5 - Glass - Math

Math Charts Legend 10/31/2007 Liberty University EDUC 410-002

A- art AS – assessment CA – class activity CD – class discussion CI – community involvement CL – cultural literacy and diversity CW – classwork DA – differentation / accommodation FA – fine arts GA – group activity GP – guided practice IP – independent practice L – literacy LI – listening LS – life skills HW – homework MA – manipulative activity MO – movement / physical education MU – music R – reading RS – research RV - review T – technology TX – text W - writing

Math Charts Day 1

Day 2

Day 3

Day 4

Day 5

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

GP/LI: The teacher will display a piece of grid paper on an overhead projector and ask students the total number of squares. The teacher will then have volunteers come and shade part of the grid and then will ask the class what the shaded part represents in decimal form.

LI: The teacher will instruct the students about place value through thousandths.

T: The students will use computers to access the internet and play “Decimal Challenge”, which consists of the student trying to find a certain decimal number between 1 and 10. The students will play the game multiple times and the winners will be given prizes. *

CD: The teacher will show the class statistics of professional basketball player’s field goal percentage and ask them what it means.

FA: The students will work in groups of their choosing and write a song about what they want out of math class. They will also include a verse about decimal numbers since that is the topic of the week. The class will collectively sing the song at the end of class. It will become the theme song for the year.

CD: The teacher will ask the students to list instances in real life where decimal numbers are used. If necessary, the teacher will prompt them with ideas such as clocking time when running, money, etc. MO: The teacher will take the class outside and have them run a lap around the playground, clocking each time.

GP: The teacher will write various decimal numbers on the board, point to specific numbers and ask the class to determine the place value. LI: The teacher will instruct the students how to round to the nearest tenth or hundredth.

DA: Accelerated learners may work individually or in groups to create their own game and present it to the class later.

IP: The students will complete a lesson on decimal place value from the math textbook.

* http://www.interactivestuff.org/sums4fun/decchall.html

CA: The students will go outside and each shoot one shot on a basketball hoop. The students will calculate the class field goal percentage. IP: The teacher will write several decimal numbers on the board and have each student write the numbers in word form. CW/HW: The students will complete a lesson from the textbook.

Math Charts Day 6

Day 7

Day 8

Day 9

Day 10

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

R/LT: The class will read Gator Pie, which is about two gators finding ways to cut a pie.

LI: The teacher will verbally instruct the students about how to convert fractions to decimals and vice versa.

T: The students will use computers to access the internet and play the “Fractions Pairs Game”, in which the student must match decimals to their equivalent fraction.*

LI: The teacher will verbally instruct the students about the importance of being able to order fractions from least to greatest.

FA/MO: The teacher will use an open space and have the class become a “whole” and then divide up to solve problems such as becoming two equal halves, fourths, and thirds. When numbers are uneven, the teacher will ask the students how to deal with the “extras”.

CA: The students will draw a rectangle on a piece of paper and draw as many different representations of a particular fraction as possible. DA: ESL students will receive special one-on-one instruction from the teacher while the rest of the class is drawing in the previously mentioned activity to compensate for a lack of comprehension during the reading of the book.

GP: The teacher will walk through a few examples from the text and have the students copy from the board. IP: The students will complete a lesson on converting fractions to decimals and decimals to fractions from the textbook

LI: The teacher will review material for the upcoming test next Thursday.

GP: The teacher will walk the students through a few examples that include fractions with like and unlike denominators limited to 12 or less, and mixed numbers. IP: The students will complete a lesson on the previous material in the textbook.

*http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/compar ingall3/flash0.shtml

Math Charts Day 11

Day 12

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Day 15

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

GP: The teacher will write a menu on the board and have a volunteer order from it. The student has a limit of five dollars and the class must figure out what kind of side, drink, and main course can be bought by adding. The teacher will then tell the student to order items previously selected by the teacher. When the amount exceeds $5, the teacher will tell the class to figure out what must be taken away in order for the student to still be able to afford a cookie, which costs 25 cents.

LI/CD/RV: The teacher will review material for the upcoming test and answer any questions the students may have.

T: The students will use computers to access the internet and play “Railroad Repair”, in which the student must fix breaks in the track by adding new track that is in decimal form. The students will compete against each other in seeing how fast they can complete the game.

AS: The students will be formally assessed through a written exam featuring 10 multiple choice problems and 10 other math problems where the student provides the only possible answer.

R/LI: The class will read Pigs will be Pigs, which is about a group of pigs that have search their house for money before they can go eat.

IP: The students will complete a review worksheet containing problems from the past two and a half weeks, including decimal numbers and place value, converting decimals to fractions and vice GA/T: Each student versa and adding will have a partner and and subtracting will take turns ordering decimals and food from an online fractions. menu. Using pencil and paper, the students will add and subtract decimals. The students will repeat using different scenarios such as having to buy for their family, friends, etc. with different amount of money.

DA: ESL students unable to comprehend the test in the given amount of time may complete the test in intervals or, if necessary, work with an interpreter in a separate area.

GA: In groups, the students will look at menus, brought in by the teacher, from local restaurants and will try to take one of their families out to eat on the amount of money the pigs had to spend.

http://www.teachervision.fen.com/decimals/lesson-plan/3032.html http://pbskids.org/cyberchase/games/decimals/decimals.html Math Charts Day 16

Day 17

Day 18

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Day 20

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

R/LT: The class will read Math Curse, which is about a girl who sees everything as a math problem to be solved.

LI: The teacher will verbally instruct the students about the different method of adding, subtracting, multiplying, and dividing whole numbers, including the use of estimation and calculators along with the standard way of pencil and paper.

T: The student will use computers to access the internet and use virtual base 10 blocks to create and solve problems involving whole numbers and decimals. The students will must each create and solve 10 problems.

FA/LS/CA: The students will prepare information about works of art, brought in by the teacher, to “sell” them. Each student will take a turn at selling and auctioning, and each student will be given a sum of money to spend. The students must use strategic problem solving in order to buy what they want while operating on a set budget.

LT/W/HW: The students will create a math character and write a story with several chapters, with the character solving a problem in each one. For the past week and next two, the student will write a chapter with at least one math problem concerning the topic or concept of the week.

CA/A: The students will solve the problems in the book and then make their own book of similar problems.

IP: The students will complete a lesson on adding, subtracting, multiplying and dividing whole numbers from the textbook.

DA: Accelerated learners may walk around the class as teacher’s assistants and help their classmates.

Math Charts Day 21

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Day 23

Day 24

Day 25

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

T: The students will use computers to access the internet and use an interactive estimator to practice estimation.

