunteers to answer how place value helps you find the value of the 6 in 236,234. GA/CM/LI: Write ten 6-digit numbers on the board. Underline any 3 digits. Have students come to the board and write the value of the underlined digits.

or even numbers in it. W/PS: Have students complete a worksheet identifying numbers as even or odd and completing number patterns.

MA: Repeat with other numbers. Write the numbers on the board and have the students model them using combinations of ones, tens, and hundreds as directed. DA: Advanced students can make 2 models that show the same number using varied combinations and explain the models using the lesson vocabulary.

repeat the activity several times until each student has had a turn regrouping place-value models.

place value: ones through hundred thousands. Have them share their findings with the class.

WEEK 2 DAY 6

DAY 7

DAY 8

DAY 9

DAY 10

KK SOL M 3.1 Place Value

KK SOL M 3.1 Place Value

KK SOL M 3.1 Place Value

KK SOL M 3.1 Place Value

KK SOL M 3.1 Place Value

R/LA/L:Read One Grain of Rice stopping at various times to ask questions about the number values in increasing amounts of rice.

IN/G: Explain to the students that now we are going to play a game using place value. Pass out one card to each student:

CM/W/IN: Have students discuss with a neighbor a definition for the ones place. After students have a definition, write a decimal on the board and next to it write ones .

There will be 9 numbers for the hundredths digit = blue There will be 9 numbers for the tenths digit = red There will be 9 numbers for the ones digit green.

IN: Each student will have a piece of paper that is divided into columns and rows. The number of columns dictates how far you want the place value lesson to go, 5 rows goes into the tens of thousand, 3 rows into the hundreds. The number of rows dictates the number of games to be played.

IN/MA: Take quart size Ziploc bags and with a permanent magic marker, draw a line down the middle, and number each bag with a different LETTER sticker.

R/IN/W: Read this sentence in the book, "She had received 511 grains of rice, only enough for a handful." Ask the students to write this number on the chalkboard and underline the digit in the tens place. After students show on their whiteboards, turn to their neighbor and discuss a definition for the location of the tens place. Ask students to share their definitions. Write on the board where it is placed. Continue with numbers throughout the book.

Instruct the students with a red 7, a blue 3, and a green 9 to come to the front of the room.

GA/IN: Start by having students in groups of two or three roll three dice. Using the numbers they rolled, have them make as many three digit numbers as they can. Have the students tell the places of the numbers as they write them on the board. You can ask the students if the 5 (for example) is worth more in this number or this number. Add a dice a day until they get to the1 millions place (7 dice).

RV/CM: After reading the story, review the chart that developed throughout the story. Give students additional numbers and ask place value questions but

Instruct them to make the largest number possible with their numbers (teacher acts as the human decimal. (9.73) Explain to the students that we are going to try a few practice problems so we can get the hang of it. CM/GA: Have students turn to their partner and discuss a working definition for the hundredths place. Change this number so

IN/MA:The teacher has a student roll a dice to see which is the first digit that needs to be placed. Once the digit is revealed, the student needs to decide where that digit should be placed. If the goal is to create the highest number into the hundreds and the first digit rolled is a 1, I would hope the student would not place it into the hundreds column but into the ones column instead. MA: Once all the students have written down where that first digit is located then

Put some 10's and 1's (base 10 blocks) into each bag. Students are to move the 10's to the left side and the one's to the right side, keeping the bag closed. They never open these bags. They determine the proper amount and say it to their partner. The partner checks the key on which the letters are written and the proper answer is written. They take turns and check each other.

G/GA/MA: Keep your dice around for the next game, too. Pairs of students each make four columns on a sheet of paper or chalkboard, labeled "thousands" "hundreds" "tens" and "ones". Then they take turns rolling one die. After each roll, both students must place the number in one of their columns. After four rolls, compare the resulting fourdigit numbers. The high (or low) number winner receives one point, and play continues to a predetermined number. If both students get the same number, no points

also ask students to give how much the digit is worth.

there us a 1 in the tenths place. Give students one last example. Change this number so there is 5 in the ones place.

another student rolls the dice for the next number, and so on until all the needed digits have been rolled. When it is completed ask for someone to tell you what the highest possible number could have been, and see how many created that number.

DA: Give early finishers these definitions: placevalue, ones, then, hundreds, place value model, cube, rod, flat. Have students explain or show each other which model stands for which place value.

are given, and as they become more familiar with the concept, add more columns for larger numbers (and less chances for ties).

WEEK 3 DAY 11

DAY 12

DAY 13

DAY 14

DAY 15

KK SOL M 3.1 Comparing Whole Numbers

KK SOL M 3.1 Comparing Whole Numbers

KK SOL M 3.1 Comparing Whole Numbers

KK SOL M 3.1 Rounding Whole Numbers

KK SOL M 3.1 Rounding Whole Numbers

L: Have students create simple rhymes or rules for comparing numbers. For example, “First compare hundreds. Which is greater? / Should I check the tens later?” Or “Line up number place by place. Use a number line just in case.”

IN: Display a number line.

R/LA: Read aloud Millions of Cats by Wanda Gag. IN: Display a place value chart. IN: Mask the thousands place of the chart with paper. Divide the chart into tow horizontal rows. List 268 and 249 on the board. W: To compare 268 and 249, have the students

CM/LI: Ask students what happens to the numbers as you move to the right. How can you tell which of the two number on a number line is greater? CM/LI: Look at the place value chart. Ask the students how you can tell if the tow numbers are equal. How do the hundreds digits compare? How do ones digits compare? Which number is greater? How do you compare four-digit numbers? W/PS: Have the students complete a practice worksheet to review the material.

CM/LI:Ask students how to decide whether to compare numbers with a number line or with a place value chart. RV/IN: Review with students the meaning of greater than, less than, equal to, and not equal to and their symbols. E: Assign a quiz to the class to assess their comprehension of comparing whole numbers. W: Have the students write a paragraph explaining the meaning of the symbols previously reviewed.

IN: Discuss the word round as is relates to amounts. Help students link rounding with around, which means “about” as in “I have around 5 dollars.” CM/LI: Ask students to share what they know about rounding numbers. Tell them that they will be rounding two-digit and three-digit numbers. MA: Give students 11 construction paper strips to label with numbers from 130 to 140. Have them form the strips into a paper chain in number order from least to greatest. MA: Model how to use the paper chain to verify

IN: Present the following situation to students: Suppose I put 19 books on the shelf. About how many books are on the shelf? CM/LI: Invite students to share possible answers. Ask then what number that ends in zero is close to the number 19. Tell students that they will learn a process called rounding, which allows us to examine amount that are not exact, but “almost.” IN: Display a number line from 50-60. Explain that you want to round the number 53 to the nearest 10. CM/LI: Ask the students: Between which two

write 269 and 249 in the chart, one number per row. Compare the digits in the greatest place. CM: Ask the students: Which place is the greatest? What do you notice about the hundreds digits? Where is the first place the digits are different? Which tens digit is greater? What does that tell about the numbers? W/PS: Create a practice worksheet for students to practice.

CM/LI: Give the students a problem solving question: For example: Suppose you are comparing 468 and 493. Do you need to compare the digits in the ones place? Why or why not?

rounding numbers. For example, find 137 in the chain. It is nearer to 140 than 130, which is how to round 137 to the nearest 10.

Give the students the opportunity to talk about the question in a class discussion.

numbers does 53 appear? What number is halfway between 50 and 60? W/PS: Ask a student to label the number 55 and ask which ten is 53 closer to. How do you know? How do you round 53 to the nearest 10? Repeat instruction with the number 56.

DA: Advanced learners can explain how they can remember the meaning of the symbols, >,<,= in their journal.

WEEK 4 DAY 16

DAY 17

DAY 18

KK SOL M 3.1 Rounding Whole Numbers

Test Review

Math Test 1

IN: Direct the students to a number line. Allow them to notice where 451 falls on the number line. CM/LI: Ask the students: What two hundreds are nearest to 451 on the number line? What number I halfway between those two hundreds? Which number is 451

RV/G: Play a review game covering place value, whole numbers, comparing, and rounding. W/RV: Give students a review sheet to take home with them to study.

DAY 19 KK SOL M 3.2 Inverse Relationships Addition/ Subtraction

DAY 20 KK SOL M 3.2 Inverse Relationships Addition/ Subtraction

E: Students will be given a written test with 25 questions.

IN: Discuss what an inverse relation is and how to obtain it from a set of ordered pairs.

Students will have to fill in place value charts, and round and compare whole numbers.

IN: Show and give examples of how to find an inverse relation from the original relations.

IN: Discuss the term fact family. Relate a fact family to a family of people. Illustrate this concept by writing the number 2,3, and 5 on the board.

IN: Give example for students to find inverse relationships from original

Tell students these numbers can be thought of as family members who are related by

nearer to?

addition and subtraction.

relations.

W/PS: Have the students round 451 to the nearest 10. Ask which two tens are nearest to 451 on the number line? Which then is 451 nearer to on the number line?

CM/LI: Discuss what a function is Remember that in order for a relation to be a function it must pass the vertical line test.

IN: Explain how the same number can be rounded two different ways.

Give different examples about relations and inverse relations. Both relation and inverse relation are functions (show mapping) Relation is a function but inverse relation is not a function (show mapping)

CM/LI: Discuss another example: Notice where 354 falls on the number line. What two then are nearest to 354 on the number line? Which ten is 354 nearer to?

W/PS: Students will complete a practice worksheet to work on these concepts. DA: Advanced students can write about how addition can help them subtract.

W/PS: Have them find ways the numbers can work together to form addition and subtraction sentences. For example: (3+2=5, 2+3=5, 5-3=2, 5-2=3). GA: Have students work in pairs. Each student chooses two number cards to use as the addends for a fact family, and writes one addition sentence. PS: Then students exchange cards and paper to find and record the other related addition sentence and the two related subtraction sentences in the fact family.

WEEK 5 DAY 21

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DAY 25

KK SOL M 3.2 Inverse Relationships Addition/ Subtraction

KK SOL M 3.2 Inverse Relationships Addition/ Subtraction

KK SOL M 3.2 Inverse Relationships Addition/ Subtraction

KK SOL M 3.2 Inverse Relationships Addition/ Subtraction

KK SOL M 3.2 Inverse Relationships Addition/ Subtraction

CM/LI: Discuss the answers to the practice

GA: Have students work at the board, finding

MA/GA: Invite students to create a poster to

IN: Display a set of 5 counters and a set of 3

IN/PS/MA: Have students use number

illustrate a fact family of two related addition and two subtraction sentences. Have them make designs, draw pictures, or otherwise represent the four related “members” of the fact family.

counters. Ask how many counters are in each group. How many counters are there in all? What number sentence can we write to show each group and the sum of counters in all?

W/PS: Have the students label their posters with the number sentences shown.

MA/IN: Put the counters together to show one group of 8 counters. Ask how many counters are in the whole group. Separate a set of 3 counters from the group. Ask: How many counters did I separate from the whole group? What number sentence can you write to show the number of counters in the whole group and the number of counters I separated?

Display the fact family posters.

