4 - Claar-smith - Math Charts

A AC

art

accountability

C compassion

CI CC CL CM CR CZ DA E GA I L LA LE LI LS H HS HW M MA MO MU O OL PS Q R RE RT S SS T TX W

community involvement- collaboration with the community collaboration with colleagues/ resource teachers cultural literacy and diversity communication creativity citizenship differentiation/accommodation evaluation group activity integrity literacy Language Arts leadership listening life skills health home/school connection- collaboration with families homework math manipulative activity movement/ physical education music obedience oral language/ public speaking problem solving/ critical thinking quiz reading responsibility respect science social studies technology text writing Week # 1

Monday Day # 1

Tuesday Day # 2

Wednesday Day # 3

Thursday Day # 4

Friday Day # 5

MCSOL M 4.1 Place Value

MCSOL M 4.1 Place Value

MCSOL M 4.3 Rounding

MCSOL M 4.3 Rounding

MCSOL M 4.3 Rounding

M/LI: The teacher will explain to the students the different parts of a place value chart, including, the periods of three, which are set off by commas.

M/OL: The teacher will write a series of numbers, ranging from ones to millions and call on students to tell him/her which digit in the number has a greater value and why.

M/LI: The teacher will explain the terms estimate and round.

M/LI: The teacher will point out the break down of each period, the ones period, the thousands period, and the millions period.

M/LI: The teacher will explain to the students the different ways to write a number, including standard form, expanded form, short word form, and word form.

M/LI: The teacher will introduce the number line and explain its function.

M/MA/CR: The students will create their own place value charts, assessing on creativity, neatness, and accuracy. The students will label index cards 0-9, so that they fit into the slots on the chart. M/MA: The students will play a game with the teacher calling out up to seven digits, challenging the students to do a variety of tasks. For example, using the digits 1)Find the smallest number possible, 2)Find the largest number possible, 3)Make a certain number, having one of the digits in a specific place. (http://www.learnnc. org/lessons/Beth Evans7242002019)

M: The teacher will give the students a series of problems to be completed in their math journals. The students will be given several numbers to write and will choose three other ways to represent that number. The students will complete word problems that deal with understanding place value. M/MO/GA: The students will split into two teams to play a relay race game. Each team will have index cards labeled 0-9 with a magnetic strip on the back. The teacher will call out a number and the students will race to the board. The first team that has the number correctly posted on the board wins.

M/LI: The teacher will explain the different ways to round.

M/LI: The teacher will give the students three steps to copy down in their math notebooks on how to round a number using the number line. M/GA/T: The students will get in pairs and take turns using the classroom computer to play a game online that reinforces the concept of rounding whole numbers. (http://www.quia. com/mc/66061.html) M/MA: While the students are waiting for their turns on the computer, the students will use whiteboards with a number line on it (use electrical tape). The students will use their own personal whiteboard to complete a series of problems, reviewing what has been learned about rounding and the number line.

M/LS: The teacher will have the students brainstorm when rounding is used in everyday life. M/LS: The teacher will explain to students that they are going to visit a hypothetical grocery store in their class. M/LS/LI: The teacher will hold up several different price tags and have students explain how they would round to a particular price and why. M/LS/LI: The teacher will discuss when the students should round up to the nearest dollar and when they should round down to the nearest dollar. M/GA/LS: The students will be divided into groups and will be given a specific dollar amount they are allowed to spend. Each group will work use rounding to make sure that they have enough money to cover the cost of their items. M/E: The students will be evaluated based upon their ability to explain their methods of rounding to the class.

M/MU: The teacher will teach the students the poem to help them always remember when to round, “Five or more, Raise the score; Four or less, Give it a rest.” (http://www.glc .k12.ga.us/Builder V03/Attachments /13411.doc) DA/M/MA: The teacher will have students work with base ten blocks. The students will be given several different numbers and have to demonstrate how their models show that the number needs to be rounded to a certain tens place. (This activity will work well with the kinesthetic students). M/R: The teacher will have the students gather in a reading circle and read the book Coyotes All Around by Stuart J. Murphey.

Monday Day # 6 MCSOL M 4.15 Fractions

Tuesday Day # 7 MCSOL M 4.15 Fractions

M/MA: The teacher will have the students estimate and sequence the sums. The students will pick two cards from a deck and add the two fractions. The teacher will write the sum on a paper square and let the students pin it to the clothesline in sequence. The students will be allowed to examine the sum and its placement.

M: The teacher will brainstorm and discuss experiences that the students may have had with adding fractions, including doubling recipes, science experiments, etc.

M/CR: The students will create their own problem situation to match give fraction pairs. DA/M: The gifted students will pick three fraction cards and estimate the sum. M/GA/MA: The students will be given a fraction on a piece of construction paper and they must color the fraction. The teacher will explain that the pieces are for quilt patches. Each student must find other students whose pieces are the right sizes to be combined into one whole. The students will record the addition equation for each set of quilt patches.

M/LI: The teacher will identify the term rename and explain its importance when dealing with unlike denominators in fractional equations.

Week # 2 Wednesday Day # 8 MCSOL M 4.15 Fractions M/MO: The teacher will call on eight students to stand in a row in front of the class. The teacher will ask if 5/8 of the people standing sat down, what fraction of the group would still be standing. The students will act out the problem to check the answer. The teacher will repeat the activity, adjusting the fractions.

M/MA: The teacher will have the students M/LI: The teacher trace a circle and will explain that when divide it into eight adding fractions with parts. The students unlike denominators will color seven parts do not add the of the circle red and numerators of give the fraction. The fractions with different students will cut out denominators or add two red parts and give the numerators and the fraction. The use the greater students will explain denominator without how many eighths are renaming. leftover. M/GA/MA: The students will create two spinners that have several fractions on each of them. The students will play with a partner and each takes a turn spinning the spinner. The students will spin each spinner and add the two fractions they land on, using the rules for adding with unlike denominators.

M/GA: The students will play a game of “Around the World”, competing to solve the subtraction of fractions with unlike denominators in order to advance to the next desk.

Thursday Day # 9 MCSOL M 4.15 Fractions M/LI: The teacher will introduce the idea of subtracting fractions with unlike denominators, reminding the students to rename when necessary. M/GA/MA: The students will use the two spinners from Day 7, changing the fractions on each of them. The students will play with a partner. The students will begin with one whole and take away a fraction. The goal of the game is to be the first player to remove all fraction pieces and the last fraction piece must exactly match the remaining fraction on the spinner. M/MA: The students will be given fraction pieces and will have to pick two fraction pieces that have different denominators. The students will cover the greater fraction piece with the lesser fraction piece, making sure the left sides are lined up. The students will find one or more fraction pieces of one color that will cover up the rest of the bottom pieces. The students will record their results in a chart.

Friday Day # 10 MCSOL M 4.15 Fractions M/LI: The teacher will explain to students the idea of lining up decimal points when adding/subtracting. M/MA: The teacher will create numbered index cards and mix them up, placing them facedown on a table in rows of five by five. M/MA: The students will play the game “Concentration”. The students have to draw two cards and add/subtract them. M: The students will complete an activity titled “How Far?” The students will be given a map that shows the distance between planets in light urgs. The students will have to study the map and then answer the questions, requiring them to add and subtract decimals through the thousandths place. M/GA/MA: The students will play “store” and take turns being storekeeper and making change for the others’ purchases with play money. The items will have decimal answers.

Week # 3

Monday Day # 11 MCSOL M 4.4, 4.7 Comparing Fractions M/LI: The teacher will review the form of a fraction and the terms numerator and denominator. M/LI: The teacher will review that a fraction represents the parts of a group and show several examples of this. M/LI: The teacher will call 10 students to the front of the classroom. The teacher will ask 2 students to sit in chairs and have the class what part of the group is sitting. The teacher will write the fraction on the board and have the students explain what the numbers in the numerator and denominator represent. The teacher will repeat with other students and other fractions.

Tuesday Day # 12 MCSOL M 4.4, 4.7 Comparing Fractions

Wednesday Day # 13 MCSOL M 4.4, 4.7 Comparing Fractions

Thursday Day # 14 MCSOL M 4.4, 4.7 Comparing Fractions

Friday Day # 15 MCSOL M 4.4, 4.7 Comparing Fractions

M/S/LS: The teacher will explain to students that meteorologists keep careful records of the types of water vapor to help them in forecasting weather.

M/LI/LS: The teacher will explain to the students a real-life scenario when fractions are used, stores that advertise sales. The teacher will demonstrate and work a few problems that show how to take a certain fraction off an item.

M/LI/MA: The teacher will make 16 index cards (each set of 4 being a different color or size). The teacher will lay out 5 index cards (2 of one color, 3 of another color), asking the students what the cards have in common, how many are in the set, what the fractions are for each color. The teacher will change the combination several times to give the class practice.

M/LI: The teacher will review the idea of like and unlike denominators.

M/S/HS: The students will work with a family member to keep a weather record for ten days, listing each day as a clear, cloudy, rainy, or snowy day. The students will express each type of weather as a fractional part of their total record.

M/CC/MU: The teacher will invite the music teacher to come in and show the connection between mathematics and music. The students will show respect while the music teacher is speaking. The music teacher will explain whole, half, quarter, DA/M/GA/MA: and eighth notes. The The students will work students will get in in pairs using pairs to look through tangrams. Each group music books to choose will make a design a song that uses these using 6 tangrams. The notes. The students students will tell how will make a staff and many parts of the copy the music notes. design are triangles, The students will label rectangles, and each note with its squares, representing fractional value and with fractions. This is then exchange papers a great activity for to guess the song. kinesthetic and ESL students.

M/LS: The students will use magazines/ newspapers and find the price of a variety of items. The students will then show 1/3, 1/4, 1/2 off the price. The students will find out how much money was saved on each item. M/A/W: The students will imagine they are artists who have been hired to paint a wall of the classroom in a creative way. The students must follow these steps: 1) divide the wall in half; 2) ½ of ½ of the wall must be painted one color, the other half another color; 3) ½ of the other half of the wall must be a third color; 4) the remaining 2/3 of the other half of the wall must be still another color. The students will draw their wall and show how it was divided.

Week # 4

M/LI: The teacher will explain what a mixed number is and show the students how to convert a fraction into a mixed number. M: The students will complete a worksheet to help check their understanding of mixed numbers. M/HS: The students will work at home with a family member to cut out magazine pictures that illustrate a mixed number. The teacher will display the students’ work in the classroom.

M/LI: The teacher will explain that the students must look at the denominator when they are not the same. This also helps students remember to look at fractions as being parts of a whole. M/LI/MA: The teacher will model addition of fractions with like denominators and remind the students to add the numerators. M/LI/MA: The teacher will model the addition of fractions with unlike denominators by using fraction bars. M/GA/MA: The students will be given a handout of 5 problems for addition of fractions with unlike denominators. The students will work in pairs and use fraction bars to complete the worksheet. M/LI: The teacher will repeat the same steps to review subtraction of like and unlike denominators.

Monday Day # 16 MCSOL M 4.5 Equivalent Fractions

Tuesday Day # 17 MCSOL M 4.5 Equivalent Fractions

Wednesday Day # 18 MCSOL M 4.5 Equivalent Fractions

Thursday Day # 19 MCSOL M 4.5 Equivalent Fractions

Friday Day # 20 MCSOL M 4.5 Equivalent Fractions

M/LI: The teacher will explain the term equivalent fraction and give some examples of what an equivalent fraction might look like.

M/LI: The teacher will explain an easy way to find an equivalent of a fraction. The teacher will write an example fraction on the board and explain that if you multiply the numerator and denominator by the same number, you will have an equivalent fraction. The teacher will draw two equal squares on the board and ask two volunteers to divide one square into four equal parts and the other into eight equal parts. The teacher will point out that the colored areas are the same, so the fractions are equivalent.

M: The teacher will have the students draw two congruent rectangles, shading 1/2 of one rectangle and 4/8 of another rectangle. The teacher will then discuss with the students how the shaded parts are the same and how they are different.

M/LI/LS: The teacher will show the students how fractions can be used in everyday situations, such as recipes.

M/E/OL: The teacher will have students give an oral presentation for an assessment.

M/W: The teacher will have the students create a “fractional journal”. The teacher will instruct the students to write what they know about fractions. The students can draw, use models, use words or symbols. The teacher will also have students write about their personal feelings about fractions. The teacher will invite the students to share what they would like to learn about fractions. M/R: The teacher will read to the students the book Gator Pie written by Louise Mathews. M/W: The students will write about how the two main characters, Alvin and Alice, felt about sharing a pie with more and more visitors. The students will explain why Alvin and Alice might have felt this way. The students will write the fraction to represent if Alvin and Alice had more than one pie to share.

M/MA: The teacher will use a geoboard to model equivalent fractions to the students. M/MA: The students will enclose 12 squares in a rectangular region on their geoboards. The students will then divide the region in half, then into fourths, then into thirds. The students will discuss the relationships between 1/2 and 6/12, between 1/4 and 3/12, and between 1/3 and 4/12.