FA/GA: The students will put key concepts learned in the past week to a song. Working in groups of four, each group will write a few lines and then everyone will collaborate and put them together. The song will be sung to a recognizable tune. The lyrics will include key vocabulary words such as “quotient”, “divisor”, and “dividend”.

R/LT: The class will read If You Made a Million, which explores how one might spend a million dollars. CA: The students will try to spend a million dollars by rounding and estimating costs of things they want to buy. The students will use calculators to add.

LI: The teacher will instruct the students in functions on the calculator. IP: The students will complete a lesson on estimation and calculation from the math textbook.

DA: ESL students may practice their English by estimating how much harder English is than their native language. This assignment will consist of the student writing a paragraph and giving examples.

http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html

IP: The students will complete a lesson on multiplying and dividing whole numbers using estimation. CD: The teacher will ask various students to explain specific problems.

http://www.shodor.org/interactivate/activities/Estimator/?version=1.6.0_02&browser=MSIE&ve ndor=Sun_Microsystems_Inc.

Math Math Charts Charts Day Day 31 26 JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with CD: The teacher will Decimal Numbers

Day Day 32 27

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with LI: The teacher Decimal Numbers lead a discussion will go over the where the students process long LI: The teacherin will RV/CD:ofThe name instances real review the basic division using life where they have teacher will take concepts of what paper and from pencilthe used division. Thea questions decimal number is and teacher will prompt the by performing class concerning how place students to value think about several examples works. they estimated the next day’s test. whether on the board. or got an exact answer The teacher will GA/MA: In pairs, the with pencil and paper. call on individual students willwill playguide GP: The teacher The teacher students to perform “Race for thetoFlat”, a the students a will walk around certain problems game base ten logicalusing conclusion the room as the on the board for blocks and number concerning when and students solve cubes to develop an review. when not to estimate. problems from the algorithm for adding decimals. In the GA: In pairs, thegame, board. IP: The students the ‘flat’ equals 1, the students, the students rod .1, and theto will complete a will equals use a calculator IP: Thefrom students lesson the cube equals .01. use repeated will complete a Players take turns textbook on subtraction instead of lesson onproblem complex rolling strategic divisionthe to tenths figure and out hundredths dice. After division from 86 divided by 7. While solving with the each roll, a player one student subtracts, textbook. decimal numbers. collects a number of the other keeps track base tenmany blocks of how 7s are equivalent to the used and the corresponding remainder. The numbers on the dice students will repeat and places them this procedure foron his or her flat. Onproblems several other following rolls, a by written on the board players adds the the teacher. The new blocks those the teachertowill thenontell flat students and is also allowed the to try to trade. Each addition subtracting more than will be recorded and at one set of the divisor validated by the blocks a time. Students will on the flat. The firstthe next try to estimate player cover the greatesttonumber of flat sets exactly is the winner. of divisors they can subtract for each place in the dividend.

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Day Day 34 29

Day Day 35 30

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with W/T: TheNumbers students Decimal will use computers to access Microsoft AS: The students Word and will will be formally write a one assessed on page the paper on how the material from division is used in last two weeks, real life. including strategic problem solving DA: with ESL wholestudents who are numbersnot andable to complete a one strategic problem page paper solving within the allotted time will estimating, be allowed calculators, to and verbally record a computers. five minute explanation ofwith how DA: Students division is used disabilities may in real life. Students take the test in a will be required to separate place with use dictionaries an assistant. and find quality vocabulary words with which to express their thoughts.

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with IP: The students Decimal Numbers will complete a lesson from GA/MA: In the pairs, textbook on students will play complex division. “Empty the Board”, a game CA: The students that develops an will switch papers algorithm for and grade each subtractions like other’s work. the game on Monday did for CD: The Instead teacher of addition. will lead the trying to fill the students in helping board, players will them correct the instead play to ones emptythey the missed. board. Otherwise, the game is played in the same way as “Race for the Flat”.

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with GA/RV: The Decimal Numbers teacher will divide the class into CD/RV: The two teams and teacher willwill talklead awith game theofstudents jeopardy. about whatThe they questions willthe have learned consist math past fourofdays. problems throughout the GP: The teacher year, with an will walk through emphasis being difficult problems placed on complex by performing division. Teams them on the board will be given step by step. one minute to solve each problem. IP: The student will complete a lesson in their textbooks on strategic problem solving with decimal numbers.

Math Math Charts Charts Day Day 36 41

Day Day 37 42

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Day Day 40 45

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

Fractions and

Fractions and GP: TheNumbers teacher Mixed willwith guideUnlike the students through Denominators several LI: Theexamples teacher in the textbook will instruct theto precede students aonlesson how to on complex write a cohesive division. paragraph and

Fractions and

Fractions and GP: TheNumbers teacher Mixed willwith guideUnlike students through several Denominators examples on a LI: The teacher lesson from will go over their the textbook test from on the complex previous division day and with hand decimals. them back to

Fractions and

LI/CD: The teacher Mixed will write aNumbers division withwithout Unlike problem decimal numbers on Denominators the board and have LI: The teacher willthe students introducefind the the topic by quotient. explainingThe thatteacher people will and thensubtract write themixed add same problem on the numbers in everyday boardsuch except add a the life, as finding decimal inofthea room perimeter dividend. The teacher and measuring food will ask the students if ingredients. The they think number teacher willthe show the will be a adecimal students graph of number or aofwhole how much the number and have Appalachian trial them lies explain why. Thestates. in four different teacher will repeat this procedure two or will three GP: The teacher morethe times. lead students in figuring out the total GA/MA: in amount ofWorking trail in two pairs, students will of the the states and then create at least five find a different word problems combination. involving the division of a monetary amount GA/RS/T/SS: In by a 1-digit divisor. groups, the students The research students will then will the length exchange of the trailproblems in the states with other groups not included in theand use play money to graph and then use model and solve mixed numbers toeach problem. write the length of the trail in each of the 14 states from least to greatest. The students will write problems based on their data that involve addition and subtraction of mixed numbers.

GA/MA: Working in Mixed pairs, eachNumbers student will with Unlike prepare a chart with the Denominators headings ‘Number’, ‘Number of FA/MU: After the Groups’, and ‘Number students have in Each Group’. The learned theask them teacher will symbols whole, to show thefor number 3.42 using place value half, quarter, blocks separating eighth,byand the blocks threethe sixteenthinto notes, equal groups. The teacher willrecord havethe students will the students solvein appropriate numbers the chart. Thenote teacher and create will out a list of mathcallproblems. other numbers. Afterwards, the teacher DA: Students will instruct the who finish early will students to formulate work in small three additional problemsand where the groups solve modeled as manynumber mixedcan be evenly separated number into equalsubtraction groups with sentences as they no remainder.

can by using up to three whole bars and four ¼ bars.

effectively express IP: The students one’s thoughts. will complete a lesson the W: Thefrom students textbook will writeon an complex division explanation of how with decimals. to subtract mixed numbers using DA: To in their models accommodate explanations. ELL, the teacher will write key vocabulary terms on the board such as ‘dividend’, ‘quotient’, and ‘divisor’ and will have students copy those words five times to ensure comprehension.