MA/W: Give students different problems to work. Students may use counters to model them. RV: Have students review their completed number sentences to check that they make sense.

cards, an addition card, and an equals card to form a true addition sentence. Then have them rearrange the same cards to form another addition sentence. Have students write down both sentences. MA/PS: Now have students reuse the same number cards with a subtraction card to form two related subtraction number sentences. They should record both. CM/LI/GA: Give the students opportunities to ask question and talk about different problem among themselves. HW: Assign a practice worksheet to take home for review.

worksheet sent home the night before. CM/LI: Give students to opportunity to ask questions and correct their papers. W/L/LA: Have students write in a journal about how addition can help them subtract. DA: Advanced students can choose fact families, write sets of numbers sentences, and report them to the class.

related facts. CM/LI: Ask: How would you find a related subtraction sentence for 9+8=17? Why does order matter in subtraction? E: Assign a 15 question quiz on relationship between addition and subtraction.

WEEK 6 DAY 26 KK SOL M 3.5 Multiplication Tables IN: THE CHOPSTICK PROBLEM. Use this problem to initiate the exploration of multiplication in contexts. First, make sure that children know that when people use chopsticks to eat, two are required. CM/LI/PS: Then pose a problem for class discussion: How many chopsticks are needed for four people? Hear from all children who want to respond, asking them to explain how they arrived at their answers. CM/LI/PS: Then pose another problem: How many chopsticks are needed for everyone in the class? Ask the children to discuss and solved this problem in small groups. CM/LI/OL: Then have individuals report their answers, again asking them to explain their reasoning. Record on the chalkboard the methods

DAY 27 KK SOL M 3.5 Multiplication Tables IN: Write the word multiplication on the board and explain its definition to the class. MA/IN: Use models to show 4 groups of 6 cubes. Make a table and record the number of groups and numbers in each group. Record the total number. W/PS: Have students shade graph paper to model 3 rows, with 6 squares in each row. Ask students how many squares are in the first row. How many squares are in the first and second row? How many squares are there in all. Repeat using other multiplication problems. DA: Advanced students can use graph paper to draw as many rectangles as the can that have exactly 20 squares.

DAY 28 KK SOL M 3.5 Multiplication Tables

DAY 29 KK SOL M 3.5 Multiplication Tables

DAY 30 KK SOL M 3.5 Multiplication Tables

IN/PS: Introduce lesson with a problem solving exercise: There are 2 boxes with 3 pens in each box. What are 2 methods you can use to find the total number of pens?

CM/LI/IN: Ask the students: How would you find the total number of tiles on a floor if there are 5 rows of tiles with 6 tiles in each row? Discuss possible answers. Introduce the new vocabulary word, array.

MA/IN: Have students use graph paper to model 3 rows of 4 squares. Ask students: How many rows are there? How many squares are in each row? Write the multiplication sentence for the array?

IN: Introduce two new vocabulary words, factor and product. IN/W/CM/LI: Write the addition sentence 2+2+2+2+2+2=12 on the board. Ask the students how the numbers 6 and 2 are related to this sentence. Repeat with the addition sentence 3+3+3+3+3+3+3=21. Ask how 7 and 3 are related to this sentence. CM/LI: Ask the students: Can you write a multiplication sentence for any repeated addition sentence? (yes, explain) MA/PS/CM/LI: Have students make 4 pairs of connecting cubes. Ask: How many are there? How many cubes are in each

MA: Give each students a graph of 10 rows and 10 columns and 100 reds chips or cut out circles of construction paper. MA: Tell students to use 3 counters to begin 3 rows. Then use 5 counters in each row to show 5 columns. Have students count to find the total number of counters, or the product of 3x5. CM/LI: Ask students: How many rows and columns did you make? What is the total number of counters? What if you make an array for 5x3? How many rows and columns will you make?

IN: Have the students try addition, subtraction, and multiplication to solve problems. Then have them decide which solution makes sense. MA: Have students color in grids to make these arrays: 3 rows by 4 columns 2 rows by 6 columns 1 row by five columns 9 rows by 1 column W/PS: Have them write multiplication sentences for each array.

group? they report, modeling for the children how to use mathematical notation to represent their ideas. Keep the emphasis on children's different approaches for solving the problem.

CM/LI/W/PS: Have students skip-count to find how many cubes are in all. Then have students write a multiplication sentence showing how many times they skip-counted times the number they skip-counted by.

MA/PS: Have students make an array with their counter as you read this problem: There are 4 baskets with 6 apples in each basket. What operation would you use to find the total number of apples?

Repeat with other equal groups, having students skip-count and then write a multiplication sentence.

WEEK 7 DAY 31

DAY 32

KK SOL M 3.5 Multiplication Tables

KK SOL M 3.5 Multiplication Tables CM/LI/R/W: Have IN/CM/LI: Present volunteers read each this problem to form of multiplication out students: What loud. Review the pattern do you see in multiplication symbol and all the products of equal sign in the multiplication facts multiplication sentence for 2: 2,4,6,8? 2x2=4. Then have students write a multiplication sentence for 5 times 2 equals 10. IN: Draw a number line on the board from 0-10. Introduce a problem: There are young dancers practicing for tonight’s show. How many are there in a group if there

IN: Introduce the vocabulary word multiple. W/PS: Introduce a multiplication word problem. Have students make a table to solve the problem.

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DAY 35

KK SOL M 3.5 Multiplication Tables IN:Give students a hundreds chart, and have them skip-count by twos to 36, coloring in each box. Ask students what pattern they see.

KK SOL M 3.5 Multiplication Tables IN: Introduce the Identity Property of Multiplication and Zero Property of Multiplication by explaining their definitions.

KK SOL M 3.5 Multiplication Tables E: Give students a timed test with 30 multiplication facts on it. Allow students 3 minutes to complete the page.

IN: On the same chart, have the students skip-count by fours and circle each number. Ask how often do the colored number appear compared to the circled numbers. Then explain it to

RV/G: Students will CM/LI/W: Have play a game for students describe the review. To start the relationship between game, pair the numbers by writing students off. They will examples for each match factor cards property and then with product cards to labeling the examples make multiplication with the appropriate facts. terms. Have students write their definition Each student makes 2

are 2 rows of four dancers.

CM/LI/W: Ask students what CM/LI: Have the students methods do you think skip-count on the number you can use to line by 4s to find how multiply by 3. Write many dancers there are. the answers on the board with some CM/LI: Ask: How could examples. you use repeated addition to do this problem?

W/PS: Give the students 3 IN/W/PS: Instruct multiplication word students to draw on a problems to work on piece of paper an array to there own but make solve this problem. sure they use one of the methods IN/CM/LI: List the discussed in class. different methods children can use to multiply on the board: use models, draw arrays, skip-count, repeated addition. Have volunteers choose a method and explain how to solve 2x6 using that method.

them.

in a sentence.

G: Students will play a game with a partner. A player chooses a card and their partner has to model the fact using counters. The other player checks that the fact is modeled correctly.

PS/W: Have the students make up word problems with a partner using the Identity Property and Zero Property. GA: Partners will trade with other groups and solve their word problems.

DA: Early finishers can choose other problems and draw a picture to show the pattern.

matching cards for each of 10 multiplication facts. One card has the problem; the other card has the answer. Mix cards and lay them face down in a 4-by-5 array. The first player turns over 2 cards. If the cards make a multiplication fact, keep the cards and choose again. If not, put the cards back. Play until all cards are matched. Each match get one point. The player with the most points wins.

WEEK 8 DAY 36 KK SOL M 3.3 Fractions IN/MA: Provide each student with a piece of rectangular paper. Fold the paper in half. After you have folded the paper in half, instruct the students to do the same. Explain that a fraction is a part of a whole. You

DAY 37 KK SOL M 3.3 Fractions MA/IN:Ask students to fold a rectangular sheet of paper in half and color one of the two equal parts. Ask what fraction of the paper is colored (1/2).

DAY 38 KK SOL M 3.3 Fractions

DAY 39 KK SOL M 3.3 Fractions

DAY 40 KK SOL M 3.3 Fractions

IN: The teacher will model examples of how to compare two fractions using fraction pieces and drawings.

IN: Display the fractional piece ½ next to the fractional piece 1/6. What would you call the fractional part which is the sum of these two pieces?

MA/IN: Pass out balls of clay and tell the students to flatten it out into a pancake 1/2 a cm thick and big enough to cut 2-3 shapes using the cookie cutter they have.

IN: Take guesses and

IN: Tell them to cut at least two

PS/W: The students will demonstrate an

have divided a whole piece of paper into two equal parts. IN/MA/CM: Instruct the students to color one of the two equal parts. Ask a student to write 1/2 on the board to show that one out of the two equal parts is now shaded. IN: Introduce the vocabulary words numerator and denominator. The numerator is the number of parts shaded and the denominator is the total number of equal parts. (For those students who have difficulty remembering which is the numerator and which is the denominator, try this memory association technique----In a fraction, one number is UP above the line and one is DOWN below the line. Numerator has an "u" in it and so does up; denominator begins with "d" and so does down.) Repeat the same activity with pieces of paper, demonstrating 1/4, 3/4, 1/3, 2/3, 1/8. Each time, a student should write the fraction on the board and identify the numerator and the denominator.

MA/PA: Now have them refold the same paper and then fold it in half once again. Unfold. How many equal parts now? (4) What fraction is shaded (2/4 or 1/2) Since the amount of shading has not changed, this means that 1/2 =2/4.

understanding of how to compare two fractions by doing examples using an individual set of fraction pieces and then drawing the example on a piece of paper. The students will then indicate if the given sets of fractions are greater than, less than or equal to one another.

IN: Tell students that 1/2 and 2/4 are two names for the same amount. Therefore, they are equivalent. Now have students refold the papers and then fold in half a third time. Unfold. What new fraction have they found that is equivalent to 1/2 and 2/4? (4/8) These three fractions name the same amount.

IN: The teacher will model how to rename fractions using the least common multiple to get a common denominator. By using this method, students will realize that some fractions have denominators that are ideally too large to use fraction pieces or drawings for. Using this method, students will also understand the concept of equivalent fractions.

DA: Advanced learners can divide a string into quarters and explain how much they have. Repeat the exercise, inviting them to create different fractions.

PS: The students will compare given fractions using the least common multiple method of comparing fractions. The students will then indicate if the given sets of fractions are greater than, less than or equal to one another.

restate the appropriate equations. So, ½ + 1/6 = ______? Conclude that there is no name for the equation. IN: Demonstrate the equivalency 3/6 = ½ by laying the 1/6 fractions over the ½ piece. How many 1/6’s are there in ½ ? (3) IN/W: Okay, 3/6 = ½. Write equation on the board. Now we need one more 1/6 piece to add to the 1/2. CM/LI: How many 1/6’s do we have in all now? (4)Does this mean that ½ + 1/6 = 4/6 ? (yes) Write equation on the board. IN: Conclude: We express the sum of ½ and 1/6 as a fraction with 6 in the denominator. MA: Provide felt shapes and have students demonstrate equivalencies and sums. Ask students to write on paper the correct equations for the demonstrated fraction equivalencies and sums.

whole shapes out of the clay and ask them to cut one of them in half and one of them in quarters. CM/LI: Question them about the importance of equal parts within the whole: If the parts are not equal is the whole divided up into proper fractions, why or why not. Compare the half to the quarters. Write 1/2 on the board. Ask how many quarters = it. Discuss equivalent fractions

W/IN: Write 1/2 + 1/2 = (1) 2/2 Ask students to make up equivalent fraction examples in clay for thirds, quarters, fifths, sixths, eighths, and tenths.

IN/MA: Tell them to vary the shape of the whole: rectangles, squares, circles. Invent your own set of instructions so as to demonstrate the aims above. PS/W: Tasks: Have the students demonstrate fraction sentences by writing the sentence on a piece of paper and have the clay shapes that demonstrate each fraction on the paper.

