3 Sartin Misiano Math Charts

LEGEND
A – Art
DR – Drama
MS - Music
CM – Communication
DA – Differentiation / Accommodation
E – Evaluation
GA – Group Activity
L – Literacy
LA – Language Arts
SS – Social Studies
LI – Listening
HW – Homework
MA – Manipulative activity
MO – Movement / Physical Education
OL – Oral Language / Public Speaking
PS – Problem Solving / Critical Thinking
R – Reading
S – Science
T – Technology
TX – Text
W – Writing
IN- Instruction
G- Game
EX- Experiment
RV- Review
FT- Field Trip
WEEK 1
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

KK SOL M 3.1 KK SOL M 3.1 KK SOL M 3.1 KK SOL M 3.1 KK SOL M 3.1
Place Value Place Value Place Value Place Value Place Value
IN/W/PS: Introduce IN/W: Introduce the vocabulary IN/W: Introduce IN/W: Introduce the IN: Show the students this chart:
vocabulary words word place value. Have the vocabulary vocabulary word
even number and students draw a table with 2 words period. Have TOYS SOLD
odd number. Have row and three columns. IN the expanded form. students relate Toys Number
the students draw a first row, have them write Give the students place value to the of Toys
number line from 1- hundreds, tens, and ones. Have 1 hundreds, 1 word period in the Dinosaurs 753,543
30 and circle all the them write the numbers in the tens, and 10 ones sentence in the text. Dolls 923,162
even numbers. Ask correct place-value spot in the counting cubes. Ask students to write Robot 529,355
students what they chart for the number 111. Have them write a sentence using Dogs
think it means when the expanded period, as defined in Have the students use a place-value chart
a person is called CM/LI: Draw 10-by-10 grids of form of the the text. to find the value of each digit. Explain that
“odd.” Have them graph paper and distribute to number 111- the chart shows the value of each digit.
compare this students. Ask: How can you 100+10+1. Have MA:Give each Example:
meaning with the shade the grids to show the students write a student a 10-by-10 Thousands Ones
meaning in the text. number 34? sentence using grid. Label the top Hundr T On Hundr T On
Then have them the word and its box in each row as a eds ens es eds ens es
write their own GA: Have students work in definition. place-value chart, 5 2 9 3 5 5
definition. pairs to shade grids for using a different Explain that you can use expanded form
60,27,201,115. GA: Have color for each label. to show each digit’s value:
W/PS: Provide students work in 500,000+20,000+9,000+300+50+5.
students with a 10- groups with Show students how
IN: Have the students explore place-value to write 829,355 in
by-10 chart with the place value by explaining what W/PS: Give the students 8 problems to
numbers 1-100 models. One the chart, using the
whole numbers are work. Have them write the value of each
indicated for each student picks a appropriate color for
(0,1,2,3,4,5 and so on) Show of the underlined digits in the problems.
box. Highlight bunch of models, each digit.
them how you can use models They can use a place value chart to help.
2,4,6,8,10,12,14,16, records the
to show the number 126. number, and then Then use the
18,20. Ask students CM/LI:Ask volunteers to answer how
to highlight the regroups to show appropriate colors to
MA: Distribute Cuisenaire rods place value helps you find the value of the
remaining even the number using write the number in
to each student and have them 6 in 236,234.
numbers by the fewest expanded form.
following the same model the number. Have them models.
use hundreds, tens, and ones to GA/CM/LI: Write ten 6-digit numbers on
pattern. LA/CM/GA: Have
show 126. Then have them only the board. Underline any 3 digits. Have
The other group students look
use tens and ones to show 126. students come to the board and write the
W/PS: Have a members write through newspapers value of the underlined digits.
student write a skip- the expanded and magazines to
counting pattern on IN: Explain that these models form, standard find examples of
the board. Other show the place value for the form, and word numbers used in real
students identify the number 126. form. life. Challenge them
pattern and the odd to find an example
Have group of a number for each
repeat the place value: ones
or even numbers in MA: Repeat with other activity several through hundred
it. numbers. Write the numbers on times until each thousands. Have
the board and have the student has had a them share their
W/PS: Have students model them using turn regrouping findings with the
students complete a combinations of ones, tens, and place-value class.
worksheet hundreds as directed. models.
identifying numbers
as even or odd and DA: Advanced students can
completing number make 2 models that show the
patterns. same number using varied
combinations and explain the
models using the lesson
vocabulary.
WEEK 2

