4 - Pilato-eshleman - Math Charts

Week 1 – Math Monday Day 1 EEMP SOL M 4.1a - Place Value M – The teacher will explain to the students, the importance of place value and the position of a decimal point in a number. M/O – The teacher will put a large number on the board and stick a large decimal point inbetween different digits in the number and the students will pronounce the number how it looks with the decimal in the particular place. M – The students will get a worksheet that writes a number in English and they must write it numerical with the decimal in the right spot.

Tuesday Day 2 EEMP SOL M 4.1a - Place Value M/MA/HO – The students will work with base ten blocks. The teacher will give the students a number and they must recreate the number with the blocks. O – As a class the students will say how many of each set, of thousands, hundreds, tens, or ones they used for each number. GA – The students will pair up and give each other numbers to create with the base ten blocks.

Wednesday Day 3 EEMP SOL M 4.1a - Place Value M/VA – The students will get into groups and create a chart with columns, and each column is labeled thousands, hundreds, tens, or ones. M/MA – The teacher will laminate the charts and the students will be able to post number son the charts, putting the correct number in its respective column, thus learning place values for actual numbers. DA – Give students who have trouble with place values, a sheet showing the names of the values and examples on numbers with the labeled value.

Thursday Day 4 EEMP SOL M 4.1a Place Value M/MO – The class will divide into 2 groups. One member from each group will have to run down a line to a bucket with numbers inside. There will be students with digits on them and one student with a decimal. The person who grabs the number must assemble the students in the right order with the decimal in the right spot. The team with the most assembled numbers wins.

Friday Day 5 EEMP SOL M 4.1a - Place Value M/GA/MA – The teacher will give the students a blank bingo board and they must fill in the spots with numbers and the columns with thousands, hundreds, tens, or ones, and random in the middle column. The teacher will show them a number and pick a digit from the number. If the students have that number in the place value on that board, they put a token down until someone gets BINGO. HW – worksheet on place value and where digits go, and what place each ones are in.

Week 2 -Math Monday Day 6 EEMP SOL M 4.1b – Less, Greater, Equal M – The teacher would introduce numbers to students in pairs and ask if the numbers were bigger or smaller. M/MO – The students will all stand up as a class and the teacher will show a number in reference to another. The students will raise right hand if number is bigger and left if smaller. Students who are wrong must sit down, until a last man is standing. HW – Write 10 numbers that are bigger than 100 and 10 that are smaller

Tuesday Day 7 EEMP SOL M 4.1b – Less, Greater, Equal M – The teacher will introduce the concept of greater than, less than, equal too as compared to bigger and smaller. M/GA – The students will all pick a number from 1-1000, write it on a piece of paper and attach it to their chests. They must then get into a line in numerical order without speaking to one another. The teacher will time their progress for fun.

Wednesday Day 8 EEMP SOL M 4.1b – Less, Greater, Equal M – The teacher will show the symbols >, <, = that equate to greater than, less than, equal to. M/T – The students will go on the internet and play number packman and they must eat only the numbers that are bigger than the assigned number to win the game. DA – The students who do not understand the symbols can use the words greater than, less than, equal to until the symbols become familiar.

Thursday Day 9 EEMP SOL M 4.1b – Less, Greater, Equal GA/M – The students will bring in objects from home that they collect. They will then pair up with students from the class and determine who has more objects. Which partner has greater than, less than or equal to objects. M – The students will work on a worksheet comparing greater than, less than, equal to numbers, using the symbols <,>, =.

Friday Day 10 EEMP SOL M 4.1b – Less, Greater, Equal T/M/O – The students will get to go on the internet and look up prices of objects from different websites of the same type of category (ex: cars, houses, etc.) and determine which ones are greater than, less than, or equal to in price. Then the students must pick an item they would buy and tell the class why they would but that over another object, using price in their reasoning. Enabling p.20

Week 3 -Math Monday Day 11 EEMP SOL M 4.1c Rounding M – The teacher will explain to the students that sometimes you do not need an exact number and that you can do something called rounding to make the number about what you have. M/GA – The class will discuss and come up with example of numbers than can be rounded and don’t need to always be exact, and why they do not need to be exact.

Tuesday Day 12 EEMP SOL M 4.1c Rounding M – The teacher will give the students a number that is 2 digits and show how to round it to the nearest tens place.

Wednesday Day 13 EEMP SOL M 4.1c Rounding M - The teacher will give the students a number that is 3 digits and show how to round it to the nearest hundreds place.

Thursday Day 14 EEMP SOL M 4.1c Rounding M/HO – The students will be given math blocks and asked to create a 3 digit number with the blocks. After a minute, M/GA – The the teacher will M/HO – The teacher will ask the student teacher will draw a number to write the make a number line on the number that the line on the board in blocks would board in intervals of a be rounded to intervals of ten, hundred. Then on a piece of then write a 2 the students paper and hold digit number on will be given an it up so the a piece of paper arrow. They teacher can see and ask for one will all stand up who got it and of the students and the teacher who still needs to place the will place a help. number in number in the between the correct spot on DA – The correct 2 the number line teacher will numbers on the and the students give the lines. The class must point their students that must then arrow up or are gifted, decide if it is in down for number sin the the correct spot rounding up or thousands up to and if it should down. The millions to be rounded up incorrect round. or rounded students must down and to sit until one what number. person is standing.

Friday Day 15 EEMP SOL M 4.1c Rounding M/HW– The teacher will give the students a worksheet that asks the students to round 2 digit numbers to the nearest tens place and 3 digit numbers to the hundreds place. There will also be extra problems to see if the students can round 3 digit numbers to the nearest tens place. Award bonus points for the next Test for students who can get the last ones, and allow the students to take the worksheet home to work on.

Week 4 -Math Monday Day 16 EEMP SOL M 4.2 – Rational Numbers M – The teacher will have the students compare numbers of mixed amounts of digits and determine the relation between the numbers and which ones are greater than or smaller than the others. HWW – The students will write a paragraph on how numbers are involved in the television shows they watch.

Tuesday Day 17 EEMP SOL M 4.2 – Rational Numbers M – The teacher will tell the student what it means to be a rational number vs. an irrational number, but the class will not delve into irrational numbers because they are too complicated for this level right now. M/W – The teacher will give the students a worksheet that has then put numbers in categories of rational or irrational numbers.

Wednesday Day 18 EEMP SOL M 4.2 – Rational Numbers M – The teacher will explain to the class how there are many forms of rational numbers, and how they will learn about decimals and fractions in later lessons. M – The class will make a diagram on the board and create large circles that fit within each other to show what categories of numbers fit into others. Start with 2 circles of Real and Unreal numbers and make sure to include a circle for rational numbers.

Thursday Day 18 EEMP SOL M 4.2 – Rational Numbers M/MO – The students will go outside on math maize. They must complete certain obstacle courses and at each station they will have the choice of going in one of two directions. Depending on the station they will be asked to go to the rounded up number or the rounded down number. If they choose the right answers each time, they will be able to reach the end. DA – For students who still have struggles with rounding, allow them to ask for 2 free answers.

Friday Day 20 EEMP SOL M 4.2 – Rational Numbers M/VA – The teacher will have the students will create a mobile of a 2 or 3 digit rational number. They can color it, glue objects to it and make it look as nice as they want. They will be able to work on the project over the weekend. M/HW – The student will get a sheet with sets of three rational numbers that are in a pattern and try to find the next number in each pattern.