WEEK 9 DAY 41

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DAY 45

KK SOL M 3.3 Fractions

Test Review

Math Test 2

KK SOL M 3.3 Decimals

KK SOL M 3.3 Decimals

IN: Introduce the vocabulary word decimal. Explain that you can use decimals to name an amount less than 1, such as tenths. In some athletic events, times are measured in tenths of seconds.

IN/GA: Have students work in groups to make charts that show the decimal equivalent of various fractions of a dollar, such as ¼, ½, and so on.

MA: Students will apply what they have learned about fractions to a real life situation. Students will see the benefit of understanding fractions and apply knowledge to real life experiments. Students will make brownies under guided supervision from the teacher. Students are able to apply what they have learned about fractions to a real life situation. Making brownies: Students can actually see the benefit of understanding fractions and they can apply that knowledge to close their learning gap of fractions.

G/RV: Students will quiz each other on multiplication facts using flash cards. G/RV: We will play a review game called Around the World to review inverse relationships between adding and subtracting as well as multiplication facts. RV/W: Students will complete a fraction review sheet and peer check their answers.

E: Students will complete a written test of 40 questions. They will have to write inverse number sentences, answer multiplication facts, and identify equivalent fractions and compare fractions.

W/PS: Have students make a 10-by-10 grid on graph paper. They make 5 ten-cube trains with connection cubes. Students place the trains in the first 5 columns of the grid. CM/LI: Ask: How many squares are in the grid? What fraction can you write to show what part of the grid is covered with cubes? IN: Explain that a decimal can also show part of a whole,

OL: Ask students to explain their charts to the class. DA: Advanced learners can shade squares of a 10-by-10 grid on graph paper to spell a word, then write a fraction and decimal for the shaded squares.

and write 0.50 on the board. Repeat using other fraction and decimal equivalents.

WEEK 10 DAY 46 KK SOL M 3.3 Decimals

DAY 47 KK SOL M 3.3 Decimals

DAY 48 KK SOL M 3.3 Decimals

IN: Introduce vocabulary words equivalent decimals. Point out to students that the first part of the word equivalent in equip-. Remind students that equip- means equal.

CM/LI/IN: Ask students how you can show 0.4 and 0.40? Give them time to explain the answer.

MA: Hand out a plastic bag with pretend money to each student.

IN/MA/PS: Have students choose a decimal number in tenths that is greater than 1.0 but less than 2.0. Have students shade their decimal models to show the number that they chose and then cut out the decimal models an tape them onto a sheet of paper.

W/PS: Have students write with 0.01 and identify that the 1 is in the hundredths place, then write 0.1 W/PS/MA: Have and identify that the 1 students label their is in the tenths place. models with the decimal number in L/OL: Have students standard form and in define the key word form. vocabulary terms:

CM/LI/MA: Ask: What part of a dollar is a dime? Have students show 30 cents in dime, and then show how to

Ask: Is 0.54 greater or less than 1? How can you tell?

DAY 49 KK SOL M 3.3 Problem Solving with Fractions IN: Use fraction pieces to model and compare ¼ and ¾ . CM/LI: Ask: Does using models or using a number line compare fractions by size? Which compares them by place? W/PS: Have students draw a number line to compare 1/8 and 1/5. W/CM/LI: Write the following fractions on the board: ¾, 5/6, 1/6, 3/5. For each fraction, have students name one

DAY 50 FIELD TRIP 1 FT: Students will take a field trip to a local factory and see simple and complex machines at work. They will also learn the harms and helps of factories and plants on the environment.

write it as tenths. 3 dimes=3 tenths= 3/10 = 0.3 of a dollar. Repeat for 34 cents.

decimal, tenth, and hundredth. Have the students use their own words and give an example of each.

CM/LI/MA: Ask : What part of a dollar is a penny? Show 34 cents in pennies. Write: 34 pennies= 34 hundredths =34/100 = 0.34 of a dollar.

PS: Then have students choose a decimal number in hundredths that is greater than 1.0 but is less than 2.0. Have students follow the same steps for these numbers as they did for their numbers in tenths.

fraction that is greater and one that is less, both with different denominators that the original fraction. DA: Advanced learners can work in groups to make charts that show the decimal equivalent of various fractions of a dollar.

WEEK 11 DAY 51 KK SOL M 3.3 Problem Solving with Fractions IN: Instruct students how to develop skills to solve problems using fractions. Explain that you must: 1. Read what information you will use to solve the problem. 2. Plan what strategy will you use to solve the problem.

DAY 52 KK SOL M 3.3 Problem Solving with Fractions GA: Have students work in pairs to generate a list of equivalent statements such as 2/3 of 9 = ½ of 12. Members of the pair can make their own lists and then exchange them to check. W/PS: Students will write their own word

DAY 53 KK SOL M 3.3 Problem Solving with Decimals W/PS: Challenge students to locate decimal amounts on a number line. Have students draw a number line with 0 on the left and 1 on the right. Ask them to place the decimals you read to them on the line. IN: Help students

DAY 54 KK SOL M 3.3 Problem Solving with Decimals W/GA/PS: Have the students work with a partner to write and solve decimal riddles. W/GA/PS: Students will complete their work and trade papers with another group. CM/LI: Students will be given time to ask

DAY 55 KK SOL M 3.3 Problem Solving with Decimals IN: Help students compare and order decimals. W/PS: Have students write the following number in a column on grid paper: 2.14, 2.41, 2.49, 2.07. Have students begin by comparing the digits with the

3. Use what you know about fractions to solve it. 4. Look back and check that your answer makes sense.

problems using the list of equivalent statements they created. They will work with the same partner.

MA: Provide students with 2-color counters to represent the problems they will be given.

GA/W: The groups will trade papers and work on the problems from other groups.

PS/MA: The students will complete a worksheet with word problems using fractions. They will do each problem by first making an array with their counters.

demonstrate how decimals are used in sports: The Summer Olympics take place every four years. Gold, Silver, and Bronze medals are awarded to the first, second, and thirdplace finishers. An athlete’s score is often recorded as a decimal.

any questions. DA: Advanced students can work in pairs, making up a word problem. Have students read their problems to the class, who then decides which operations should be used to solve them.

greatest place value and the highlight the digits that are not the same. Students should use the highlighted column to order the numbers from least to greatest. For the next two numbers that are the same, have students highlight the next place another color and then compare.

R: Have students research a sport such as gymnastics or a track event such as the 100m dash, where the score or time is listed in decimals. W/PS: Have them make a two-column table labeled Year and Score, and record the Gold Medal score or times. WEEK 12

DAY 56 KK SOL M 3.2 Inverse Relationships Multiplication/ Division IN: Introduce

DAY 57 KK SOL M 3.2 Inverse Relationships Multiplication/ Division W/CM/LI/IN: Have

DAY 58 KK SOL M 3.2 Inverse Relationships Multiplication/ Division IN/CM: Write

DAY 59 KK SOL M 3.2 Inverse Relationships Multiplication/ Division W/PS: Have students

DAY 60 KK SOL M 3.2 Inverse Relationships Multiplication/ Division G: Play a game today!

vocabulary with the word dividend. Have students write the word dividend and identify the dividends in the problems you will write on the board.

students draw a 3-by8 grid on centimeter graph paper. Ask how many squares the grid has. Have them write related multiplication and division sentences IN: Write this problem on the board: One week that describe the astronauts collected 24 grid. Have students meteorites. They repeat the exercise packed the same with a 3-by-5 grid. number of meteorites in 3 boxes. How many meteorites were in each box?

Show how you can use repeated subtraction to solve the example. W/PS: Tell the students to write a multiplication sentence for the word problem. Explain that multiplication and division are inverse operations. Using multiplication facts can help you with division facts. W/PS: Students will complete a worksheet with 5 word problems. They will write and complete the division problem and write the inverse multiplication sentence.

IN: Write this problem on the board: 32 divided by 4=? W/PS: Provide prompts to help students solve the problem independently by asking: Which number shows the total in this problem? What does this problem help you to find out about the number 32? W/PS: Have students write a multiplication sentence that uses both the divisor and the dividend from the problem.

dividend, divisor, quotient, factor, product on the board. Write the division and multiplication problem in the fact family 3,6,18. Have students identify each part of the problem by name.

write problems for a fact family and label the numbers with appropriate lesson vocabulary.

GA/W/PS: Have students write division and multiplication problems on white boards for a fact family using a different color for each number. Point to one of the vocabulary words and have students point to the appropriate number.

PS/MA/W: Students will make up division sentences and write them on the construction paper. They must label each number in the sentence.

GA/MA: Have the students get in groups of 2 with construction paper and markers.

Divide the students into groups of three (making sure they are different groups from the day before). The students will be given 2 number cubes, construction paper, and pencil. Two players each roll a number cube (dice). The first uses both numbers to write one multiplication sentence. The second writes a related division sentence. The third writes one more possible division or multiplication sentence. Each player gets one point for a correct sentence.

GA/W/PS: After each group has completed 5, the groups will trade and write the corresponding W/PS: Students will multiplication complete a worksheet sentence on the back. After 10 rolls the reviewing the player with the most relationship between CM/LI: Discuss the points wins. division and problems at the end multiplication of the lesson to check sentences. accuracy. Answer any questions the DA: Advanced students may have. students can invent riddles using the lesson vocabulary, for

example: The divisor is 5; the quotient is 3. What is the dividend?

WEEK 13 DAY 61

DAY 62

Test Review

Math Test 3

RV/W: Students will complete a review sheet in pairs covering decimals, word problems with fractions, and the inverse relationship between multiplication and division.

E: Students will complete a test of 25 questions.

They will identify decimals when given a fraction. They will be required to write one fraction word problem and the steps to complete it. They will also We will go over write number the review sheets sentences for so they are division or correct to study multiplication at home. depending on which sentence they are given.

DAY 63 KK SOL M 3.5 Problem Solving with Multiplication

DAY 64 KK SOL M 3.5 Problem Solving with Multiplication

DAY 65 KK SOL M 3.5 Problem Solving with Multiplication

R/IN: Have students read this problem: The Frost School Chorus lines up in 7 rows. There are 5 students in the first row, 10 in the second row,15 in the third row, and 20 in the fourth row. If the number of students in each row keeps increasing by the same amount, how many students will be in the 7th row?

R/IN: Have the students read this problem: Clark School is having a talent show. One act has 4 groups of dancers. There are 3 dancers in each group. How many dancers are in the act?

IN: Have the students read this problem: Mr. and Mrs. Li are taking 5 student members of the drama club on a bus trip to tour theaters. How much will the bus ride cost for the whole group if adult tickets are $8.00 and student tickets are 3.00?

What you need to know? The number of rows, the number in each row What you need to find? The number in the 7th row IN: Have students make a plan to solve it: One way to solve this problem is to find a pattern. Then use the pattern to solve the problem. The students should notice that the numbers are increasing by 5. They are all multiples of 5. Explain that they can multiply the number of the row by 5 to find the number of students in

What do you know? 4 groups of dancers; 3 dancers in each group What do you need to find? Total number of dancers IN: Have students make a plan to solve it: Decide which operation to us. You can add to find the total, but you will have to add many times. Multiplication is the better choice. W/PS: Have the students write an equation. There are 4 groups of dancers, 3 dancers in each group: 4x3=12. W/PS:Have students complete 5 other problems like this one writing out the equations they are using to solve the problem. W: Have students write and

IN: Have the students make a plan: Some problems take more than 1 step to solve. You must decide how to solve each step and in what order. First, multiply to find the cost of each type of ticket. Then, add the products to find the total cost of the tickets. Step 1: 2 adult tickets, 2x$8=$16 Step 2: 5 student tickets, 5x$3=$15 Step 3: add the products for total

that row. W/PS: Have students complete 3 other problems like this one writing out the method they will use to solve it. W: When they are finished have the students write a few sentences on how finding a pattern helps you solve problems.

explain how to decide whether to add or multiply to solve a problem. DA: Early finishers can find out how many hours of practice they would need if they decided to direct all 3 shows, practicing 4 weeks for each.