W: The teacher will Mixed write a twoNumbers lists of with Unlike mathematical operations and terms Denominators on theThe board. The first AS: students list will include will be formally adding, subtracting, tested on material multiplying, and from theThe past two dividing. second list will consist of and a half weeks, whole numbers, including strategic fractions, problemand solving decimals. The teacher with decimal will instruct the numbers, complex students to pick one word from and each list division, and write adivision one page complex paper explaining with decimal why he or she either enjoys numbers. The or dislikes performing format of theontest that operation those will consist of a numbers.

list of problems CD: Thethe teacher will which students call on volunteers to must solve. share their paper with Students the class. will also be required to show their work.

the students. IP: The students will HW:complete Studentsawill lesson take thefrom teststheir home textbooks and correctontheir complex errors anddivision turn with their decimals. test back in on Monday. IP: The students will complete a lesson from the textbook on adding and subtracting fractions with mixed numbers and unlike denominators.

Day 46 Day 51 JWG SOL M 5.8 JWG SOL M Labeling and5.8 Parts of Circle: Recognizing Radius, Diameter, Geometric Shapes Chord, and Circumference LI/V: The teacher

Day 47 Day 52 JWG SOL M 5.8 JWG SOL M Labeling and5.8 Parts of a Circle: Recognizing Radius, Diameter, Geometric Shapes Chord, and Circumference LI: The teacher

will explain key LI: The teacher vocabulary terms will explain to the such as students what ‘geometry’, the parts of a circle are ‘corresponding and how find sides andto angles’ them. etc.

will explain the R/LI: The of class properties will read shapes Sir different Cumference and how to and the Dragonthem. of Pi, recognize which is about a riddle regarding IP: The students the ratio of a will complete circumference lesson in the to diameter textbook that on must be solved in order labeling and to save the life of recognizing Sir Cumference. shapes.

GP: FA: The The teacher teacher will perform will show the example problems students pieces of on the board from art that are very the textbook the geometric andasask students them howfollow the artist along copying might by have made it the teacher’s and why. Thework into theirwill then students notebooks. try their own geometric math art IP: The students by repeating shape will complete a patterns. lesson in the math textbook giving LI: The teacher them practice will show the in recognizing the of students pictures parts of a circle road signs and and to find labelhow them them. according to what kind of geometric figure they are.

CA: The teacher students GP: The will the will find go over circumference and problems missed diameter on the testofthat was multiple taken lastcircles week on and compute Thursday. the ratio.

Math Charts Math Charts Day 48 Day 53 JWG SOL M 5.8 JWG SOL M Labeling and5.8 Parts of a Circle: Recognizing Radius, Diameter, Geometric Shapes Chord, and Circumference T/A: The students will use computers FA/GA: to access The the paint teacher will program andbring will in a mixing board draw a variety of and will provide geometric figures the students according to with a list beats for the written on the students board byto theput rhymes teacher. to consisting of the parts of ateacher circle. LI: The The will students explain towill the work in groups of students about the their and basicschoosing of graphic will present their design. lyrics to the class for collaboration and class performance.

Day 49 Day 54 JWG SOL M 5.8 JWG SOL M Labeling and5.8 Parts of a Circle: Recognizing Radius, Diameter, Geometric Shapes Chord, and Circumference MO/CA: The

Day 50 Day 55 JWG SOL M 5.8 JWG SOL M Labeling and5.8 Parts of a Circle: Recognizing Radius, Diameter, Geometric Shapes Chord, and Circumference GA/A: The

teacher will call LI/RV: The out various teacher willshapes review geometric the material for the and the students test next will on form the Thursday, shapes as a class including by movingadding around and and subtracting positioning fractions and themselves in such mixed numbers a way as to with unlike resemble the denominators, shapes called out labeling and by the teacher. recognizing geometric shapes, A: The teacher and of a a will the giveparts students circle. sets of directions from which they CD: Theorigami teacherto can use will on buildcall a variety of students to explain objects out of key concepts for paper. The teacher the willupcoming emphasizetest. the The teacher will use of geometric also answer any shapes in making questions folds. concerning the review material. DA: Gifted learners may research origami and write a onepage paper about its origins.

students will work T:groups The students in of three will use computers or four and make to access their ownthe puzzle internet and play a out of geometric game called ’20 shapes. The teacher questions’, will have a in list of which shapes the thatobject the is to get 20must more students right answers include in theirthan wrong puzzle.answers. The game has a built-in timer and the students will compete to see who can win the fastest. DA: Students who disabilities who do not handle competition well may complete the assignment without the timer.

Math Charts Day 56

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Day 60

JWG SOL M 5.9 JWG SOL M 5.9 JWG SOL M 5.9 JWG SOL M 5.9 Finding the Finding the Finding the Finding the Perimeter and Area Perimeter and Area Perimeter and Area Perimeter and Area of Geometric of Geometric of Geometric of Geometric Shapes Shapes Shapes Shapes

JWG SOL M 5.9 Finding the Perimeter and Area of Geometric Shapes

R/LT: The class will read Counting on Frank, which is about a boy who studies sizes and types of facts, including how many of his dog, Frank, would fit into a room and how tall he would be if he grew at a certain rate.

IP: The students will complete a lesson on finding the perimeter and area of geometric shapes from the textbook.

GA: In small groups, the students will determine the size of the classroom and then figure out how many students would fit in the room. The students may also find how many of other objects will fit in the room, such as books, dogs, etc.

LI: The teacher will ensure the students understand the proper formulas for finding the perimeter and the area by verbally explaining the concepts. GP: The teacher will write out example problems on the board and complete them for the students to copy. IP: The students will complete a lesson on perimeter and area from the textbook.

T: The students will use the computer to access the internet and will play “Perimeter Explorer”, which presents the students with different geometric shapes and asks the students to give both the perimeter and the area. The game automatically keeps score. The teacher will award the students who have the top five scores. DA: Students who do not function well in competitive environments may perform a worksheet.

AS: The students will be formally tested on the material from the past two and a half weeks, including adding and subtracting fractions and mixed numbers with unlike denominators, labeling and recognizing geometric shapes, and the parts of a circle.

