4 - Arnold Finch - Math Charts

Math Charts Miranda Arnold and Kristi Finch

Legen d A CC CI CL CZ D DA F G H HS HW I LI M MA ML MO MU OL P PS PT R RT RY S SS SW T V W

Assessment Collaboration with Colleagues Community Involvement Cultural Literacy and Diversity Citizenship Drama/Theater/Roleplay Differentiation/Accommodation Forgiveness Group Activity Health Collaboration with Families (Home/School Connection) Homework Integrity Listening Math Manipulative Activity Mount Liberty Mission Statement Movement/Physical Education Music Oral Language/Public Speaking Perseverance Problem Solving/Critical Thinking Patriotism Reading Respect Responsibility Science Social Studies Stewardship Technology Visual Art Writing

Week 1 Day 1

MK4-MA.23 Math Foundations

Day 2

MK4-MA.23 Math Foundations

Day 3

MK4-MA.23 Math Foundations

Day 4

MK4-MA.23 Math Foundations

Day 5

MK4-MA.23 Math Foundations

M/A The teacher will introduce the “problem of the day” routine that will take place each day for the remainder of the year. Students will complete and record the problems in their math journals. The class will do a brief review of basic problems (addition, subtraction, multiplication, and division). During this time, the teacher will be able to informally assess students to observe their areas of strengths and weaknesses. M/HW/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will explain the order of operations. The mnemonic will be given to the students to help them remember the order (“My Dear Aunt Sally”). Students will practice using the order of operations. Students will create a mnemonic for homework that will be more personal and easier for them to remember. DA: Students may also draw a picture that depicts their mnemonic. M/MA/OL/RT The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The class will begin with a quick game of BINGO to review the order of operations. The teacher will write a problem on the board. Students must use their knowledge of order of operations to determine the answer. When the student has achieved BINGO, the student may stand up and share their created mnemonic with the class. Students will respect each other’s creativity. M/LI/RY/W The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will engage the students in a discussion about mathematics as it is found in the real world. Simply allow the class to brainstorm as many ideas as possible. Encourage students to think deeper into things. Ask for explanations. Write all of the ideas on the board as students respond. Have one or two students be responsible for recording every idea on paper to be used later in the year. The teacher will explain how these functions and more will be discovered throughout the year. M/CL/L/LI/ML/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will read aloud to the class Math-terpieces: The Art of Problem-Solving by Tang. This will encourage students for what is to come in mathematics during their fourth grade year. Give time for students to discuss ways that mathematics was represented throughout the art pieces. The students will complete just a brief selection of word problems for the teacher to evaluate where their abilities lie in matters of problem-solving.

Week 2 Day 6

Day 7

Day 8

Day 9

Day 10

MK4MA.1 Whole Numbers

M/MA/SW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce the concept of whole numbers. The teacher will review the student’s basic understanding of place value using base-ten blocks. The teacher will also discuss and emphasis the idea of regrouping. Discuss how the same number can be represented in different ways depending on how numbers are regrouped. MK4M/G/MA/T The teacher will have a “problem of the day” on the board for MA.1 students to do as they begin the transition into math. The teacher will explain Whole place values containing hundredths through millions. Students work in pairs to Numbers continue their work with place value and regrouping. One partner lays out the base-ten blocks to create a number. The other partner must identify what is included in the number (how many hundreds, how many ones, etc.). The teacher can use http://www.321know.com/g4_12ex1.htm to help demonstrate the regrouping process. MK4M/LI/W The teacher will have a “problem of the day” on the board for MA.1 students to do as they begin the transition into math. The teacher will Whole demonstrate how numbers can be rounded to certain place values. Show how Numbers one number can be very similar or very different depending on the selected place value to round. Students will complete a worksheet on rounding place values. DA: Students who finish early will be asked to write in their math journal. “Write the names of three songs you know that have numbers in the titles, then write the place values of those numbers.” MK4M/A/LI/MO/MU/V The teacher will have a “problem of the day” on the MA.1 board for students to do as they begin the transition into math. The teacher Whole will introduce the lesson of comparing the value of two whole numbers with Numbers the Alligator song. The teacher will emphasize vocabulary (comparison words). Students will create alligator sticks with popsicle sticks, and colorcoded alligator faces with the appropriate symbols (>,<, or =). The teacher will ask questions about the comparison of numbers (27 ___ 35). Students will hold up the corresponding alligator stick/symbol ( < ). The numbers used will include problems requiring regrouping and knowledge of place value. http://www.songsforteaching.com/jennyfixmanedutunes/clips/AlligatorGreater ThanLessThan.mp3 MK4M/L/MA/V/W The teacher will have a “problem of the day” on the board for MA.5 students to do as they begin the transition into math. The teacher will read A Whole Million Fish, More or Less by Patricia McKissack. The class will discuss how Number objects are compared (what words are used) and described in the book. The Estimation teacher will introduce new vocabulary that will be used in estimating whole numbers (between, closer to, etc.). Use a seesaw diagram with movable pieces to demonstrate how a number may be closer to one number than another. (89 leans more towards 100 than 0) Allow students to create a similar seesaw for personal use. Students will finish for homework if not completed in class. DA: Students learning English may define each term (estimate, round, about, almost, and as much as) and write a sentence using each term.

Week 3 Day 11

Day 12

Day 13

Day 14

Day 15

MK4-MA.5 M/G/MA/MO/OL The teacher will have a “problem of the day” Whole Number on the board for students to do as they begin the transition into Estimation math. Give each student one or two index cards. Have them write a three-digit number on each card and then compare the two, using methods of estimation. Change it up. Now have students compare the estimation of sums and differences of each other’s cards. Instruct students to write down each problem as they go. After the activity, discuss what students discovered. Allow time to go over a few examples as a class. MK4-MA.5 M/V The teacher will have a “problem of the day” on the board for Whole Number students to do as they begin the transition into math. The teacher Estimation will introduce different strategies of rounding and estimation. The teacher will show the students how to use a number line to determine proper estimation. Students will complete several exercises by drawing number lines. Allow students to discuss which strategies they prefer. DA: For students learning English, write out the number sentences (756 is between 750 and 760). Allow students to circle the words used to compare. MK4-MA.5 M/MA/RT/SW The teacher will have a “problem of the day” on Whole Number the board for students to do as they begin the transition into math. Estimation The teacher will provide calculators for the class. Students will learn how to check their estimations by paper and pencil and by calculator. The teacher will have a virtual store with various items and prices. Each student will be given a different amount of play money. Students will explore what combinations of objects they can purchase to get the best value for their money by rounding and estimating. After a decision is made, students will check their figures on the calculator. MK4-MA.6 M/LI/V/W The teacher will have a “problem of the day” on the Addition and board for students to do as they begin the transition into math. The Subtraction of teacher will lead the class in a discussion about the similarities and Whole differences between addition and subtraction. Students will create Numbers a Venn diagram that displays these comparisons. The teacher will review the term fact family and its application. MK4-MA.6 M/MA The teacher will have a “problem of the day” on the board Addition and for students to do as they begin the transition into math. The Subtraction of teacher will instruct students on addition with numbers of up to five Whole digits. The teacher will demonstrate how addition problems can be Numbers written either horizontal or vertical. This application will be shown using graph paper. Students will be given graph paper and several problems to work through. Problems will be given in the horizontal form. Students will need to transfer the problem to vertical form in order to compute the answer. DA: Several math-related mind games and brain twisters will be available for students to work on as they finish the assignment.