M/MA: The students will cut a 1x8 rectangle from grid paper. Then they will fold the rectangle into two equal parts to show that 4/8=1/2 and then into four equal parts to show that 2/8=1/4. M/MA: The students will repeat the above activity, using a 1x12 rectangle cut from grid paper. The students will fold the rectangle into 2, 3, 4, or 6 equal parts to show equivalent fractions in twelfths for 1/2, 1/3, 1/4, or 1/6.

Week # 5

M/LS: The students will receive a recipe for Sugarplum Bread Loaves and look over the ingredients in the recipe. The students will rewrite the recipe, showing how many twelfths of each ingredient you need. M: The students will complete a worksheet called “Fraction Finish”. The students will match the right drivers, cars, mechanics, and tires together by matching the equivalent fractions. DA/M: The gifted students will complete “Families of Fractions” and “Fraction Attraction” worksheets when they have completed the previously assigned worksheet. The students will match the given fraction to its equivalent in order to decode the secret message.

M/E/OL/GA: The students will be divided into 6 collaborative groups to prepare a display for their fraction (2 groups will do 1/2, 2 groups will do 1/3, 2 groups will do 1/4). The students will show how the same fractional part of two different objects may be a different size. The students will illustrate how the fraction given of different groups may be different numbers. When the students have prepared, they will give a short presentation of their display for their classmates.

Monday Day # 21

Tuesday Day # 22

Wednesday Day # 23

Thursday Day # 24

Friday Day # 25

MCSOL M 4.6, 4.8, 4.9 Fractions-Decimals, Rounding M/LI: The teacher will introduce decimals by showing the relationship with fractions.

MCSOL M 4.6, 4.8, 4.9 Fractions-Decimals, Rounding M/LI: The teacher will review the ideas that are connected to the term decimal, such as, fraction and part of.

MCSOL M 4.6, 4.8, 4.9 Fractions-Decimals, Rounding M/LI: The teacher will explain to the students that measurements sometimes smaller than tenths are needed.

MCSOL M 4.6, 4.8, 4.9 Fractions-Decimals, Rounding M/LS/LI: The teacher will explain the many different ways that decimals are used in everyday life.

MCSOL M 4.6, 4.8, 4.9 Fractions-Decimals, Rounding M/LI: The teacher will explain to students how to round decimals to the nearest whole number, tenth, and hundredth.

M/LI: The teacher will explain to the students the concept of the decimal system and give a brief background of its creation.

M/LI: The teacher will explain to the students how to read decimals up to the thousandths place.

M/S/LI: The teacher will explain the used of decimals in the context of average annual precipitation. The teacher will give the students a word problem that gives the average annual precipitation for two states and the students must figure the difference.

M/LI: The teacher will introduce this concept, using the number line. The teacher will have the students recall in the past when they have used a ruler to measure something and explain that they are going to measure things in units and tenths of units.

M/GA: The students will then make their own word problem, using decimals. When the students have created their word problem and checked it with the teacher, they will exchange with a partner to solve each other’s word problems.

M: The teacher will give the students a handout to go over as a class that deals with measuring with a unit and tenths of a unit.

M/L: The teacher will review with the students the placevalue chart, emphasizing ones, tenths, hundredths, and thousandths. M/LI/MA: The teacher will use the base-ten blocks to model a series of fractions. The teacher will then explain the decimal form of the fraction. M: The students will complete an activity worksheet that deals with identifying the amount shaded in a model and representing with a fraction and its equivalent decimal form. M/LS: The students will look in newspapers and magazines for articles and ads that display numbers in tenths. The students will report their findings and discuss whether fractions or decimals are used.

M/MA: The teacher will review and show the students the baseten blocks representing the following: three and one tenth, four and five tenths, nine tenths, two and nine tenths. The students will write a fraction or mixed number and a decimal for each. M/MA/LI: The teacher will give each student several 10x10 pieces of oneinch grid paper, explaining that each sheet represents one. The teacher will say a decimal number aloud and write it on the chalkboard. The students will color the appropriate number of squares on their papers and write the decimal on the back. The gifted students will show citizenship by helping the lower-achieving students.

DA/M: For ESL students who have a hard time saying or writing the terms, the teacher will use the place-value chart to illustrate the concept of tenths, hundredths, and thousandths, and then have the ESL students practice saying, spelling, and writing the words. M/MA/GA/RT: The students will get into pairs and create spinners. The students will divide the spinner into eight slices and put a different decimal in each slice, ranging up to the thousandths place. The students take turns spinning and naming the decimal. The students will show respect to their partner by not laughing at them if they answer incorrectly.

Week # 6

M/MA/GA: The students will play a game in teams of 3 or 4. The students will match the puzzle pieces that show equal decimals. All the teams will be given three minutes in which to make as many matches as they can. The team with the greatest number of correct matches wins.

M: The students will then complete a problem solving worksheet that deals with measuring bugs to the nearest tenth of a unit. M/OL/MA/CR: The teacher will orally call on students to answer questions based on which two whole numbers on a number line a certain number would fall. The students will use their own hand-made number line manipulatives for this exercise.

Monday Day # 26

Tuesday Day # 27

Wednesday Day # 28

MCSOL M 4.11 Horizontal/Vertical Addition & Subtraction M/LI: The teacher will review with the students several addition and subtraction problems.

MCSOL M 4.11 Horizontal/Vertical Addition & Subtraction

MCSOL M 4.11 Horizontal/Vertical Addition & Subtraction M/LI: The teacher will put a series of vertical and horizontal addition problems on the board for the students to solve. The teacher will instruct the students to use graph paper to prevent alignment or regrouping errors.

M/LI: The teacher will play a game of “Around the World” to get the students thinking in terms of adding and subtracting in their heads. M/LI: The teacher will review with the students the terms regroup, combine, and carry over. M/LA: The students will complete an addition worksheet in order to solve the riddle. M: The students will complete a subtraction worksheet in order to decode the two “Monster Mysteries”. M/R: The teacher will have the students gather in a reading circle to read the book titled I Know a Lady Who Swallowed a Fly written by Colin Hawkins. M: The students will be responsible to follow the addition and subtraction throughout the book.

M/LI: The teacher will explain the three main addition properties: zero property, commutative property, and associative property. M/LI: The teacher will show examples of each property on the overhead projector for the students to notice the patterns. M/W: The students will write in their math journals a brief description of each property, showing that they can differentiate between the properties. M/LI: The teacher will discuss the adding of whole numbers, reminding students of regrouping and introducing the idea of adding horizontally and vertically. DA/M/MA/OL: The teacher will create a set of index cards with an addition or subtraction problem, some in horizontal form and some in vertical form. The students will demonstrate in front of the class the systematic process to solve it. For kinesthetic learners, they will use base-ten blocks to demonstrate.

M/LI: The teacher will discuss the idea of subtracting whole numbers, both vertically and horizontally. M/LI: The teacher will go through a stepby-step process to show students how to work several problems M/MA/GA: The students will play a game called “Get the Least”. The students will play in groups of two and take turns rolling the number cube. The student will write down the digit rolled in one of the boxes on the playing board, noting that once a digit is written in a box it cannot be erased. After the boards are filled, players find the difference between their two numbers and the player with the least difference wins. Alternative: the player with the greatest difference wins.

Week # 7

Thursday Day # 29 MCSOL M 4.11 Horizontal/Vertical Addition & Subtraction M/LI/LS: The teacher will explain the many different ways that addition and subtraction can be used in everyday life. The teacher will give the students an opportunity to see examples of this concept. M/SS/LS: The teacher will have students use their addition skills and social studies facts by doing an Appalachian Trail problem. The students will find the distances among states along the trail. The students will choose two “legs” of the trail, locate the states on a map, and find the total miles for the two legs by adding both horizontally and vertically.

Friday Day # 30 MCSOL M 4.11 Horizontal/Vertical Addition & Subtraction M/LI/T: The teacher will explain to the students that there are appropriate times to use paper-and-pencil methods and times to use calculators. M/LI/T: The teacher will do a demonstration on how to use a basic calculator, pointing out what each button means and how to enter in problems. M/LI/T: The teacher will explain to the students that the use of a calculator is to be a tool to complete complex computations. The teacher will explain that a calculator should not be used for basic math calculations.

M/LS/T: The teacher will explain to the M/S/LS: The students students to need for will integrate science calculators when by briefly learning that computing several scientists keep records numbers. The teacher of wind speeds of will give the example hurricanes. The of how slow it would students will research be if the cashier at the four different major store had to add up the hurricanes and their total of our items maximum wind using paper-and-pencil speeds. The students method. will subtract both vertically and M/T: The students horizontally to will be given a series compare the different of data points and use wind speeds. their calculator to find the sum or difference.

Monday Day # 31 MCSOL M 4.10 Addition/Subtraction by rounding

Tuesday Day # 32 MCSOL M 4.10 Addition/Subtraction by rounding

Wednesday Thursday Friday Day # 33 Day # 34 Day # 35 MCSOL M 4.10 MCSOL M 4.10 MCSOL M 4.10 Addition/Subtraction Addition/Subtraction Addition/Subtraction by rounding by rounding by rounding

M/LI: The teacher will introduce the concept of addition by rounding.

M/LI: The teacher will introduce the concept of subtraction by rounding.

M/LI: The teacher will explain that this process is a quick way to estimate the sum of two numbers. The teacher will explain that this will not give the exact answer but may be close enough, depending on the purpose for the number.

M/LI: The teacher will outline the steps to subtraction by rounding by telling the students to round each term that is going to be subtracted and then subtract the rounded numbers to find the estimated difference

M/LI: The teacher will review with the students the concept of addition and subtraction by rounding.

M/LI: The teacher will outline the steps to addition by rounding by telling the students to round each term that is going to be added and then add the rounded numbers to find the estimated sum. M/LI: The teacher will show the students a series of problems for addition by rounding. The teacher will work the first few problems to show as examples and then call on students to walk through the steps aloud. M/LI: The teacher will explain to the students that their number lines will help them round their numbers before adding.

M/LI: The teacher will show the students a series of problems for subtraction by rounding. The teacher will work the first few problems to show as examples and then call on students to walk through the steps aloud. M/LI: The teacher will explain to the students that their number lines will help them round their numbers before subtracting. M: The students will complete a worksheet that has several problems for them to practice addition and subtraction by rounding (http://www.teaching ideas.co.uk/maths/ contents06addition subtraction.htm).

M/LI: The teacher will show the students examples of how useful the number line can be when rounding before adding or subtracting. M/MA: The teacher will give each student a number that needs to be rounded. The teacher will have a large number line up on the board and the students will be instructed to locate their number and then round that number to the nearest tens, hundreds, or thousands. DA/M: The teacher will call on different students to answer addition and subtraction problems, using their classmate’s numbers. The students will then be required to round the two numbers before adding or subtracting. This activity is good for the ADD/ADHD students because it gets them moving around the classroom and allows for interaction with others.

Week # 8

M/LI: The teacher will review the importance and the application of addition by rounding. M/LI/LS: The teacher will begin by discussing addition by rounding in reallife situations. For example, checking to see if you have enough money to buy something. The teacher will set up a few stations around the room. M/GA: The students will travel in pairs and begin at different stations, moving on to stop at each station at least once. M/GA/RE/LS: The students will be given a total amount of money they are able to spend at each station. The students will then “purchase” items, rounding the items and adding them up to see if they will have enough money in the end. The students will be graded based on accuracy and application of the skill taught. This activity teaches students responsibility when “purchasing” items, making sure they have enough money to buy something and not overspending.

M/LI: The teacher will review the importance and application of subtraction by rounding. M/LI/LS: The teacher will begin by discussing subtraction by rounding in real-life situations. M/LS: The teacher will again give each student a set amount of money they are able to spend and a hypothetical Christmas list of things a child wants them to buy. M/LS: The students will be given newspapers, flyers, and magazines to look through. The students will have to use subtraction by rounding to subtract each item from their total amount of money remaining. M/RE/LS: The students will learn through this activity responsibility when “purchasing” items. In addition, the students will see how important it is to save their money to buy gifts for others.

Monday Day # 36 MCSOL M 4.12 Multiplication

Tuesday Day # 37 MCSOL M 4.12 Multiplication

Wednesday Day # 38 MCSOL M 4.12 Multiplication

Thursday Day # 39 MCSOL M 4.12 Multiplication

Friday Day # 40 MCSOL M 4.12 Multiplication

M/LI: The teacher will review the term multiplication as being a way to find the total number of items in equal sized groups.

M: The teacher will begin by having a review. The students get into pairs. The students will place a set of dominoes face down and each student will take turns picking a domino and telling the product of the two numbers.

M/LI: The teacher will review with students the term estimation, meaning to round one of the factors and then multiply.

M/R: The teacher will read Amanda Bean’s Amazing Dream written by Cindy Neuschwander. The teacher will encourage students that multiplying more and more digits is just as easy as multiplying one-digit numbers.

M/LI: The teacher will explain how to multiply three-digit numbers by one-digit numbers. The teacher will show some example problems, making sure to remind the students of regrouping.