LI/HW: The teacher will go over the test from the previous day and hand them back to the students to be corrected over the weekend.

Math Charts Day 61

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Day 65

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

R/LT: The students will be given a copy of How Much and How Many: A Story of Weights and Measures. As a class, the students will read the first chapter.

LI: The teacher will instruct the students about the difference between standards of measurement.

T/RS: The students will use computers to access the internet to research five different things which are measured using five different standards of measurement.

MO: The students will go outside and move according to the teacher’s commands. For example, if the teacher says to walk four steps, the students will walk and will run if the teacher says to run etc. Between each command, the teacher will ask the student what the best standard of measurement is to measure how far they have moved.

LI/CD: The teacher will review what the students have learned during the week by asking the class key questions.

LI: The teacher will explain the importance of understanding measurement and point out the quote in from the book that says nothing can be completely understood until it can be measured. HW: The students will read this book during any free time during math class in the unit on measurement. The students will also be allowed to take the book home.

GP: The teacher will guide the students through two or three examples of problems concerning choosing the proper standard of measurement. IP: The students will complete a lesson on differentiating between standards of measurement from textbook.

W: The students will write a sentence about each one saying why that particular standard of measurement is used for each thing.

DA: Accelerated learners may write a one page paper about the different between the metric system and the English system.

IP: The students will complete a lesson from the textbook on picking standards of measurement and then solving problems requiring them to use specific standards of measurement.

Math Charts Day 66

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JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

GP: The teacher will guide the students through several examples from the textbook on problems dealing with applying appropriate standards of measurement.

CA/S/LS: The class will figure out how many liters water is needed daily for a garden to be healthy, how many pounds of fertilizer, and how much square footage is needed in order to plant a specific number of crops.

IP: The students will complete a lesson from the textbook on applying appropriate standards of measurement to specific problems.

CA: The students will write detailed instructions for how to build an object of their choice. The students must each include specific measurements and include at least four different standards of measurement.

GA/MA: The teacher will give the class a party in celebration of Friday and the upcoming weekend. The party will include Gatorade, which the students, in groups will have to make themselves by measuring Gatorade mix to go with a certain amount of water. The party will also include fruit salad, which the students, in groups, will also make using specific instructions requiring them to measure certain amounts of fruit to mix together with yogurt.

IP: The students will complete a lesson from the textbook.

CD/LS: The teacher will lead the class in discussing how much work is cultivating a successful garden and how it is important to understand how to use different standards of measurement.

DA: Accelerated learners may walk around the classroom as teacher’s assistants and help students who are have difficulty completing the lesson.

Math Charts Day 71

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JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

GP: The teacher will guide the students through several examples from the textbook preceding the lesson.

CA: The students will walk around displays set up on tables by the teacher of various objects with certain measurements attached to them. Most of the measurements will be wrong, and the students will have to adjust and rewrite the measurement using a more appropriate standard.

IP: The students will complete a lesson from their textbooks.

GA: The teacher will divide the class into two teams and will play jeopardy as a review for the upcoming test the next day.

AS: The students will be formally assessed on material from the past four weeks, including finding the perimeter and area of geometric shapes, differentiating between standards of measurement, and applying appropriate standards of measurement to specific problems.

IP: The students will complete a lesson on recognizing different units of measurement.

CD: The teacher will ask the class what their findings were and how they fixed the problems.

GA: In small groups, the students will brainstorm and formulate questions for the jeopardy game on Thursday.

DA: ESL students who are unable to comprehend the material in time due to reading level may have the test read to them in a separate location.

Math Charts Day 76

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JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature R/LT: The class will read The Biggest Snowball of All, which explores size by using snowballs.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature GP: The teacher will guide the students through several examples from the textbook.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature MA/CA: The students will each be given a worksheet with instruction telling them how to build a miniature house out of cardboard. The instructions will contain specific measurements, and the students must follow them in order to properly build the house.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature IP: The class will complete a lesson from their textbook on measurements involving length, weight, volume, area, time, and temperature.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature T: The students will use computers to access the internet to research how temperature changes across the country. Students will use ratios to show data and will solve problems from the board concerning the temperature in different countries.

CA: The students will explore the volume and surface area of different balls. The students will find the regulation size of balls for various sports.

IP: The students will complete a lesson from the textbook on finding length, weight, volume, area, time, and temperature.

CD: The teacher will lead the class in discussing how knowledge of measurement is important in real life situations.

DA: Accelerated learners may research how temperature changes across the globe and write a one-page paper about it.

Math Charts Day 81

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JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit T: The students will access the internet and research the history of the Celsius thermometer.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit CD: The teacher will draw a Celsius thermometer on the board ranging from 100 degrees to –10 degrees and have volunteers mark the average winter temperature and the average summer temperature for their area and then discuss their reasons for choosing what they chose.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit IP: The students will complete a lesson from the textbook requiring them to solve problems involving the conversion of Celsius to Fahrenheit.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit CI: The class will host a local meteorologist who will talk about what is involved in predicting the weather and about how knowing how to convert Celsius to Fahrenheit is important.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit W: The students will a paragraph about what they learned from the meteorologist from the day before.

W: The students will write a paragraph explaining the history of the Celsius thermometer and including some of the important points.

LI: The teacher will explain how to convert Celsius to Fahrenheit. GP: The students will follow along as the teacher does calculations on the board.

CD: The teacher will facilitate a class discussion in which the students will share what they previously wrote about their recently gained knowledge about meteorology and temperature. DA: Students with an interest in meteorology can write a one page paper about its history and progress.

Math Charts Day 86

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JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

AS: The students will be formally assessed on the material from the past two weeks, including using correct devices to solve problems involving length, weight, volume, area, time, and temperature and solving problems involving the conversion of Celsius to Fahrenheit.

LI: The teacher will give several examples of how converting hours to minutes and second is used in real life.

T: The students will use computers to access the internet and play an interactive online game consisting of three clocks. One displays the starting time, one displays the ending time, and the third represents the elapsed time. Upon pressing a button, the clocks move and the student must guess how much time went by.

CA: The students will each make a chart in which they list every event during an average day in their lives and record the time alongside each event. The students will calculate how much time they spend per week doing each activity.

IP: The students will complete a lesson from the textbook.

GP: The teacher will go over several examples from the textbook and perform them on the board for students to follow along and copy. IP: The students will complete a lesson from the textbook.

CD: The class will share their findings with each other as the teacher facilitates the discussion. DA: Accelerated learners may calculate their elapsed time for specific activities for a year.