Week 4 Day 16

MK4-MA.6 Addition and Subtraction of Whole Numbers

Day 17

MK4-MA.6 Addition and Subtraction of Whole Numbers

Day 18

MK4-MA.6 Addition and Subtraction of Whole Numbers

Day 19

MK4-MA.7 Multiplication and Division of Whole Numbers

Day 20

MK4-MA.7 Multiplication and Division of Whole Numbers

M/G/LI/MA/RY/W The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will create their own personal Checker boards with the given handouts they receive. Students may personalize the game by the color and design used. Students will pair up with one other student and play checkers. As the students play, the teacher will randomly pause the games. At this time, students must write a subtraction sentence that applies to their game. (Tyler started with 12 pieces. He lost 7. How many pieces does he have left?). M/G/MA/T The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will demonstrate how the calculator can be used as a check for addition and subtraction problems, but should not be used as the sole means of finding an answer. The teacher will give time for students to explore with the calculators and then have the class complete a few problems. Students will become familiar and comfortable with using calculators. Students will play various games with the calculator including: “Now You’re 21,” “7-Up,” “11-Down,” and etc. This is a means by which students must work in pairs to subtract numbers (1, 2, or 3) to reach a given number. DA: This activity can be modified, with increasing or decreasing the range of numbers used, for students at different ability levels. M The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will reinforce how addition and subtraction works up to five-digit numbers. The student will complete a “Cross-Number Puzzle”. This is similar to a crossword puzzle only it is only numbers. Students must complete addition and subtraction problems in order to fill in the puzzle. The teacher will monitor the progress and assist students where it seems necessary. M/A/MU/OL/W The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will recite the multiplication tables with the class. The teacher will make note of the areas of strengths and weaknesses for the students. The problem areas will be addressed after the recitation. The students will create a book containing lines, as sung to the military cadence song that will help students memorize the multiplication tables. (9 x 9 = 81, I just got my homework done!). M/L/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will read The Best of Times by Greg Tang. This book encourages students to be confident in their multiplication facts. The teacher will instruct students how to multiply numbers with two or more digits. Students will practice multiplying two and three digit numbers with graph paper to help them keep the numbers aligned correctly.

Week 5 Day 21

MK4-MA.7 Multiplication and Division of Whole Numbers

Day 22

MK4-MA.7 Multiplication and Division of Whole Numbers

Day 23

MK4-MA.7 Multiplication and Division of Whole Numbers

Day 24

MK4-MA.7 Multiplication and Division of Whole Numbers

Day 25

MK4-MA.7 Multiplication and Division of Whole Numbers

M/L/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will read One Hundred Hungry Ants by Elinor Pinczes. The teacher will instruct students the process of dividing whole numbers that contain up to three digits. Students will be given graph paper to guide students as they learn to keep the alignment straight and consistent for the different place values in division problems. M/L/PS/T/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Similar to the story read on Day 21, students will be given a worksheet of word problems involving multiplication and division problems. Students will work independently on the worksheet. The teacher will encourage students to draw pictures to help represent what the word problem is asking. Once the student shows the teacher that the worksheet is complete, the student may use a calculator to check the answers. M The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will reinforce how multiplication and division work up to two and three digit numbers. The student will complete a “Cross-Number Puzzle”. This is similar to a crossword puzzle only it is only numbers. Students must complete multiplication and division problems in order to fill in the puzzle. The teacher will monitor the progress and assist students where it seems necessary. DA: Several math-related mind games and brain twisters will be available for students to work on as they finish the assignment. M/G/MO/P/RT The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will continue to practice multiplication and division of whole numbers. The teacher will dictate to the class questions and equations relating to fractions. Students will take turns working the problems on the board, while the other students work the problems at their desks. The teacher will turn this board work into a game of “Who Wants to be a Mathematician?” Students may use a “lifeline” while they are working at the board. This is a great way to facilitate peer checking. M/A/L/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. After a brief review of the rules of multiplication and division, the students will take a brief quiz. If time allows, the teacher will read Anno’s Mysterious Multiplying Jar by Mitsumasa Anno or A Remainder of One by Elinor Pinczes. Students may vote on what book they would rather have read to them. DA: Students who are not yet comfortable with lined paper, may use graph paper for the quiz.

Week 6 Day 26

MK4-MA.8 Estimating Quotients

Day 27

MK4-MA.8 Estimating Quotients

Day 28

MK4-MA.8 Estimating Quotients

Day 29

Day 30

M/L/LI/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will read Great Estimations by Bruce Goldstone. This will lead the students back into the mindset of estimation. Students will listen as the teacher reads and they will observe groups of everyday objects being estimated and placed into groups. The teacher will instruct students how estimation can be applied to division problems. As students complete a worksheet on quotient estimation, the teacher will pass around the book for students to view the pictures closer. M/LI/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The students will play BINGO. The teacher will call out a division problem. The student will have to estimate the quotient in order to locate the appropriate answer on the BINGO board. DA: ELL students may have an aid to personal assist them during the BINGO game. This will help keep the student up to pace with the game. M/G/MO/P/RT The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will continue to practice estimating quotients. The teacher will dictate to the class questions and equations. Students will take turns working the problems on the board, while the other students work the problems at their desks. Students will find the estimated quotient. To self-check, students will compute the exact quotient. The teacher will turn this board work into a game of “Who Wants to be a Mathematician?” Students may use a “lifeline” while they are working at the board. This is a great way to facilitate peer checking. M/A/G/LI/MO The student will come prepared with questions of concern from the review packet. The teacher will answer student questions and reinforce the information that will be found on the test. Students will play a game of “Around the World” to practice their computation skills. M/A/PS The teacher will collect the review packet from students. The students will take the whole numbers exam. Topics that will be included are as follows: place value, whole number estimation, addition and subtraction of whole numbers, multiplication and division of whole numbers, and estimation of quotients.

Week 7 Day 31

MK4-MA.2 Introduction to Fractions

Day 32

MK4-MA.2 Introduction to Fractions

Day 33

MK4-MA.2 Introduction to Fractions

Day 34

MK4-MA.2 Introduction to Fractions

Day 35

MK4-MA.2 Introduction to Fractions

M/H/L/LI/MA/ML The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Since fractions are an intimidating subject for students, the teacher will use a book and food items to grab the student’s attention and get them excited about fractions. The teacher will read Apply Fractions by Jerry Pallotta. The teacher will have apples cut up in different fractions as a demonstration to the students. The teacher will have apple slices for the students, which supports good health. M/HW/MA/RT/RY/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a fraction story worksheet of the day from Funny and Fabulous Fraction Stories by Dan Greenberg. The teacher will use textbook material to instruct students on fractions. Students will work with fraction circles to explore fractions. Given handouts, students will create fraction circles for homework that they will be able to keep and use throughout the fractions unit. M/L/LI/MA/RY/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will read The Hershey’s Milk Chocolate Fractions Book by Jerry Pallotta. Students will explore the fractions mentioned throughout the book by using their own chocolate bars that the teacher provides. Students will have the opportunity to eat their manipulative! The student will create and design a wrapper for their personal chocolate/candy bar. They will include fractions in the “ingredients” section located on the back of the wrapper. DA: Students who are allergic to chocolate will be able to use graham crackers instead of the chocolate bars. M/H/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a fraction story worksheet of the day from Funny and Fabulous Fraction Stories by Dan Greenberg. Students will cut different color paper into pre-determined sized squares. Students will use these squares to represent fractions. The student will complete a health worksheet involving fractions. The class will do the first few problems together until the teacher feels the students have an understanding of the process. M The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will reinforce basic concepts of fractions. The student will complete a “Cross-Number Puzzle”. This is similar to a crossword puzzle only it is only numbers. Students must compute fractions in order to fill in the puzzle. The teacher will monitor the progress and assist students where it seems necessary.