M/LI: The teacher will explain the Rows x Columns method, using arrays to explore multiplication. M/MA: The teacher will give each student a paper rectangle and access to an inkpad and stamps. The student will stamp an array and write the multiplication sentence below. The teacher will display the arrays in the room. M/LI: The teacher will demonstrate arrays by drawing the 4-by-7 array on the whiteboard. The teacher will write 7+7+7+7=28 beneath the array and explain that this is one way this array can be interpreted. The teacher will ask students to list the other possible number sentences. M/LI: The teacher will show the relationship between multiplication and addition by giving addition sentences and having students write the multiplication sentence.

M/LI: The teacher will review the two main properties used to solve multiplication problems, distributive and associative property. M/LI/LS: The teacher will show the students a bar graph that shows the weekly programs on the local TV station. The teacher will walk the students through the exercise of figuring out how many hours each program gets for 12 weeks. M: The teacher will have students complete a mental math activity. The students will find a product of two 2-digit numbers that have a difference of 2 by thinking of a number between the two factors, multiplying that number by itself, and then subtracting 1. The students should complete this process 6 times.

M/LI: The teacher will have students practice rounding numbers to the nearest ones, tens, hundreds, and thousands place. M/LI: The teacher will show a few example multiplication problems on the board, using estimation. The teacher will remind the students that they can use their number lines to help them round accurately. M/LI: The teacher will remind the students that the products are only estimates; they are not exact answers. M: The teacher will give the students more examples for them to complete on their own and then have the students explain how they found their answers. M: The students will complete an “Estimation Wheel” worksheet to practice their estimating and multiplying skills.

Week # 9

M/LI: The teacher will review from Day 38 the steps for multiplying two 2digit numbers. M/W: The students will complete a worksheet to practice multiplying two 2digit numbers and then write a brief explanation of the method they used. DA/M: For students will LD, the teacher will allow them to complete the worksheet problems by outlining on grid paper the equation and coloring in the different parts of the sentence to figure out the answer.

M/MA: The teacher will pose a problem that involves multiplying a threedigit by a one-digit number. The teacher will have a volunteer model the problem using base-ten blocks. The teacher will repeat this activity until each student has had a turn. M/GA: The teacher will divide the class into two teams. One team will toss four number cubes and make a “one-digit times three-digit” multiplication problem, while the other team solves the problem. A correct answer earns that team points equal to the number of regroupings necessary in the problem. The first team to earn twenty points is the winner. M/R: The teacher will read a book titled Minnie’s Diner: A Multiplying Menu by Dayle Ann Dodds to get students thinking about multiplication.

Monday Day # 41 MCSOL M 4.12 Multiplication M/LI: The teacher will introduce the concept of multiplying 3-digit numbers. M/LI: The teacher will show the students the steps to completing a 3-digit multiplication by completing a word problem that discusses how many boxes of postcards a gift store bought and how many cards are in each box. The class will work together to find out how many postcards the gift shop has to sell. DA/M/GA: The teacher will group the class into two teams standing in two lines facing the whiteboard. The teacher will callout the multiplication problem and each student standing first in line will race to the board and write the product. The first team to have their member get back in line and have a correct answer scores one point. The first team to score twenty points wins. This activity will work well with students with ADD or ADHD since movement and competition is integrated in the activity.

Tuesday Day # 42 MCSOL M 4.12 Multiplication M/LI: The teacher will continue to work with students on multiplying 3-digit numbers. M: The will give students a worksheet for them to complete the “multiplication scramble”. The students will be given several problems that have missing numbers. The students will be given a choice of three numbers that could fit into the problem. The student will have to use trial and error to find out which number correctly belongs in the equation (http://www.glc. k12.ga.us/Builder V03/Attachments /15577.doc). M/LS/HW/HS: The students will work with a family member to collect menus from local restaurants and plan a party for 15 people. Each guest will get the same main course, drink, and dessert. The students will estimate separately the costs of the main course, drinks, and desserts, then estimate the total cost. The students will calculate the exact costs and compare.

Wednesday Day # 43 MCSOL M 4.12 Multiplication

Thursday Day # 44 MCSOL M 4.12 Multiplication

M/LI/LS: The teacher will explain to students the real-life application of multiplication.

M/LI/T: The teacher will explain the different methods that can be used for multiplication problems, including, mental math, paper and pencil, or calculator.

M/LI/LS/GA: The students will work with a partner to plan a trip to a museum, a sporting event, an entertainment event, or an ice-skating or roller-skating rink. The students will find out the cost of the transportation for the trip and include the cost for refreshments. The students may then use the data to determine how much it would cost for the class and 6 adults to take the trip. M/LS/OL: The teacher will have the students research the cost of monthly rent for four different apartments in the area. The students will multiply the rent by how many months they choose to live there. The students will have to print out a picture of the apartment complex and give a short presentation to the class.

Week # 10

M/LI/T: The teacher will make up one multiplication sentence and go through the three different methods to find the product. M/T: The students will complete two worksheets that require them to choose a method to solve the problem. The students will then explain why they choose to use that particular method. M/T/GA: The students will write a word problem that requires multiplication. The students will exchange problems with a partner, and then choose a method to solve each other’s problem. The students will discuss their solutions.

Friday Day # 45 MCSOL M 4.12 Multiplication M: The teacher will use this day as a review day for the multiplication unit. M/MA: The teacher will review multiplying two 2digit numbers by using the base-ten blocks. M: The teacher will have already prepared M&M cookies to hand out to the students. M/MA: The students will receive a cookie and a worksheet to fill out multiplication problems based on the number of each color M&M in their cookie. The students will then get together with a partner to fill out the same worksheet, but combing their number of each color to create higher numbers to multiply (http://www.the teachersguide. com/lesson%20plans /Math/math13.txt). M/MA: The students will play “Multiplication BINGO”. The teacher will call out 16 products and the students will fill in their cards. Then the teacher will call out multiplication problems and the students have to find the product on their cards.

Monday Day # 46

Tuesday Day # 47

Wednesday Day # 48

Thursday Day # 49

Friday Day # 50

MCSOL M 4.2 Comparing Numbers using <, >, = M/LI: The teacher will introduce the idea of the relationships between numbers being greater than, less than, or equal to.

MCSOL M 4.2 Comparing Numbers using <, >, = M/LI: The teacher will review with the students the steps to compare numbers.

MCSOL M 4.2 Comparing Numbers using <, >, = M/LI: The teacher will review with the students the concepts learned and make sure that students are able to give account for why they solve the problems the way they do.

MCSOL M 4.2 Comparing Numbers using <, >, = M/W: The teacher will review with the students the activity from Day 8. The students will take the several number scenarios created and use them to answer questions in their math journals.

MCSOL M 4.2 Comparing Numbers using <, >, = M/Q/T: The students will take turns on the classroom computer to complete a timed quiz to compare a series of numbers (http://aaaknow. com/k1d_cox1.htm).

M/LI: The teacher will use the example of the different depths of the Pacific Ocean and the Indian Ocean to compare. M/LI: The teacher will explain that the students must call upon their place value skills to help them compare numbers. M/LI: The teacher will go through and teach the students the steps of lining up the digits in the numbers, beginning at the biggest place value, and finding the place where the digits are different. Then compare the digits that are different. M/LI: The teacher will explain the meaning of the signs <, >, and = and explain when to use them. M: The students will complete a worksheet to compare two numbers at a time.

M/SS/LS: The teacher will bring in the data from a recent year’s census. The teacher will give a brief overview of what census is and what the numbers mean (http://www. census.gov/) M/SS/LI: The students will have to analyze the data and order them from greatest to least. The students will pick 6 random number sets from the list of data and make comparisons, using <, >, and =.

M/LI: The teacher will review that commas help line up the places of the numbers, it is important to align digits properly when adding and subtracting, and begin at the greatest place value to find the first place where the digits differ.

M/LI: The teacher will call upon 3 students to raise any M/HW: The students number of fingers will complete a from 1-9. The teacher “Heavyweight Hippos” will record the three worksheet. The numbers down and students will look at then have the students the weight of all six arrange the numbers hippos and make from greatest to comparisons to find out smallest. in the end, which hippo is the heavyweight. DA/M: Gifted students will show the answers and their work from the previous night’s homework on the whiteboard and explain how they came up with their answers.

Week # 11

M/W: The students will explain in their math journals why the greatest number had the greatest digit in the tens place and why the least number had the least digit in the tens place. M/MA/GA: The students will get into pairs to practice their comparing and ordering skills. The students will play a game with a deck of cards. The students will put the cards in a pile and each student will pick up two cards. The students can either add or subtract their cards, depending on the teacher’s instructions. The students will determine whose sum is greater than the other is and that student gets all the cards. The game goes on until one student has all the cards.

M/MA/GA: The students who are not taking a quiz, will be in groups of 4 working on a manipulative activity. The students will receive a piece of paper and a spinner. One student will spin 5 times and the other students will write the digits down. The students will rewrite digits to show the number with the greatest value. The students will change roles and repeat the activity. M/R: The teacher will close the unit by reading the book More or Less by Stuart J. Murphey. This book is a great challenge for the students to think logically and helps make the students stay focused on listening in order for them to follow the main character and his thinking.

Monday Day # 51

Tuesday Day # 52

Wednesday Day # 53

Thursday Day # 54

Friday Day # 55

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

M/W: The teacher will have the student’s journal and write down three facts they know about division and three questions they have.

M/MA: The teacher will demonstrate a division problem using counters, choosing a problem that has a remainder to illustrate the leftovers to the students.

M/MA: The teacher will have one volunteer model a division problem using counters and baking cups. The teacher will give a problem where there is a remainder and the teacher will show how to indicate there are some left over by writing the R for remainder.

M/LI: The teacher will introduce the idea of estimation when solving division problems.

M/LI: The teacher will explain to the students that division by 2-digit divisors follows the same procedure as division with 1-digit divisors.

M/LI: The teacher will show the students a diagram that labels the quotient, divisor, divided, and remainder. M/LI: The teacher will solve a word problem that asks if there are seven members on each gymnastics team and there are 23 gymnasts, how many teams would need to be formed. M/LI: The teacher will show the systematic process to solve this problem. The teacher will explain that after one solves by ways of dividing, multiplication can be used to check the solution. M/LI: The teacher will show an example of a problem with two numbers given, one being a 1-digit divisor. M/LI: The teacher will let the students know that they will be learning about remainders.

M/MA/GA: The students will work in partners, alternately dividing handfuls of counters into groups of equal numbers. One student will grab a handful of counters, pass them to the other student, and tell them to divide by a number (1-9). After counters have been regrouped, students agree on and record the answer, including the remainder. The activity will be repeated until all numbers 1-9 are used as divisors. M/MA/GA: The teacher will divide the class into two teams. One team will toss a number cube and write a division problem with the resulting number as a remainder. The opposing team checks the division and if the problem is correct, the second team scores a point. The first team to fifteen points wins.

M/GA/MA/W: The students will place division problem index cards facedown on the table. The students will work in pairs, select three or four cards, and model the problem with the baking cups and counters. The students will write their answers on a separate sheet of paper. M/GA: The teacher will hand out a worksheet to the students to work on in pairs. The students will pretend they are invited to a party with five other guests. The students are given a list of the amount of each type of food that will be at the party. The students will do the division work and then figure out the remainders to find out how much food will be leftover for the family pets.

Week # 12

M/LI/LS: The teacher will explain the pertinence of estimating in division to be able to estimate how many items you have for each person when you buy a large number of items. DA/M: The gifted students will be challenged to estimate quotients. The students will be given some information in regards to a division problem. The students will find and write the information needed to solve the problem. Then the students will use their knowledge of basic facts and patterns to estimate the answers. The students will complete a worksheet that helps them practice their estimating skills. The teacher will read a book titled Moira’s Birthday written by Robert N. Munsch. The book talks about estimation and problem solving.

M/LI: The teacher will complete some review 1-digit divisor problems with the students. M/LI: The teacher will introduce a problem that has a 2digit divisor and show the students that the steps are similar. M/LI/MA: The teacher will do the problem 65/31 using base-ten blocks. M/LI: The teacher will explain to the students how they can check the quotient and remainder by multiplying the quotient by the divisor and adding the remainder to the product. M/MA: The students will be given several division problems with 2-digit divisors to work out. The students will work half the problems using the base-ten blocks and the other half without the blocks.

Monday Day # 56

Tuesday Day # 57

Wednesday Day # 58

Thursday Day # 59

Friday Day # 60

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

MCSOL M 4.13, 4.14 Division/Remainders

M/MA: The teacher will bring in directions for making a model airplane. The teacher will have the students brainstorm a time when they tried to read or do something that was complicated and how pictures probably helped them better understand the directions. The teacher will point out that drawing a picture for a problem in mathematics often makes finding solutions easier.

M/LI: The teacher will prepare a poster to show the students the systematic process to solve a division problem with a threedigit divisor.

M/LI: The teacher will review the steps to solving a division problem with threedigit divisors.

M/LI: The teacher will further explain the concept of estimating quotients.