HW: The students will receive their tests back and will be given the assignment to correct all of their errors over the weekend and turn the test back in on Monday.

Math Charts Day 91

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JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

LI: The teacher will explain that the students will construct triangle congruence axioms using a compass, a protractor, and a ruler.

IP: The students will complete a lesson from the textbook consisting of measuring and drawing triangles and their angles.

GA: Working in pairs, students will use a ruler and a protractor to construct an array of triangles using specific measurements written on a worksheet and then compare each of their triangles with their partner.

T: The students will use computers to access the internet and play an interactive game that presents several angles at a time for the student to label. The student must CD: The teacher will lead the class in choose between discussing where the the different types longest side of the of angles and triangle is in relation to select the right the largest angle. one. The game GA: The students will automatically measure the lengths of keeps score, and the sides of each their the teacher will triangles and find the award the students ratio of the length of who earn the top each side of their triangle to the length five scores.

CI: The class will host a local architect who will come and share with the students about how architecture plans are constructed and the importance of understanding how to draw triangle and angles.

GA: In pairs, the students will use a compass and a ruler to construct triangles with specific parts given displayed on a work sheet. The students will label and compare the triangles and angles with their partner. The students will then use a ruler and a protractor to construct a triangle with previously given dimensions from the teacher and will observe how the angles and the given side of the triangle are related. W: The students will describe step by step how they constructed the triangle. IP: The students will independently practice constructing triangles using a protractor and ruler by completing a worksheet.

DA: Accelerated learners may draw their own angles and label them accordingly.

of the corresponding side of their partner’s triangle. The students will record the ratios using a table.

W: The class will write two paragraphs about what they learned.

Math Charts Day 96

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JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

GA: In pairs, the students will construct triangles on a separate sheet of paper and compare them to their partners. Next, the students will use a ruler to construct two different triangles in which one side is 6 cm long and the other is 9 cm long. They will then compare triangles.

GP: The teacher will guide the students through several examples from the textbook preceding the lesson.

LI: The teacher will draw an isosceles triangle on the board and have students identify the two congruent sides. The teacher will then put single hash marks on each of those sides and explain that hash marks are the most common way to mark sides whose lengths have the same measure.

CA/MA: In pairs, the students will use a ruler and scissors to cut seven congruent rectangular strips from a piece of cardboard. The students will then use fasteners to join the strips to make one triangle and one square, being careful to keep the fasteners loose enough so that each strip can pivot freely. After making the shapes, the students will try to pivot the joints and flex each figure. The teacher will inquire whether each figure flexes or remains rigid.

CI: The class will host a carpenter who will talk about the importance of being able to classify different kinds of angles and triangles when building things.

CD: The teacher will lead the class in discussing how many different triangles could be constructed given the lengths of two sides. GA: Using the same partners, the students will construct triangles from specific measurements previously written on the board by the teacher. CD: The teacher will lead a discussion in why some measurements cannot result in a triangle and the names of the different triangles and angles that were drawn.

IP: The students will complete a lesson from their textbook involving using geometric terms to describe and classify different kinds of angles and triangles.

CA: The teacher will draw a series of plane figures with some congruent sides and angles and have volunteers use hash marks and arcs to identify them. The teacher will ask students how they could mark figures that have two sets of congruent sides. The teacher will explain that two sets of congruent sides are shown by using double hash marks . IP: The students will complete a worksheet on identifying congruent sides and using hash marks.

CD: The teacher will then ask how this information could be applied to an engineer. The teacher will point out that the Eiffel Tower in Paris is made out of triangles of steel. The teacher will ask students to think of other structures that were made using triangles.

W: The students will each write a paragraph about what they learned from the carpenter. CD: The teacher will ask for volunteers to share what they wrote. DA: Accelerated learners may research other building besides the Eiffel Tower that were made out of triangles and write a one page paper about them.

Math Charts Day 101

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JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 Identifying and Identifying and Identifying and Identifying and Describing TwoDescribing TwoDescribing TwoDescribing TwoDimensional Dimensional Dimensional Dimensional Figures and Shapes Figures and Shapes Figures and Shapes Figures and with Correct with Correct with Correct Shapes with Terminology Terminology Terminology Correct Terminology MA/LI: The A/CA: The AS: The students MA/RV: The teacher will bring teacher will bring will be formally teacher will bring in models of twoin paper and glue assessed on the in models of twodimensional for the students to material from the dimensional figures and shapes construct their past three weeks, objects and set for the students to models of twoincluding them up on tables. view. The teacher dimensional converting hours to The students will will explain to the shapes. minutes and individually walk students how to seconds, around the tables pronounce the CD: The teacher estimating and and write down names of each of will lead a calculating elapsed the names of each them. discussion about time, using object next to a the use of twoprotractors to corresponding IP: The students dimensional accurately number. will complete a objects in real life. measure, draw, and lesson in textbook compare triangles on describing twoand their angles, dimensional and using figures and shapes. geometric terms to describe and classify different kinds of angles and triangles. DA: Students with disabilities may have the test read to them.

Day 105 JWG SOL M 5.15 Identifying and Describing TwoDimensional Figures and Shapes with Correct Terminology CD/RV: The teacher will return the tests to the students and will discuss the grades and any problems that students had trouble with. HW: The students will correct any errors on their test and turn it back in on Monday.

Math Charts Day 106

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JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures T: The students will use computers to access the internet and look up meanings for the word congruent.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures GP: The teacher will walk the students through several examples from their textbook preceding the lesson.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures GP: The teacher will guide the students through several examples preceding the lesson in their textbooks.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures

W: The students will each write a paragraph explaining what congruent means,

IP: The students will complete a lesson in their textbooks on identifying similarities and differences between congruent and non-congruent figures.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures A: The students will use clay to make a variety of figures that are congruent. They will then make figures that are not congruent for fun if time allows.

CD: The teacher will call on volunteers to share their findings. LI: The teacher will talk about congruency and how it relates to figures and real life.

DA: Accelerated learners may write a one page paper about how congruency affects the way carpenters approach a building project.

IP: The students will complete a lesson in their textbooks. Hey Mrs. Goodwin, I just wanted to say that you are an amazing teacher.

R/LT: The class will read Reflections, which is a book that can be read one way and then turned over and read again. The images are reflections and can be interpreted in different ways. CA: The students will create a picture and its reflection image. MA: Pattern blocks may be used. LI/LS: The teacher will talk about how attitudes and how we act are reflections of what is inside one’s heart. The teacher will also talk about how people can be interpreted different ways and how we should get to know someone before we make judgments about them.