Week 8 Day 36

MK4-MA.2 Introduction to Fractions

Day 37

MK4-MA.2 Introduction to Fractions

Day 38

MK4-MA.2 Introduction to Fractions

Day 39

MK4-MA.2 Introduction to Fractions

Day 40

MK4-MA.2 Introduction to Fractions

M/L/MA/P/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a fraction story worksheet of the day from Funny and Fabulous Fraction Stories by Dan Greenberg. Students will work on solving word problems that deal with fractions. Students will have the different manipulatives available to help their thinking process (fraction circles, colored blocks, etc.). The teacher will guide students through the first problem. The teacher will then assist individual students as needed. M/LI/MA/OL/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will review the word problems with the class from Day 36. The teacher will have student volunteers present the process of solving the problems. When necessary, the teacher will discuss the strategies and procedures that will help students along the way. M/G/MO/P/RT The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will dictate to the class questions and equations relating to fractions. Students will take turns working the problems on the board, while the other students work the problems at their desks. The teacher will turn this board work into a game of “Who Wants to be a Mathematician?” Students may use a “lifeline” while they are working at the board. This is a great way to facilitate peer checking. M/HW/L/LI/W/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will read The Wishing Club: A Story About Fractions by Donna Jo Napoli. After reading the story, students will write in their math journals. The student will create their own “Wishing Club” story. Students will need to include four characters and mention specific fractions at least eight times throughout the story. If this is not completed during class, it will be finished as homework. DA: Students may draw pictures to go along with the different parts of the story, especially pictures that represent the fractions being spoken of. M/CC/I/PS/RT/RY/SW/T/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The class with spend the time of mathematics instruction in the computer lab. Students will have the time to play various interactive games online that deal with fractions. The teacher will supply the students with these links. The teacher, with the assistance of the computer lab instructor, will monitor student activity and give assistance when necessary. Students will show integrity and responsibility by only visiting the permitted websites.

Week 9 Day 41

MK4-MA.2 Introduction to Fractions

Day 42

MK4-MA.3 Equivalent Fractions

Day 43

MK4-MA.3 Equivalent Fractions

Day 44

MK4-MA.3 Equivalent Fractions

Day 45

MK4-MA.3 Equivalent Fractions

M/A The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a quiz on equivalent fractions. The teacher will assign homework after the quiz. Students may begin the worksheet when they are finished with the quiz. The student will complete a fraction story worksheet of the day from Funny and Fabulous Fraction Stories by Dan Greenberg. DA: Several math-related mind games and brain twisters will be available for students to work on as they finish the assignment. M/G/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will transition the study of fractions into equivalent fractions. The teacher will use the textbook material to present the information to the students. The class will use the fraction circles to demonstrate equivalent fractions within small groups. M/L/P/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a fraction story worksheet of the day from Funny and Fabulous Fraction Stories by Dan Greenberg. Students will complete a worksheet of word problems that involve equivalent fractions. The teacher will guide students through the first problem. The teacher will then assist individual students as needed. M/LI/OL/P/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will review the word problems with the class from Day 43. The teacher will have student volunteers present the process of solving the problems. When necessary, the teacher will discuss the strategies and procedures that will help students along the way. M/I/LI/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a fraction story worksheet of the day from Funny and Fabulous Fraction Stories by Dan Greenberg. With the time remaining, the class will play BINGO with fractions. The teacher will dictate fractions. Students will have to locate the equivalent fractions on their BINGO boards.

Week 10 Day 46

MK4-MA.3 Equivalent Fractions

Day 47

MK4-MA.3 Equivalent Fractions

Day 48

MK4-MA.3 Equivalent Fractions

Day 49

MK4-MA.3 Equivalent Fractions

Day 50

MK4-MA.9 Addition and Subtraction of Fractions

M/CI/L/OL/S/SS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will skim newspapers for occurrences of fractions. The student will cut out the fractions that are found and the context which they correspond to. Students will then present to the class what was found and how that fraction relates to life. The student will create an equivalent fraction to the one that was found. M The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will reinforce equivalent fractions. The student will complete a “Cross-Number Puzzle”. This is similar to a crossword puzzle only it is only numbers. Students must compute fractions in order to fill in the puzzle. The teacher will monitor the progress and assist students where it seems necessary. DA: Several math-related mind games and brain twisters will be available for students to work on as they finish the assignment. M/A/HS/HW/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a quiz on equivalent fractions. The teacher will assign homework after the quiz. Each student is responsible for bringing in two objects from home that can be divided into fractions. The items are to be divided before bringing them to school. This may require parent supervision. Example: an apple cut into quarters and a piece of paper cut into eighths. M/A/H/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will present their objects from home. The student will identify the two objects. The student will then identify the fractions that each object was divided into. The class will then decide whether or not the two fractions are equivalent. As students present food items, the class may suggest whether the item may be a healthy snack or a junk food. Students must wait to eat food items until each student has presented. NO SHARING! M/LI/PS/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she will introduce addition and subtraction of fractions with like denominators using an overhead or Elmo. The student will work through the corresponding pages in the textbook using fraction pieces(Fennell et. Al. p. 360-61).

Week 11 Day 51

MK4-MA.9 Addition and Subtraction of Fractions

Day 52

MK4-MA.9 Addition and Subtraction of Fractions

Day 53

MK4-MA.9 Addition and Subtraction of Fractions

Day 54

MK4-MA.9 Addition and Subtraction of Fractions

Day 55

MK4-MA.9 Addition and Subtraction of Fractions

M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will review the addition and subtraction of like denominators. Students will do an additional worksheet to reinforce the skill. DA Kinesthetic learners can practice the skill by using spinners to determine fractions. M/PS/LI/P/T The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will explain the extra steps needed to add fractions and mixed numbers. He/she will emphasize perseverance to students who may get frustrated or confused. The student will complete practice problems. During free time, students will be encouraged to play Math Blaster 2, Number Hunt, Level 1. M/PS/LI/MA/V/HW/CL The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will explain how fractions and mixed numbers are subtracted. Students will complete practice problems, using fraction pieces. For homework, students will create a design with different colors and determine which fractions can be used to describe the colors and shapes in their design. M/PS/LI/G The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will describe a common denominator and how to find one. He/she will then review the fraction addition process. The students will do practice problems in which they will add fractions with unlike denominators. After finishing the problems, in groups, students will be given a recipe and will find the common denominator for all the fractions in the recipe. M/MA/PS/G The teacher will have a trail mix recipe that requires students to add fractions with like or unlike denominators in order to find the actual amount of each ingredient needed. He/she will have all the ingredients in the classroom. The class will determine how much of each ingredient is needed to make the trail mix according to the recipe. After making the trail mix, the class will enjoy the snack they made.