$16+$15=$31 CM/LI: Ask for volunteers to explain why you cannot add the total cost of each type of ticket first. W/PS: Have students complete 3 other problems like this one making sure they explain their steps.

WEEK 14 DAY 66 KK SOL M 3.5 Problem Solving with Multiplication IN: Have the students read this problem: Victor has to replace the tires on some old scooter. He has 3 different types of scooters. Each type comes in the colors shown. How many tires does he need to replace? What do you know? 3 types of scooters; each type comes in 2 colors; each scooter has 2 tires What do you need to find? The total number of tires IN: Have the students make a plan: you can draw a picture to solve the problem. Use the

DAY 67 KK SOL M 3.5 Problem Solving with Multiplication G: Play a game today! Divide the class into groups of three. Give each group a dodecahedra dice a game sheet and each player must have a pencil. The object of the game is to complete a row of 6 products in any direction on the game sheet. Take turns rolling the dice. Find 1 space on the game sheet which corresponds to the numbers you rolled, and write the product of the 2 numbers in that space. If you cannot find an

DAY 68 KK SOL M 3.5 Division Tables

DAY 69 KK SOL M 3.5 Division Tables

DAY 70 KK SOL M 3.5 Division Tables

IN/R/W: Introduce the vocabulary word division. Have students use the dictionary to find the origin of the word division.

W/GA/OL/MA: Write 3 group of __=12 on the board. Have partners use 23 connecting cubes to make 3 trains of equal length. As partners describe the trains as 3 groups of 4, write the description on the board. Have students use the cubes to form other equal groups: 1 group of 12, two groups of 6, 4 groups of 3, 6 groups of 2.

IN/CM/LI: Introduce vocabulary word repeated subtraction. Ask students to write their own definition for the term repeated subtraction. Then call on volunteers to use the term in their own sentences.

MA: Give each student 30 counters and tell them to draw two large boxes on a piece of paper. IN: Explain that division is an operation on 2 numbers that tells how many groups, or how many are in each group. They will use counters to explore division. IN/MA: Tell students to count out 16 counters. Explain that their 2 boxes

RV/MA: Review the terms: division, divide, equal groups. Have students give examples, using counters or drawings, of equal groups. Write 12 on the board.

IN/W/MA: Draw a number line from 1-12 on the board. Use arrows to demonstrate how to use repeated subtraction to fine 12/3. Draw and arrow pointing left from 12-9, another from 9-6, and so on. Ask students to count the arrows. This is their answer to the problem. Next, students can use

picture to find the answer. W/PS/MA: Have students draw 3 groups of scooters on construction paper. Each group has a red an green scooter (use crayons). Each scooter has 2 tires. Count the total number of tires to find the answer. CM/LI: Ask students how we might solve this problem a different way: write a multiplication sentence 3x2x2=12.

empty space for the product of the 2 number you roll, you lose a turn. If a player gives an incorrect product, you may challenge that player. If you give the correct product, you may write it on the game sheet. The first player to complete any row of 6 products is the winner.

W/PS: Have students complete 5 other problems like this one drawing pictures to find the answers.

represent 2 groups. Instruct students to place a counter in each group. Continue until all 16 counters are in a group. IN/CM/LI: Ask: How do you model the total? How do you know the number of groups? Are the groups equal? Tell how you know. What if you want 4 counters in each group. How many groups could you make using 16 counters?

Have students show ways 12 counters can be divided in to equal groups. GA/MA: Divide class into group of 2. Give each pair 18 counters. Have one partner show how many counter would be in 3 equal groups. Repeat with different number of counters an groups.

counter to act out taking away equal groups. MA: Have students use counters to model repeated subtraction. Have them put each subtracted group of counter in to a separate cup. They can count the cups to fine the number of times they subtracted. DA: Early finishers can work in pairs to find as many ways as possible to divide 50 into equal groups. (6 ways: 1 group of 50, 2 groups of 25, 5 groups of 10, 25 groups of 2, 50 groups of 1)

IN/CM/LI: Repeat this process with several different numbers.

WEEK 15 DAY 71 KK SOL M 3.5 Division Tables IN: Review the vocabulary word multiplication. Have students write a sentence telling when they would or could use multiplication at home. Remind them to use the word in their sentence.

DAY 72 KK SOL M 3.5 Division Tables IN/R/W: Introduce the vocabulary word operation. Ask students what happens when a person has and operation. Have them compare this meaning with the meaning of operation in math. Students may use the dictionary. Then have them write a sentence using the

DAY 73 KK SOL M 3.5 Division Tables IN/CM/LI/W: Review the vocabulary word division. Ask students to look up other definitions of the word and then write a sentence using one of the

DAY 74 KK SOL M 3.5 Division Tables

DAY 75 KK SOL M 3.5 Division Tables

W/PS: Give the students five division sentences. Have students write two multiplication sentences per problem.

IN/W: Introduce the vocabulary word pictograph. Show students an example of a pictograph in their textbooks. Have them write the word and use it correctly in a sentence.

IN: Display a number

IN: Write this problem on the board: There are 24

MA/GA: Give small groups of students 10 counters each. Have 1 student in each group draw a line down the center of a piece of paper. Have students place 1 counter at a time on each side of the paper to solve the problem 10/2. Repeat the exercise with several number sentences. W/PS: Have students write word problems based on the equations done in the instruction time. DA: Advanced learners could make a challenge game based on this problem: Create your own pattern with more than 1 missing number. (20,16,__,8) Players challenge one another to complete and describe missingnumber patterns.

mathematical definition of operation. MA/GA: Ask pairs of students to use connecting cubes to solve this problem: Leon is making a model of the solar system. He has 18 pieces of clay. Leon will use 2 pieces of clay for each planet. How many planet will Leon make? IN: Tell the students that each connection cube represents a piece of clay. W/PS: Have students try other problem solving strategies when choosing an operation. They can draw diagrams or act out problems. They should check their answers. W/PS: Give students 5 problems and require them to use 2 different problem solving strategies to solve the problems.

definitions. Call on volunteers to read their sentences aloud and compare the two definitions. GA/MA: Write the problem 20 divided by 5=? On the board. Distribute play nickels to each small group of students. Have them use the nickels to count by fives. How many nickels do they need to make 20 cents? Repeat the exercise with other division problems. W/MA/GA: Help students draw a poster show the multiplication facts for 5. Then have them use the inverse process to make a division facts poster.

WEEK 16

line from 0-24. Challenge students to use the number line to find 24/3. Draw arrows jumping backward along the number line from 240 by threes. The number of jumps is the quotient. W/PS: Have students draw pictures to show the number of groups of 3 in 18 (no restrictions…be creative) W/PS: Write 21/3 on the board. Have students draw pictures to show and then say aloud how many groups of 3 are in 21. W/PS: Have students draw a picture to show how many groups of 3 are in 15. Have them explain their drawings to a partner.

marchers in a band. There are 4 marchers in each row. How many rows of marchers are there? Have students use repeated subtraction to find the answer. GA/W/PS: Have students choose partners. Each makes up an input-output table with both rows filled in, but the rule left blank. Partners exchange tables and guess the rules. Rule( divide by 3) Inpu 24 15 27 t Outp 8 5 9 ut W/PS: Students will complete 10 problems on the worksheet provided using the different methods discussed to solve the division problems.

DAY 76

DAY 77

DAY 78

DAY 79

DAY 80

KK SOL M 3.5 Division Tables CM/LI: Introduce vocabulary word quotient. Call on a volunteer to say a division problem such as 20/5. Ask another volunteer to name the quotient. Have students write the word quotient and use it correctly in a sentence. MA: Have students divide 9 counters evenly among 9 cups and write the division sentence. Challenge students to divide zero counter among 9 cups. Have them write the division sentences. 9/9=1, 0/9=0, 9/1=9. CM/LI: Discuss why you cannot divide any number by zero and why zero divided by any number is zero. MA: Write 5/1 and 5/5 on the board. Have students use counters to show 5 groups of 1 and 1 group of 5. Write 0/5. Ask how many counters students need. (0) W/PS: Write 5/1 and 5/5 on the board. Have students say and write the solution for each. Then have them write other division facts that have 1 as the quotient.

KK SOL M 3.5 Division Tables

KK SOL M 3.5 Division Tables IN/CM/LI: Introduce the W/PS/GA: Have vocabulary word skipstudents write 5 count. Call on volunteers division word to skip-count for the class. problems with a Then have students partner. Have them complete this sentence: I can skip-count to_____. trade problems with partners. MA: Have students use cubes to model this problem: Enzo and 2 other students are studying the moons of Uranus. Each student studies the same number of moons. How many moons does each person study? W/PS: Give students 7 division word problems to complete. GA: Have students word in pairs to read and discuss each problem. They should agree on a strategy and then work together to solve each problem. DA: Early finishers can write division facts, one with 1 as the quotient, one with 1 as the divisor, and 1 with 0 as the dividend. Have them use lesson vocabulary to explain how they solved each problem.

Students can choose a strategy and solve each problem. OL: Students will present their problems to the class and explain why they chose that strategy to complete it.

KK SOL M 3.5 Division Tables G: Play a game today! Divide class into groups of 3. Give each group 16 index cards. Write 2 division fact cards for each quotient on 2 index cards. Do not write the quotient. Mix the cards and place them face down in equal rows. Take turns. Each player turns over 2 cards at a time. If the cards have the same quotient, keep them. Go again. If the cards do not have the same quotient, put them back. The next player takes a turn. Continue until all cards have been matched. The winner is the player with the most cards. Students should play the game as described with a set of cards containing division sentences with quotients of 2,3,4, and 5.

FIELD TRIP 2 STUDENTS WILL TRAVEL TO FAN MOUNTAIN OBSERVATORY TO USE THE LARGE TELESCOPES TO LOOK AT OBJECTS IN SPACE. UPON RETURNING TO THE CLASSROOM STUDENTS WILL SOLVE SPACE RELATED WORD PROBLEMS.

WEEK 17 DAY 81 KK SOL M 3.5 Problem Solving with Division

DAY 82 KK SOL M 3.5 Problem Solving with Division

IN: Give students background: One of the largest pizza ever made had a diameter of 122 feet. A pizza that large can feed over 11,000 people.

IN: Explain to students how you can use division to solve a problem. Explain that you can use it when you want to find out how many equal groups there are or how many objects are in each group.

MA: Have students make pizzas and pepperoni slices out of construction paper. Cut the pieces so that each person in the group has 2 equal slices of pizza with the same number of pepperoni pieces on each slice. W/PS: Write a division sentence to represent the problem and the solution.