Week 5 -Math Monday Day 21 EEMP SOL M 4.2 – Rational Numbers M – The students will get to hang their mobiles in class in one side of the room. It will then become a math station to put the numbers in numerical order when time allows.

Tuesday Day 22 EEMP SOL M 4.3 - Fractions

Wednesday Day 23 EEMP SOL M 4.3 - Fractions

Thursday Day 24 EEMP SOL M 4.3 - Fractions

Friday Day 25 EEMP SOL M 4.3 - Fractions

M – The teacher will explain to the students that often times we need to take a number and split it into parts. These parts are called fractions of the whole number.

M – The students will see if their homework predictions were correct by going over them in class.

M/HO – The teacher will give the students each a set of fractional circles like pizzas. DO exampled with the students using halves, quarters, and eighths.

M – The teacher will show the students how to make fractions with numbers, and how some fractions have different numbers but are actually the same fraction

GA – The students will get into groups and determine suing the circles, how many eighth pieces make a quarter and a half and how many quarter pieces make a half and a whole.

M – The students will get a sheet that shows equivalent fractions (ex: 4/8, 3/6, 1/2). The students will then be given 18 fractions and they must match the equivalent fractions in groups of 3.

M – The teacher will show the students how M – The there are 8 M/GA – The teacher will pieces so 8/8 = class will go draw a pizza 1 whole. The over the pie on the board students will Homework and cut it into 8 see that the worksheet and equal pieces. amount of pair up to figure The teacher pieces they can out the patterns will ask the eat will always they could not students how go over the get. The class many pieces of maximum will then go pizza they can amount of over the sheet usually eat. pieces in the pie as a class and (ex: 2/8, 3/8, determine the HW/PS – The 4/8). correct students will try answers. to think of how DA – Allow the many parts of gifted students the whole the to create their amount of own example slices they can like the pizza eat is. pie with another item.

HW – Finish sheet from class.

Week 6 – Math Monday Day 26 EEMP SOL M 4.3 - Fractions M – The class will first go over the worksheet to determine the correct answers. M/GA/HO – The students will right down on individual pieces of small construction paper 18 fractions, with sets of 2 equivalent fractions. The class will then get into pairs, and each pair will take the other partners papers and flip them over to play a memory game matching the equivalent fractions.

Tuesday Day 27 EEMP SOL M 4.3 - Fractions M – The teacher will tell the students about mixed numbers, where the students can actual have whole numbers and fractions together.

Wednesday Day 28 EEMP SOL M 4.4a - Decimals M – The teacher will introduce numbers with decimal points. The teacher will point out the importance of the placement of the point and M/GA – The that numbers to students will the right of the get into groups point are parts and create of a whole, like scenarios where fractions. a person eats a certain amount HW – The of an item plus students will try a fraction of to determine on another (such their own how as 2 and a half decimals and cakes). They fractions are will then go to related. other groups and the other groups will determine the mixed number in the problem.

Thursday Day 29 Review

Friday Day 30 TEST 1

M – The students will review concepts of place value, rational numbers, <,>, =, rounding, fractions and ask questions on topics they do not recall as well as being provided with a study guide.

E/M – The students will take a test. They will have to determine the place value of certain numbers. They will also have to round some numbers to the nearest tens or hundreds place. There will be greater than less than equal to examples, numbers to round, and 2 word problems involving fractions.

DA – The students who have a harder time learning math give them a copy of the test with different numbers in the questions.

Week 7 -Math Monday Day 31 EEMP SOL M 4.4a Decimals M – The teacher will create a number line from 0 to 1 of intervals of .1. The students will be able to visualize how numbers less than 1 and greater than zero are fractions or decimals. M/GA – The students will create their own number line from zero to one and write the decimals inbetween in intervals of .1 DA – Have the gifted students include .25, .5 and .75.

Tuesday Day 32 EEMP SOL M 4.4a Decimals M – The class will take their number lines and determine the equivalent fractions and write them below the decimals on their number lines (ex: .1 1/10, .7 7/10). M – The teacher will also explain to the students how just like there are tens and hundreds places before the decimal, after the decimal there are ten-ths and hundred-ths places.

Wednesday Day 33 EEMP SOL M 4.4a Decimals M/GA – The class will get into groups, and the students will get numbers with 3 digits before the decimal and 2 after. The teacher will then say a digit in the number and the students must determine if the digit is in the hundreds, tens, ones, tenths, or hundredths place.

Thursday Day 34 EEMP SOL M 4.4a Decimals M/GA – The students will get into groups and use fake money to see how much they have. They must write the amount of money they have down, and then say the amount as if it was a decimal and not money. They will learn that money uses decimals and it will make it easier for the students to comprehend decimals.

Friday Day 35 EEMP SOL M 4.4b – Round Tenth/Hundredth M – The students will take out their 0 to 1 number lines and the teacher will give them numbers inbetween the .1 values and the students will have to determine if they must round up or down and to what number. M/GA – The students will pair up and give their classmates examples to do.

Week 8 -Math Monday Day 36 EEMP SOL M 4.4b – Round Tenth/Hundre dth

Tuesday Day 37 EEMP SOL M 4.4b – Round Tenth/Hundredt h

Wednesday Day 38 EEMP SOL M 4.4b – Round Tenth/Hundredt h

M – The students will take numbers from the tenths place and compare them to how many pennies there would be.

M – The students will take out their 0 to 1 number lines and the teacher will give them numbers inbetween the .01 values and the students will have to determine if they must round up or down and to what number.

M – The teacher will give the students the a box with numbers that go to the hundredths place and have the students determine which way each number gets rounded.

M – The students will add hundredths place intervals to the DA – For students who are not organized and neat, give them a printed out number line with tenths and hundredths places.

M/GA – The students will pair up and give their classmates examples to do for hundredths place rounding.

Thursday Day 39 EEMP SOL M 4.4b – Round Tenth/Hundre dth

M/GA – The students will play a game where they write a number with 3 digits before the decimal and 2 after and the teacher will collect them and put them on M/GA – The another students will then student’s write their own forehead. The number with 2 students must digits before and pair up and they after the decimal must determine point in-between the number on 40-50. Then they their forehead. must go to the They can do board and write this by asking if that number under certain digits the number inare between between 40-50 specific places that it is rounded (ex: is it to. between 100 and 200, 3 hundredths and 8 hundredths). See how many each student can get correct.

Week 9 -Math

Friday Day 40 EEMP SOL M 4.4c – Less, Equal, Greater (Comp) M/T – The students will go into Microsoft Paint and learn how to draw and type digits. Allow them to get familiar with the program and they will begin with the actual lesson in math. Microsoft Paint

Monday Day 41 EEMP SOL M 4.4c – Less, Equal, Greater (Comp) M/T – The students will create various numbers and surround whole numbers with squares, fractions with circles, and decimals with triangles. They must create a total of 30 numbers and least 12 numbers must have an equivalent in another form.

Microsoft Paint

Tuesday Day 42 EEMP SOL M 4.4c – Less, Equal, Greater (Comp) M/GA – The students will open one of their fellow classmate’s creations and try to find the matching equivalent numbers. Once they find the equivalent numbers, they must color each shape the same color so that is known that they are to be matched to one another. The person who created the equivalences must check to see if they are in fact correct.