Week 12 Day 56

MK4-MA.9 Addition and Subtraction of Fractions

Day 57

MK4-MA.9 Addition and Subtraction of Fractions

Day 58

MK4-MA.9 Addition and Subtraction of Fractions MK4-MA.9 Addition and Subtraction of Fractions

Day 59

Day 60

MK4-MA.9 Addition and Subtraction of Fractions

M/LI/GA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce how to subtract fractions with unlike denominators. After practicing finding common denominators and doing example problems, students will each write a fraction on a 3x5 card. Students will find partners, compare fractions, find a common denominator if necessary, and subtract the two. M/LI/T/HW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will reinforce addition and subtraction of fractions with unlike denominators. Students will use Math Blaster 2 Number Hunt to practice adding and subtracting fractions. For homework students will work on a packet of review problems. [Science Field Trip Day]

M/MO Students will bring any questions they have about the review packets they were given. The teacher will answer any questions they may have and clarify any confusion. The students will complete the packet to hand in the morning of the test. The teacher will facilitate a review game. The students will divide into teams and compete with each other to answer the most questions correctly by lining up and being the first to run to the board and correctly complete the problem. M/A Test on Fractions including addition and subtraction of fractions with like and unlike denominators and mixed numbers. DA Students with special test taking needs can take their tests in a different location or have their tests read aloud to them.

Week 13 Day 61

Day 62

Day 63

Day 64

Day 65

MK4-MA.4 M/LI/MA The teacher will have a “problem of the day” on the Introduction board for students to do as they begin the transition into math. to Decimals The teacher will begin the decimals unit by using money as an example of how decimals are used every day. Key terms including decimal, decimal point, and equivalent decimal will be clarified. Each student will be given a pile of coins. They must count the money and determine its value in terms of dollars and cents. MK4-MA.4 M/LI/GA/V The teacher will have a “problem of the day” on Introduction the board for students to do as they begin the transition into to Decimals math. The teacher will discuss how 1/10 = 0.1 and how 1/100 = 0.01. A farm example will be used. Students will work in pairs to draw diagrams of a 10 row field. They will decide what decimal part of their fields will be planted with certain plants. They will decorate and color their fields accordingly. They will use graph paper to do a similar project with the field divided into 100 squares. MK4-MA.4 M/LI/PS The teacher will have a “problem of the day” on the Introduction board for students to do as they begin the transition into math. to Decimals The teacher will continue work with decimals by introducing the thousandths place. Students will review place values from thousands to thousandths by completing a worksheet on which they will identify the place value of the underlined digit. DA LES students can play a matching game of numerical values and written out values of each place valued (i.e. 100 corresponds to “one hundred” and 0.1 corresponds to “one tenth”). MK4-MA.4 M/LI/MA/T/GA The teacher will have a “problem of the day” Introduction on the board for students to do as they begin the transition into to Decimals math. The teacher will use base ten blocks on the overhead projector to introduce comparing decimals. Two decimal values will be pictured with the blocks, their decimal value will be determined, and then the larger or smaller value will be identified based on the blocks. This will then be related to their numerical value. Students will work with a partner, and using base ten blocks, they will create two decimals, write their numerical values, and determine the greater of the two. MK4-MA.4 M/LI/PS/A/HW The teacher will have a “problem of the day” Introduction on the board for students to do as they begin the transition into to Decimals math. The teacher will do a quick recap of the week. The students will complete a checkpoint worksheet to determine their progress. For homework, students will choose a town in the continental US to be used in a project for the next week.

Week 14 Day 66

MK4-MA.4 Introduction to Decimals

Day 67

MK4-MA.4 Introduction to Decimals

Day 68

MK4-MA.4 Introduction to Decimals

Day 69

MK4-MA.9 Addition and Subtraction of Decimals

Day 70

MK4-MA.9 Addition and Subtraction of Decimals

M/LI/GA/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will discuss use of rounding and estimation. Students will use spinners to create three digit numbers. Pairs will estimate the sum of their numbers. They will then do some practice problems with rounding to the nearest whole number. M/LI/GA/T/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce the road trip project. Students will find a partner and using their two cities, will determine which will be the starting point and ending point. Using an online map service (Like Google Maps, or Mapquest), students will find the distance between their two locations. They will estimate to the nearest mile, ten miles, and one hundred miles. M/OL/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will present their locations and mileages. Students will complete a review worksheet on comparing and estimating decimals. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce addition of decimals by putting a three digit addition problem on the board. After the student complete it, he/she will use the same numbers in a decimal addition problem, so students can see that the processes are the same for both. He/she will emphasize that the decimal points must be lined up for adding decimals. Students will complete a practice worksheet on adding decimals. DA Visual learners can shade graph paper with different colors to represent the addition problems. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will review adding decimals. The student will complete a crossword puzzle using decimal sums.

Week 15 Day 71

MK4-MA.9 Addition and Subtraction of Decimals

Day 72

MK4-MA.9 Addition and Subtraction of Decimals

Day 73

MK4-MA.9 Addition and Subtraction of Decimals

Day 74

MK4-MA.9 Addition and Subtraction of Decimals MK4-MA.9 Addition and Subtraction of Decimals

Day 75

M/LI/MA/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce decimal subtraction. The students will use graph paper to shade squares to illustrate the problems. The teacher will do an example on the board. Students will complete a worksheet for practice. The teacher will reinforce regrouping and the needs for placeholder zeros. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will do a quick overview of addition and subtraction of decimals. Students will complete a practice worksheet that consists of both addition and subtraction problems. M/LI/HW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teachers will read All About Your Money by Dan Fitzgibbon to tie the decimals unit together. Students will be given a review packet for decimals. M/LI/HW Students will ask any questions they have about the problems in the review packet. The teacher will address any concerns and review skills that need to be reviewed. Time permitting, students will play a decimal review game. M/A Students will be tested on decimals including place value identification, rounding, estimation, comparing, and the addition and subtraction of decimals. DA LD students can have a shortened version of the test.

Week 16 Day 76

MK4-MA.14 Basic Geometric Concepts

Day 77

MK4-MA.14 Basic Geometric Concepts

Day 78

MK4-MA.14 Basic Geometric Concepts

Day 79

MK4-MA.15, 16 Lines

Day 80

MK4-MA.16 Lines

M/LI/MO The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she will introduce the geometric terms including point, line, line segment, ray, and angle. Students will divide into three groups. The teacher will call out one of the above shapes, and each group will arrange themselves to form that shape. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she will review the key terms learned in day 76 and introduce the concepts of acute, right, and obtuse angles. Students will complete a worksheet about points, line, and angles. DA Kinesthetic learners can use MathProcessor technology to create their own angles, points, and lines and label them appropriately instead of the worksheet. M/GA/V/OL The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Pairs of students will examine different works of art and take note of uses of lines and angles. Each pair will present the work of art they examined and explain the uses of lines and angles involved. M/LI/MA/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she will introduce intersecting, parallel, and perpendicular lines. Students will be given pieces of yarn to create their own “key” of lines. They will construct intersecting, parallel, and perpendicular lines with the yarn and label them correctly. M/GA/MU The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. In groups, students will create a song to help them remember all the different vocabulary they learned in days 76-79 including point, line, ray, line segment, angle (acute, right, and obtuse), perpendicular, parallel, and intersecting lines.