IN: Give them a problem: The bagel shop sell bagels in bags of 6. Ramona has 24 bagels to put in bags. How many bags does she need? 24/6=? Use a related multiplication fact to find the quotient. 6x___=24 W/PS/GA: Have students make up their own word problems in groups of 2. Have them trade papers with other groups and find the answers. W/PS: Have students complete 5 word

DAY 83 KK SOL M 3.5 Problem Solving with Division IN: Explain to students how they can use a table to find the quotient in a division word problem. W/PS: Have students make a table with 12 columns and 2 rows. 6 is the divisor. Dividends of 0-60 are listed in the first row. The quotients are placed in the second row. Have the students use the table to solve 24/6=? /

0 6 1 2 6 0 1 2

1 8 3

2 4 4

3 0 5

3 6 6

4 2 7

4 8 8

5 4 9

6 0 1 0 Have students find the dividend, 24, in the top row. Highlight that column. Tell the students that the quotient is the number below the dividend. 4

DAY 84 KK SOL M 3.5 Problem Solving with Division IN: Explain to students that some word problems have more information than you need. Before you solve a problem, find the facts you need to solve it. Ex: Mrs. Taylor baked 8 batches of muffins. She had a total of 48 muffins. She also baked two cakes. How many muffins were in each batch? Facts you need: baked 8 batches of muffins, total 48 muffins

Have students make a table with 7 as the divisor and find 42/7=?

Facts you don’t need: baked 2 cakes

Have students make a table with 8 as the divisor and find 32/8=?

Problem: 48/8=6 So, there were 6 muffins in each batch.

Have them use their tables to solve additional division problems that require dividing by 6,7, or 8. DA: Early finishers can think of Guess-myNumber riddles to challenge each other. For example: I am and 2-digit number. I can be divided by 6. The sum of my digits is 3. What number am I? (12 or 30)

W/PS: Now have the students try on their own with this problem: Bonnie made 4 batches of cookies and 3 pies in the morning. She made 3 batches of cookies in

DAY 85 KK SOL M 3.5 Problem Solving with Division MA: Have students model division by 9 and 10 by using counters then comparing. MA/PS: Have students use paper plates and counters to model and solve the following problem: There are 30 counters. If 10 counters are place on each plate, how many plates do you need? MA/CM/LI: Have them use the same groups of counters again. Ask: What do you need to do to these plates and counters to model 27/9=? Repeat with other division facts. W/PS: Give students a practice worksheet to finish in class. They may use the plates and counters to help them solve the

problems in division for homework.

the afternoon. She made 63 cookies in all. How many cookies were in each batch.

problems.

W/PS/HW: Have students complete 5 additional problems using the same method. What they don’t finish in class they can finish for homework.

WEEK 18 DAY 86 KK SOL M 3.5 Problem Solving with Division

DAY 87

Test Review G/RV: We will play a review game call Around Have students use flash cards to practice division facts through 10. The the World to review division front of each card should have a division expression such a 24/8=? The facts. GA: Have groups of students practice division facts.

quotient should be placed on the back.

Partners can use these cards to quiz each other. IN: Get students back together as a class and explain: Using what you know about multiplication and division, make a prediction to complete each statement. Write these terms on the board: greater than, less than, and equal to. Write these sentences on the board: 1. The quotient will be ____ the dividend in the division problems

DAY 88 Math Test 4 E: Students will be given a 40 question written test.

DAY 89 KK SOL M 3.5 Number Sentences

MT/CM: Explain that number sentences can be true or false, since they express the relationship between both sides. Show They will solve examples of number division RV/W: Students problems as well sentences, and call on students to decide if will complete a use charts, each is true or false. If review sheet in models, and pairs covering pictures to solve false, ask the students multiplication multiplication an why they think it is false, and help the kids see and division word division word how they could change problems and the problems. the relation symbol used different ways in a false sentence to you can solve DA: Students make it true. them. with difficulty taking tests may MT/W: Write two number RV/CM/LI: We have some of sentences, one that is will go over the the multiple true and one that is review sheet in choice answers

DAY 90 KK SOL M 3.5 Number Sentences

M/MA/A: The children will place a set of beans into a cup and shake them loose onto a plate. The students will be asked to count the total number of green beans and the total number of white beans. The children will then write an addition problem making the number of green beans the first number in the number sentence and the number of

below. 2. The product will be ____ each factor in the multiplication problems below. W/PS: Have the students check their predictions by completing the number sentences below. Use the chart to find possible numbers. 48 30 9 ___/6=___ ___/7=___

6 4 63 8 5 36 9x____=____ ___x___=___

class to make sure the answers are correct for them to study.

eliminated to make their decision easier. For example, on a multiple choice test if there are four answers for the students to choose from some students may only have 2 answers to choose from.

false. Use an “equals” sign in one of them and a “greater than” or “less than” symbol in the other.”

white beans the second number in the sentence. The children will then chart their equation on the given chart. The students will then count the total number of beans. The students will repeat six times.

WEEK 19 DAY 91 KK SOL M 3.5 Number Sentences

DAY 92 KK SOL M 3.5 Number Sentences

DAY 93 KK SOL M 3.6 Adding and Subtracting Fractions

MT/MA: The teacher demonstrates how to form a “V” shape with the pipe cleaner. The students create the same shape with their pipe cleaners. The students perform “donut” addition with their antlers by placing a number of “donuts” on each antler and then combining them to make a number sentence. The number sentence is written on the overhead transparency for visualization. Several more addition sentences are formed, reinforcing the combining process. After counting the total number of “donuts” on the antlers, the students remove and eat a specified number of them. Again the number sentence is written on the overhead transparency for visualization. Several more subtraction sentences are formed, reinforcing the breaking apart of numbers.

MT/MA/PS: Give each child a piece of 1/2 inch graph paper, crayons, and about 20 M&M' s. Demonstrate how to make the X and Y axis, to assign number values, and attributes to them. The children sort the M&M's by color, counting each color grouping as well as the total M&M's. Have students arrange the M&M's by color from the most to the least on the graph paper. Direct the students to convert this data into bar graphs. Tell the students to write number sentences and less than/greater than statements about their findings.

MT/R: The teacher will explain that a fraction is a number that names a part of a whole or part of a group. Have students brainstorm ways to remember that in a fraction, the numerator names the part and the denominator names the whole. For example, students can think of the word POND: Par-whOle; Numberator-Denominator.

DA: Students that have difficulty with fine motor skills can use larger, plastic pieces instead of M&M’s.

MT/LA/R/W: Read Eating Fractions by Bruce McMillian. Discuss how the boys in the book share each whole piece of food by dividing it into equal parts. Have students describe the numerator and denominator of each fraction used in the story. Have students write stories about fractions and food. The stories must include at least five fractions with different denominators.

DAY 94 KK SOL M 3.6 Adding and Subtracting Fractions MT/MA/G/GA: Divide the students into teams. Instruct students to build a pyramid using the sugar cubes. Label each sugar cube on each layer (for example, if it takes 16 sugar cubes to build the bottom layer, label each sugar cube 1/16, pencil does well on the sugar cubes). Whoever labels their pyramid layers correctly and builds their pyramid the fastest is the winner! MT/MA: Each student will receive a plastic plate and a spoonful of pudding. Using their fingers students will write out addition and subtraction problems in the pudding as the teacher models them on the board. After completing the equations students will be allowed to eat a pudding cup.

DAY 95 KK SOL M 3.6 Adding and Subtracting Fractions MT/G/MA:Have students work in small groups preparing sets of fraction cards. Have students write a fraction on the bottom of each card. Then draw a corresponding geometric representation on the top. The students should then cut each card in half with a different, irregular cut. Display the top part and have another group match the bottom part. Then display the bottom portion and have a different group match the top part. Since the cuts are irregular, if a picture does not match a fraction, the two parts will not fit together. Then have the class work as a whole. Name a fraction and have each group that used it show the picture they drew. Students need to know that there are many geometric representations that can be used for the same fraction.

WEEK 20 DAY 96 KK SOL M 3.6 Adding and Subtracting Fractions MT/MA/PS: The teacher or "chef,' will demonstrate the making of a recipe for the class using Cuisenaire rods. A different recipe will then be handed out to each group, containing three to four students. The recipes will consist of a variety of fractions to be represented in the mixture by Cuisenaire rods. This activity will allow students to make a connection between Cuisenaire rods and their fractional value. Students will be encouraged to experiment to find the correct colored rod to represent the fractions found on their recipe cards rather than using multiple rods to represent that fraction.

DAY 97 KK SOL M 3.6 Adding and Subtracting Fractions

DAY 98 KK SOL M 3.6 Adding and Subtracting Fractions MT/MA/GA: The teacher MT/CM: Write 2/apples will tell the class that + 5/apples = ? and they are going to make a 2/apples + 5/oranges = ? pumpkin pie so that on the chalkboard. Ask everyone in the class is students to consider the able to eat a piece of the two separate problems. pie. The problem is that Ask students if either of the recipe only makes a the two problems can be pie that has 8 slices. answered. Allow time for Have the class decide students to think about how many pies they the question. Discuss would need so that the answer to the everyone in the class question with the class. received a slice of pie. At Allow students to share their desks have each their thoughts about student convert each which problem(s) can be part of the recipe to add solved. Help students the new number of pies understand that the the class will be making. denominator must be the Bake the pies and see if same for fractions to be the class made enough! added together (2/apples + 5/apples = 7/apples). While if the denominators are different, the fractions cannot be added together (2/apples + 5/oranges = ?).

DAY 99 KK SOL M 3.6 Adding and Subtracting Fractions

DAY 100 KK SOL M 3.6 Adding and Subtracting Fractions

MT/R: The teacher will discuss with the students the meaning of the word "equivalent." The teacher will say "What does the word equivalent sound like?" The students should say that it sounds like the word "equal," which they are familiar with. The teacher will let the students know that they will learn about equivalent fractions in today's lesson. Equivalent fractions are "equal" fractions; they are different fractions that name the same number.

MT/GA/G: Divide the students into small groups. Provide each group with a “fishing pole” made from a paper clip and small stick or student’s pencil. Students will then pull fraction “fish” out of a small bucket. A variety of fractions, whole numbers and mixed numbers should be written on the “fish.” Students will then “fish” for an addition or MT/MA: Each student will subtraction sign out of have one graham cracker. another bucket. Students The student will break the will then combine their graham cracker into two equal pieces. The teacher will fractions and operation ask the students what fraction signs and complete their does one of the two parts of problems. the graham cracker represent. The students should respond that it represents 1/2 of the graham cracker. The class will continue breaking the cracker and making new equivalent fractions.

DA: Students that have difficult with fine motor skills may have larger “fish” to catch.

WEEK 21 DAY 101 KK SOL M 3.6 Adding and Subtracting Fractions MT/MA/GA: You need enough note cards for each person in your class to have one. On half of your 3 X 5 note cards write an unlike denominator addition or subtraction problem. On the other half of the note cards, write the corresponding common denominators to the problems on the other half. In random order, hand out the note cards and have the students find their matching partner and work the problem out.

DAY 102

DAY 103

Test Review

Math Test 5

MT/R: Students will write their own number sentences and challenge their classmates to solve them. Students will do a review of adding and subtracting fractions and decimals.

E: The teacher will orally test the students on number sentences. On a written test the students will complete 10 addition and 10 subtracting fractions problems. Students will also write the step-bystep procedure for one fraction equation.

HW: The teacher will provide a review sheet for students to take home and study.

DAY 104 KK SOL M 3.6 Adding and Subtracting Decimals MT: The teacher will explain that the prefix deci- means “tenths.” Have the students recall the meaning of tenths. Explain that decimals means “based on tenths.” MT/SS: Explain that in the US, England, and most other Englishspeaking countries, a decimal point is used to separate ones and tenths. But in many other countries, a decimal comma is used instead. For example, we write the decimal for 3/10 as 0.3. In France, people write 3/10 as 0,3. In countries that use the decimal comma, a point is used where we use commas. For example, we write 53,168. People in France write 53.168.