Wednesday Day 43 EEMP SOL M 4.5 – Estimate Sums and Difference M – The students will review addition of 2 and 3 digit numbers M – The students will review how to round 2 digit numbers HW – worksheet on how to add 2 and 3 digit numbers as well as round 2 digit numbers.

Thursday Day 44 EEMP SOL M 4.5 – Estimate Sums and Difference M – The teacher will set up a simple addition problem for the class using 2 digit numbers. Then the teacher will round both numbers. Next, the teacher will add the rounded numbers, and explain to the students that the sum of the two numbers is an estimated number. The teacher will do the same with 3 digit numbers. M – The students will complete a simple worksheet that will help then round numbers, and add the estimated values.

Microsoft Paint

Week 10 -Math

Friday Day 45 EEMP SOL M 4.5 – Estimate Sums and Difference M – The students will review subtraction of 2 and 3 digit numbers M – The students will review how to round 3 digit numbers HW – worksheet on how to add 2 and 3 digit numbers as well as round 3 digit numbers. DA – For students who have forgotten adding, subtracting, or rounding concepts, give them a review sheet with simple examples.

Monday Day 46 EEMP SOL M 4.5 – Estimate Sums and Differences M/S – The teacher will show them some examples of charts they are creating in science class that has various data points on them

Tuesday Day 47 EEMP SOL M 4.5 - Estimate Sums and Differences M – The teacher will set up a simple subtraction problem for the class using 2 digit numbers. Then the teacher will round both S/IN – The numbers. Next, students should be the teacher will able to add and subtract the subtract data rounded points from charts numbers, and (Learning explain to the Sums/Differences) students that the in Math Class sum of the two numbers is an PS/M – The class estimated will try to think of number. The other ways adding teacher will do and subtracting the same with 3 then estimating is digit numbers. practical in other subjects. M – The students will complete a simple worksheet that will help then round numbers, and subtract the estimated values.

Wednesday Day 48 EEMP SOL M 4.5 – Estimate Sums and Differences M/VA – The students will create a picture with a 3 digit number presented in bi numbers on it and decorated in any fashion. M/GA – The students will then get together with a partner and show them the number. The teacher will give them a color red or green for each round. If the color is red they must add each others numbers; if green they must subtract. Once their answers are checked, they may go find another partner and start a new round.

Week 11 -Math

Thursday Day 49 Review

M – The students will review and receive a study guide on how to manipulate decimals, how to round to the tenths and hundredths place, and then how to estimate sums and differences.

Friday Day 50 TEST 2

E/M – The students will take a test on the 2nd Unit. The first diction will write a number in English then the students must write it numerically with the decimal in the right spot. The 2nd section will ask them to round decimals to the nearest DA – For tenths or students who hundredths are slow place. The learners, final section give them a will have them copy of the add and test with subtract 2 and different 3 digit rounded numbers for numbers and each ask them to question. solve for the estimated answer.

Monday Day 51 EEMP SOL M 4.6 – Vertical/Horizo ntal Math M – The students will be given a simple worksheet to see how fast they can perform 2 digit and 3 digit simple addition problems presented vertically. M – The students will then be given a worksheet to see how fast they can do the same problems if they were presented horizontally. M/PS – Even though the students performed the same problems, it will take them longer to do them horizontally. The teacher will discuss why the students had difficult the second time.

Tuesday Day 52 EEMP SOL M 4.6 – Vertical/Hori zontal Math

Wednesday Day 53 Trip to Library

M – The students will start the class with solving 10 addition problems horizontally only using their head.

Field Trip

MO/M – The teacher will have little boxes numbered through 10. The students must go outside, run around, and sort through 50 balls with numbers written on them. Ten balls have the answers to the math questions. When a ball answer is found, the student must put it in the numbered box. Balls not found means their rounded answers were incorrect.

Thursday Day 54 EEMP SOL M 4.6 – Vertical/Horizon tal Math M – The students will be given a simple worksheet to see how fast they can perform 2 digit and 3 digit simple subtraction problems presented vertically. M – The students will then be given a worksheet to see how fast they can do the same problems if they were presented horizontally. M/PS – Even though the students performed the same problems, it will take them longer to do them horizontally. The teacher will discuss why the students had difficult the second time.

Week 12 -Math

Friday Day 55 EEMP SOL M 4.6 – Vertical/Horizo ntal Math M – The students will start the class with solving 10 subtraction problems horizontally only using their head. MO/M – The teacher will have little boxes numbered through 10. The students must go outside, run around, and sort through 50 balls with numbers written on them. Ten balls have the answers to the math questions. When a ball answer is found, the student must put it in the numbered box. Balls not found means their rounded answers were incorrect. DA – For remedial students, the teacher will tell them ahead of time which answers were wrong.

Monday Day 56 EEMP SOL M 4.7 - Multiply M/GA – The students will be put into groups and given pictures of rows and columns of the same kind of object. They must add how many rows there are and how many columns there are. They will then add every single object and see how many objects are in each picture.

Tuesday Day 57 EEMP SOL M 4.7 - Multiply M/GA – The teacher will show a picture like the ones the students worked with yesterday, with fours rows of 5 tomatoes. The students will be asked to make 4 even groups of tomatoes. The students will find that there are 4 groups of five tomatoes. The students will add all the tomatoes and get 20. To make M/PS – As a it easier the class, determine teacher will tell if there could them instead of be a shorter adding each way of figuring one, they can how many just take four items are in groups of 5 and each picture. 5 four times is 20. It is less Enabling p.95 work and gets the answer faster.

Wednesday Day 58 EEMP SOL M 4.7 - Multiply M – The students will learn that the concept of solving how many groups of a certain number there are is called multiplication. M/HO – The students will use the math blocks to create groups of blocks and test these skills of multiplication to see if their answers are the same as when they are added. DA – For remedial students, the teacher will provide one on one assistance with multiplying using blocks.

Week 13 -Math

Thursday Day 59 EEMP SOL M 4.7 - Multiply M – The teacher will explain to the students what the terms factors and products mean and what a multiplication symbol looks like (x). M – The class will work on simple multiplication problems, multiplying single digit numbers with the number 0, 1, and 2.

Friday Day 60 EEMP SOL M 4.7 - Multiply M – The class will work on simple multiplication problems, multiplying numbers with the number 3, 4, 5, and 6. HW – The students will have homework problems of solving multiplication problems with single digit numbers times 0-6, and they will be allowed to use a calculator to check their answers.