M/E: The teacher will administer an evaluation/test that covers multiplication, comparing numbers, and division/remainders.

M/MA/A/W: The teacher will give the students instructions that they will be writing their own word problems. The students will also be illustrating their word problems. M/MA: The teacher will write a division problem on the board and students will find the answer using any method they like (base-ten blocks, baking cups and counters, pencils, etc).

M/LI: The teacher will show students how to set up their division problems on grid paper. The students will be able to put a number in each box and then cover the digits not being divided with a piece of paper so that only the numbers being divided are visible, to prevent confusion of numbers. M/MA/GA: The students will be divided into two teams. One team will toss two numbers to get the dividend and then toss three numbers to get the divisor. The opposing team solves the problem. The score for each problem is the number of the remainder and the first team to make it to one hundred points or more wins. M: The teacher will begin reviewing for the test on Day 60.

M: The students will complete a worksheet that has students complete the problems, showing their work as they solve the problem. M: The teacher will have volunteers come up to the whiteboard and showing the steps they used to get their solution. M/A/T: The students will use information from today’s newspaper to make up word problems. The students will illustrate each problem with a picture and a number sentence that can solve the problem. Each problem will have a three-digit divisor. The students can use their work to make a bulletin-board display of problem solving and division. M: The teacher will continue to review for the test on Day 60.

M/LI: The teacher will work a few problems for the students to see how to estimate the quotients in division problems. M/GA: The students will work in pairs to play “Estim-Eight”. The students will work together to write eight different number sentences that satisfy the conditions given by the teacher. DA/M: The LD students will use flash cards to practice basic division facts. After the students have practiced, the teacher will write several problems with 3-digit dividends and 2-digit divisors. The students will write the basic division fact they would use to estimate. The teacher will remind the students to round the divisor to the nearest ten and then look for the basic fact. M/LI: The teacher will provide some last details concerning the test on Day 60.

Week # 13

M/E: The students will complete each section of the test.

Monday Day # 61

Tuesday Day # 62

Wednesday Day # 63

Thursday Day # 64

Friday Day # 65

MCSOL M 4.16, 4.17, 4.18 Weight M/LI: The teacher will give a definition of the term weight.

MCSOL M 4.16, 4.17, 4.18 Weight M/LI: The teacher will give a brief summary of the historical background for the U.S. customary units of measurement.

MCSOL M 4.16, 4.17, 4.18 Weight M/LI: The teacher will give a brief summary of the historical background for the Metric units of measurement.

MCSOL M 4.16, 4.17, 4.18 Weight M/LI: The teacher will explain to the students what equivalent measurements are.

MCSOL M 4.16, 4.17, 4.18 Weight M/LI: The teacher will explain to the students that units of measurement can be converted into a different unit of measurement with a conversion equation.

M/LI: The teacher will remind students that measuring devices vary depending on what you are measuring. M/LI: The teacher will introduce the balance, a measuring device that is most often used to measure weight and the teacher will demonstrate how to properly use it.

M/LI: The teacher will introduce the U.S. customary units of measurement for weight with their abbreviations, including ounce (oz), pound (lb), and ton (T).

M/LI: The teacher will give the students examples of objects M/GA/MA: that would be weighed The students will work in the three different in small groups. Each units of measurement. group will receive the same set of objects DA/M/GA: The ESL (i.e. envelopes, pens, students or other screw, etc). The students who are from students will predict other countries will and order the objects work in pairs with from lightest to students who know the heaviest. One student terms for U.S. from each group will customary units of use the scale/balance measurement. The and flats to weigh an students will work with object. The students a partner to review the will record the terms, make flashcards different weights for that show the name of each object on the each term and its whiteboard. abbreviations, and create games using the The students will flashcards. repeat the above activity, except they will collect objects they think weighs about 1 lb and use the balance to check their predictions. They will repeat the activity for 5 lb objects.

M/LI: The teacher will introduce the Metric units of measurement for weight with their abbreviations, including gram (g) and kilogram (kg). M/LI: The teacher will give a definition of the term mass and explain its similarities/differences from the term weight. M/LI: The teacher will explain that grams and kilograms measure mass. DA/M/GA: The gifted students will work with those students who have difficulty understanding the metric units of measurement. The students will test the mass of several objects in the classroom and label each object, indicating the mass as about 1 gram or about 1 kilogram.

Week # 14

M/LI: The teacher will explain that units can be converted U.S. to U.S. or U.S to Metric or vice versa. M: The teacher will give the students a list of conversion equations to have for their own reference point. M/LI/T: The teacher will point out a website that can be used to show the equivalencies between the Metric and the U.S. customary units of measurement (http://www.cure zone.com/ conversions.asp). M/R: The teacher will gather the students in a reading circle to read the book titled Just a Little Bit written by Ann Tompert. The students will learn about two friends who are very different in stature and try to balance a seesaw.

M/LI: The teacher will write on the whiteboard some common conversions of ounces, grams, pounds, kilograms (1 oz = 28 g), (1 g = 1 paperclip), (1 kg = 2 lb). M/T: The students will take turns playing a game online that shows objects on a balance. One side of the balance is in U.S. customary units and the other side is in Metric units and the students have to tell how many units are needed for one particular side to make the balance level (http://www.harcourt school.com/activity/ elab2004/gr4/18.html.) M: Those students who are not working online will be given several problems to complete to convert from one unit to another. The students will share the conversion process they used.

Monday Day # 66

Tuesday Day # 67

Wednesday Day # 68

Thursday Day # 69

Friday Day # 70

MCSOL M 4.19, 4.20, 4.21 Length/Distance M/LI: The teacher will review with the students the basics of length and distance that they learned in science at the beginning of the school year.

MCSOL M 4.19, 4.20, 4.21 Length/Distance M/LI: The teacher will introduce the U.S. customary units of measurement for length/distance, including inches, feet, yards, and miles.

MCSOL M 4.19, 4.20, 4.21 Length/Distance M/LI: The teacher will remind the students that the Metric system is another form of measurement when looking at length/distance.

MCSOL M 4.19, 4.20, 4.21 Length/Distance M/LI: The teacher will have the students identify the equivalent measurements between U.S. customary and Metric systems.

MCSOL M 4.19, 4.20, 4.21 Length/Distance M/LI: The teacher will review with the students the concepts of comparison and equivalencies.

M/LI: The teacher will review with the students the device used to measure the length and distance, the ruler. M/LI: The teacher will explain to the students the basic differences between length and distance. M/MA: The teacher will have the students start by measuring length using a nonstandard unit of measurement. The students will make “string rulers” the length of their fingers. The students will be given a list of objects to measure using their “string rulers”. The students will compare their results. M/LI: The teacher will explain that some units are used to measure shorter lengths/distances and some are used when measuring longer lengths/distances.

M/LS: The teacher will open a discussion for students to brainstorm the use of inches, feet, yards, and miles in different sports. M/MA: The students will then measure the same objects using a customary ruler and measuring in inches. The students will discuss why their answers were different. M/MO: The teacher will have the students go outside and search for chestnut acorns. The students must act responsibly outside. M/MO: The students will gather five chestnut acorns, looking for distinct and diverse acorns to measure. M/LI: The teacher will draw a picture of the acorn on the board to show the students how to find its length. M: The students will measure their acorns to the nearest half inch.

M/LI: The teacher will introduce the Metric units of measurement for length/distance, including centimeter, meter, decimeter, and kilometer. M/LS: The teacher will open a discussion for students to brainstorm the use of Metric units in sports to measure distances. M: The teacher will have the students try drawing a ladybug that is 1 cm long and then check it with their ruler. The teacher will explain that it takes 100 one-centimeter ladybugs to make 1 meter. M: The students will be called upon to name three objects in the room that are about 1 meter. M/R: The teacher will have the students get together in a reading circle to read Tell Me How Far It Is by Shirley Willis.

Week # 15

M/LI: The teacher will explain to the students that there are equivalent units between the U.S customary and the Metric systems. M/LI: The teacher will display several comparisons of U.S. to U.S. units and U.S. to Metric units and vice versa. M/LI: The teacher will show the students conversions of inches=centimeters, yards=meters, miles=kilometers, etc. M: The students will complete some word problems that require them to convert from one unit to another unit. HW/M: The teacher will have the students work with a family member to estimate the lengths of objects in the kitchen, such as a spoon, can opener, or table. The student will measure to check the accuracy of their estimates

M/OL: The teacher will call upon some students to come to the whiteboard and show how they converted the word problems from their homework. The students will tell the class the process they used to solve the problem. DA/M/GA: The ESL students will make flashcards with the following information: Centimeter-100 in a meter; Decimeter-10 centimeters; Meter100 centimeters; Kilometer-1,000 meters. The students will work in pairs to review the flashcards. M/CR/A: The teacher will have the students create posters. Each student will be responsible to illustrate the comparison/ equivalency between two different units. For example, illustrate 12 centimeters = 1 inch. The students will be graded on creativity. M/OL: The students will present their completed posters to the classroom.

Monday Day # 71

Tuesday Day # 72

Wednesday Day # 73

Thursday Day # 74

Friday Day # 75

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

M/LI: The teacher will introduce the term perimeter, meaning the measurement of the distance around a figure.

M/LI: The teacher will introduce to the students the idea of nonstandard units of measurement, shoe length, pencils, cubits, etc.

M/LI: The teacher will review with the students the main unit of measurement, U.S. customary units.

M/LI/LS: The teacher will explain to the students that perimeter is a very crucial unit of measurement in reallife situations.

M/LI: The teacher will review with the students the material covered in reference to perimeter, including standard and nonstandard units of measurement.

M/LI: The teacher will explain to the students the step-bystep process to find the perimeter of an object. M/LI: The teacher will show an example on the overhead projector of a space that needs a defined perimeter. The teacher will point out that students must use two addends to determine the perimeter and that each addend represents two measurements-the sum of the lengths and the sum of the widths. M/LI: The teacher will remind students that they must include labels with each perimeter, such as feet or inches. M/R/CC: The teacher will have the librarian gather several books that talk about perimeter. The students will get with a partner and choose one book to read and then tell the class about.

M/MO/GA: The teacher will have four small groups of students measure the perimeter of the classroom, choosing their own nonstandard unit of measurement. M/OL/MA/GA: The students will record their measurements on the board when they have completed the assignment. Each group of students will get up in front of the class and explain their nonstandard unit of measurement, their process of measuring, how they found the perimeter, and what their total perimeter is for the classroom. M/MO/GA/OL: The teacher will have the students in groups measure the perimeter of other parallelograms in the classroom: doors, windows, desktops, books, tables, whiteboards, bulletin boards, etc. Each group will share their measuring process and their nonstandard unit of measurement to find the perimeter.

M/LI: The teacher will provide the students with a list of the customary units of length and remind the students of the conversions they already learned. M: The students will practice, completing some problems that deal with converting from one unit to another. M/MA: The teacher will have a map of the school to hand out to each student. M: The students will add the lengths of each side of the building in order to arrive at the perimeter. M/LI: The teacher will review the properties of a rectangle, recognizing that opposite sides are the same lengths. Therefore, to solve the students only need two measurements. M/LI: The teacher will briefly introduce the Metric units for measuring perimeter and have the students work on conversions.

Week # 16

M/LI/LS: The teacher will tell the students of one example where perimeter is needed, the planning of an amusement park. M/OL/O: The teacher will allow time for an open discussion, encouraging students to obey by raising their hands if they want to share their experiences at an amusement park. M/R: The teacher will tell the students a story about a haunted house at the amusement park. The students will be given the measurements of the haunted house and must solve for the perimeter.

M/LI: The students will complete a worksheet to review, titled “Don’t Fence Me In”. The students will find the perimeter of each field on the farm. The students will use their ruler as a standard unit of measurement and find the perimeter to the nearest 1/2”. Then the students will find a nonstandard unit of measurement to find the perimeter for each field.

DA/M/MA/GA: The students will play the “Frog Math Power” board game. The students will focus on working with and understanding perimeter. The students will work in groups of four. Each M/HW/HS: student will take a turn The students will work answer a game card with a family member individually. If the to draw a diagram of a student answers the room at home. The game card correctly, diagrams should be he or she can advance estimates of the to the next game spot. lengths of each wall. The first student to get Then the students will to the finish line first calculate the is the winner. This perimeter. game is good for ADD/ADHD students.

Monday Day # 76

Tuesday Day # 77

Wednesday Day # 78

Thursday Day # 79

Friday Day # 80

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

MCSOL M 4.25, 4.26 Perimeter, Area

M/LI: The teacher will introduce the term area, meaning the number of square units needed to cover it.

M/LI: The teacher will review with the students the introduction information from Day 76 and answer any questions the students may have.

M/LI: The teacher will remind the students of the U.S. customary unit of measurement for area.

M/LI/LS: The teacher will explain to the students that area is a very crucial unit of measurement in reallife situations.