Week 17 Day 81

Day 82

Day 83

Day 84

Day 85

MK4-MA.15 Analyzing Two Dimensional Shapes

M/OL/PS/A The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students groups will present their songs from Day 80. They will complete a review worksheet of basic geometric concepts. MK4-MA.15 M/LI/MA/OL The teacher will have a “problem of the day” Analyzing Two on the board for students to do as they begin the transition Dimensional into math. He/she will introduce various polygons by Shapes placing cut outs of six basic shapes (triangle, rectangle, square, pentagon, hexagon, and octagon) in a box. Students will reach in and describe the shape without seeing it. They will discuss how you can tell them apart. The class will list were each shape is seen in the real world. MK4-MA.17 M/LI/T/PS The teacher will have a “problem of the day” on Two and Three the board for students to do as they begin the transition into Dimensional math. He/she will discuss circles with the class. Using an Shapes overhead or SmartBoard, the teacher will describe and illustrate the various parts of a circle including radius, diameter, and circumference. The class will discuss the relationship between the diameter and the circumference. Student will complete a worksheet about circles. MK4-MA.17 M/LI/PS/V/GA The teacher will have a “problem of the Two and Three day” on the board for students to do as they begin the Dimensional transition into math. He/she will define and discuss Shapes congruency. Students will identify pairs of congruent shapes. For pairs that are not congruent, they will explain why they are not congruent. Student will each draw three shapes, two that are congruent, and one that is not. Students will exchange papers and identify the shape that is not congruent to the rest. MK4-MA.17 M/LI/PA/T/V/MO The teacher will have a “problem of the Two and Three day” on the board for students to do as they begin the Dimensional transition into math. He/she will discuss similarity using Shapes examples around the room to illustrate the concept. Students will complete a worksheet about similarity. They will draw examples of similar shapes. Students can use Math Blaster 2 to reinforce this concept. DA Groups of kinesthetic learners can make similar figures in an open space by using themselves as the shapes’ vertices.

Week 18 Day 86

MK4-MA.17 Two and Three Dimensional Shapes

Day 87

MK4-MA.17 Two and Three Dimensional Shapes

Day 88

MK4-MA.17 Two and Three Dimensional Shapes

Day 89

MK4-MA.17 Two and Three Dimensional Shapes

Day 90

MK4-MA.18 The Coordinate System

M/LI/MO/PS/HW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The class will go to the gym or a large open space. The teacher will introduce the concepts of reflection, translation, and rotations as slide, flip, and turn. The students will illustrate these actions themselves by creating shapes and sliding, flipping, and turning appropriately. For homework, students will complete a worksheet about these motions. M/LI/V/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will discuss the various threedimensional figures including cube, prism, and sphere using various objects of those shapes. Students will think of other examples of objects of those shapes, then they will create and decorate their own three-dimensional objects. DA Gifted students can create more involved shapes like a 12 sided object instead of a cube. M/PS/A/T The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The students will complete a checkpoint worksheet on the geometry concepts covered up to this point. After completion, students can play Math Blaster. M/GA/MO/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will split into two groups. They will compete to be the first group to form themselves into the shape the teacher calls out. The winning team gets two bonus points on the geometry test on Day 98. M/LI/V/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce the coordinate system. He/she will define and explain the two axes and the origin. The students will create their own graph with the two axes and grid lines out of whiteboards and permanent markers.

Week 19 Day 91

MK4-MA.18 The Coordinate System

Day 92

MK4-MA.18 The Coordinate System

Day 93

MK4-MA.18 The Coordinate System

Day 94

MK4-MA.18 The Coordinate System

Day 95

MK4-MA.18 The Coordinate System

M/LI/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will use a coordinate graph on the overhead projector to teach the students what an ordered pair is and how to graph one. Students will use whiteboard markers of different colors to plot points in the first quadrant on their own graphs. M/LI/PS/GA/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will review how to plot a point in the first quadrant. With partners, students will give each other points to plot and plot them on their boards. M/LI/MA/GA/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will teach the students how to determine the coordinates of a point on the graph. Given several points, students will determine their coordinates. Students will pick three points, plot them on their own graphs, then trade with a partner for them to find the coordinates of each point. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will explain different applications of the coordinate plane including maps. Students will use maps to find the coordinates of different places they are familiar with. The teach will give each student a set of coordinates, and they will find the place at that point. M/LI/V/MA/HW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will explain how the coordinate system can be used in designing. He/she will give the students a list of points to plot on their graphs. The students will plot the points to discover a picture. For homework, each student will draw a picture on their graphs, then list the points used. DA Student who have trouble drawing can copy a picture and mark points on their boards.

Week 20 Day 96

MK4-MA.18 The Coordinate System

Day 97

Day 98

Day 99

MK4-MA.10 Weight and Mass Measurement

Day 100

MK4-MA.10 Weight and Mass Measurement

M/OL/MA/HW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The students will exchange their list of points from their homework assignment. They will plot the list given to them, then present the resulting pictures. Students will be given a review packet of geometry and the coordinate system for homework. M/HW The teacher will address any questions the students have about the review packet. Students will play a review game in the form of Jeopardy. They will complete the review packet to turn in before the test. M/A Students will turn in their review packets. The teacher will administer a unit test on basic geometric concepts, two and three dimensional shapes, and the coordinate system. DA LD students who are auditory can have their exam read to them. M/LI/GA/MA/MO The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher divides the class into groups. Groups will go around the room to various specified objects of different weights. Each group will guess at the weight of each object in respect to different objects (i.e. the ball weighs as much as 20 pencils). After each group has guessed a weight for each object, the class will come back together. The groups will then compare their answers to each other. The teacher will lead a discussion about the importance of a standard unit for measuring weight. M/PS/GA/MA/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The groups will repeat the activity from Day 99 using pounds. The groups will then compare their guesses with the actual weights of the objects. The class will come back together and evaluate the results. The teacher will emphasize how much easier it is to compare results when everyone uses the same unit.

Week 21 Day 101

MK4-MA.10 Weight and Mass Measurement

Day 102

MK4-MA.10 Weight and Mass Measurement

Day 103

MK4-MA.10 Weight and Mass Measurement

Day 104

MK4-MA.10 Weight and Mass Measurement

Day 105

MK4-MA.10 Weight and Mass Measurement

M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce the customary units of weight including ounces, pounds, and tons. He/she will show examples of how to convert between two of the units. Students will complete a worksheet to practice converting and problem solving with customary units of measurement. M/LI/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she leads a discussion about what would be measured with each of these three units (ounces, pounds, and tons). The class takes turns drawing on three posters labels ounces, pounds, and tons. They will draw items that would be measured with each unit on the respective poster (i.e. a feather with ounces, a person with points, an airplane with tons). M/LI/MA/PS/HW/HS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce metric units of measuring mass including grams and kilograms. He/she will show how to convert from grams to kilograms and vice versa. Students will handle different mass units to get a feel for how grams and kilograms. Students will complete a worksheet of metric conversions. For homework, each student must bring in an object from home to be weighed. M/MO/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students place the object they brought in on their desks. The class walks around places the objects in mass order from least to greatest. The class will then find the actual masses of the objects and determine the correct order. DA LES students can practice mass comparison by inserting objects into the phrases, “____ has a greater mass than____” and “____ has a lesser mass than ____.” M/LI/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will compare customary and metric units of mass/weight. Students will practice finding masses in both unit systems.

Week 22 Day 106

MK4-MA.10 Weight and Mass Measurement

Day 107

MK4-MA.10 Weight and Mass Measurement MK4-MA.11 Length Measurement

Day 108

Day 109

MK4-MA.11 Length Measurement

Day 110

MK4-MA.11 Length Measurement

M/PS/T The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will use print and electronic resources to research different world records involving weight/mass. Students will make sure they have measurements in both customary and metric units (If only one is provided, they must convert into the other). M/PS/OL The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will present their findings from Day 106 M/OL/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will fold a piece of paper into three columns and label then “one inch,” “one foot,” and “one yard.” They will list objects in the room that are approximately each of those lengths. The class will come together and discuss and compare their findings. M/LI/MA/MO The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she will discuss the customary units of measure. The teacher will explain the “Length Scavenger Hunt.” Students will be given a list of objects and a yardstick. They must find each object and record its length. DA Students with physical disabilities can work with a partner who can bring them objects to measure. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce conversions between these the customary units of measuring length. Students will complete a worksheet to practice conversions.