Monday Day 61 EEMP SOL M 4.7 - Multiply

Tuesday Day 62 EEMP SOL M 4.7 - Multiply

Wednesday Day 63 EEMP SOL M 4.8 -3 digit Divide M/GA – The M/PS – The M – The class will play a teacher will teacher will game where transform the give the student they each get a classroom to a scenario playing card make it a where there is a with a number grocery store. box of 24 on it. They Each student apples. The must then get in will be given a students must groups of 3. In list of what they figure out how each group, 2 need to buy and many groups of kids will have how many of 4 apples there the card on each item they are. their forehead, must purchase. only being able When the M – The to see the other students get to a teacher will person’s card. station with teach the The third items, each students that person will tell item will have a when you the two what price. The figure out how the product is students will many of of their two have to something is in numbers. The multiply another, it is partners must number of called division. then figure out items needed The teacher what their by the price and will briefly number is. add all the explain division items up. The and how it is M – The object is to get different from students will the correct total multiplication. complete a for how much worksheet on the groceries multiplying will be. numbers up to number 10. Exploring p.142

Week 14 -Math

Thursday Day 64 EEMP SOL M 4.8 -3 digit Divide M – The teacher will give the students a worksheet with the same numbers as the multiplication worksheet, but the teacher will leave out a factor in each one. The students will have to figure out what the missing number is. They will soon learn that they must work the opposite of multiplication and have to see how many of one factor goes into the large number to find the other factor. The teacher will explain to them that this is division.

Friday Day 65 EEMP SOL M 4.8 -3 digit Divide M/GA – The students will use the math blocks to see how many of the smaller blocks they can fit into the larger blocks. This will help them understand grouping items and dividing into wholes. DA – The students who are slower paced learners will receive a sheet that shows the combinations of smaller blocks that fit into larger ones. Exploring p.178

Monday Day 66 EEMP SOL M 4.8 -3 digit Divide M – The teacher will explain to the students the terms divisor, dividend and quotient. M – The class will learn how to formally solve division problems using the long division method, labeling the divisor, the dividend, and the quotient. DA – Have 3 examples worked out in detail for students who are struggling to study and understand.

Tuesday Day 67 EEMP SOL M 4.8 -3 digit Divide M/DR – The students will get into groups and create real life scenarios where they will each be a number, and they must incorporate division into their skit somehow M/O – The students will have to act out and present their skit to the rest of their classmates.

Wednesday Day 68 EEMP SOL M 4.8 -3 digit Divide M/GA – The students will be able to go back and do activities they did in the past two weeks to help reinforce multiplication and division skills M/GA – The students will be able to partner up and work on the multiplication/ Division triangle flash cards to work on speed skills.

Cornett p.266

Week 15 -Math

Thursday Day 69 Review

Friday Day 70 TEST 3

M – The students will receive a study guide that helps recall information on performing vertical and horizontal addition and subtraction. There will also be straight examples as well as scenarios using the concepts of multiplication and division.

E/M – The students will have a test on Unit 3. The first section will have 2 problems each for addition and subtraction horizontally and vertically. There will then be some simple multiplication and division problems, as well as multiplication and division real life scenario word problems to solve.

DA – Let the remedial students have a copy of the test with different numbers filled in.

Monday Day 71 EEMP SOL M 4.9a – Add Subtract Fraction M/GA – The students will take out the fraction circles and practice addition and subtraction techniques with fractions that have the same part size or denominator. M – The students will complete a worksheet where they will add and subtract simple fractions with the same denominator. Exploring p.468

Tuesday Day 72 EEMP SOL M 4.9a – Add Subtract Fraction M/VA – The students will each create their own pictures, drawing fraction circles with the circles cut into different portions and shade in the parts that will be added. Other classmates will try to solve the problem and use the actual fraction circles to deal with the different denominators.

Wednesday Day 73 EEMP SOL M 4.9a – Add Subtract Fraction M/DR – The students will create a drama activity where they will become fraction mimes and create scenarios that require addition and subtraction of various fractions, and what to do if the fractions do not initially share the same denominator. DA – Allow remedial students to use skits with same denominators. Cornnet p.266

Week 16 – Math

Thursday Day 74 EEMP SOL M 4.9b – Add Subtract Decimals M/GA – The students will get into groups and measure and areas on the playground in feet to the nearest tenths place. Each group will then partner with another group and add as well as subtract the decimal numbers from each other to see what they get. The teacher will initially assist the students with this task.

Friday Day 75 EEMP SOL M 4.9b – Add Subtract Decimals M – The teacher will teach a formal lesson on adding and subtracting numbers with decimals. The teacher will stress the importance of placement of the decimal point. M/HW – The students will start to work on a worksheet with simple addition and subtraction of numbers with decimals that are to be completed at home.

Monday Day 76 EEMP SOL M 4.9b – Add Subtract Decimals M/GA – The students will work on assignment where they will have to look around the room like a scavenger hunt to find 20 numbers with decimals.

Tuesday Day 77 EEMP SOL M 4.9b – Add Subtract Decimals M – The teacher will teach a lesson using addition and subtraction with decimals and how they are just like adding and subtracting money.

M/VA – The M/GA – The students will students will each create a have to solve picture with a 10 assigned description of a addition and scenario where subtraction someone goes problems using and purchases decimals, and something with 10 of the 20 money. Other items have the students must answers. This be able to will be a way to complete the check if the scenario using answers are addition and accurate. subtraction of money with cents (decimals).

Wednesday Day 78 EEMP SOL M 4.9b – Add Subtract Decimals M/T – The students will go into a program on the computer and design a drawing of a person walking from home to school, and all of the sidewalks involved in getting there. Each sidewalk will have a length in feet using decimals to the .01. Classmates will have to solve fellow student’s scenarios and determine how far it is for the person to walk from their house to the school.

Week 17 -Math

Thursday Day 79 EEMP SOL M 4.9c – Large Frac/Dec

Friday Day 80 EEMP SOL M 4.9c – Large Frac/Dec

M – The teacher will explain that fractions can have bigger denominators than 8 and that decimals can go out farther than the hundredths place.

M – The teacher will go over with the class how to solve the problem from yesterday

M/PS – The students will use any math tools, block, or fraction circles to try to add 3/12 + 7/12 on their own. DA – Allow remedial students to have a study sheet reviewing fractions and decimals to hundredths place.

M/MO – The class will practice hitting tennis balls in sets of 12 and record how many they get each time over the net. They will record their data and save it for Monday.

Monday Day 81 EEMP SOL M 4.9c – Large Frac/Dec

Tuesday Day 82 EEMP SOL M 4.9c – Large Frac/Dec

M – The class will take the data that they recorded from the tennis exercise on Friday and see how their fractions compare to fellow classmates. They will then try to add them and see if they can solve the problems.

M – The teacher will explain to the class that the third place to the left of the decimal is called the thousandths place. The teacher will show that adding the decimals is the same no matter how many numbers are before or after the decimal place.

M/HW – The students will see if they can add numbers that have 3 decimal points to the right and see if they can guess what the place is called.

M – The students will complete a sheet that has sample problems of adding and subtracting numbers to the thousandths place.

Wednesday Day 83 EEMP SOL M 4.9c – Large Frac/Dec

Thursday Day 84 EEMP SOL M 4.10a – Measure Weights M – The M/PS – The students will teacher will use their bring in a large number lines object and the from their students will try original fraction to guess how and decimal many of their units and find shoes weigh the where the larger same as the fractions and object. They decimals fit on will soon learn the line. that a standard measurement M/GA – The needs to be in class will get place so into pairs and everyone can one student will relate the same give the other a measurements. large fraction and the partner M – The will try to find students will the equivalent learn about fraction. They what the Metric will rotate jobs. System and the Customary DA – For System are. disorganized students, give them new fresh number lines to see all numbers clearly.