DAY 105 KK SOL M 3.6 Adding and Subtracting Decimals MT/G: The teacher will give pairs of student’s sets of 18 cards with nine pairs of equivalent fractions and decimals. Have pairs play the game Concentration. The object is to find pairs of cards with fractions and decimals of the same value. MT/R: Review the distinction between comparing and numbers and ordering numbers. Ask students to explain how the two skills are related. DA: Advanced students can write a story about how the two skills are related.

WEEK 22 DAY 106 KK SOL M 3.6 Adding and Subtracting Decimals MT: The teacher will write two numbers in a placevalue chart on the board. Have students compare the numbers. Remind them to start comparing the greatest digits and then work right to compare the other digits if needed. Repeat with three numbers to order from least to greatest and from greatest to least. Explain that students will use the same methods to compare and order decimals. MT: Draw two large columns on the board and label one Addition and the other Subtraction. Ask students to brainstorm words and phrases related to each operation. Then write addition and subtraction sentences and ask students to use the correct terms to describe each part of the sentence.

DAY 107 KK SOL M 3.6 Adding and Subtracting Decimals MT/R: Review adding and subtracting two-digit and three-digit whole numbers. For each problem ask students to give step-by-step instructions on how to add or subtract, including which place to begin, when to regroup, and how to check the answer. Tell students that they can add and subtract decimals just like they add and subtract whole numbers. MT: Some students may have difficulty lining up digits to add or subtract decimals. Have students write the numbers for each problem in a place-value chart. Then add or subtract from left to right. Remind students to write the + or – sign on their charts for each problem.

DAY 108 KK SOL M 3.6 Adding and Subtracting Decimals MT/W: Have students write the steps to be followed to add and subtract decimals in their journals. Tell students to use examples in their explanations. MT/MA: Give students $10.00 in play money to buy lunch. Have students choose lunch items from a menu and find the total cost of the order. Then have them round the total cost to the nearest dollar and find 1/10 of that amount for the delivery fee. Students add the amount to the total costs. Then have students subtract to find the amount of change they should receive.

DAY 109 KK SOL M 3.6 Adding and Subtracting Decimals MT/W: The teacher will give examples of onestep word problems involving making change. For example, Tim buys a pie for $6.79. He pays with a ten-dollar bill. How much change should he get back? Have students solve each problem by counting up from the cost of the purchase to the amount paid. Have students write their own word problems involving making change. Students may exchange papers to see if their classmates can solve their equations. Some problems may be shared on the board for the entire class to solve. DA: Learning disables students will be able to use smaller amounts of money for their problems.

DAY 110 KK SOL M 3.6 Adding and Subtracting Decimals MT/MA: Give students a small amount of shaving cream on their desk. Write addition and subtraction problems on the board. Have students use their finger to write the problems in the shaving cream and then solve. Students can easily erase and do other problems. HW: Over the weekend have students find examples of using adding and subtracting with decimals. Such as at the grocery store.

WEEK 23 DAY 111 KK SOL M 3.6 Adding and Subtracting Decimals

DAY 112 KK SOL M 3.7 Currency

DAY 113 KK SOL M 3.7 Currency

MT/G: Introduce the following “game” to the class: Alice is trying to create different sums by moving the decimal points in two numbers, 236 and 89. To keep the number of possibilities reasonable, the constraint is added that she can only place the decimal point just before, between, or just after the given digits. Zeros may then be added so long as they do not change the value of the number. Here is her work so far a. 236+89=325 b. 23.6+8.9=32.5 c. 23.6+89.0=112.6 d. 23.6+0.089=23.689 Bill says that the 0 added in problem c is alright, right the 0 added after the decimal point in problem d does not fit the rules. Why is Bill correct? Bill says that Alice could have written the problem 23.60+0.89=24.49. Why does Bill’s problem fit the rules?

MT/SS: Explain to students that each society has their own form of currency. Use pictures and physical examples to show students. Explain that currency can be coins, bills, or a combination of both. Have students list our currency. Have international students explain the currency from their home country. Ask for volunteers to bring in forms of foreign currency to show to the class.

MT/G/GA/MA: Divide the class into small groups and distribute play money. Write 35 cents on the board. Have students make as many different combinations of coins that equal 35 cents as possible. The first group to make to most combinations of coins correctly scores 1 point. Repeat the activity with other amounts of money less than 1 dollar.

MT/MA/A: Have students design their own currency. Require that they make at least 10 pieces of varying amounts. Students may use construction paper or even clay to make their currency.

DAY 114 KK SOL M 3.7 Currency

MT/MA/A: Have students design their own piggy banks. Each student should place a certain amount of money, less than 1 dollar into their piggy banks. Tell students to write clues that describe an amount of money. For example: There are four coins inside my piggy bank. The value of the coins is 55 cents. Three coins are the same. One coin has a value greater than a dime. What’s in MT/MA/R: Provide real my piggy bank? (1 or play coins to reinforce quarter, 3 dimes) Display coin names and values. the piggy banks and their clues around the Ask students to identify classroom and allow a coin and write its students to guess the value. Then guide answers. students to model coin “equations,” such as 2 nickels = 1 dime.

DAY 115 KK SOL M 3.7 Currency MT/MA/W/DR: Have students write “scripts” for other students to act out at the school store. For example: Customer: I would like to buy the most expensive item you have. Sales Clerk: That’s the poster paper. It costs $2.50. How much money do you have? Customer: I have $2.00, is that enough? Sales Clerk: No, you need another 50 cents. DA: Advanced students will watch the skits carefully and write down a corresponding word problem.

WEEK 24 DAY 116 KK SOL M 3.7 Currency MT/LA/R: The teacher will read the book Alexander, Who Used to be Rich Last Sunday by Judith Viorst and discuss how much money Grandma Betty and Grandpa Louie gave to each boy: one dollar. Have students find three different ways to use only dimes and pennies to show and amount of one dollar. Have them draw their coins to show their work. MT/R: Provide real or play money for small groups of students. Have each small group list tactile distinctions between each coin, such as smooth or ridged edges, and relative size and weight.

DAY 117 KK SOL M 3.7 Currency MT/MA/MO: Have students choose a type of shop they would like to run. Have them list five things to sell along with their prices. Have students bring in or draw pictures of their items. Students can “buy” things from the lists at each other’s shops, using play coins and bills to pay for them. MT/PS: Have students use play dimes, quarters, and dollar bills to find as many ways as they can to show $1.50. Have students list the coins and bills for each way they find. There are six ways; students can challenge their classmates to find all six ways.

DAY 118 KK SOL M 3.7 Currency MT/R: Review skip counting by 10s, by 5s and by 25s to enable students to count money accurately and efficiently. Then give students random groups of coins and bills for them first to sort, then count, and finally record with a dollar sign and decimal point. DA: Use a number chart for students who have difficulty skip counting. Students can use crayons or markers to color-code 5s, 10s, and 25s. MT/PS: Mock price tags for items students might buy. Guide them to use each price tag as a starting point to count up to the amount paid. Have them model and change with play coins and bills.

DAY 119 KK SOL M 3.7 Currency MT/DR: Present students with this situation: Suppose I have a quarter and I want to buy a sticker for 5 cents. What happens if I pay for the sticker with the quarter? Display a quarter. Ask students to tell what might happen. Focus attention on the two actions with money (paying with a quarter and getting change back). Have students use play coins to act out the situation. Have students model two different ways of providing change for the above problem. Repeat above steps using different amounts of money.

DAY 120 KK SOL M 3.7 Currency MT/A: Distribute store catalogs and flyers to small groups. In each group students cut out any two items they like, including prices. Students paste their items into one poster board that lists them in price order from least to most expensive. Display the posters. Talk about cost comparisons among items. HW: Challenge the students to make a lemonade stand in their neighborhood over the weekend and record the amount of money exchanged in each transaction.

WEEK 25 DAY 121 KK SOL M 3.7 Currency MT/PS: Have students draw two price tags at random. Have them show each amount with play money, and then decide which amount is greater. Repeat with three price tags to allow students to compare and order the money amounts from least to greatest, or greatest to least. MT/MA: Have students use play coins and bills in any combination. Then challenge them to find another combination of fewer coins, or bills and coins, that show a greater amount than the first combination.

DAY 122 Test Review MT/R: Students will practice adding and subtracting currency at the classroom store, this will also remind students about adding and subtracting decimals. HW: The teacher will provide a review sheet for students to take home and study.

DAY 123 Math Test 6

DAY 124 KK SOL M 3.8 Measurement E: The teacher will give MT/W/A: Have the each child $10.00 of play students create a money. One at a time measurement book. Tell the students will come to them to write a unit of the classroom store and measure and its purchase 2 items, the abbreviation at the students will have to add bottom of the page, and the amounts of the items then draw a measuring they purchased and then tool marked in inches. subtract it from $10.00 Ask them to draw some and tell the teacher the objects that are longer or amount of change they shorter than an inch and should receive. On a label them accordingly. written test there will be Have students add 10 addition and 10 pages about certain subtraction problems units of measure to their with decimals. Students books each day. will also write the stepby-step procedures for MT: List the following one decimal equation. vocabulary words on the board: DA: Provide place value Standard/Customary charts for student who Units, inch, foot, yard, have difficulty lining up and mile. Have students decimals. write definitions and draw examples of each.

DAY 125 FIELD TRIP 3 Students will visit a Native American Reservation. Students will study the type of currency the tribe used throughout their history. Students will also observe patterns in the tribe’s artwork and quilt work.

WEEK 26 DAY 126 KK SOL M 3.8 Measurement MT/SS/MA: Tell students that ancient Babylonians and Egyptians measured lengths with the forearm, hand and finger. Our customary measuring system includes units from these cultures, as well as Roman, AngloSaxon, and NormanFrench units. The ancient “digit” has become the “inch.” Have students make up their own unit and measure using their unit.

DAY 127 KK SOL M 3.8 Measurement MT: List the following measurements on the board: Inch, foot, yard, and mile. Have students list and draw pictures of items that would be measured by each unit.

MT/MA: Have students measure the same objects they did with their own units but this time with inches. When students have completed measuring, they should record the measurement. Students may wish to draw pictures of their objects and describe how they measured them.

MT/MA/MO: Take the class outside. With yardsticks, have students measure the length of the sandbox. With a 1-foot ruler have students measure the width of the slide. Take students to the track. Explain that four laps around the track is equal to one mile, see how many students can run the mile.

DA: ESL students or students who have moved from another country may only be familiar with the metric measurements. Provide comparisons for these students.

DAY 128 KK SOL M 3.8 Measurement MT/LA/R/W: The teacher will read aloud to students Twelve Snails to One Lizard by Susan Hightower. The book describes how a bullfrog teaches animal equivalents for customary measures. Have students think of three every-day objects that measure about an inch, a foot, and a yard. Have them write a story about the lengths of their objects. MT: Explain to students that not only length, width and height is measured but capacity can be measured. Introduce the following terms: Cups, pints, quarts and gallons. Have students define and draw pictures as examples.

DAY 129 KK SOL M 3.8 Measurement MT/MA: The teacher will have samples of containers for each unit of capacity. Index cards will have the words, cup, pint, quart and gallon written on them, Students will take turns matching the labels to the containers. MT/W: Students will create a punch recipe that will make a total of 4 pints. Then they will make up word problems using their recipe. Students can present recipes and problems for classmates to solve. MT/MA/A: Students will make a “Gallon Man” to show each unit of capacity. The body is the gallon the arms and legs are quarts then two extensions off the arms and legs those are pints then two extensions off those each one is a cup add a head for fun and you’re done!