Field Trip to Jamestown

M/LI: The teacher will explain to the students the step-bystep process to find the area of an object. M/LI: The teacher will introduce the formula used for find the area of a region (area=length x width). M/LI: The teacher will show an example on the overhead projector of a space that needs a defined area. The teacher will use Cuisenaire rods to model a specific problem. M/LI: The teacher will have the students explore the differences between the area and the perimeter. M/MO/GA: The students work in groups of three or four and will be given 100 centicubes. The students will find objects in the classroom with a rectangular or square shape and cover the surface with the centicubes. The students will then count how many centicubes it took to cover the surface.

M/LI: The teacher will help the students understand that figures with the same area can have different shapes. M/LI: The teacher will introduce to the students the idea of nonstandard units of measurement that can be used to find area, such as, a piece of paper, sticky notes, hands, etc. M/MO/GA/OL: The teacher will have the students in groups measure the area of other rectangles or squares in the classroom. Each group will share their measuring process and their nonstandard unit of measurement to find the area. M: The teacher will have the students trace their hands on grid paper. The students will choose an object small enough to be their nonstandard unit of measurement (example: paper clips). The students will proceed to find the area covered.

M/LI: The students will practice working on conversions for the U.S. customary units that deal with measuring the area of a region. M/LI: The teacher will briefly introduce the Metric units for measuring perimeter and have the students work on conversions. DA/M/GA/MA: The students will work in groups of two and use their geoboards to practice their skills on finding area. This activity will be a good hands-on exercise for the kinesthetic learners. M/GA/MA/RT: The students will take turns and show respect for their partner while it is not their turn; one student will form a rectangle of square on the geoboard. The other student will place the precut square on top of the shape and when the shape is covered, the students will count the units to find the total area.

Week # 17

M/LI/LS: The teacher will explain to the students that one example of when area is needed is when architects make blueprints for houses, offices, or apartments. M: The teacher will have the students practice using grid paper to find the area of three rectangles, all differing in size. The students will cut out the rectangles and count the squares to find the area of each individual rectangle. M/LS/OL: The students will use grid paper to draw a blueprint for an apartment, including dimensions (in meters) for a kitchen, dining area, living room, bedroom, and bathroom. The students will color each room to show carpet or tile. The students will present their apartment blueprints to the class, explaining how they found the area of the apartment.

Monday Day # 81 MCSOL M 4.22, 4.23, 4.24 Volume M/LI: The teacher will review with the students the basics of volume that they learned in science at the beginning of the school year. M/LI: The teacher will review with the students the device used to measure the volume, graduated cylinder. M/LI: The teacher will explain that volume can be found using cubic measurement. M/LI: The teacher will pass out onecentimeter cube to each student. The students will imagine that the cubes are filled with water. The teacher will explain that the water each cube can hold has a volume of 1 cubic centimeter. M/MA: The students will build a rectangular prism and count the number of cubes to find its volume. The students will record its length, width, height, and volume on a chart. The students will repeat this activity, changing the number of centimeter cubes used.

Tuesday Day # 82 MCSOL M 4.22, 4.23, 4.24 Volume M/LI: The teacher will put an emphasis on liquid measurement of volume. M/LI: The teacher will remind students briefly of the background of the U.S. customary units of measurement. M/T: The teacher will have the students complete an activity that shows the different units of measurement, including cups, pints, quarts, and gallons (http://www. knowledge. state.va.us/cgibin/lesview.cgi?idl=98) DA/M/MA: The students will create the “Gallon Man”. The teacher will give to each student a handout for him or her to assemble. The “Gallon Man” will help the students see the equivalencies among the U.S. customary units. This activity will help the ESL students and those students who are visual and kinesthetic learners. (http://www.two getherexpress. com/gallon% 20man2.htm). M: The teacher will begin reviewing for the test on Day 85.

Wednesday Day # 83 MCSOL M 4.22, 4.23, 4.24 Volume M/LI: The teacher will remind students briefly of the background of the Metric units of measurement. M/LI: The teacher will share with the students the main units of measurement for the Metric system, including liters and milliliters.

Thursday Day # 84 MCSOL M 4.22, 4.23, 4.24 Volume

Friday Day # 85 MCSOL M 4.22, 4.23, 4.24 Volume

M: The students will continue their experiment from Day 83.

M/E: The teacher will administer an evaluation/test that covers measurement, including weight, length/distance, perimeter/area, and volume.

M: The students will estimate how many of cups, pints, quarts, and gallons will be needed to fill each container.

M: The teacher will bring in samples of different size containers to show the difference in volume for each container.

M/GA: The students will get in small groups and carry out the experiment. The students will create a table to record their data and then gather again as a class to discuss their findings.

M/LI: The teacher will explain that liters measure larger quantities and millimeters measure smaller quantities.

M/LI: The teacher will show the students that there are some comparisons between the U.S customary and the Metric system.

M: The teacher will have students make estimates on how many liters and millimeters it will take to fill each container.

M: With their data and the conclusions made, the students will be better equipped to make comparisons between the two different units of measurement.

M/GA: The students will get in small groups and carry out the experiment. The students will create a table to record their data and then gather again as a class to discuss their findings. M: The teacher will continue reviewing for the test on Day 85.

Week 18

M/W: The students will record in their journal these equivalencies. M/LI: The teacher will provide some last details concerning the test on Day 85 (http://www. glc.k12.ga.us.).

M/E: The students will complete each section of the test.

Monday Day 86

Tuesday Day 87

Wednesday Day 88

Thursday Day 89

Friday Day 90

MCSOL M 4.27, 4.28 Points, lines, line segments, rays, angles

MCSOL M 4.27, 4.28 Points, lines, line segments, rays, angles

MCSOL M 4.27, 4.28 Points, lines, line segments, rays, angles

MCSOL M 4.27, 4.28 Points, lines, line segments, rays, angles

MCSOL M 4.27, 4.28 Points, lines, line segments, rays, angles

M/A/CR: Students will create a little booklet to put all of their geometric terms and pictures for this unit. They can design the cover in a creative manner.

M/W: The teacher will introduce the first few terms that students will put in their book, along with a picture. The terms learned today will be point and line. The teacher will illustrate these on the board and then describe both how to draw them and also how to identify it both verbally and in written form. The teacher will also explain that a line is the shortest distance between two points.

M/W: The teacher will introduce the next few terms that students will put in their book, along with a picture. The terms learned today will be line segment and ray, also including the definition of an endpoint. The teacher will illustrate these on the board and then describe both how to draw them and also how to identify it both verbally and in written form. The teacher will also show that a line segment is part of a ray and a line and a ray is part of a line.

M/PS: When students come in the classroom, the teacher will ask them to think for a few minutes and write down all of the capital letters of the alphabet that are only made up of line segments. The first person to correctly name all of them will get some kind of reward. (Mathematics, p. 460)

M/MA: Students will play Bingo. They will be given Bingo boards with different pictures of points, lines, line segments, angles, and rays. The teacher will call out the verbal form of the picture and students will mark the square with that picture.

M/PS/TX/LS: Students will be shown a picture of a town from their textbook (Mathematics, p. 459, p. 456-457 in student copy) They will brainstorm as a class all of the geometric shapes and idea within that picture. They will also brainstorm all of the careers that depend on geometry. DA: For students that may be disorganized and/or learning disabled and having problems with this project, the teacher will have pre-made booklets that they can just decorate.

M: The teacher will then draw some lines on the board that students must identify both verbally and written.

M: The teacher will then draw some lines, line segments, and rays on the board that students must identify both verbally and written. The teacher will also point out that order matters when naming a ray.

Week 19

M: The teacher will ask the students what will happen when the teacher puts two rays together, matching them at a point. [angle] The teacher will then add this definition to the notes as well as vertex and sides. The teacher will also include how to verbally and written form of the shape (ex. Angle ABC,
M/W/HW: Students will then complete a worksheet to identify points, lines, line segments, rays, and angles.

Monday Day 91

Tuesday Day 92

MCSOL M 4.27, 4.28 Points, lines, line segments, rays, angles

M: The teacher will describe the different kinds of angles- obtuse, right, and acute. The teacher will explain that a box is drawn to represent a right angle. M/MA: The teacher will explain to the students how to use a protractor to find out if an angle is right, acute, or obtuse. Students will find the measures of a few angles and must identify them as one of the types of angles.

MCSOL M 4.27, 4.28 Points, lines, line segments, rays, angles

Wednesday Day 93 MCSOL M 4.29

Thursday Day 94 MCSOL M 4.29

Friday Day 95 MCSOL M 4.29

Intersection of Lines

Intersection of Lines

Intersection of Lines

M/MA: The teacher will have a few manipulative clocks that students can manipulate. The teacher will ask the students to set a certain time and then determine what kind of angle is formed. Then the teacher will ask the students to demonstrate a right angle, obtuse, and acute angles with their clocks.

M: The teacher will introduce the topic of parallel and intersecting lines. Students will copy their notes in their booklets including pictures of the two topics and how they are labeled both verbally and written along with the symbol || to mean parallel. The teacher will also talk about an intersecting point.

M/PS: The teacher will ask the students what will happen if two parallel lines are extended- if they come closer together, farther apart, or the same distance apart. [same distance apart] Then students will identify different examples of parallel and intersecting lines within their classroom.

M/PS: The teacher will draw rectangle ABCD (making it out of lines, not line segments) on the board. Together, as a class, students must identify all of the perpendicular, intersecting, and parallel lines as well as all of the angles.

M: Students will be given a worksheet with angles: they must identify the different possible written representations of the angles and the kind of angle.

M/A: The teacher will ask each student to draw some kind of line that she describes. Students will draw it on their personal boards and raise their hands when they are done to put it on the board.

DA: Gifted and higher-achieving students will be given a worksheet that only has digital time given and must identify the type of angle formed by the time. (Mathematics, p. 465: Challenge 102)

M: The teacher will introduce a special kind of intersecting line that of perpendicular lines. The teacher will provide symbols and explain how right angles are formed there. Students will copy these notes into their booklet. M/PS: Students will identify perpendicular lines in the classroom.

Week 20

M/GA: The teacher will draw four more quadrilaterals on the board (see Mathematics, p. 461) and students will work in pairs to find all of the parallel, perpendicular, and intersecting lines as well as all of the angles. The class will then discuss their results. M/PS: In the remaining time, the teacher will ask students questions to get them thinking about this topicsuch as how many right angles are formed at the intersection of two perpendicular lines and to identify the difference between intersecting and parallel lines.

Monday Day 96 MCSOL M 4.30 Geometric Shapes

Tuesday Day 97 MCSOL M 4.30 Geometric Shapes

Wednesday Day 98 MCSOL M 4.30 Geometric Shapes

Thursday Day 99 MCSOL M 4.30 Geometric Shapes

Friday Day 100 MCSOL M 4.30 Geometric Shapes

M/LA/R/L: The teacher will read the poem “Shapes” from Shel Silverstein’s Light in the Attic.

M: The teacher will ask the students what a 4sided figure is called [quadrilateral]. If a student replies with square or rectangle, explain they are special forms of quadrilaterals.

M: The teacher will ask the class how many sides a triangle has [3]. The teacher will then give notes on the 6 ways of classifying angles: equilateral, isosceles, scalene, right, obtuse, and acute. The teacher will explain how each are formed, their differences and similarities.

M/GA: Students will get with a partner and come up with all of the possible ways to draw a circle and then share the results with the class. [Hopefully, someone will come up with a compass as one].

M/MA/T: The teacher will give each table a pile of pattern blocks. The teacher will call out a shape and students must form it with their pattern blocks. The teacher will then walk around the room and ask students to come up to the overhead and show how they completed it and show that there are different ways of completing it.

M: The teacher will describe what a polygon is and then the term sides. The teacher will then describe common polygons: triangles, quadrilaterals, pentagons, hexagons, and octagons. The teacher will ask where these are found (examples: stop signs are octagons, home plates in baseball are pentagons). Also, explain that a circle is not a polygon because it is not made up of sides. M/CL: Explain that in Latin that the prefixes “tri” means three, “quad” means four, “penta” means five, “hexa” means six, and “octa” means eight. M/MA: Students will have geoboards and use rubber bands to form a basic polygon that the teacher calls out.

M: The teacher will give notes on the special kinds of quadrilaterals: rectangles, squares, trapezoids, rhombii, and parallelograms. The teacher will explain how each is formed (angles, parallel sides, etc.) and how to represent it geometrically. Students will add these notes to their booklets.

M/W: Students will complete a worksheet to identify types of triangles by length of side and angle measures. DA: Gifted and higher achieving students will complete a worksheet from the textbook about impossible triangles. The student will draw the triangle described and find the two triangles that cannot be drawn. (Mathematics, p. 469- Challenge 104) Then they will create their own “impossible triangle”.

Week 21

M/MA: The teacher will discuss circles, their characteristics, and the parts of a circle, which will be on a large circle manipulative that the teacher can refer back to.

M/MA/W: The teacher will introduce threedimensional shapes such as spheres, M/MO: There will cubes, and be various circles rectangular prisms. in different stations The teacher will around the room. show the class Students will move models of each from station to shape and then station and must they will write in identify what their notes (not the concept the circle booklet) some is identifying (ex. observations they Radius, center make about the point, etc.) objects.