Week 18 -Math

Friday Day 85 EEMP SOL M 4.10a – Measure Weights M/HO/GA – The students will get into groups and do an activity where they use a triple beam balance to determine the weight of a feather, a stapler, and a textbook. M – The class will compare the results and see if everyone got the general same weight. HW – Bring in an object to weigh Monday and guess how much it weighs in grams.

Monday Day 86 EEMP SOL M 4.10a – Measure Weights M – The students will weigh the items they brought from home and see if their predictions were correct. M – The students will learn and see examples of items weighed in ounces and pounds. M/S IN – Compare units of measure for electricity to measure in Math class

Tuesday Day 87 EEMP SOL M 4.10a – Measure Weights M – The students will play a game where they find common items around the room and determine what type of weight measurement is appropriate to weigh each object. M/VA – Each student will draw an object and record the average weight of that object in the appropriate measurement. The items will be displayed around the room.

Wednesday Day 88 EEMP SOL M 4.10b Equivalent Measurements M – The students will talk about how many ounces are in a pound. They will then think of objects, determine their weights in ounces and pounds and determine the best measurement to use to find the weight.

Thursday Day 89 EEMP SOL M 4.10b Equivalent Measurements M/CI – A local butcher from a deli will come into class and talk about the types of meats he sells and how many parts of pound or ounces of each people buy.

M/S – Students will ask questions about weight and find out if there are M/HW – The any other students will weighs to complete a convert chart of simple measurements conversions of meat and from ounces to other deli pounds and vise products. versa.

DA – Allow the gifted students to discover other weight measurements in the Customary System.

Week 19 -Math

Friday Day 90 EEMP SOL M 4.10b Equivalent Measurements M – The students will talk about how many grams in kilogram They will then think of objects, determine their weights in ounces and pounds and determine the best measurement to use to find the weight. M/HW – The students will complete a chart of simple conversions from grams to kilograms and vise versa.

Monday Day 91 EEMP SOL M 4.10b Equivalent Measurements M/GA – The teacher will get cartoons of milk and orange juice from the cafeteria and the students will be able to compare sizes and see how many small ones fit in larger ones. M – The teacher will teach the students about quarts, gallons, and cups and their equivalences.

Tuesday Day 92 EEMP SOL M 4.10b Equivalent Measurements M/GA – The students will individually come up with their own experiment, measuring the weights of 20 items of the same kinds. They will get to compare their results with other groups and see what other classmates used as units for measurement and possibly find an equal equivalence.

Wednesday Day 93 EEMP SOL M 4.10c Conversions

Thursday Day 94 EEMP SOL M 4.10c Conversions

Friday Day 95 EEMP SOL M 4.10c Conversions

M – The teacher will explain to the students that for every unit of measure in the Customary System, there is an equivalent conversion to the Standard way of Measure.

M – The teacher will teach the class what the exact conversions are for from one unit to the other, and the students will be able to see if their predictions were true.

M/E – The students will take a mini quiz to see how much they retained and memorized from the conversions.

M/GA – The students will group together items they have measured using the different weight systems and develop a hypothesis of possible conversions from one unit to the other.

M/HW – The teacher will teach that some measurements have nice clean conversions, while some need to be memorized.

Week 20 -Math

DA – Give the students who are remedial a clear chart of the conversions.

W/T/CC – The students will do research in the Library on the internet to find out the origins of Metric versus Customary and why certain countries use one over the other. The Librarian will teach the students ways to easily navigate the web for math related things.

Monday Day 96 EEMP SOL M 4.11 - Lengths MO – The students will go outside and run in various relay races and play tug of war. M – The class will discuss what type of measure should be used to calculate how long the races were in distance and how long the rope was. The teacher will introduce the concept of length.

Tuesday Day 97 EEMP SOL M 4.11 - Lengths M – The class will discuss the types of tools to measure length and the units of measure.

Wednesday Day 98 EEMP SOL M 4.11 - Lengths M – The teacher will give the students an individual activity with a map and the M/PS – The distances from teacher will each location in give the kilometers. The students various students must objects in the answer classroom to questions to measure and determine give them a distances ruler with between places. inches and They must also centimeters as determine if well as a yard certain roads stick. The are better to students must travel than work together others to save to determine time and what the best distance. tool to use would be.

Week 21 -Math

Thursday Day 99 Review

Friday Day 100 TEST 4

M – The students will receive a study guide on adding and subtracting decimals and fractions that are small and large. There were also be concepts of weights and lengths as well as equivalences and conversions.

E/M – The Students will be tested on Unit 4. Section one will have simple adding and subtracting of fractions and decimals using a number line as well as circle pictures. Sections 2 well have weights of measure and the students must match the equivalent weights and conversions. Students will then be asked to measure 3 objects in the room, using a ruler and a yard stick.

DA – The teacher will give the remedial students a copy of the test with different numbers.

Monday Day 101 EEMP SOL M 4.12 – Liquid Volumes M/PS – The teacher will review concepts of volumes of solid objects. Then the teacher would provide a challenge question, asking how is it possible to find the volume of a liquid if u can’t use a ruler.

Tuesday Day 102 EEMP SOL M 4.12 – Liquid Volumes M – The teacher will bring in some of the measuring tools so the students can determine how many of one tool it takes to fill another.

M/PS – The teacher will present a container that is measured in IN M/S – quarts another Measuring container that is liquids and gas measured in liters. The M – The students must teacher will determine the then explain difference and various tools decide how used to measure much of one liquids. makes up the other. M – Students should think of measuring tools for liquids used normally in the kitchen vs. science class (cups, quarts, vs. beaker, graduated cylinder).

Wednesday Day 103 EEMP SOL M 4.12 – Liquid Volumes M – The teacher will provide the students to the solution to the proper conversion from yesterday’s quart vs. liter problem. M/GA – The class will bake a cake together in the school kitchen. During the activity, the teacher will explain the ingredients needed including how many cups, quarts, etc. needed, and the students must give possible equivalences for each measurement.

Week 22 -Math

Thursday Day 104 EEMP SOL M 4.12 – Liquid Volumes M/PS – The teacher will give the class a few scenarios where they have the chose of getting a liquid item in a certain sized container with varying units. It is the students’ job to pick the more sensible measure in each scenario. M – The students will complete a worksheet where they will fill in the missing number for the conversion of various liquid volumes. Exploring p.339

Friday Day 105 EEMP SOL M 4.12 – Liquid Volumes M/PS – The students will be given mock experiments and they will be told they need a certain amount of various chemical liquids. They must determine with each experiment as a group, what the total amounts of liquid are needed. Units will be in milliliters (mL). DA – Allow students still struggling with liquid conversions to have a neat conversion table to refer to for in class assignments.

Monday Day 106 EEMP SOL M 4.13 Perimeter M – The students will try to measure the four walls within the classroom and see if they can come to a consensus as to how long it is around the room. M/GA – The students will then go outside and measure around the school. They will average their data to have a standard size.

Tuesday Day 107 EEMP SOL M 4.13 Perimeter M/T – The students will be able to use the computer and create simulations where they have various lengths of sides to objects using different measures of length, and they will be able to determine perimeter and check their answers for correctness. AAAMath.com

Wednesday Day 108 EEMP SOL M 4.13 Perimeter M/PS/GA – The students will go to stations where there will be various scenarios of a person trying to build some form of a fence or wall, and the students will be given the sizes of each of the walls/land and the students must determine how long the material to build around the areas must be in order to complete each task.