DAY 130 KK SOL M 3.8 Measurement MT/W/S: Explain to the students that the human body contains 40 quarts, or 10 gallons of water. Have students write about the size of containers that could hold 40 quarts, or 10 gallons of water. MT: Explain to students that not only length, width, height, and capacity can be measured but also the weight of items can be measured. Introduce the following vocabulary words: ounces, pounds. Have students define the terms and draw pictures representing each vocabulary word.

WEEK 27 DAY 131 KK SOL M 3.8 Measurement MT/MA: Have students lift items that way ounces (such as a spoon) and items that way pounds (such as a potato) to allow them to feel the difference, MT/SS: Explain to students that miners who went to Canada in the 1898 Gold Rush had to bring one years worth of supplies. Suggested items included 200 lb bacon, 400 lb flour, 85 lb dried fruit, 35 lb rice, 25 lb fish, 15 lb vegetables, 50 lb oatmeal, and 50 lb dried potatoes. Have students list a food they eat and find or estimate its weight. Guide them to estimate how much would be needed for one year.

DAY 132 KK SOL M 3.9 Time

DAY 133 KK SOL M 3.9 Time

DAY 134 KK SOL M 3.9 Time

DAY 135 KK SOL M 3.9 Time

MT/SS: The teacher will discuss early clocks such as the sundial and the hourglass. An hourglass takes a set amount of time for the sand in the top glass to run to the bottom. Today small hourglasses are used in cooking and games. A sundial uses the shadow of its blade to tell time. As the sun moves, so does the shadow, showing the approximate time. Students will discuss the types of clocks we use now, digital and analog.

MT/MO/DR: Write times to the hour from 1 o'clock to 12 o’clock on index cards and a number from 1 to 12 on a tag board square. Place the numbers 1-12 in a large circle to form a clock face. Children sit around the clock. Give 12 children each a time card to keep facedown. Two volunteers, one taller than the other, stand in the center of the clock. Ask: Who should be the minute hand? Why? (the taller child because the minute hand is the long hand.) Where should the taller child point to show 1 o’clock? (to 12) Where should the shorter child point? (to 1) Children take turns holding up their index cards. Students tell where the children representing the hands should point to show that time. Repeat the activity until all children have a turn to show the time.

MT/A/MA/G: Have each student make a paper plate clock face. Using a brad fastener, attach tag board or construction paper hands to the center of the plate. These clocks can then be used in various reinforcement activities. For example, as the teacher calls out a time, the students show the correct time on their clocks. This activity can be adapted to a team game. Divide the classroom into teams. When the teacher calls a time, the first person to correctly display his/her clock gains a point for his/her team.

MT/G: Play "Time Tic-TacToe." Prepare blank tic-tac-toe grids and duplicate these for the students. Print Grid Have students write in times on the hour. (The degree of difficulty can be adapted as the students progress.) Display a clock showing a time. If the student has that time written on his/her game board, he/she may cover it with a marker. The first person to complete a row horizontally, vertically or diagonally wins.

DA: Some clock faces could be pre-made for students who have difficulty with fine motor skills.

MT/LA/R/A: The teacher will tell the students that time is also measured in days, months and years. Share the following poem with students to help them remember the number of days in each month: Thiry days hath September, April, June, and November; All the rest have thirty-one, Excepting February alone, And is has twenty-eight days time; But in Leap Years, February has twenty-nine. Have students work together to construct a calendar for each month of the year using the poem to help.

WEEK 28 DAY 136 DAY 137 DAY 138 KK SOL M 3.9 KK SOL M 3.9 KK SOL M 3.10 Time Time Temperature MT: On the board the MT: Have the students MT/CM/A/MA: Have teacher will draw a set of find the number of students share that they 3 or more clocks minutes in one hour. know about temperature. showing different times Then have them What does temperature to the hour, half-hour, complete the following tell? (how hot or cold it and quarter hour. Have equations: is) Suppose it is 50° F the students use 1 hour = (60) minutes outside, how might that different ways to write half-hour = (30) minutes feel? (Cool) Have and say the correct times 120 minutes = (2) hours students cut out and shown on each clock. 3 hours = (180) minutes color their own largeHave students draw their scale thermometers in own set of clocks and DA: Advanced students both Celsius and exchange them with will also have problems Fahrenheit. Have the partners to write the involving how my hours students’ mark freezing correct times in different are in certain amounts of point and boiling point ways. days. on each thermometer. Discuss with students MT/W: Students will MT/LA/R/W: The how the two compare. choose an activity they teacher will read aloud These thermometers usually do during an to the students the book can be used throughout A.M. time and one they Clocks and More Clocks the unit. do during a P.M. time. by Pat Hutchins, a story They will list each activity in which Mr. Higgins MT/LA/R/A: The teacher and write the time that discovers that clocks will share the following they do it. They will show time passing. poem with the students: draw a clock face for Students will draw clock 30°C is hot, each time. faces to show five times 20°C is pleasing, mentioned in the book. 10°C is not, and They will write the times 0°C is freezing! using numbers. Have students draw pictures of activities that might be done outdoors at each temperature in the poem.

DAY 139 KK SOL M 3.10 Temperature MT/MA: Ask students if today's temperature is above or below the freezing point. After several demonstrations, assign different pairs of students to record the temperature on a daily basis and share their findings with the class. Display the thermometer record sheet each day. Together, look for patterns over time.

MT/LA/W: Have children write a diamond-shaped poem about temperature. Explain to children that the first line of the poem is the oneword subject of the poem. (For example, wind.) The second line consists of two adjectives describing the subject (cool, gusty). The third line contains three verbs telling what the subject does (blows, sweeps, howls). The fourth line expresses, in two words, the writer's feelings about the subject (wonderful wind). The last line repeats the first.

DAY 140 KK SOL M 3.10 Temperature MT/MA: Ask children to repeat the four seasons in order; do it continuously several times to help children comprehend the idea that the seasons cycle. Explain that today we are going to investigate the different temperatures of water in the different seasons. The students are to first look at the thermometer and find the temperature to the closest degree. Next, the students are to take their paper thermometers and color it so that it looks just like the real thermometers. Finally, the children will glue their paper thermometer to the season worksheet. Students will then color in the rest of the picture until teacher tells them to move to the next center.

WEEK 29 DAY 141 KK SOL M 3.10 Temperature MT/MA: Using a variety of thermometers students will take the temperature of different items, such as a glass of water and a glass of water with ice in it. Have a few students use a mouth or ear thermometer to take their own temperature. Discuss how on average the human body has a temperature of about 98.6 degrees Fahrenheit. Review what boiling point and melting point are.

DAY 142 Test Review

DAY 143 Math Test 7

MT/R: Have students practice measuring an objects length, and weight. Provide a diagram of a “Gallon Man” and have each student label his parts. Students will practice reading both digital and analog clocks. Students will review reading Celsius and Fahrenheit thermometers and drawing pictures to represent various temperatures.

E: The teacher will give students 2 items to measure, in length and weight. Students will label the parts of a gallon man. The students will be given a worksheet with clocks of different times on it; they will record the correct times. The students will also be given a time and required to draw the hands on the clock in the correct positions. Students will read both Celsius and Fahrenheit thermometers and draw pictures to represent the temperature.

HW: The teacher will provide a review worksheet for the students to take home.

DAY 144 KK SOL M 3.12 Geometric Concepts MT/W: The teacher will introduce the following vocabulary words: Line, line segment, ray, angle, right angle, obtuse angle, acute angle parallel, intersecting and perpendicular. Students will use their math books to find the definition of these words and examples of each vocabulary word. MT/MA: Using a geoboard and rubber bands have students make a right angle, an obtuse angle and an acute angle. Then have students make parallel lines, intersecting lines and perpendicular lines. DA: Students that have difficulty with fine motor skills may work with a partner.

DAY 145 KK SOL M 3.12 Geometric Concepts MT/R: The teacher will review the vocabulary words introduced on the prior day. Draw examples of each in random order on the board or overhead. Hold up the vocabulary card for each and have a volunteer match each term to its picture. MT: Have students find examples of angles in the room. They can use the corner of an index card to compare them to right angles. Have students list and classify each angle as a right angle, an obtuse angle, or an acute angle.

WEEK 30 DAY 146

DAY 147

DAY 148 STANDARDIZED TESTING

DAY 149

DAY 150

WEEK 31 DAY 151 KK SOL M 3.12 Geometric Concepts MT/A/T: The teacher will show the students how to use the drawing component of a word processing program. Have them create a picture that contains the following lines and angles: At least 8 line segments, at least 1 right angle, at least 2 obtuse angles, and at least 2 acute angles. Have students print their drawing and label the angles and line segments.

DAY 152 KK SOL M 3.11 Geometric Shapes MT/CM: The teacher will invite students to name and describe shapes they know. Have them draw the shapes on the board. Ask: How many straight lines did you use to draw your shape? Do the shapes have angles? Discuss students’ responses. MT/A: Have students define and draw examples of the following words: Plane figures, polygons, regular polygons, and irregular polygons.

DAY 153 KK SOL M 3.11 Geometric Shapes MT/MA/GA: The teacher will display cutouts of plane figures and polygons and ask students to sort them into two piles. The teacher will ask the students to identify regular and irregular polygons. MT/LA: Have students write riddles to describe polygons. (Example: I am a six-sided figure, all my sides are equal, what am I?) Students can share their riddles with a partner and see if they can guess the correct answer.

DAY 154 KK SOL M 3.11 Geometric Shapes MT/A: The teacher will introduce the vocabulary terms face, edge, and vertex (vertices). Students will define these terms. The students will label these items on pictures of 3-D models of shapes. MT/A/PS: The teacher will show a picture of the entrance to the Louvre Museum in Paris, France. It is a glass pyramid made of 673 panes of glass. Have students identify shapes and angles that they see in the picture. Have students identify the number of faces, edges and vertices the pyramid has.

DAY 155 KK SOL M 3.11 Geometric Shapes MT/PS: Students will use Tangrams (an ancient Chinese puzzle using 7 polygon pieces) to arrange given pictures. Students will name and label each Tangram piece. DA: Advanced students will write riddles about the Tangram pieces and try to get other students to create their shape.

WEEK 32 DAY 156 KK SOL M 3.11 Geometric Shapes MT: Have students draw a floor plan of their house or the school. Have them label geometric concepts including line segments, right angles, obtuse angles, acute angles, parallel, intersecting and perpendicular lines. Next have them label geometric shapes including plane figures and polygons (regular and irregular). MT/LA/A: The teacher will read the book A Cloak for the Dreamer by Aileen Friedman in which a tailor’s son, Misha, makes cloaks from circles, leaving gaps. When Misha’s father and brothers cut the circles into hexagons, their cloaks have no gaps. Have students draw and compare circles and hexagons. Have them describe why Misha’s father and brothers had

DAY 157 KK SOL M 3.11 Geometric Shapes MT/MA: Have students carefully unfold empty cereal boxes and describe the different shapes and concepts they see (line segments, angles, squares, triangles, etc.). The students can try to refold the cereal box. Repeat with different boxes. Tell students that an unfolded flat figure that can be folded into a solid figure is called a net. MT/A: Have students list grocery store items that come in the shape of spheres, cylinders, and rectangular prisms. Have students draw and label the picture with its name. Place some of these

DAY 158 KK SOL M 3.13 Organize Data MT/MA/MO/S/A: Take the class on a nature walk. The students will collect objects (pebbles, leaves, pinecones, rocks, feathers, grass, seeds, etc.) found along the way and bring them back to the classroom. Sort and classify them on a floor graph (object graph). Discuss the similarities and differences within each group. Order the sorted groups according to attributes (size, shape, color, etc.). Compare the number of objects in each group as a counting activity. Reclassify the groups into living and non-living objects. DA: Students who cannot join the class on the nature walk due to physical problems may use the computer to search for pictures of objects.