Week 23 Day 111

MK4-MA.11 Length Measurement

Day 112

MK4-MA.11 Length Measurement

Day 113

MK4-MA.11 Length Measurement

Day 114

MK4-MA.11 Length Measurement

Day 115

MK4-MA.11 Length Measurement

M/LI/GA/OL/D The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce metric units for measuring length including the millimeter, centimeter, decimeter, meter, and kilometer. The class will divide into five groups. Each group role plays as one of these units. They will take turns introducing themselves and giving examples of things they measure. (i.e. a centimeter measures flowers, a kilometer measures distance between cities). DA Musical students can make up a song about what they measure. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will discuss conversions among the metric measurements of length. Students will complete a practice worksheet. M/LI/PS/MO The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The class will go to an outdoor location and estimate distances between objects (i.e. from the slide to the monkey bars is 10 meters). Half the class will estimate in customary units, and the other half will estimate in metci units. The teacher will have the actual distances, so they can be compared to the class estimates. M/LI/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she will introduce conversions from customary to metric units. Students will complete a practice worksheet of conversions. M/LI/OL The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will research world records dealing with length and will present their findings to the class.

Week 24 Day 116

MK4-MA.11 Length Measurement

Day 117

MK4-MA.12 Volume Measurement

Day 118

MK4-MA.12 Volume Measurement

Day 119

MK4-MA.12 Volume Measurement

Day 120

MK4-MA.12 Volume Measurement

M/PS/A The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will complete a checkpoint quiz on length measurement. DA LD students can take a modified version of the quiz to meet their needs. M/MA/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will measure the amount of water in various containers using measuring cups. The teacher will introduce different customary units of volume measurement including tablespoons, cups, pints, quarts, and gallons. M/LI/PS/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will examine different volumes like a gallon container, a quart container, etc. The teacher will explain conversions among the customary units. Students will complete a practice worksheet. M/MA/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The class will create an estimation quiz by having each student place a specified amount of water or sand into a container. Each student must estimate the amounts in a specified unit. M/MA/PS/HW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. He/she will introduce metric units of measuring volume including milliliter and liter. The class will experiment with beakers marked with metric units and 2 liter bottles. Students will complete a practice worksheet. For homework, students will begin bringing in newspapers for an upcoming project.

Week 25 Day 121

MK4-MA.12 Volume Measurement

Day 122

MK4-MA.12 Volume Measurement

Day 123

MK4-MA.12 Volume Measurement

Day 124

MK4-MA.12 Volume Measurement

Day 125

MK4-MA.12 Volume Measurement

M/MA/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will set up several different containers for students to estimate the volume of. Half the class will estimate in customary units, and the other half will estimate in metric units. The class will come back together and compare their estimates. M/PS/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will discuss conversions between customary and metric units. Students will complete a practice worksheet. M/PS/T/OL The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will research world recording involving volume. They will present their findings to the class. DA Students with speech problems can write an essay instead of doing an oral presentation. M/PS/A The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will complete a checkpoint quiz of volume measurement. M/MA/HW The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The class will convert the units of a recipe to make a yummy snack for themselves. For homework, the student will work on a review packet for the whole measurement unit.

Week 26 Day 126

Day 127 Day 128

MK4-MA.19 Basic Statistical Concepts

Day 129

MK4-MA.19 Basic Statistical Concepts

Day 130

MK4-MA.19 Basic Statistical Concepts

M/HW The teacher will address any questions the students have about the review packet. Students will play a review game. They will complete the review packet to turn in before the test. M/A Students will turn in their review packets. The teacher will administer a unit test on measurement including mass, length, and volume in both customary and metric units. M/H/L/LI The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce basic statistical terms by reading Probably Pistachio by Stuart J. Murphy. It discusses terms probably, likely, and certain. The teacher will redefine these terms for the students and have a brief discussion about what was learned from the book. The teacher will talk about the choices Jack makes about his actions and the outcome that affects his food choice. “Do these choices benefit Jack’s health?” M/G/H/MO/P The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will explain the activity How Many Hoops to the students. Students will be paired or put in small groups of three or four. Each student in the group will guess how many baskets each partner will make out of ten shots. With the help of one or two parent volunteers, the class will go outside or to the gym to shoot basketball hoops. Each student will have ten tries. After everyone has had their turn, the class will return to the classroom to discuss the findings and the likelihood of the outcomes. How accurate were the guesses of probability for each student? DA: Manipulate the probability. In each group, blindfold one student and have one person shoot backwards. Are the outcomes and probabilities altered? M/CI/G/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will have each student select a number between 2 and 12. Students will write this number down. The teacher will then roll two dice repeatedly, completing the horse race. If an 8 is rolled, then horse 8 moves up a spot. Talk about the reasoning behind the probability of the numbers rolled by a dice. Have students begin to look through the newspapers for evidences of probability and statistics. In the same groups as the basketball activity, have students locate at least five entries of the same information (temperature, a team’s statistics, etc.). This data will be used in the next coming weeks. Encourage students to discuss what they observe and find in the newspapers.

Week 27 Day 131

MK4-MA.19 Basic Statistical Concepts

Day 132

MK4-MA.20 Central Tendencies

Day 133

MK4-MA.20 Central Tendencies

Day 134

MK4-MA.20 Central Tendencies

Day 135

MK4-MA.20 Central Tendencies

M/CL/HS/HW/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Each student will be given six popsicle sticks. They may design one side of each popsicle stick as desired, which now become game sticks. To reinforce probability, students will play a traditional Native American game with the game sticks. Probability is seen as some sticks land design side up and some land design side down. Students can play with just two people or may play with two teams. For homework, students must go home and play at least one game with a family member. M/G/MO/RY The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce the activity by emphasizing responsibility. Students will work in groups of 2 or 3. They will measure the height of each student’s reach. Each student will record their height of reach on a piece of paper and leave it on their desks. Students will walk about the room to get a listing of each student’s measurement. Once the information is gathered, the teacher will engage the students in a discussion of the general findings. M The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce the new terms mean, median, mode, and range. The teacher will explain what the difference is between the four terms and how the outcomes vary. Using the class findings of Day 132, the teacher will guide the students in calculating the mean, median, mode, and range. M/CL/G/L/LI/RY/W The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will read of Climates of the World: Identifying Mean, Median, and Mode by Barbara M. Linde. The teacher will supply several copies for group work. Students will work in groups of 3. Groups will be responsible for exploring the various climates and determining the corresponding measures of central tendencies. The teacher will instruct students to take a few minutes to write in their math journals. Students will interpret what the central tendencies represent in regards to the climates of the world. DA: Gifted students will be asked to pick one area of the world that was mentioned in the book. The student will research and gather eight facts about that area. If time allows, students may present these found facts to the class. M/CL/G/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will guide the students through the instruction for a minor presentation. The students will continue to work in their groups. From the selection of areas of the world that were mentioned in the book from Day 134, student groups will pick an area to report on. Groups will create “made-up” data (the mean age of the population, the median temperature, etc.) and give a quick, one-two minute advertisement, integrating the made-up data to convince the class to move to that area of the world. Each group will be responsible for some type of visual aid.