M – The teacher will explain the concept of perimeter and how it is the length around an object.

Week 23 -Math

Thursday Day 109 EEMP SOL M 4.13 Perimeter M/PS/GA – The students will be able to go more stations where they will be given different objects of various sizes and shapes, and they must determine the perimeter of each object.

Friday Day 110 EEMP SOL M 4.13 Perimeter M/T – The students will be allows to research on the internet various places in the world. For each building or structure they find, they must record the perimeter and how many sides it has.

DA – Remedial students who have difficulty with irregular shapes, they will use simple blocks of various sizes.

M – The students will complete a worksheet answering simple perimeter questions.

Monday Day 111 EEMP SOL M 4.14 -Points M/PS – The teacher will ask the students what the measure is of the smallest possible thing in the universe. M – The students will discover that there is no size to the smallest unit, but it is called a point. They will learn that everything is made up of points, but points themselves have no measure. They are just there. M/PS – The class will discuss other items that have no real properties but are just there.

Tuesday Day 112 EEMP SOL M 4.14 -Points M – The teacher will show a presentation on how although points seem small and insignificant, they put together everything we know (ex: graphs, shapes, maps). M/VA – The students will draw a visual to represent something that requires points and give a brief explanation on it. DA – Students that are gifted will create a visual with points for a three dimensional object.

Wednesday Day 113 EEMP SOL M 4.14 -Lines M/PS – Each student will be given a map. They will be given a starting location and an end location. They must determine the fastest way to get from one point to another. M – The students will learn that the fastest way from one point to another is a line, so if the students took a windy path to get to their destination that was wrong because a straight line reaches anywhere first.

Week 24 -Math

Thursday Day 114 EEMP SOL M 4.14 -Lines M – The teacher will teach the students that an actual line can not be measured because it goes on an on forever in both directions. If a line does not continue to get longer it is called a line segment. M/PS – The students will think of various things that are made of line segments as opposed to lines. M – The students will complete an activity connecting points with line segments that forms so sort of math message.

Friday Day 115 EEMP SOL M 4.14 Rays M – The students will learn that a ray is a combination of a line and a line segment in the fact that it stops on one side and is continuous on the other. M/GA – The students will create a class sun with long rays, measuring them and explaining why they are in fact rays. M – The students will complete a sheet with pictures in which they must determine if the shape has lines, rays, or line segments.

Monday Day 116 EEMP SOL M 4.14 -Rays M – The students will get a sheet that has a geometric figure with lettered points and the students must name as many things as possible including points, lines, line segments, and rays. M/T – The students will be able to use a disc that accompanies the book they are using to play an application related to lines and rays. Harcourt p.365

Tuesday Day 117 EEMP SOL M 4.15 - Angles M – The students will learn that when two rays are connected at a point called the vertex, they form a ray. M/HO – The students will be given a tool called a protractor and they will learn how to measure angles of different objects. Each student must find 10 objects to measure the degrees of as practice.

Wednesday Day 118 EEMP SOL M 4.15 - Angles M – The teacher will explain the 3 main types of angles, right, obtuse and acute.

Thursday Friday Day 119 Day 120 EEMP SOL M Trip to Science 4.15 - Angles Museum M/PS – The Field Trip students will be given the blueprints for the front of a house, and they are to find all of the angles in M/HO – The the house – teacher will count them, give the measure them students each a and label them shape with a as acute, number on it. obtuse, or right They must view angles. it, and record it as right, acute, DA – Give or obtuse. remedial When they are students a done they will simpler picture pass it to to work with. another classmate until Harcourt p.369 everyone gets each shape. The teacher will tell the class the numbers that referred to a particular size and everyone can check their work.

Week 25 -Math

Monday Day 121 EEMP SOL M 4.15 - Angles M – The students will learn what complementary and supplementary angles are and how many degrees they are. M/PS/HO – The students will be given a set of angles that they can manipulate. Every angle will have a partner angle that is either its compliment or supplement. The students must match each angle to its complement or supplement.

Tuesday Day 122 EEMP SOL M 4.16 - Parallel M/MO – The teacher will take the class outside. The teacher will tape 2 straight lines on the blacktop next to each other. The class will split into two teams and each team will run a relay race along the lines, and if they step of the line they must start over. M – The teacher will explain the purpose of the activity and tell the students what parallel lines are.

Wednesday Day 123 EEMP SOL M 4.16 - Parallel M – The teacher will draw examples on the board of sets of lines and the students must determine if the lines will cross or if they are considered parallel. M – The students will complete a mixed review worksheet on points, lines, line segments, and parallel lines.

Week 26 – Math

Thursday Day 124 Review M – The students will receive a study guide for the test that will have review questions on liquid volumes, perimeter, lines, line segments, rays, angles and parallel lines. DA – The remedial students will receive a copy of the test with different numbers.

Friday Day 125 TEST 5 E/M – The students will take a test on Unit 5. The first section will have liquid measurement conversions. There will be a section on determining perimeter. Also, a section on identifying lines, line segments, rays, and parallel lines. Finally, there will be a part to determine angles of certain shapes.

Monday Day 126 EEMP SOL M 4.16 Perpendicular M – The students will look at a + sign and = sign. The teacher will ask which one is parallel and ask what the students think the other one is. M – The students will learn that the + sign is actually comprised of something called perpendicular lines. They will try to think of other real life examples that have perpendicular lines.

Tuesday Day 127 EEMP SOL M 4.16 Perpendicular M – The teacher will ask the students what kinds of angles are created by perpendicular lines. M/MO – The students will go outside and play a game of four square while discussing the perpendicular and parallel lines that are made up inside the court.

Wednesday Day 128 EEMP SOL M 4.17 - Flip

Thursday Day 129 EEMP SOL M 4.17 - Flip

Friday Day 130 EEMP SOL M 4.17 - Slide

M – The teacher will explain graph terminology such as graph coordinates and x/y axis. The teacher will then draw a line on the coordinate system vertically then draw another line on the opposite side of the y axis with the same coordinates, only negative. This is called Flip.

M/PS –The teacher will give the students a scenario and directions of how to flip a line she draws on the board. By the end of the directions, each student must have their line flipped and pointing in the right direction.

M/MO – The class will all stand on a dot on an oversized twister board. The students will be in groups and each group will get a chance to create a shape connected with the dots. The teacher will then tell the whole shape to move a certain amount of dots in one direction. The whole group must follow every command until they make a mistake.

M – The students will get their own graph paper and draw a coordinate system with a line. They must trade papers with a fellow classmates and the other classmates must flip the line over the x or y axis.

Week 27 -Math

M – The students will complete a reinforcing worksheet to perform graph flips.

M – The teacher will DA – teach the Remedial students about students will the concept of receive a slide on a sheet that coordinate shows step by system. step how to flip and object.

Monday Day 131 Standardized Testing TEST

Tuesday Day 132 Standardized Testing TEST

Wednesday Day 133 Standardized Testing TEST

Week 28 –Math

Thursday Day 134 Standardized Testing TEST

Friday Day 135 Standardized Testing TEST

Monday Day 136 EEMP SOL M 4.17 - Slide

Tuesday Day 137 EEMP SOL M 4.17 - Turn

M/PS – The students will be given a sheet with a rectangle on it. They must slide the shape by following the directions of where to move it. Each time they slide the rectangle they will uncover a different letter that will ultimately spell out a special message.