Math Charts Day 111

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JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes LI: The teacher will explain to the students about the basic concepts of subdividing, transforming, and combining shapes.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes GP: The teacher will walk the students through several examples in preparation for the day’s lesson from the textbook. IP: The student will complete a lesson from the textbook.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes T: The students will access the internet and research how shapes have played a part in our history and how different shapes have been discovered and formed over the years.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes RV/CA: The teacher will divide the class into two teams and play jeopardy as a way to review the material from the past four days.

CD: The teacher will draw on students’ prior knowledge by asking them how the topic at hand relates to the past lessons from previous weeks.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes CI: The class will host a local artist who will talk about how subdividing, transforming, and combining shapes is important in understanding and developing art.

Wow, I am really struggling right now with these lessons. But I know they are giving me great experience, so I will press on toward the goal.

W: The students will write a couple of paragraphs about what they learned and about what they might want to do when they get older.

W: The students will put their findings into the form of two paragraphs. CD: The students will share their writings with the class on a volunteer basis.

DA: Accelerated learners may help make the questions.

Math Charts Day 116

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JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 Lines of Symmetry Lines of Symmetry Lines of Symmetry Lines of Symmetry Lines of Symmetry R/LI: The class will read Eight Hands Round: A Patchwork Alphabet, which consists of quilt patterns related to each letter of the alphabet. Each quilt pattern included a brief story, many of which to earlier times in the history of the country for a nice blend of social studies with math. GA: In groups, the students will create quilt squares with various properties while incorporating lines of symmetry.

LI: The teacher will instruct the students about lines of symmetry. IP: The students will complete a lesson from the textbook on lines of symmetry. DA: ESL students will write a paragraph about lines of symmetry using key vocabulary terms in order to show comprehension of vocabulary.

AS: The students will be formally assessed on the material from the last two weeks, including identifying and describing twodimensional figures and shapes with correct terminology, similarities and differences between congruent and non-congruent figures, and subdividing, transforming, and combining shapes.

FA: The teacher will give each student half of a picture from a magazine or print. The student will carefully study and try to duplicate it on the other side showing symmetry. MO: In pairs, the students will play the “Mirror Game”, in which one person copies their partner’s every movement. CD: The teacher will lead a discussion concerning how the game relates to lines of symmetry.

IP: The students will complete a lesson from the textbook concerning lines of symmetry. IP/HW: The teacher will go over various test questions that were missed day before yesterday and will return the test to the students to be corrected and resubmitted on Monday.

Math Charts Day 121

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JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

LI: The teacher will instruct the students about the basic concepts of transforming geometric figures.

LI: The teacher will begin by explaining to the class the difference between regular polygons and ones that are not.

MA/CA: The teacher will use flash cards of geometric figures to quiz the students about the material covered from the past two days.

A: The students will construct paper airplanes using a variety of designs from a handout given by the teacher.

IP: The students will complete a lesson in the textbook.

GP: The teacher will go over several examples from the textbook. IP: The students will complete a lesson from the textbook on transforming geometric figures.

GA/MO: In groups, the students will search for signs in the school, in books, and in magazines and then copy and classify them. The students will review last week’s lesson by drawing lines of symmetry for the shapes and denoting the rotational symmetry.

IP: The students will complete a lesson from the textbook.

CA: The students will have a contest to see which airplane flies the farthest. LI/CD: The teacher will point out that the differences in design made certain planes go farther than others. The teacher will lead the class in discussing reasons why that is. The teacher will talk to the students about aerodynamics.

DA: Students needing remedial help will be given extra work sheets to do in their particular subject of assistance.

Math Charts Day 126

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JWG SOL M 5.16 JWG SOL M 5.16 JWG SOL M 5.16 JWG SOL M 5.16 JWG SOL M 5.16 Three-Dimensional Three-Dimensional Three-Dimensional Three-Dimensional Three-Dimensional Shapes Shapes Shapes Shapes Shapes MA/LI: The teacher will bring in models of a cube, prisms, pyramids, a cone, a sphere, and a cylinder and will go over the names of each.

IP: The students will complete a lesson from the textbook on threedimensional shapes.

CA: The teacher will give each of the students a worksheet that has four shapes on it. In the far left column, there is a face of a three-dimensional object and the students must match to one or more threedimensional objects in the next three columns.

CD: The teacher will go over the worksheet and ask individual students to give answers to certain problems.

DA: Students who have difficulty sitting still and those who are kinesthetic learners may walk to the table where the models are displayed and use them as assistance. LI/RV: The teacher will go over the answers to the worksheet.

CA: Each student will be given a worksheet with a list of pictures. On the left column, two sides of a three-dimensional geometric figure will be shown. In the other three columns, real-life objects will be shown in their full form. The students must identify objects that would have faces or sides like the figures in the left column. CD: The teacher will lead a discussion in which the students point out objects in real life that are three-dimensional.

LI/RV: The teacher will review the material that will be on the test next Thursday, including lines of symmetry, transforming and identifying geometric figures, and threedimensional shapes. CD: The teacher will encourage the students to answer each other’s questions and will lead the class in discussion of the concepts. IP: The students will complete a worksheet consisting of review problems from the past two and a half weeks.

R/LT: The class will read Flat Stanley, which is about a boy getting flattened and then using his new properties to investigate many problems, including the solution to a crime. CD/RV: The teacher will lead a discussion about the similarities and differences between the common twodimensional and three-dimensional objects that were in their lessons.

Math Charts Day 131

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JWG SOL M 5.17 Elements of Probability and Using Data LI: The teacher will introduce the basics of probability and explain what a tree diagram is.

JWG SOL M 5.17 Elements of Probability and Using Data IP: The students will complete a lesson from the textbook on probability and using data.

GA: In pairs, the students will play Rock-PaperScissors 45 times. Each student will tally the outcomes in a table and then use the data to figure out the probability of them winning, their partner winning, a tie, and of them showing rock.

GP: The teacher will walk around the room and ensure that each student is comprehending the material.

JWG SOL M 5.17 Elements of Probability and Using Data R/LT: The class will read Do You Wanna Bet, which is about two children who use probability in everyday life in many different situations.

JWG SOL M 5.17 Elements of Probability and Using Data AS: The students will be formally assessed on the material from the past two and half weeks, including lines of symmetry, transforming and identifying geometric figures, and threedimensional shapes.

JWG SOL M 5.17 Elements of Probability and Using Data CA: The teacher will lead the students in figuring out the probability of where one will kick the ball in a game of kickball. Predictions will be recorded on the board.

CD: The students will present their findings and give reasons whether or not they think the game is fair. CA: The students will organize their data from the game into a tree diagram.

CA: The students will each come up with five different ways they use probability in their lives.