Week 28 Day 136

MK4-MA.20 Central Tendencies

Day 137

MK4-MA.21 Line and Bar Graphs

Day 138

MK4-MA.21 Line and Bar Graphs

Day 139

MK4-MA.21 Line and Bar Graphs

Day 140

MK4-MA.21 Line and Bar Graphs

M/A/G/LI/T The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The student will complete a worksheet on central tendencies, including the mean, median, and mode. The worksheet will integrate some probability. Students will exchange papers. Using calculators, students will check their peer’s paper with pencil. The students will then compare results and give suggestions on how to make corrections. Corrections can be made and then turned into the teacher. The teacher will be available to answer questions or settle discrepancies. M/T/V/W The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will guide the class through an interactive, online game demonstrating the importance of organizing data. The students will write a brief paragraph in their math journal about how data was organized in the game. Allow a few minutes for students to give feedback once everyone has finished writing. The teacher will have the students recall methods used in the last two or three weeks to collect data. The teacher will then introduce the bar graph and the line graph, pointing out the need for labels and titles. http://www.bbc.co.uk/schools/ks1bitesize/numeracy/data/index.shtml M/HW/LI/MO/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will give students a handout describing the five-step process of making a bar graph. The students will quickly give their preference to a favorite season. With this information, the teacher will guide the class through the steps to creating a bar graph. Students will brainstorm and select a topic to present on a bar graph. Students will have several minutes to walk around the room gathering data. Encourage students to keep their data organized. Once the information is gathered, students will begin creating their own bar graph. If not finished in class, the student must finish the bar graph for homework. M/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher instructs the students on how to create a line graph using the favorite season data. Using the same data from Day 138, students will now be given another piece of graph paper in order to create a line graph. Have a few student volunteers to share both of their graphs. The student will describe the differences between their two graphs. DA: Students may write a story based on the results of their surveys and graphs. The story must include the specifics of the results found. M/CI/G/MA/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will distribute a few pictures cut out of magazines and newspapers with no captions or written descriptions. Working in small groups, the students will analyze the picture. The students will use the context clues to describe what the purpose of the picture is. The teacher will then explain this is the main purpose of a graph. It is to tell a story through a picture representation rather than direct words. Given a worksheet of a few sample graphs, have students answer questions correlating to the data in the graphs.

Week 29 Day 141

MK4-MA.21 Line and Bar Graphs

Day 142

MK4-MA.22 Patterns

Day 143

MK4-MA.22 Patterns

Day 144

MK4-MA.22 Patterns

Day 145

M/G/V/W The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will exchange graphs, both the bar graph and the line graph, with a partner. Each student will examine the graphs and write a one page analysis or description of what the graphs represent. The student should comment on the similarities and the differences between the two types of graphs. Once this is complete, students will return the graphs to the owner and exchange descriptions. The students will comment on the accuracy of the interpretation of the graph’s intentions. M/CI/HW/MA/MU/W The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce the pattern concepts by beginning a clapping combination. The teacher will ask the class to repeat the combination. Students will work with pattern blocks to explore geometric patterns. Allow students to share their created patterns on the overhead. Explain to the class that shape patterns can be represented as ABC patterns. The teacher will assign students a homework assignment. The students are to find three examples of patterns around them (wallpaper, gardens, etc.). They are to write descriptions of the patterns down to bring to class the next day. DA: Students may choose to draw the patterns they find around their environment rather than write a description of the patterns found. M/G//L/LI/MO/OL/PS The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will share his/her own patterns that were found. Allow a few volunteers to share their patterns. The teacher will collect the homework. The teacher will then explain that patterns exist in numbers as well as shapes. The teacher will hand out pieces of paper with large-print numbers. Students will stand up in front of the class, in the order specified by the teacher. The class will then brainstorm about the possible pattern that is being displayed. Encourage students to use their problemsolving skills to find the pattern. The teacher will read The Grapes of Math by Greg Tang. M/G/HW/MA The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will demonstrate how a pattern may be continued or repeated once the set pattern is discovered. Each student will create a number pattern containing at least five numbers. Students will then exchange numbers with a partner. Students will now determine what the pattern is and what the next sequence of numbers would be. Student partners will discuss what they found and whether or not they are correct. The student will be given a review packet for the next exam to be completed for homework. M/PS The student will come prepared with questions of concern from the review packet. The teacher will answer student questions and reinforce the information that will be found on the test. The final review will be two major problems that will each incorporate the chief aspects that will be on the test.

Week 30 Day 146

Day 147

Day 148

Day 149

Day 150

M/A The teacher will collect the review packets from the students. The students will take the statistics and patterns test. The concepts on this test will include the following: basic statistical concepts and elementary probability, sets of data (mean, median, mode, and range), line and bar graphs, and numerical and geometrical patterns. MK4-MA.5 M/T/PS/LI The class will split into two groups. Half the Whole Number class will use computer games to reinforce the skills being Estimation reviewed. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking. MK4-MA.6 M/T/PS/LI The class will split into two groups. Half the Addition and class will use computer games to reinforce the skills being Subtraction of reviewed. The teacher will take the other half of the class Whole and review with them. The students will complete a short Numbers review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking. DA: Students can create their own word problems using addition and subtraction of whole numbers. Students may exchange word problems for each other to solve. MK4-MA.7 M/T/PS/LI The class will split into two groups. Half the Multiplication class will use computer games to reinforce the skills being and Division of reviewed. The teacher will take the other half of the class Whole and review with them. The students will complete a short Numbers review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking. DA: Students can create their own word problems using multiplication and division of whole numbers. Students may exchange word problems for each other to solve. MK4-MA.3 M/T/PS/LI The class will split into two groups. Half the Equivalent class will use computer games to reinforce the skills being Fractions reviewed. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking.

Week 31 Day 151

MK4-MA.9 Addition and Subtraction of Fractions

Day 152

MK4-MA.9 Addition and Subtraction of Decimals

Day 153

MK4-MA.14 Basic Geometric Concepts

Day 154

MK4-MA.16 Lines

Day 155

MK4-MA.15 Analyzing Two Dimensional Shapes

M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review the addition and subtraction of fractions. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. DA Gifted students can help other students as they review. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review the addition and subtraction of decimals. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review basic geometric concepts. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review lines and their properties. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review two dimensional shape movement. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity.

Week 32 Day 156

MK4-MA.17 Two and Three Dimensional Shapes

Day 157

MK4-MA.18 The Coordinate System

Day 158

MK4-MA.10 Weight and Mass Measurement

Day 159

MK4-MA.11 Length Measurement

Day 160

MK4-MA.12 Volume Measurement

M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review two and three dimensional shapes. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review the coordinate system. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review weight and mass measurement. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. DA Kinesthetic learners can use manipulatives to help them review. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review length measurement. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce and review volume measurement. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity.

Week 33 Day 161

MK4-MA.19 Basic Statistical Concepts

Day 162

MK4-MA.20 Central Tendencies

Day 163

MK4-MA.21 Line and Bar Graphs

Day 164

MK4-MA.22 Patterns

Day 165

MK4-MA.22 Patterns

M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce the skills being reviewed. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet on basic statistical concepts, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce the skills being reviewed. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet on central tendencies, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce the skills being reviewed. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet on line and bar graphs, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking. DA: Several math-related mind games and brain twisters will be available for students to work on as they finish the assignment. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce the skills being reviewed. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet on patterns, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking. M/T/PS/LI The class will split into two groups. Half the class will use computer games to reinforce the skills being reviewed. The teacher will take the other half of the class and review with them. The students will complete a short review worksheet, which reflects the same format and structure as the standardized test. The groups will switch and do the other activity. The teacher will give a “Tip of the Day” for better test taking.