Monday Day 101 MCSOL M 4.30 Geometric Shapes

Tuesday Day 102 MCSOL M 4.30 Geometric Shapes

M/MA: Students will look at models of a sphere, cube, and rectangular prism and then share their observations they made on Friday to the class. The teacher will direct the discussion to the type and number of faces and edges are on each object. Students will then describe something they know has that shape (such as a ball, Rubix cube, and cereal box). Tomorrow, students will have to bring an object from home for each shape to show the class.

M/RT/OL/HS/LI/ LS: Students will bring in three objects from home and present it to the class and describe which three-dimensional object it is (sphere, cube, rectangular prism). Observing students will make a list in their booklet of all the types of common objects fit under each type of geometric shape and be respectful of the student presenting.

M/A/MA: After the presentations, students will make models of cubes and rectangular prisms out of M: The teacher toothpicks and will then provide marshmallows, notes on these each toothpick three-dimensional representing a side objects and and marshmallow provide the method representing in constructing points. (Learning them. Mathematics, p. 295)

Wednesday Day 103

Thursday Day 104

Friday Day 105

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes

MA/OL: Students will be given a few items that contain symmetry (such as leaves, pictures in magazines, pictures of homes/windows). Students will describe these items. The teacher should listen for key words such as “same” and “similar”. (Learning Mathematics, p. 303)

M/S/MA/A: Students will experiment with symmetry by using a mirror to complete a half picture. Students can use printed off half-pictures and can also draw their own. Students will observe that a mirror makes something split down the middle exactly the same on both sides. (Science Activities, p. 56)

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes M/MA/I: Students will cut out polygons out of construction paper using a stencil. Students will then fold their shapes to find the number of lines of symmetry in each polygon. For three-dimensional shapes, students will make the shapes out of play-dough and cut through using a plastic knife (to avoid injury but students must also be careful) to find symmetry in these objects. Students will then discuss their results and the teacher will demonstrate the correct findings.

M: The teacher will then instruct on symmetry in geometric figures. The teacher will explain the different kinds of symmetry and examples of each, which the students will add to their booklets.

Week 22

M/W: Students will complete a worksheet that has various polygons and students will fill in the line(s) of symmetry. Students will also need to complete the second half of a shape drawn on grid (or graph) paper.

DA: For students who have difficulty with cutting and/or tracing around a stencil, the teacher will have a pre-cut polygon for them to use. DA: Gifted students can take pictures of unfolded threedimensional shapes and must identify if it would form something if folded back together and if so, what shape it would make.

Monday Day 106

Tuesday Day 107

Wednesday Day 108

Thursday Day 109

Friday Day 110

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes

MCSOL M 4.31, 4.32 Congruence & Symmetry in Shapes

M/PS: Students will come into class and try to identify all of the capital letters of the alphabet that have symmetry. The teacher will then discuss what they found and discuss what kind of symmetry each letter has. (Mathematics, p. 480)

M/MA/GA: The teacher will give each table a set of tangrams and a sheet with some shapes that students must fill in with the pieces. The teacher will monitor the progress of each group. (Start with Manipulatives, p. 40)

M/MA: The teacher will draw two congruent triangles on the board, but one of them shifted so it looks upsidedown. The teacher will then ask if that shape is congruent to the other one. Some students may say no. Then the teacher will then take the same shape from cardstock and turn it on its side and then ask if they are congruent, which students will probably recognize that they are. Then the teacher will again ask if the two drawings are congruent. The teacher will explain that no matter how the shapes are turned, they are still congruent. (Discuss later in section on transformations.)

M: The teacher will draw two shapes on the board, same shape but different size. The teacher will ask if they are congruent and why they aren’t congruent [not same size]. The teacher will then explain that the shapes are “similar”, meaning they have the same shape but different size. Students will also put these notes in their booklet.

M/MA: The teacher will give each table a pile of pattern blocks. The teacher will ask each student to form two polygons that are either similar or congruent from the pattern blocks. The teacher will then monitor the progress of the students in completing this activity. (Start with Manipulatives, p. 19)

M/A: Students will look at various designs and then determine if the design is symmetrical or not and if so, where the line(s) of symmetry are. M/A/CC: As a final activity to learn about symmetry, the art teacher will come in for part of the time and demonstrate with students how to do origami, the art of paper folding. (Creating Meaning Through Literature and the Arts, p. 213)

M/T: The teacher will then explain that by making a shape out of the tangrams to match that of the outline on the worksheet, they are in fact making congruent shapes. The teacher will then provide notes for the students on congruence to put in their booklets and use the overhead to show this. Congruent shapes have the same shape and same size. The teacher will demonstrate on the board congruence within a shape such as a rectangle having two pairs of opposite congruent sides.

M/W: Students will complete a worksheet identifying congruent polygons.

Week 23

M/MO/GA/LE/O: Students will get in groups of four and then read off M/W: Students descriptions of a will look at shapes polygon. They on a worksheet and must use what they identify if they are know about the polygon to form “congruent”, that polygon with “similar” or rope and four “neither”. people holding the rope at its corners. (Mathematics Activities, p. 203) DA: Gifted students will be asked to form similar and congruent polygons that are more complex and may be a combination of different shapes.

Monday Day 111 MCSOL M 4.34 Graphing Coordinate Pairs M: The teacher will make a dot on the board and ask the students how to describe the position of the dot. Then the teacher will try to make it easier by drawing little pictures around it, such as a tree, person, etc. and then the dot is above the person, to the left of the tree, etc. The teacher will then explain a coordinate plane and its role in finding points. The teacher will provide notes for the students to copy as well as how to identify a point on graph paper. The teacher will provide a few examples for the students to initially watch and later participate while the teacher draws it.

Tuesday Day 112 MCSOL M 4.34 Graphing Coordinate Pairs M: The teacher will review a few coordinate graphing strategies as discussed on Monday. The teacher will also explain how to write a coordinate pair in the form: (x,y). The teacher will provide a few examples on the board and then have students come to the board and draw the point. M: Students will then have their own graph paper and must graph a point that the teacher describes.

Wednesday Day 113 MCSOL M 4.34 Graphing Coordinate Pairs M/PS: The teacher will have students participate by drawing polygons from points from a coordinate pair. Students will connect the lines and determine what polygon is being formed by the points.

Thursday Day 114 MCSOL M 4.34 Graphing Coordinate Pairs M/Q: The teacher will give a short quiz on coordinate pairs and identifying points on a coordinate plane in the first quadrant. Students will exchange papers and grade them.

LE/C: Students that are achieving this goal (do well on the quiz) will help to tutor their lower-achieving peers in this topic and help explain anything the teacher might not have been able to make clear to them. This will help them be better teachers themselves and allow students who are struggling to get a new DA/M/OL: The perspective on the teacher will ask the topic. students to describe out loud the motion they are making to put their point at a specific position which will be especially helpful for auditory learners. M: Students will also examine the relationship between points with the same xvalue or the same y-value (with different paired coordinates). The teacher will also show how switching the two values puts a point at a different position (unless they are the same value).

Week 24

Friday Day 115 MCSOL M 4.34 Graphing Coordinate Pairs M/A/CR: Students will create their own dot-to-dot picture by first drawing a picture using straight lines connected on graph paper from different points. Students will then record the order of the dots and coordinate pairs. They will record this on another sheet of paper and hide their key of what the picture is supposed to look like. Creativity will be emphasized. M/GA: Students will then exchange their list of coordinates with a partner and the partner must then on their own sheet of graph paper make the shape or picture. DA: Students with learning disabilities will have additional teacher support for this activity.

Monday Day 116 MCSOL M 4.33

Tuesday Day 117 MCSOL M 4.33

Wednesday Day 118 MCSOL M 4.33

Thursday Day 119 MCSOL M 4.33

Friday Day120 MCSOL M 4.33

Transformations to shapes

Transformations to shapes

Transformations to shapes

Transformations to shapes

Transformations to shapes

M/MA: The teacher will trace around one of the stencil polygons on the board and then slide it to a new position and trace it. The teacher will ask if the two shapes are congruent. [yes] The teacher will explain that this is a slide. The teacher will demonstrate this with a few other shapes and that it is just a simple move. The teacher will provide notes for students to add to their booklet. The teacher will use graph paper on an overhead to demonstrate this also.

M/MA: Students will use geoboards and rubber bands to demonstrate a slide. (Learning Mathematics, p. 305)

M/MA: Students will experiment with flips using pattern blocks and plain paper. They will trace the figure and then flip it over and retrace the new location. Students will observe what happens.

M/MA: Students will have geoboards and demonstrate flips with rubber bands.

M: Students will again experiment with flips. The teacher will demonstrate how a polygon is flipped over a line on graph paper on a coordinate plane. The teacher will demonstrate a few flips on paper and students will experiment on their own with graph paper.

M/MA: Students will demonstrate slides by sliding pattern blocks on their desks, making sure there is not other movement other than a slide (such as a turn). The teacher will walk around the classroom to make sure the students understand the concept.

M/MA: The teacher will demonstrate a flip with the stencil polygon on the board. The teacher will provide notes for the students to copy into their geometry booklets.

M/A/CR: If students are mature enough not to make a mess, the teacher will give them a piece of M/MA: Students white paper. They will experiment will make a simple again with mirrors, design with paint this time noting the on half of the difference between sheet. Students the original and its will then fold the reflection which is sheet in half while backwards. the paint is still Students will and observe the observe this reflected image on phenomenon by the opposite side writing a word and of the paper. then seeing it Students will let backward through their pictures dry the mirror. and then the teacher will hang some around the room. (Learning Mathematics, p. 306)

M/MA/RE/I: Hopefully this lesson would still occur sometime in the winter. Students will make snowflakes out of paper and observe how flips are evident in the way paper is folded and then cut. Students will each make three snowflakes with different designs and notice the pattern initially cut into the pie piece is reflected throughout the snowflake. Students must be responsible with their scissors.

M/MA: The teacher will give each student in the classroom a construction paper polygon that matches up to the graph paper. Students will place T: The teacher can the figures evenly demonstrate this first onto their graph and allow some students to get on the paper, matching up the corners with computer and make points on the their own virtual coordinate plane snowflake. (http://snowflakes.ba and then trace it. rkleyus.com/) Students will then observe and DA: Gifted students demonstrate the can be challenged to process of find another activity combining flips that demonstrates and slides to flips and/or slides polygons. and then demonstrate it to the class.

Week 25

Monday Day 121 MCSOL M 4.33

Tuesday Day 122 MCSOL M 4.33

Wednesday Day 123 MCSOL M 4.33

Thursday Day 124 MCSOL M 4.33

Friday Day 125 MCSOL M 4.33

Transformations to shapes

Transformations to shapes

Transformations to shapes

Transformations to shapes

Transformations to shapes

M/MA: The teacher will demonstrate a turn (rotation) with the stencil polygon on the board. The teacher will provide notes for the students to copy into their geometry booklets.

M: The teacher will demonstrate how a polygon is turned around a point on graph paper on a coordinate plane. The teacher will demonstrate a few turns on paper and students will experiment on their own with graph paper.

M/A/CR: Students will draw pictures from one specific polygon that experiences flips, turns, slides, and can also be a similar shape. Students can get creative with other elements of the picture and will be encouraged to do so, but they must include these geometric concepts (minimum of one of each). Students can then share them with the rest of the class and identify the primary polygon used.

M/O/RE: Students will get a completion grade for their booklet that they should have kept up with over the past few weeks on the unit on geometry.

M/E: Students will take a unit test on all of the topics covered in geometry- shapes, lines, and graphing.

M/MA: Students will experiment with turns by taking a pattern block and holding down one corner and turning the shape around that pivot point. M: Students will complete a worksheet that has various transformations of geometric shapes that students must identify if it is a turn, flip, or slide.

M/MA: Students will experiment with turns on geoboards with rubber bands. M: Students will then use their construction pieces from the activity from Friday and use it to demonstrate all three transformations: slides, flips, and turns all on a coordinate plane. DA: Gifted students will be introduced to the more mature terms for slidetranslation, flipreflection, and turn-rotation.

Week 26

M/MO: Students will play a review game competing against the two sides of the room. Students will compete against each other at the board to see who can first answer a question dealing with the entire geometry unit that will be tested tomorrow.

M/L/R: When students are done with their test, they can pick one of the Sir Cumference series books (each deals with shapes and geometry).

Monday Day 126 MCSOL M 4.35

Tuesday Day 127 MCSOL M 4.35

Wednesday Day 128 MCSOL M 4.35

Likelihood of events

Likelihood of events

Likelihood of events

M/PS: The teacher will ask the class a beginning statistics question about the class (like How probable is it that a particular student is a girl/boy [equally likely], is aged 9-11 [certain], is lefthanded [unlikely], is old enough to drive a car [impossibly]) to get them thinking about the terms that will be introduced.

M/TX/W: The teacher will illustrate on the board and show students in the book examples and definitions on the overhead of the terms certain, likely, equally likely, unlikely, and impossible, using simple events.