M/MO – The students use a compass to follow a map to get to some treasure in an outside activity. M – The students will discuss how the needle of the compass moved, but the center always remained the same.

M – The students will M/HW – The manipulate rays students will on a graph by create their own moving the end scenario of an point and object sliding revolving it and provide the around the directions to origin of the guide someone ray. doing it.

Wednesday Day 138 EEMP SOL M 4.17 - Turn

Thursday Day 139 EEMP SOL M 4.18 – Ordered Pairs M/PS – The M – The teacher will ask teacher will the students explain to the how they can students that incorporate the points they turning with use on the shapes instead graphs have an of just rays. x and y coordinate associated with M – The them, and that students will be together they given a shape to make up an manipulate on a ordered pair of graph, and they coordinates. must turn the shape around M – The only the one students will given point that complete a the teacher worksheet on requests. ordered pairs and identifying DA – The them on a gifted students graph. should use shapes with more than four points.

Week 29 –Math

Friday Day 140 EEMP SOL M 4.18 – Ordered Pairs M – The students will go back to graphs they used at the begging of the week with various shapes and label all of the ordered pairs on the graph that are plotted. M/GA – The students will be able to play with a math related game in the classroom for the remainder of the period.

Monday Day 141 EEMP SOL M 4.18 – Ordered Pairs M – The teacher will give each student a blank graph. The teacher will then name ordered pairs on a graph, and the students must mark off each pair as the teacher says them. By the end of the time, the students should be able to connect the points and create some form of a picture. M/GA – The students must come up with a similar game that creates a picture as a group. Houghton p.527

Tuesday Day 142 EEMP SOL M 4.18 – Ordered Pairs M/GA – The students will get into pairs and they will get a new graph and shout out ordered pairs and place an X or O on that point like TicTac-Toe. If a player says the same point more than once they lose a turn. The first person to get four x’s or o’s wins. IN M/S – Probability of Precipitation DA – Let the students who excel at this to create a game with the concept of battleship.

Wednesday Day 143 EEMP SOL M 4.19 Probability M – The teacher will ask the students if a coin is flipped, what the chance of getting heads is.

Thursday Day 144 EEMP SOL M 4.19 Probability M/GA – The students will get into groups and receive a pair of dice. They must predict the odds of getting a M – The particular teacher will number when explain what the dice are probability is rolled after 50 and what a ratio rolls. The is. The teacher students will will provide roll the dice 50 real life times and examples of record the how probability number they is used in every get after every day life. roll and see if Students will their get a chance to predictions find examples were correct. of probability in magazine M – The articles. teacher will explain the class why one particular number appeared more than another in terms of probability.

Week 30 -Math

Friday Day 145 EEMP SOL M 4.19 Probability M/GA – The students will go to a station where they have different jars of colored marbles of different sizes. At the station they must perform experiment to determine what the probability of getting a particular color is, the odds of getting a particular size, and any other probabilities that can be formulated. M/HW – The students will go home and determine a way probability is incorporated in their favorite sport.

Monday Day 146 EEMP SOL M 4.19 Probability M/S IN – Determine the probability of rain on a specific day (learning probability in Math).

Tuesday Day 147 EEMP SOL M 4.19 Probability M – The teacher will hand out a deck of playing cards. The teacher will then ask the class who has particular M/S – The numbers or class will particular suits. combine with The teacher the Science will record the class today to results on the perform various board and the activates. class will see the odds of getting a particular type of card when one is drawn randomly.

Wednesday Day 148 EEMP SOL M 4.19 Probability M – The teacher will explain to the students the difference in results of the card activity when a card is taken out every time as opposed to being put back into the deck. M/GA – The class will get into groups and the groups will create a probability scenario revolving around a mystery case. Different groups must solve the probability cases of other groups.

Week 31 -Math

Thursday Day 149 Review

Friday Day 150 TEST 6

M – The students will receive a study guide that includes perpendicular lines, the many ways to transform an object on a graph, and probability examples.

E/M – The students will take a test on Unit 6. There will be parallel vs. perpendicular questions. There will also be an object on a graph that needs to have its ordered pairs labeled as well as turned, flipped, and slide. The last section will have probability scenarios.

DA – The remedial students will get a copy of the test with different numbers.

Monday Day 151 EEMP SOL M 4.20 Organize Data M – The students will each get a list of data points and try to organize it according to numerical order. They will learn the importance of organizing data to be able to read it. M/GA – The students must make a set of data points as a group for another group to organize (ex: grades, bug sizes, number of people, etc.).

Tuesday Day 152 EEMP SOL M 4.20 Organize Data M – The teacher will ask the students to find the highest number and the lowest number as well as the middle number in as set of unorganized points. M – The teacher will perform the same case, but all of the points will be in numerical order. This will give the students first hand experience of seeing the importance of organization.

Wednesday Day 153 EEMP SOL M 4.20 Organize Data M/T – The students will be each given their own set of data of fake test scores from different grades to organize and put into an Excel spreadsheet to keep the data neat and clean. M/PS – The teacher will compile all of the data together and the class will discuss the smartest class and the class that struggles the most by looking at the compiled data.

Thursday Day 154 EEMP SOL M 4.20 - Line Graph M – The teacher will begin to explain that when data is represented visually, it is more pleasing to the eye and real simple to read. M/T – The students will go on the internet and explore sites to find where data is expressed in a line graph. M – The class will make a class line graph on the board using ages of everyone in the class. Mathleague.com

HW – The students will get a worksheet on organizing data and they will have to arrange points.

DA – Allow the gifted students to survey the class on an issue and come up with neat data.

Week 32 -Math

Friday Day 155 Trip To Monument Field Trip

Monday Day 156 EEMP SOL M 4.20 - Line Graph M/T – The students will take their data from the Excel project and design a line graph from it. They may use any colors or format. M/O – The students will get in front of the class and present their findings with the class and tell the class what their data shows.

Tuesday Day 157 EEMP SOL M 4.20 - Line Graph M/GA – The class will do a school survey to see what everyone’s favorite color is. M – As a class, the students will design a line graph that shows the colors that everyone liked and how many were liked of each. They will design a 2nd graph that shows the grade of the students vs. the color that was liked. They will collectively compare the two graphs.

Wednesday Day 158 EEMP SOL M 4.20 - Bar Graph M – The teacher the difference between a bar graph as opposed to the line graph. M/T – The students will take their data from the Excel project and design a bar graph from it. They may use any colors or format.

M – The students will complete a worksheet to read information off a bar graph Atozteacherstuff given. .com Houghton p.422

Week 33 -Math

Thursday Day 159 EEMP SOL M 4.20 - Bar Graph M/GA – The class will determine if the bar graph or the line graph is a better choice for displaying the information they have. M/DR/M – The class will split into groups and each group must design a skit and song that portrays the concepts of one type of graph. A visual should accompany it. DA – The gifted students will also design a pie chart to compare to the two graphs.

Friday Day 160 Math Game Day The students will be able to play a math related game. M/MU – The students will create a song to help them remember a topic from this unit.