Week 34 Day 166

STANDARD TESTING Day 167

STANDARD TESTING Day 168

STANDARD TESTING Day 169

STANDARD TESTING Day 170

STANDARD TESTING **During this week, the teacher will administer the standardized testing. Students will use their understanding and knowledge of the standards learned through this curriculum on this standardized test. **Students will be placed into four or five groups. Each group will be responsible for creating a board game based on a specific topic (a book, Civil War, muscles and bones, etc.). This activity will take place each day once the testing is complete. The first day will be used to brainstorm the board game (name, directions, etc.). The second and third days will be used to construct the game. The fourth day the students will create a typed, direction sheet for the game. The remainder of the fourth day and the fifth day student groups will play their own games to make sure all of the rules and directions are accurate and complete. During Week 36, students will have opportunities to play the other board games constructed by other student groups.

Week 35 Day 171

Day 172

Day 173

Day 174

Day 175

MK4-MA.17 Two and Three Dimensional Shapes MK4-MA.11 Length Measurement MK4-MA.11 Length Measurement MK4-MA.18 The Coordinate System MK4-MA.18 The Coordinate System MK4-MA.17 Two and Three Dimensional Shapes

M/MA/VA The teacher will supply various sizes of balloons and necessary materials. The students will create papiermâché spheres. M/PS/MO Students will go to the playground and measure its dimensions. They will draw a sketch of the area and fill in the measurements they find using their own strides as units. The teacher will assist students as they measure the playground. M/PS Students will use the measurements they found to create a map of the playground. They will place the map on a coordinate system. They will select a “secret point” on the playground. DA Gifted students can select multiple points or encode their points like a puzzle. M/PS/G Students will give the coordinates of their “secret point” to a partner who must find that point. The teacher will check the accuracy both students’ work. M/MA/VA The teacher will supply paints, and the students will decorate their papier-mâché spheres and hang them in the classroom.

Week 36 Day 176

MK4-MA.10-12 Measurement MK4-MA.21 Line and Bar Graphs

Day 177

MK4-MA.10-12 Measurement MK4-MA.21 Line and Bar Graphs

Day 178

MK4-MA.10-12 Measurement MK4-MA.21 Line and Bar Graphs

Day 179

MK4-MA.10-12 Measurement MK4-MA.21 Line and Bar Graphs

Day 180

MK4-MA.10-12 Measurement MK4-MA.21 Line and Bar Graphs

M/RY The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The teacher will introduce a final class assignment that will take place throughout the last week of school. Specific responsibilities and job duties will be distributed. Students may elect people into the positions, but the teacher has the final discretion. Positions may include: spokesperson, record keeper, deliverer, etc. M/MA/RY/T The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will take part in a survey regarding “Summer Vacation Plans”. The class will determine the perimeters of the survey and be completely responsible for collecting all of the data. The students will select a maximum of six categories to be included in the survey (beach, work, summer camp, etc.). The students will create a typed survey. The survey will be given out to the entire fourth grade. DA: Students may write a descriptive paragraph about their summer plans. Students may also draw a picture to show their summer plans. M/CC/CI/G/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. The students will collect the surveys from each fourth grade classroom. The papers will be gathered, sorted, and counted according to the responses. Based upon the initial sorting, the class will estimate the responses for each of the six categories. The class will see if this estimate is accurate according to the total enrollment of fourth grade. Students will begin to discuss ways to present the gathered data in graph or chart. They will begin a rough draft or a sketch of the product. M/CC/G/T/V The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. Students will do a final recount of the gathered data. Once the information is confirmed to be accurate, students will organize the information into a graph or chart of some sort. This representation will be done on large poster-sized paper to be posted in the hallway, but smaller versions may be copied for each fourth grade class to see. This activity may be done with the coordination and assistance of the computer teacher. M/CI/H The teacher will have a “problem of the day” on the board for students to do as they begin the transition into math. This day will be used primarily as a flex day for the “Summer Vacation Plans” project. If necessary, students may work today on finishing up loose ends. With the remaining time, students may discuss in more detail their individual summer plans. The teacher will ask students how math will be included in their summer plans and give suggestions how they can practice math in fun, exciting ways while they are on summer vacation! The teacher will make healthy suggestions (each day do 20 jumping jacks, etc.).

Resources Anno, M. (1999). Anno’s mysterious multiplying jar. Putnam Juvenile. Banfill, J. (2004). AAA math. Retrieved November 12, 2007, from: http://www.321know.com/g4_12ex1.htm BBC. (2007). Bitesize games. Retrieved November 13, 2007, from: http://www.bbc.co.uk/schools/ks1bitesize/numeracy/data/index.shtml. Bley, N. S. & Thornton, C.A. (1995). Teaching mathematics to students with learning disabilities, 3rd edition. Austin, TX: Pro-Ed. Cathcart, W. (2006). Learning mathematics in elementary and middle schools. Upper Saddle River, New Jersey: Pearson Education. Cornett, C. (2007). Creating meaning through literature and the arts. “Counting songs and chants”. Upper Saddle River, New Jersey: Pearson Education. ----. (2007). Creating meaning through literature and the arts. “rhythm and sound math”. Upper Saddle River, New Jersey: Pearson Education. Fennell, F. et. Al (2001). Mathematics: The path to math success, Teacher’s guide, Grade 4, Volumes 1-2. Parsippany, NJ: Silver Burdett Ginn. Goldstone, B. (2006). Great estimations. New York: Henry Holt. Greenberg, D. (1999). Funny & fabulous fraction stories. New York: Scholastic Teaching Resources. Heilshorn, K. (2007, November). Energize your elementary mathematics teaching: an academic toolkit for student success. Paper presented at the meeting of the Kappa Delta Pi International Honor Society in Education, Louisville, KY. Linde, B. (2005). Climates of the world: identifying and comparing mean, median, and mode. The Rosen Publishing Group, Inc. McKissack, P. (1992). A million fish, more or less. New York: DragonFly Books.

MClard, L. (2007). Who wants to be a mathematician? Retrieved November 13, 2007, from Lesson Plans Page: http://www.lessonplanspage.com/MathWhoWantsToBeAMathematicianBoardWo rkIdea36.htm Murphy, S. (2001). Probably Pistachio. New York: HarperCollins. Napoli, D. (2007). The wishing club: a story about fractions. New York: Henry Holt. Pallotta, J. (1999). The Hershey’s milk chocolate fractions book. New York: Scholastic, Inc. ----. (2003). Apple fractions. New York: Scholastic, Inc. Pinczes, E. (1993). One hundred hungry ants. Boston: Houghton Mifflin Company. ----. (1995). A remainder of one. Boston: Houghton Mifflin Company. Stewart, P. (2007). Military math. Retrieved November 13, 2007, from Lessons Plan Page: http://www.lessonplanspage.com/MathMultiplicationTableMilitarySong25.htm Tang, G. (2001). The grapes of math. New York: Scholastic, Inc. ----. (2002). The best of times. New York: Scholastic, Inc. ----. (2003). Math-terpieces: the art of problem-solving. New York: Scholastic Press. Unknown author. (2000). Songs for teaching. Retrieved November 12, 2007, from: http://www.songsforteaching.com/jennyfixmanedutunes/clips/AlligatorGreaterTh anLessThan.mp3.