M/MA/MO/W: The students will walk around the classroom to different stations with various problems (with manipulatives) set up and must write on the worksheet whether the event is “certain”, “likely”, “unlikely”, “equally likely”, and “impossible”. The class will then go over the results at the end of the class. Students will keep this worksheet to be used the next week.

M/MA: The teacher can show this through the M/LS: Students will brainstorm and use of spinners and blocks, balls, or make a list of marbles in a bag. people that use statistics in their job The teacher will ask the students a and also how it is variety of used in everyday life. questions about the (Mathematics, p. likelihood of an 414) event occurring and the class will M/LI: The teacher answer with one of can talk about how the terms. statistics are used in sports (important to a lot of children). The teacher can ask a student in the class to explain to the rest of the class what a batting average is in the game of baseball and then explain that knowing that is statistics.

M/W/HW: The students will have a worksheet to complete for homework with problems on it that they must answer with one of the terms learned in class. DA: Students will learning disabilities will have additional help at each station, teacher help or may be partnered up with another student.

Week 27

Thursday Day 129 MCSOL M 4.36 Probability

Friday Day 130 MCSOL M 4.36 Probability

M/LI/TX: The teacher will talk about probability as being the “outcome” (and the definition of that) divided by the total number of tries; probability is determining the likelihood of an event occurring and can have numbers attached to it. The teacher will show some examples from the textbook of probability in both fraction form (i.e. ¼) and word form (i.e. one out of four).

M/MA: Students will look at spinners with two colors on them and determine the probability of landing on a specific color. The class will also look at coins (heads & tails- two equal possibilities), dice (of landing on even or odd number), the number of girls vs. boys in the class, and other teacher-generated two possibility probability questions. The class will find the probability of each and what the actual result is (either from a number of trials or from an actual count from the class).

DA/M: The teacher will describe a tally to the class by drawing the tick marks on the board in groups of five. This will be especially helpful for ELL students not familiar with this term which means “count”. The teacher will then make a certain number of ticks on the board and the class must write down what that number is.

M/HW/W: The students will complete a worksheet that asks for the probability of very simple events occurring (involving two different possibilities).

Monday Day 131 MCSOL M 4.36 Probability

Tuesday Day 132 MCSOL M 4.36 Probability

Wednesday Day 133 MCSOL M 4.36 Probability

Thursday Day 134 MCSOL M 4.36 Probability

Friday Day 135 MCSOL M 4.36 Probability

M/GA: Students will work in small groups. They must first write down their hypothesized probability [15/30 or ½] and flip two colored counters (like red/yellow). This activity is “equally likely” to get a certain result, students will flip their counters 30 times and record the number of times that red comes up. The class will then discuss their results.

M: The teacher will review fractions with the students and ask them to reduce fractions and rewrite fractions with larger denominators (such as 1/2=4/8). The teacher will relate this that if the probability of an event is ½, then if there are 8 trials, you would expect to get the result 4 times.

M/MA/MO/W: Students will use the same manipulatives as a week ago and this time instead of finding a relative term to describe the probability, they will find the probability in both fractions and words. The class will then go over the results at the end.

M/PS: The teacher will discuss what a survey is (how statisticians find information from a group of people) and then will ask a question to the class with four possible answers. The teacher will take a tally of the results and put it in a table on the board. The class will then determine from these results the probability of each option and the likelihood of it being chosen.

M/PS: When the students come in the class, there will be a few probability problems on the board that the students must answer ranging from 2 options to 5 options.

M/MA: The teacher will introduce M/PS: The teacher probability with will ask how many more than two students got different exactly 15 reds possibilities- such facing up. Then as a bag of marbles the teacher will ask with three colors in the students to it. The teacher will come up with explain that the possible reasons probability is that their group did found in the same not get 15. The way and that all of class will then the possible combine all of outcomes should their answers and equal the total. see if the total class result is closer to ½ (which it should be with a higher number of trials).

DA: Students will learning disabilities will have additional help at each station, teacher help or may be partnered up with another student.

Week 28

M/HW/HS/CI: Students must come up with a question to ask a group of at least 30 people (only ten from this class) with at least four different possible answers that are nonnumerical (like favorite food, favorite genre, etc.). Part of the assignment at this point is to find the number from that group of people for each result. Next week, students will do some more work with these results.

Monday Day 136 MCSOL M 4.37 Graphing Data

Tuesday Day 137 MCSOL M 4.37 Graphing Data

Wednesday Day 138 MCSOL M 4.37 Graphing Data

Thursday Day 139 MCSOL M 4.37 Graphing Data

Friday Day 140 MCSOL M 4.37 Graphing Data

PS/LI: The teacher will (quickly) read off a long list of data (without writing any of it down and without actually seeing it) and then ask the students information about the data. The teacher will act to be shocked that the students can not really answer any of the questions and then ask them why they can not answer the questions. [Acceptable answers are that there are too much data to remember, they cannot see it, they need some way to organize it]. The teacher will then explain the importance of having graphs.

M/MA: Students will each get a bag of M&M’s. Before opening it, they will predict which color occurs the most often and which one occurs least often. They will then open their bags and count the number of each color and record the probability of picking each color. Students will then put an M&M on each circle on the chart from Mathematics Activites, p. 164. (Entire activity on pages 163-166). They will then color each circle, removing the M&M’s and can eat them. They have just created a pictograph. Students will then compare their pictographs. They will discuss what a pictograph is useful for.

M: The teacher will ask the class which ice cream flavor is their favorite and record the number of each flavor, from chocolate, vanilla, strawberry, no ice cream, and cookies ‘n cream. The teacher will then make a pictograph of the students’ results with ice cream cones. The teacher will review important parts that students must include in the graph.

M/MA: Students will use the information found on Tuesday in class and make a bar graph out of the data of frequency in color of M&M’s. The teacher will demonstrate a bar graph on the board, identifying important parts of it and then make a bar graph with the color on the x-axis and frequency on the yaxis.

M/TX: The teacher will explain that students can also make a double bar graph that shows data for two groups of people. The teacher will show an example from the textbook of this (Mathematics, p. 422)

S/E: The teacher will ask students to recall important things they learned from the earlier science lesson on graphing. The teacher will use this as a preassessment of this topic.

M/LI: The teacher will explain what a pictograph is and what it is used for. The teacher will explain that a scale can be used in which only half of a shape represents a fraction of what the scale is.

M/PS/W/OL: Students will then compare and contrast a bar graph M/GA/LE: and pictogram in a Students will get in paragraph. Some small groups of 3- students will then 4. Each group will share their results be given a different with the rest of the set of data that can class and tell which one they like better be represented with a pictograph. and why. Students will make a pictograph of the DA: Students will be given graphing data, using a picture symbol that paper to make their fits the data and an bar graphs to help the students to appropriate scale. make equal scales and help students who may struggle with making straight lines on their own.

Week 29

M/CL: The teacher will then ask questions to the class and then make a double bar graph for the boys vs. girls in the class (if there is an uneven ratio of girls to boys, the teacher will use percentages). M/PS: Students will then compare the answers and identify major differences and similarities in answers. M/GA: Students will get with a partner and must create a double bar graph for information about them and their partner. They will use graph paper and color code the bars.

Monday Day 141 MCSOL M 4.37 Graphing Data

Tuesday Day 142 MCSOL M 4.37 Graphing Data

M: The students will again use the charts they filled out on Tuesday with the M&M’s. The teacher will pick a color, such as yellow. The teacher will explain what a line plot is.

M/PS: The teacher will read off two different lists of data (one categorical and one with numbers). Students must then describe the difference between the two sets of data. The teacher M/MO: Students will get out of their will then ask if seats and put an X students can make over the number on a pictograph with the teacher-made numbers (which number line they cannot). The representing the teacher will then number of yellow explain the M&M’s they had. The teacher will then difference between explain how this can categorical and be used. The teacher numerical data and that each display will ask the class what some important something features of the graph different. are (such as a high frequency of one number, large gaps, even distribution, etc.). The teacher will then repeat this for the remaining colors. The class will then compare the overall results of the class, identifying important features of each. The class will then take this information and make predictions about all M&M’s all over the country and the overall distribution of color of M&M’s.

M/W: Students will then complete a worksheet with different types of questions asked on a survey and must identify if it is categorical or numerical.

Wednesday Day 143 MCSOL M 4.37 Graphing Data

Thursday Day 144 MCSOL M 4.37 Graphing Data

Friday Day 145 MCSOL M 4.37 Graphing Data

M: The teacher will make a line graph about the size of the 4th grade at Mallard Elementary over the past ten years. The teacher will explain important parts of the graph and that time is a common element for the x-axis.

M: The teacher will give the students a list of grades from a test (just a random list, not from a specific class). The teacher will then ask if students can create a line graph from the data to show frequency (which they cannot). The teacher will then explain that they can use a histogram to show this data, similar to a bar graph but it is connected and can show numerical data. The teacher will then show the different ways that numbers such as this can be split up and show spreads of numbers. The class will then construct a histogram of shoe sizes (including half-sizes but only having it divided by whole number sizes).

M/RE/CR/A/HS/H W: Students will use the data from the project they started a few weeks ago and determine the best kind of graph to use (between pictograph, bar graph/double bar graph, histogram, line graph, and line plot). They will need to make it on something other than regular paper- they must make it into something creative and appealing to the eyes. They can use poster board, colored paper, paint, or whatever other materials they want to bring from home that the teacher does not already have. This is a work session time and whatever is not completed will be due for homework when the entire project is due.

M/PS: The teacher will ask the students whether or not the information is categorical or numerical [numerical] and then to identify certain trends in the results. Students will then look at some other line graphs that the teacher will show on the overhead and identify important trends in each.

Week 30

DA: Students who are visually gifted can use their creativity to large extents in this project and will be given bonus points for an extraordinary effort.

Monday Day 146 MCSOL M 4.38

Tuesday Day 147 MCSOL M 4.38

Wednesday Day 148 MCSOL M 4.38

Thursday Day 149 MCSOL M 4.38

Friday Day 150 MCSOL M 4.38

Mean, Median, Mode

Mean, Median, Mode

Mean, Median, Mode

Mean, Median, Mode

Mean, Median, Mode

M/LI: The teacher will talk about the average of a set of numerical data. The students will be asked to describe what an average is and then the teacher will describe the term mean. The teacher will give the students the formula for mean. The teacher will also introduce the range and the way to find the range.

M/RE: The teacher will once again refer back to the data found in the M&M activity with the line plot. The teacher will ask the students to find the most common color. The teacher will describe this as being the mode. The teacher will also refer to the line plot to find the middle number of each color of M&M, this is called the median.

M/W: Students will complete a worksheet in class to find the mean, median, mode, and range of lists of data.

M/E: Students will take a unit test on probability, statistics and graphs.

M/OL/CM: Students will finish their presentations on their probability and statistics projects.

M/RE: Students will look at the list of test scores studied in class last Thursday. The teacher will guide the students in adding the scores up and dividing by the total number of scores to find the mean and then finding the range. The class will also find the average shoe size from the survey taken in class on the same day as well as finding the range of the same set of data.

M: The students will find the median test score (from the previously used list) and the mode test score. Students will then compare these numbers to the mean and then figure out which one is the most reliable source for finding measures of central tendency (mean & median).

M/MO: The teacher will have a review game for the students to review statistics and probability for their test tomorrow.

M/OL/CM: Students will present their final projects to the class by showing the class their question, some of the people they asked for the survey, graph and why they picked that graph, and important characteristics of the graph. If it is numerical data, they will also show the range, mean, median, and mode of the data. DA/A/MA: Students with learning disabilities may use manipulatives and/or draw pictures to help them on the test.

M/PS: The teacher will ask students to figure out when each of these measures is best used.

Week 31

M/W: Students will write a paragraph stating what they found interesting from each of the different probability and statistics presentations.

Monday Day 151 MCSOL M 4.39 Patterns M: The teacher will explain that a pattern repeats itself and goes through a specific set of steps to get to the next object. There are many different ways to have patterns M/MA: The teacher will introduce the idea of patterns with pattern blocks. The teacher will start a pattern on the board drawing the shapes and then students will need to complete the pattern at their desk with the pattern blocks.

Tuesday Day 152 MCSOL M 4.39 Patterns

Wednesday Day 153 MCSOL M 4.39 Patterns

Thursday Day 154 MCSOL M 4.39 Patterns

Friday Day 155 MCSOL M 4.39 Patterns

M: Students will complete a worksheet in which they need to finish a pattern dealing with little shapes and symbols. They will also identify the pattern and continue it.

M/OL: The teacher will lead the students in counting by twos (the even numbers). The teacher will then lead the class in counting by two (odds), by threes, by fives, and tens. The teacher will then explain that they made a simple pattern with their counting. The teacher will then ask the class to count by a more difficult pattern+2 then +3 (ex. 2, 5, 7, 10…)

M/OL: The teacher will explain that when students were counting by twos starting with two that they were basically just reciting their times tables. But patterns can also be found by starting with a different starting digit. Students will count out loud by a more complicated number like 6 both starting with 6 and then with a number other than 6 (like 5).