Monday Day 161 EEMP SOL M 4.21 - Patterns M – The students will compare their graphs to see if there are any patterns in the data. M – The class will discuss examples of patterns that we see in everyday life, even outside of mathematics. M/HW – The class will complete a worksheet that has all kinds of patterns and shapes.

Tuesday Day 162 EEMP SOL M 4.21 - Patterns M/E – The students will each pair up and administer the SwassingBarbie Modality Test to check for modalities and utilize patterns. M – The students will complete and in class activity, where the teacher will put three numbers on the board and the students must figure out the next number in the pattern. The student who gets the most correct answers will get a prize. IN M/S – Moon Patterns

Wednesday Day 163 EEMP SOL M 4.21 - Patterns M/T – The students will be able to go to the Library and go onto the quia.com web site to solve interesting patterns

Thursday Day 164 EEMP SOL M 4.21 - Patterns M/GA – The classmates will try to solve one another’s pattern problems until everyone has completed ten problems.

HW – The students must create a math related pattern situation for a fellow classmate to solve

M/MO – The students will go outside and run relays following the pattern that the person in front of them is doing.

DA – The gifted students will make a pattern using multiplication. Quia.com

Friday Day 165 EEMP SOL M 4.21 - Patterns M/VA/GA – The class will design a bulletin board outside of the classroom displaying what they have learned about patterns. They will also have simple examples in the hall of patterns that other students passing by can try to figure out. M/CF – The students will go home and work on creating patterns with their families and see if they can create a pattern that might stump their own family.

Week 34 -Math Monday Day 166 EEMP SOL M 4.22 – Associative Property M – The teacher will give the students 3 numbers to add, they will be allowed to add it any way they wish, and they will see what answer everyone gets. M/GA – The students will discover that order does not matter when adding numbers. M – Complete any graph presentations still left

Tuesday Day 167 EEMP SOL M 4.22 – Associative Property M – The teacher will teach the class about the Associative Property in Addition (a+b)+c= a+(b+c) M – The students will practice with different numbers to see if this law always holds true. HW – The students will complete a worksheet on problems pertaining the Associative Property of Addition.

Wednesday Day 168 EEMP SOL M 4.22 – Associative Property M – The teacher will give the students 3 numbers to multiply, they will be allowed to add it any way they wish, and they will see what answer everyone gets. M/GA – The students will discover that order does not matter when multiplying numbers. M – Complete any graph presentations still left

Thursday Day 169 EEMP SOL M 4.22 – Associative Property M – The teacher will teach the class about the Associative Property in Multiplication (a x b) x c= a x (b x c) M – The students will practice with different numbers to see if this law always holds true. HW – The students will complete a worksheet on problems pertaining the Associative Property of Multiplication. DA – The gifted students will see if it applies for division.

Week 35 -Math

Friday Day 170 EEMP SOL M 4.22 – Associative Property M – The teacher will give the students a number, and the students will have to think of 3 numbers that add together and make that number. See if the students use the same numbers and same order. DA – The gifted students will do the same task, however they will multiply 3 numbers to get the answer instead of adding.

Monday Day 171 EEMP SOL M 4.1a Place Value M/O – The students will review their knowledge of place value and apply it by teaching place value to their partners using regular decimals or money.

Tuesday Day 172 EEMP SOL M 4.3 Fractions M/MO – The class will go outside and have to perform tasks through games, and after each game is completed they will receive a piece of a medallion. When the M – The games are students will over, the review any students must information determine what they are fractions of a struggling with whole they on place value. hold in their hands. MI/CE – The students will M – The need to use students will self-discipline review any to begin information studying for they are the final test. struggling with on fractions.

Wednesday Day 173 EEMP SOL M 4.4a Decimals M/VA – The students will be responsible for creating some form of a manipulative to teach others how to work with decimals. It must be done with their best efforts because these activities will be saved for next year’s class. M – The students will review any information they are struggling with on decimals.

Week 36 -Math

Thursday Day 174 EEMP SOL M 4.4b – Round Tenth/Hundredth M – The class will do speed drills to see how fast they can round numbers to the nearest tenth/ hundredth and add or subtract them. It will be a race for one champion. M – The students will review any information they are struggling with on rounding tenth/ hundredth. DA – The teacher will hold and after school session for students who need a refresher on the weeks review topics.

Friday Day 175 Math Games M/T – The class will be able to go online and play math related games of topics went over in class. Gamequarium. com

Monday Day 176 EEMP SOL M 4.5 – Sums and Difference M – The teacher will give the class sample problems to add and subtract 3 digit numbers vertically and horizontally.

Tuesday Day 177 Review

Wednesday Day 178 Final TEST

Thursday Day 179 Math Fun Day

Friday Day 180 Math Fun Day

M – The students will receive a stuffy guide on how to organize data and put into line or bar graphs. There will also be concepts of patterns and examples of the Associative Property for Addition and Multiplication.

M – The students will have a Test over Unit 7 and some cumulative concepts. The first section will ask students to organize data points. Then the students must interpret information from a line a and a bar graph. Next, there will be a fill in the next part of the pattern section. Lastly, the students will use the Associative Property and answer a few cumulative review questions.

The students will be allowed to relax, bring in food, and play constructive math games.

The students will be allowed to relax, bring in food, and play constructive math games.

M/MU – The students will create a song to help them remember the rules to adding numbers vertically, DA – The especially when remedial using decimals. student will receive a copy M/HW – The of the test with students will different prepare review numbers, to questions to ask study. tomorrow.

Legend

CI – Community Involvement CC – Colleague Collaboration CD – Cultural Diversity CE – Character Education CF – Collaboration with Family CM – Communication CZ – Citizenship DA – Differentiation/ Accommodation DR – Drama E- Evaluation GA – Group Activity L – Literacy LA – Language Arts LI – Listening LS – Life Skills H – Health HO – Hands On HW – Homework IN - Integration M – Math MA- Manipulative Activity MI – Missions Statement MO – Movement/ Physical Education MU -Music O – Oral Language/ Public Speaking PS – Problem Solving R – Reading S – Science SS- Social Studies T- Technology W – Writing References (2002). Houghton Mifflin Mathematics. Morris Plains, NJ: Houghton Mifflin. (2004). Harcourt Math : North Carolina Edition. Orlando, FL: Harcourt. (2007, Jan 18). Math Test Resources. Retrieved November 7, 2007, from Quia - Class Page Web site: http://www.quia.com/pages/hostettermathcs.html#patterns

Banfill, J. (2000). Perimeter of a Square. Retrieved November 7, 2007, from AAA Math Web site: http://www.aaamath.com/geo78-perimeter-square.html Bolster, L. C. (1991). Exploring mathematics. Glenview, Ill: Scott, Foresman. Conrad , S (2007). Graphs. Retrieved November 7, 2007, from Using Data and Statistics Web site: http://www.mathleague.com/help/data/data.htm Cornett, C. E. (2007). Creating meaning through literature and the arts an integration resource for classroom teachers. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall. Dell, D (2007). Math Games. Retrieved November 7, 2007, from Gamequarium Web site: http://www.gamequarium.com/measurement.html Need, A (2006). Creating a Graph. Retrieved November 7, 2007, from A to Z Teacher Stuff Web site: http://atozteacherstuff.com/pages/288.shtml Rice, A. (2000). Mathematics. the earth below Grade four. Colorado Springs, Colo: Association of Christian Schools International.