MO: The class will play a twenty minute game of kickball. Various students will assigned to keep track of where the ball goes each time it is kicked.

DA: Students with learning disabilities that CD: The class will prevent them share their findings finishing the test in and discuss how time may complete probability effects the test in their decisions increments CD: The teacher throughout their throughout the day. will lead the class everyday life. in comparing the results to the predictions.

Math Charts Day 136

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JWG SOL M 5.17 Elements of Probability and Using Data GP: The teacher will guide the students through the first few examples to prepare them for the day’s lesson.

JWG SOL M 5.17 Elements of Probability and Using Data T/W: The students will go online and find data concerning how gardens grow differently depending on soil, environment, and fertilizer. The students will compare the data and write a brief paragraph about it.

JWG SOL M 5.17 Elements of Probability and Using Data IP: The students will complete a lesson in their textbook.

JWG SOL M 5.17 Elements of Probability and Using Data CA: The teacher will throw a class party in celebration of everyone’s birthday for the whole year. Before eating pizza, however, the students must calculate the probability that at least two students in the class will have the exact same birthday as someone else.

JWG SOL M 5.17 Elements of Probability and Using Data R/LT: The class will read People, a book that celebrates the diversity of the human population.

IP: The students will complete a lesson in their textbook about the elements of probability and using data.

DA: Accelerated learners may do two lessons. My wrists feel swollen from so much typing.

CA/MO: The students will walk around the classroom and survey each other about their favorite food, music group, sport, color, and drink. LI/CA: The teacher will lead the students in gathering all of the resulting data into a circle graph describing the interests of the class. The students will then discuss the probability of a new classmate meeting someone who’s favorite color is blue or someone who likes pizza, etc.

Math Charts Day 141

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JWG SOL M 5.18 Deriving and Displaying Data CA: The students will each be given a small of bag of m&m’s. The students will predict how much of each color is in their bag and how many of each color will be in one sample. The students will take out a spoonful of m&m’s and record the resulting data and compare it with their predictions.

JWG SOL M 5.18 Deriving and Displaying Data FA/MU/RV: The students will listen to music and record names of instruments and tally the times each is heard and record the results using bar graphs.

JWG SOL M 5.18 Deriving and Displaying Data LI: The teacher will explain that sometimes there is so much data that it is difficult to display it individually for each item. The teacher will explain how it is sometimes more convenient to group the data.

JWG SOL M 5.18 Deriving and Displaying Data LI/RV: The teacher will review the material for the test next Tuesday, which includes elements of probability and using data and deriving and displaying data.

JWG SOL M 5.18 Deriving and Displaying Data R/LI: The class will read Play Ball: Sports Math.

LI: The teacher will explain the different kinds of graphs and their uses. A: The students will graph their data using a pictograph in which they color circles to organize the data. CA: The students will show the data in a line plot and in a bar graph.

CA: The students will record their data in a stem-andleaf plot. DA: Children who are deaf may read a book in Braille and record how many times a specific list of words appear and record the results in a bar graph.

CA/SS: The students will each be given a handout containing information about the presidents, including their political party and their age at inauguration. The students will complete a grouped frequency table for the presidents’ age at inauguration.

CA/HW/T: The students will research and collect sports data on their favorite sports activities and then display CD: The teacher similarities and will ask students differences questions about the between teams material and will using graphs. answer any questions the students may have concerning the material. IP: The students will complete a worksheet consisting of review problems from the last two and a half weeks.

Math Charts Day 146

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JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range GA/MO: In pairs,

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range AS: The students will be formally assessed on the material from the past two and a half weeks, including elements of probability and using data and deriving and displaying data.

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range

the students will time each other to see how many times they can snap their fingers in 15 seconds. The students will ask 13 other people how many times they snapped their fingers in 15 seconds and record the data in a table. Using graph paper, the students will construct a boxand-whisker plot to show the values from least to greatest. LI/V: The teacher will explain the terms mean, median, mode, and range and will explain how to find them by showing the formulas. IP: The students will find the mean, median, mode, and range of the data and complete the boxand-whisker plot.

Day 149

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range R/LT: The class will T/W: The students read Celebrated will use computers Jumping Frog of to access Microsoft Calaveras County. word and construct CA: Each student will their own make a frog out of worksheet cotton and place it on a consisting of paper clip that has problems which been slightly spread include finding the out. Students have mean, median, three chances to jump their frogs and will mode, and range. measure the distance in Each student will centimeters and will make at least five each record their problems. longest one. GA: In groups, the students will set up a ‘race track’ consisting of a meter stick taped to their table. The teacher will walk around the room and observe as the students measure their jumps as they race. The students will record both the total distance (line segments) and the official distance (straight line), and find the mean, median, and range of both. CD: The teacher will lead the class as they collect all of the data and compare it and plot it on a graph.

DA: Students who are not up to par with the material may complete a worksheet for additional practice.

Day 150 JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range IP: The students will hand out their worksheets to their classmates for completion. CD: The teacher will lead a discussion about specific problems which present difficulty. The students will talk about how it felt to make a worksheet.

Math Charts Day 151

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JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns GP: The teacher will guide the students through the first few examples of the preceding lesson for the day.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns CD: The teacher will lead a discussion on how numerical patterns are evident in every day life.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns IP: The students will complete a lesson from their textbooks.

IP: The students will complete the lesson.

W: The students will write about an experience they have personally had that dealt directly or indirectly with a numerical pattern and how it affected their life.

This week and next week are actually the last two weeks I have before I am done. I went out of order and did some of the end ones before these.

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JWG SOL M 5.20 JWG SOL M 5.20 Structure and Structure and Function of Function of Geometric and Geometric and Numerical Patterns Numerical Patterns FA: The class will IP: The students all work together will complete a and write a song lesson from their about the structure textbooks. and functions of geometric and numerical patterns. The class will sing the song and relish in the joy of working together. DA: Kids who do not sing well will not be discouraged. This activity is specifically meant for everyone to be involved and feel loved.

Math Charts Day 156

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JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns GP: The teacher will guide the students through the first few examples of the preceding lesson for the day.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns W: The students will write a one page paper about how knowing about the structure and function of geometric and numerical patterns can be helpful to them for their future career. Creativity will be encouraged by the teacher.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns IP: The students will complete a lesson from their textbooks.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns A: The students will exercise their creativity and design geometric figures and will also make a number pattern. They will all show each other their creations and everyone will make at least one complement to at least one other person.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns IP: The students will complete a lesson from their textbooks.

IP: The students will complete the lesson.

DA: ELL learners will have the opportunity to draw a bunch of geometric figures and label them instead of doing the lesson.