DAY 159 KK SOL M 3.13 Organize Data MT/CM: Discuss the words data and survey as a class. Ask students if they have ever taken part in a survey – an organized way of asking questions t many people. Invite them to share their experiences. Explain that the data, or information collected in a survey can be presented in many forms: numbers, pictures, charts, or graphs. MT/LA/R/PS: Read Harriet’s Halloween Candy by Nancy L. Carlson aloud. Brainstorm ways to sort and classify the candy Harriet got. Help students list questions for a survey related to the book. Ideas might include: favorite candy, best hiding place, favorite costume, or best time for a sweet. Have students conduct the survey, present the data, and discuss the findings.

DAY 160 KK SOL M 3.13 Organize Data MT/MA: Give one counter to each student. Tell students that they will use the counters to show their answers to various questions. Designate one desk for YES votes and another desk for NO votes. Have students place their counters on one desk or the other to show their answers. Record and discuss results. MT/R: Have students practice making and reading tallies by counting classroom objects, such as books on shelves or words in a sentence. Reinforce how to make four vertical tallies, then cross the four with the fifth tally to form groups of five. Have students exchange papers and practice counting each other’s tallies.

no gaps in their coats.

WEEK 33 DAY 161 KK SOL M 3.13 Organize Data MT/CM: Use vocabulary cards to introduce the terms range, median, mode and mean. Demonstrate with pictures and models the meaning of each word. Students may confuse the terms, develop simple mnemonics, such as: mode appears the most. MT/MS: Tell students that musical range is the distance between the highest and lowest notes you can sing or play on an instrument. Have students stretch out one hand on a keyboard to simultaneously play one note with the thumb and one note with the pinky. Have students count the white keys from pinky to thumb to find their piano ranges. Find the mode and median of the class data.

DAY 162 KK SOL M 3.13 Organize Data MT/R: Ask students to recall plotting points in a coordinate grid. To plot means to place or locate something in an orderly way. Introduce the terms line plot, table, pictograph and bar graph. Use pictures as examples of each way to organize information. MT/MA/A: Have students make a creative front and back cover for a graph scrapbook. Have them make four interior pages for their book. Have them make a line plot, table, pictograph and a bar graph that represent data in a tally chart.

DAY 163 KK SOL M 3.13 Probability

DAY 164 KK SOL M 3.13 Probability MT/MA/A: Provide MT: Introduce the term students with weather, outcome. Define sports and travel sections outcome as a result, of newspapers, and a large what “comes out.” sheet of construction Present the expression paper. Have students cut “equally likely.” Explain out pictures and descriptions of events that that they have learned the terms likely and are likely to happen this equal. Ask them what week. Repeat the step they think equally likely above for events that are means. Discuss their unlikely to happen. Tell students to fold their responses; explain that construction paper in half equally likely describes and label one half “Likely outcomes that have the Events” and the other half same probability. “Unlikely Events.” Have students paste their “events” on the appropriate side of the paper.

MT/G/GA/MA: Play a variation of Lu-Lu, a Polynesian probability game. With nail MT/R: Explain to students polish, make a set of that probability is the likelihood that an event will three Lu-Lu stones. occur. Throughout this unit All stones have one they will learn to judge blank side; paint the events as impossible, other sides with one, unlikely, possible, likely two, or three dots. and certain. Write the on Players toss all three the board and compare stones, trying to them to ordinary phrases score exactly 6 point like for sure, maybe, and for a free roll. Chart no way. the possible outcomes for a Lu-Lu toss. Players keep a

DAY 165 KK SOL M 3.13 Probability MT/MA: Using construction paper have students design a number cube with onedigit numbers with three possible outcomes, each of a different likelihood. Have the students’ label the cube faces with a number written on tape. (One number on one face, another number on two faces, the third number on 3 faces.) Have students identify the most likely and least likely outcomes. Then have students rule the cube 20 times and record data. DA: Students who cannot easily cut and glue the cube together will have a pre-made cube given to them, they will just need to fill in the numbers.

running total, trying to reach 60 first.

WEEK 34 DAY 166 KK SOL M 3.13 Probability MT/MA/GA: Give each pair of students a bag of M&M’s. Have students count the total number of pieces and record. Have students count the number of candies per color and record. Predict the probability of each color being chosen from the bag. Have students place all the candy back in the back. Pulling one piece of candy out of the bag, have students record the outcome of 20 attempts. Discuss the results as a class.

DAY 167 KK SOL M 3.13 Probability MT/MA: Ask students

DAY 168 KK SOL M 3.14 Patterns MT/W/MS: The teacher to look at newspapers will tell the students that songs often follow a or magazines for pattern of phrases that, examples of how politicians, educators, with letters, can be described as AABA. The environmentalists, or teacher will play the others use data such “Happy Birthday song” as statistics and as an example. Students probability. Then have will write new lyrics to them analyze the use the tune of “Happy of the information. Birthday,” using the AABA. Students may Why did the person use data? What points sing their new songs to were effectively made? the class.

Were the data useful? Did the data strengthen the argument? Have students provide evidence to support their ideas.

MT/W/PS: Have students write a word problem that can be solved by finding a pattern. Tell them to show part of their pattern that repeats. Students can challenge their classmates to solve their problems.

DAY 169 KK SOL M 3.14 Patterns MT/R/DR: The class will read Five Little Monkeys Jumping on the Bed by Eileen Christelow. As a class the students will role-play the story. Afterwards the teacher will discuss the descending pattern in the story. The teacher will also introduce ascending patterns. Students will write definitions for each word down in their notebooks. MT/W: Students will write their own stories that include an ascending or descending pattern. Their patterns must consist of at least 5 items. DA: Students that have difficulty with writing and hand writing skills may use a computer to type their stories.

DAY 170 FIELD TRIP 4 In small groups

students will take a tour of the Virginia Capital and learn about it’s government from past to present. Students who are not on the tour will make a sketch of the building, highlighting geometric shapes, geometric concepts and patterns within the architecture.

WEEK 35 DAY 171 KK SOL M 3.14 Patterns MT/MO/DR: Ask two students (one boy and one girl) to come to the front and have the girl hold a large sheet of paper with the letter "A", and the boy as "B" and arrange them in an AB pattern. Explain that it is called AB pattern because the letters A and B represent when the first pattern changes to a second new pattern. (A is one thing, B is something else.) Bring up several more students and instruct the students to arrange themselves in AB patterns. Write the pattern that is created on the board and instruct that pattern is something that repeats. You will label this as AB pattern.

DAY 172 KK SOL M 3.14 Patterns MT/CM: Explain and show them that patterns can happen in all different areas of life wherever we are, inside or outside; at home or in school, playing in the pool or at a playground. Ask them to think about where they have seen patterns and write them on the board. MT/MO/A: The class will sit quietly outside for 30 minutes and sketch patterns that they observe in nature.

DAY 173 KK SOL M 3.14 Patterns MT: Give each student a copy of a 0-99 Chart and crayons. Ask students to color the numbers that are called as you skip count by 2’s. Direct students to observe and report the pattern that results. Note that columns are formed when the numbers are colored in this counting sequence. Engage students in a discussion about this pattern and why it occurs. Repeat by counting by 3s, 5s, 10s, etc.

DAY 174 KK SOL M 3.14 Patterns MT/MA: The teacher places tiles on the overhead projector in a pattern. The teacher gives the students a few minutes to copy the pattern. Those who wish to predict and build the next step may do so. The teacher then places the fourth step to the pattern on the overhead. While the students are adding steps, the teacher walks around the room and observes. This procedure will be repeated adding new patterns. The patterns are kept very simple at the beginning. DA: Some students may need the tiles on their own desks instead of on the overhead projector.

DAY 175 KK SOL M 3.14 Patterns MT/MA: Make a skip count board by cutting slits in cardboard. Using number cards 0-99, the students are to take turns placing multiples of two in the slits. Have each student make the complete list of twos' on paper. MT: Teacher slides the pattern strip from the sleeve as the students "read" the pattern. The teacher should expose the pattern one object at a time requiring students to re-read the "whole" pattern each time.

WEEK 36 DAY 176 KK SOL M 3.14 Patterns M/MA/A: Students measure and cut six 3" squares from one of the sheets of construction paper. Fold one of the 3" squares and draw a simple design from the fold. Cut out the design from the fold leaving a hole in the square. Using the first square, with cutout shape as a pattern, trace the design and cut out the shapes from the remaining five squares. Begin by placing one of the cutout squares in one corner of the second sheet of construction paper. Arrange the remaining cutout squares on the paper in a checkerboard style. When the position of each square is determined, begin gluing them in place. In the blank spaces,

DAY 177 Test Review

DAY 178 Math Test 9

DAY 179 MATH FUN DAY

DAY 180 MATH FUN DAY

MT/R: Students will play a jeopardy game review the material that will be covered on the test the following day.

E: Students will identify polygons, line segments, rays, right, acute and obtuse angles on a written matching test

HW: The teacher will provide a review worksheet for the students to take home.

Student’s will name and read given charts and tables.

MT/MA: Students will brainstorm their most favorite activities from math throughout the year and with available material they will redo the activities. Students will also play math board games and math games available on the computer.

MT/MA: Students will brainstorm their most favorite activities from math throughout the year and with available material they will redo the activities. Students will also play math board games and math games available on the computer.

DA: LD students will be given a word bank to identify the given charts and tables. Students will answer 3 probability questions. Students will complete a given pattern.

glue the shapes that were cut from the squares. * These standard will be addressed throughout the year. KK SOL M 3.4 RESOURCES: Balka, Don. Polyhedra Dice Games for grades K to 6. 1. Palo Alto: Creative Publications, 1978. Clements, Douglas. Macmillan/McGraw-Hill Math. 1-Volume 1. New York: Macmillan/McGraw-Hill, 2004. Clements, Douglas. Macmillan/McGraw-Hill Math. 1-Volume 2. New York: Macmillan/McGraw-Hill, 2004. Greenes, Carol. Houghton Mifflin Math- North Carolina. 1-Volume 1. Boston: Houghton Mifflin, 2005. "Lesson Plan Center." Teachnology. 2007. 14 Oct 2007 . Maletsky, Evan M. Harcourt Math-North Carolina Edition. 1-Volume 2. Orlando: Harcourt, 2004. Maletsky, Evan M. Harcourt Math-North Carolina Edition. 1-Volume 3. Orlando: Harcourt, 2004. "Math Worksheets and Lesson Plans- Place Value." The Teacher's Corner.net. 2007. The Teacher's Corner. 27 Oct 2007 . R, Linda. "Introducing Multiplication." ProTeacher Archive. 2007. ProTeacher Archive Project. 27 Oct 2007 . "Reinforcement Lesson in Place Value." The Educator's Reference Desk. 1994. Columbia Education Center's Summer Workshop. 27 Oct 2007 . Sharp, Vicky. "Math Lesson Plans." Sites for Teachers. 1997. 27 Oct 2007 .