M/MA: Students will work with blocks. They will start with one block and then continue making squares by increasing the length of each side, introducing squares of numbers, but only in basic form and not yet introducing square roots. Students will record how many blocks there are total for each increase in number. The teacher will ask a few questions about the students’ findings.

M/MU/LI: The teacher will play music and students will note patterns in the music. M/LA/MU: Students will look at popular song lyrics that are poetry and identify patterns in the way that the lyrics are written (such as rhyme pattern and repetition of certain phrases).

M/MA: Students will demonstrate this on a hundred number chart (table with all numbers 0-100). Students will put transparent color chips on numbers the teacher will specify to make a pattern, using different colors at the same time with different patterns at one time. (Start with Manipulatives, p. 73, 76)

Week 32

M/MO: The teacher will explain an easy way to find multiples of nines by using fingers. M: Students will complete a worksheet that asks them to finish number patterns and also make use of number lines in patterns.

DA: Gifted students will be given a worksheet introducing them to square numbers and square roots and they will use what they found in class to find the squared numbers and square roots.

Monday Day 156 MCSOL M 4.39 Patterns

Tuesday Day 157 MCSOL M 4.39 Patterns

Wednesday Day 158 MCSOL M 4.39 Patterns

Thursday Day 159 MCSOL M 4.39 Patterns

Friday Day 160 MCSOL M 4.39 Patterns

M/MA/W: Students will use transparent color chips to make a pattern as seen in Mathematics Every Elementary Teacher Should Know, p. 93 that shows multiples of threes, and twos starting with one. Students will record how many chips were used total to finish each pattern as it gets bigger. The bottom figure shows adding n+1 chips to each figure, students will recognize this by just adding 2, 3, 4, 5…etc. each time. The teacher will not tell the students what pattern they are making but the students must discover it for themselves.

M: The teacher will give an example of a word problem that is solved through patterns on the board and talk through each step of the problem.

M/GA: Students will work in groups of three and exchange the word problem they invented within their group. So, each student will solve two patternrelated word problem during this time.

M/R/L: The teacher will read the classic book, There was an Old Lady Who Swallowed a Fly. This book includes a lot of repetition and pattern.

M/A/CR: Students will design a tile pattern that they want to sell for flooring. They must include some kind of pattern in their design. They can color it however they want but it must be visually appealing. The teacher will then hang the projects around the room. (Learning Mathematics, p. 307)

M/GA/PS: Students will work on word problems that have solutions found through patterns. Students can work alone or in pairs. The class will go over the answers at the end of the class. M/HW/CR: For homework, students will write their own word problem that is solved through patterns. They will find the answer but put it on a different sheet of paper.

M/MO: Students will walk around the classroom and observe patterns within the classroom (such as ceiling tiles) and then share them with the rest of the class. M/PS: Students will also brainstorm where patterns occur outside of the classroom and different careers that involve identifying and creating patterns.

Week 33

M/Q: Students will take a short quiz in which they must complete a variety of patterns that the teacher provides for the students. DA: Students with learning disabilities and/or kinesthetic learners may use pattern blocks if they want for the quiz.

Monday Day 161 MCSOL N/A

Tuesday Day 162 MCSOL N/A

Wednesday Day 163 MCSOL N/A

Thursday Day 164 MCSOL N/A

Friday Day 165 MCSOL N/A

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

Week 34

Monday Day 166 MCSOL M 4.40

Tuesday Day 167 MCSOL M 4.40

Wednesday Day 168 MCSOL M 4.40

Thursday Day 169 MCSOL M 4.40

Friday Day 170 MCSOL M 4.40

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

M/CC/T/GA: Students will go to the computer lab and play Math Baseball found at http://www.funbrai n.com/math/index. html to get them thinking about working with numbers again, and this game incorporates algebra-related skills. Students must at least try the hard level and not stay at the easy or medium levels the whole time. Students can then pick a partner and play the two-player version.

M: The teacher will give a problem for students to solve as a class involving very simple steps and progressively getting harder.

M/GA: Students will solve each others’ word problems in class. Some of the students will share their unique problem with the rest of the class and discuss the findings.

M: The teacher will explain the order of operations using the popular acrostic Please Excuse My Dear Aunt Sally (PEMDAS: parenthesis, exponents, multiplication, division, addition, subtraction; students have not yet been exposed to exponents yet).

M: The teacher will show a few more examples of order of operations problems. The teacher will also show a few examples of common errors made when using order of operations.

M: The teacher will explain that this is a very early form of algebra. DA: Students can work at different levels such as “easy” for learning disabled students and “superbrain” for gifted students.

M/W: Students will solve word problems involving simple one-step problems on a worksheet. Students will then exchange papers and grade each others’ work. M/HW/CR: Students will write their own one-step word problem for homework and have a solution.

M: The teacher will explain a mathematical sentence such as 5+3=8 and explain how that is different from a mathematical expression or phrase such as 5+3. M/W: Students will identify the difference between math sentences and expressions and mark which examples are which.

M: The teacher will show a few examples of how this works initially with two operations and later more. M/W: Students will complete a worksheet in which they must apply the order of operations to word phrases.

M/W: Students will do a worksheet in which they must fill in the proper symbol (+,-, x, /) to make the sentence equal. DA: Gifted students will complete a math square enrichment in which they must fill in one of the numbers from 1-9 in boxes to make each equation in both directions (horizontal and vertical) equal.

Monday Day 171 MCSOL M 4.40

Tuesday Day 172 MCSOL M 4.40

Week 35 Wednesday Day 173 MCSOL M 4.40

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

M: The teacher will attract extra attention to the role of parenthesis in equations and specific placement can make a completely different result. The teacher will explain the commutative and associative properties. The teacher will use these terms but students will not be required to memorize the actual terms, just know the concepts.

M: The teacher will begin to introduce the concept of a variable but use a capital letter to represent an unknown. (For example, P=price, or A=number of apples). Students will solve word problems in which they must use one and then later more than one operation and solve for the single variable. They will then write the equation used to find the unknown. Students will complete a worksheet with this strategy.

M: The teacher will use more complex strategies to solve unknown variables in which students will use the inverse operation to find the unknown (like they did for Math Baseball). The teacher will explain that instead of the box, there will be a capital letter for the unknown variable. Students will solve problems that make use of the inverse operation (i.e. subtraction & addition, multiplication & division).

M/GA: Students will play the game “24” in which students must use the four numbers around the outside of the card to come up with the number 24, using any combination of operations. Students will be grouped by ability so that learning disabled students have a better chance of winning a game. For each round, instead of just blurting out the answer, students must write out their equation and show how it equals 24.

M: The teacher will provide a number and four others that students must combine together to form the other one in a similar form to “24” played the day before. Students will work on this right when they come in the classroom.

M: Students will complete a worksheet in which they must fill in parenthesis to make each equation true. They will also show whether or not two sides of an equation are actually equal or not (using the properties and PEMDAS)

Thursday Day 174 MCSOL M 4.40

Friday Day 175 MCSOL M 4.40

DA: Gifted students will play with more difficult combinations of numbers. (Cards are arranged by difficulty).

Week 36

M/A/CR/HW: The teacher will explain that for a final project, students will have the opportunity to make their own math-related game demonstrating prealgebra type skills. It can be based on any game they already know. The teacher will show examples from the previous year and together the class will brainstorm some popular games that might work if given a math twist. They must come up with a title, playing pieces, how to win, and how to play. Students will then spend the rest of the time brainstorming and beginning to work on their project. The teacher will provide poster board, markers, paper, and scissors but students must supply any other necessary supplies.

Monday Day 176 MCSOL M 4.40

Tuesday Day 177 MCSOL M 4.40

Wednesday Day 178 MCSOL M 4.40

Thursday Day 179 MCSOL M 4.40

Friday Day 180 MCSOL M 4.40

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

Understanding equality; pictures/symbols in pre-algebra forms

M: Students will solve more word problems to find unknown variables. Students will complete a worksheet combining all of the ideas covered so far in this unit.

M: Students will have a short word problem to complete upon arriving to class.

M/MO: Students will play a review game to prepare for the test tomorrow in class on pre-algebra skills. Teams will compete against each other to correctly answer the problem first given by the teacher.

M/RE/I: When students are finished with their worksheet, they can continue to work on their prealgebra game. They also can work on a rulebook and other aspects of the game.

M/RE/RT: Students will spend the class period working on their math games. They will show responsibility in staying on-task, creativity in their work, and respect for their peers working around them. DA: Students that need additional support in learning this math topic will be given a tutoring session during the work time.

M/E: Students will M/GA/RE/MO/ take a test on preLE/CM/CI: algebra skills. Students will divide into groups M/W: When and play each students are done, others’ games. they can quietly Students will be in put final touches groups of four and on their math every fifteen games to be played minutes, the tomorrow. They teacher will ask will also provide a students to switch short explanation roles. Total, to the teacher how students will play their math game four different helps students board games learn pre-algebra related to preskills. algebra skills. Students can invite friends from the community to play math games with them also. Students will leave on the last day of school with fond memories of fourth grade math and be prepared for going into fifth grade.

Resources (2007). Conversions and Equivalent Measures. Retrieved October 18, 2007, from Cure Zone Web site: http://www.curezone.com/conversions.asp (2007). E-Lab Mass. Retrieved October 17, 2007, from Harcourt School Publishers Web site: http://www.harcourtschool.com/activity/elab2004/gr4/18.html Ahern, S. Rounding Decimals/Whole Numbers. Retrieved October 26, 2007, from Quia Web site: http://www.quia.com/mc/66061.html Andrews, A., & Maletsky, E. M. (2004). Harcourt math. [Grade 4]. Orlando: Harcourt. Banfill, J. (2006). Comparing Numbers. Retrieved October 18, 2007, from AAA Math Web site: http://aaaknow.com/k1d_cox1.htm Barkley. (2007) Make-a-Flake. Retrieved October 24, 2007, from http://snowflakes.barkleyus.com/. Bing, Vicky (2007). Addition/Subtraction with Rounding. Retrieved October 19, 2007, from The Downs FM Web site: http://www.teachingideas.co.uk/maths/contents06additionsubtraction.htm Bolster, L. C., & Proudfit, L. (1991). Exploring mathematics. Glenview, IL: Scott, Foresman, and Co. Cathcart, W. G., Pothier, Y. M., Vance, J. H. & Bezuk, N. S. (2006) Learning mathematics in elementary and middle schools, 4. Upper Saddle River, NJ: Pearson Education, Inc. Champagne, R. I. (1995). Mathematics exploring your world. Morriswtown, NJ: Silver Burdett Ginn. Cornett, C. E. (2007) Creating meaning through literature and the arts: An integration resource for classroom teachers. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Dilliard, Jeff. Multiplication Scramble. Retrieved October 21, 2007, from Georgia Standards Web site: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=15293 Dolan, D., Williamson, J., & Muri, M. (2000) Mathematics activities for elementary school teachers: a problem-solving approach, 4. Boston: Addison Wesley Longman, Inc. E.E. Miller Elementary School, (2007, October 30). Gallon Man. Retrieved October 30, 2007, from TwoGether Express Web site: http://www.twogetherexpress.com/gallon%20man2.htm

Edom, H. & Woodward, K. (1992) The Usborne book of science activities, 1. London: Usborne Publishing Ltd. Epting, Nita. Take Me to Your Liter. Retrieved October 28, 2007, from Georgia Standards Web site: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=14726 Evans, Beth (2004). Place Value to the Thousands Place. Retrieved October 17, 2007, from Learn NC Web site: http://www.learnnc.org/lessons/BethEvans7242002019 Funbrain.com. (2007) Math baseball. Retrieved October 28, 2007, from http://www.funbrain.com/math/index.html. Greenes, C., Leiva, M. A., & Vogeli, B. R. (2002) Mathematics: Teacher’s edition. Boston: Houghton Mifflin. Haylock, D. & McDougall, D. (1999) Mathematics every elementary teacher should know: Grades k-8. Toronto: Trifolium Books, Inc. Prussman, Dana (2007). Rounding at the Grocery Store. Retrieved October 26, 2007, from HotChalk's Web site: http://www.lessonplanspage.com/MathRoundingGroceryStore2.htm Thoburn, T., & Kane, T. (1994). Quick and easy math for grades 3-6. [Mahwah, NJ]: Troll Associates. Thornton, C. A., & Noxon, C. (1977). Look into the facts addition and subtraction: teacher’s guide. Palo Alto, Ca: Creative Publications. Thornton, C. A., & Noxon, C. (1977). Look into the facts multiplication and division : teacher's guide. Palo Alto, Ca: Creative Publications. Thornton, C. A., & Wells, J. K. (1995). Making sense of fractions replacement unit. Lincolnshire, IL: Learning Resources. Welchman-Tischler, R. (n.d.) Start with Manipulatives. Vernon Hills, IL: ETA/Cuisenaire. Wilkins, Jenny. Raise it or Rest it. Retrieved October 22, 2007, from Georgia Standards Web site: http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=13715 Wurst, S., Wurst, D., & Robinson, D. (2001). Daily word problems math 4. Monterey, CA: Evan-Moor Corp.