This was the last day. I just finished my math charts. This has been an arduous journey, and I feel like I am on top of a mountain right now.

Math Charts Day 161 JWG SOL M 5.21 Variables

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JWG SOL M 5.21 Variables R/LT: The teacher will IP: The students read Two of will complete a Everything to the class, worksheet which is a Chinese consisting of word folk tale about an old problems from couple with a magic pot that doubles which students will everything that goes in make a table, it. While reading, the decide the pattern, teacher will make a Tchart on the board and write the equation, and answer the record what went into the pot and what went question. out.

CD: The teacher will ask the students what happens when various numbers are put in the pot and the teacher will prompt them to figure out the pattern for each. The teacher will turn the patterns into mathematical equations and incorporate variables. The teacher will then put new numbers into the T-chart and ask the students to find the pattern and make a new equation using a variable. V: Vocabulary will include ‘variable’, ‘function’ and ‘equation’.

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JWG SOL M 5.21 Variables AS: The students will be formally assessed from the material from the last three weeks, including using data to solve problems with mean, median, mode and range and the structure and function of geometric and numerical patterns.

JWG SOL M 5.21 Variables GP: The teacher will review sample problems about variables from the textbook on the board for the students as they follow along and copy.

JWG SOL M 5.21 Variables IP/RV: The teacher will review the material covered the last four days.

DA: ESL students who cannot complete the test in the allotted time due to a lack of reading comprehension may complete the test at later date when the teacher or fellow student is able to read the test aloud to them.

IP: The student will complete a lesson from their textbooks consisting of recognizing and using variables.

CD: The teacher will return the tests to the students and have volunteers work out specific problems on the board according to which problems students need help with. HW: The students will completely correct any errors made on their test from Wednesday and will turn it back in on Monday.

Math Charts Day 166

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Day 170

JWG SOL M 5.22 Mathematical Equations and Variables LI/MA: The teacher will bring in a manipulative consisting of a piece of wood with two buckets attached to the ends. Each bucket will contain a variety of small weights. The teacher will show the students that, in order to maintain balance, weight that is added to one side must also be added to the other. The teacher will relate the manipulative math by saying whatever is done to one side of the equation must be done to the other.

JWG SOL M 5.22 Mathematical Equations and Variables GP: The teacher will guide the students through several examples from the textbook in preparation for the lesson.

JWG SOL M 5.22 Mathematical Equations and Variables T: The students will use computers to access the internet to go to the www.msmath.net and complete online quizzes concerning mathematical equations and variables. The students will then e-mail their scores to the teacher for assessment.

JWG SOL M 5.22 Mathematical Equations and Variables IP: The students will complete a lesson in their textbook on mathematical equations and variables.

JWG SOL M 5.22 Mathematical Equations and Variables CD: The teacher will lead a discussion in which the students talk about which problems during the week gave them the most trouble.

IP: The students will complete a lesson from their textbook on mathematical equations and variables.

DA: Students who do not have e-mail may copy the online quiz problems to a piece of paper and turn them in to the teacher manually.

GP/RV: The teacher will go over specific problems according to the students needs. The teacher will call on volunteers to perform specific problems.

Math Charts Day 171

Day 172

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line LI: The teacher will FA: The teacher explain what a prime will allow the number is and talk students to divide about Eratosthenes, a themselves up into Greek mathematician, small groups. One who invented the “sieve” method for group will think of finding prime a song consisting numbers. of prime numbers, CA: Each student will another group will thing of a song get a copy of a blank sieve and will color the consisting of diamond with the two multiples, and the in it orange. Red will other group will be used to color the upper-left corner of the think of a song about the number key and the upper-left corner of all squares line. The students containing multiples of will come together 2. Any number with a and present their corner colored will fall through the sieve. The songs to the class. students will color the diamond surround the 3 orange and use blue for the upper-right corner of the key and all other upper-right corners containing multiples of 3 and same thing will be done for 5 and 7. The diamonds surrounding the numbers will be orange and green will be used to color the lower-right corners of the key and all multiples of 7. Yellow is for the lower-left hand corners. Orange is used for the diamond surrounding all the numbers with no corner colored. The teacher will point out that all orange numbers are prime.

DA: Students will feel uncomfortable with seeing may play ‘instruments’, consisting of objects from around the classroom, including, but not limited to, pencils, paper, desks, and rulers.

Day 173

Day 174

Day 175

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line IP: The students will complete a lesson from the textbook about prime numbers, factors, multiples and the number line.

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line A: The teacher will take the students outside to a sidewalk or blacktop and will give each student a piece of chalk. The students will construct a giant number line.

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line LI/RV: The teacher will review the material from the past week in preparation for the upcoming test.

CD: The teacher will discuss problems of difficulty and call on volunteers to help explain them.

CA/MO/MU: The teacher will instruct the students how to play “musical prime numbers”, a game that requires the students to walk around the number line while music plays. When the music stops, the students must find a prime number to stand on, with only students allowed for each prime number.

CA: The students will play jeopardy as a review strategy for the text next Friday.

Math Charts Day 176

Day 177

Day 178

Day 179

Day 180

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages CD: The teacher will open the floor for discussion on the concept of infinity.

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages LI: The teacher will verbally instruct the students about how to convert decimals and fractions to percentages and the importance of being able to do so.

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages LI: The teacher will talk about how decimals are converted into percentages when statisticians record the results of a player’s performance.

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages AS: The students will be formally assessed on the material from the last four weeks including variables, mathematical equations with variables, prime numbers, factors, multiples, and the number line, and the concept of infinity and converting decimals and fractions to percentages.

LI: The teacher will draw a number line and explain that lines never end. DA: Accelerated learners may do a research paper on the history of understanding infinity.

GP: The teacher will perform examples from the textbook on the board for the students to follow along and copy in their notebooks. IP: The students will complete a lesson from their textbook consisting of converting decimals and fractions to percentages.

GA: The students, in groups of four, will write down the names of everyone in the group in a table and then predict the order, from largest to smallest, for the percent increase for each muscle for each member of the group and enter the predictions in the table. The students will then measure, in centimeters, their biceps and calves and then flex and measure again. GP: The teacher will walk around the room as the students determine the percent increase for each muscle and record it in the table. CD: The teacher will facilitate discussion about the experiment and will ask key questions including how the final order of the percent increased compared with their predictions and who had the greatest percent increase.

Works Cited

T/IP: The students will use computers to access the internet and will research their favorite sports player and gather data from their statistics and convert them from decimals to fractions and to percentages. W: The student will record their information in the form of a paragraph.

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