Place Value Place Value Place Value Place Value Place Value
R/LA/L:Read One Grain of IN/G: Explain to the IN: Each student will IN/MA: Take quart GA/IN: Start by having
Rice stopping at various students that now we are have a piece of paper size Ziploc bags and students in groups of two
times to ask questions about going to play a game using that is divided into or three roll three dice.
the number values in place value. Pass out one columns and rows. The
with a permanent Using the numbers they
increasing amounts of rice. card to each student: number of columns magic marker, draw a rolled, have them make as
dictates how far you line down the middle, many three digit numbers
CM/W/IN: Have students There will be 9 numbers want the place value and number each bag as they can. Have the
discuss with a neighbor a for the hundredths digit = lesson to go, 5 rows with a different students tell the places of
definition for the ones place. blue goes into the tens of the numbers as they write
thousand, 3 rows into LETTER sticker. them on the board. You
After students have a There will be 9 numbers
definition, write a decimal on for the tenths digit = red the hundreds. The can ask the students if the
the board and next to it write There will be 9 numbers number of rows Put some 10's and 1's 5 (for example) is worth
ones . for the ones digit green. dictates the number of (base 10 blocks) into more in this number or this
games to be played. each bag. number. Add a dice a day
R/IN/W: Read this sentence Instruct the students with until they get to the1
in the book, "She had a red 7, a blue 3, and a IN/MA:The teacher has millions place (7 dice).
green 9 to come to the a student roll a dice to Students are to move
received 511 grains of rice,
only enough for a handful." front of the room. see which is the first the 10's to the left G/GA/MA: Keep your dice
Ask the students to write this digit that needs to be side and the one's to around for the next game,
number on the chalkboard Instruct them to make the placed. Once the digit the right side, keeping too. Pairs of students each
and underline the digit in the largest number possible is revealed, the student make four columns on a
needs to decide where the bag closed. They sheet of paper or
tens place. After students with their numbers never open these
show on their whiteboards, (teacher acts as the that digit should be chalkboard, labeled
turn to their neighbor and human decimal. (9.73) placed. If the goal is to bags. They determine "thousands" "hundreds"
discuss a definition for the create the highest the proper amount "tens" and "ones". Then
location of the tens place. number into the and say it to their they take turns rolling one
Explain to the students hundreds and the first die. After each roll, both
Ask students to share their that we are going to try a partner.
definitions. Write on the digit rolled is a 1, I students must place the
few practice problems so would hope the student number in one of their
board where it is placed. we can get the hang of it.
Continue with numbers would not place it into The partner checks columns. After four rolls,
throughout the book. the hundreds column the key on which the compare the resulting four-
CM/GA: Have students but into the ones digit numbers. The high (or
turn to their partner and letters are written and
column instead. low) number winner
RV/CM: After reading the discuss a working the proper answer is receives one point, and
story, review the chart that definition for the MA: Once all the written. They take play continues to a
developed throughout the hundredths place. students have written turns and check each predetermined number. If
story. Give students down where that first both students get the
additional numbers and ask other.
Change this number so digit is located then same number, no points
place value questions but
another student rolls DA: Give early are given, and as they
also ask students to give the dice for the next finishers these become more familiar with
how much the digit is worth. there us a 1 in the tenths number, and so on until the concept, add more
place. all the needed digits
definitions: place- columns for larger
have been rolled. When value, ones, then, numbers (and less chances
Give students one last it is completed ask for hundreds, place value for ties).
example. Change this someone to tell you model, cube, rod, flat.
number so there is 5 in the what the highest Have students explain
ones place. possible number could
have been, and see or show each other
how many created that which model stands
number. for which place value.
WEEK 3

Comparing Whole Comparing Whole Comparing Whole Rounding Whole Rounding Whole
Numbers Numbers Numbers Numbers Numbers
L: Have students create IN: Display a number line. CM/LI:Ask students how IN: Discuss the word IN: Present the following
simple rhymes or rules for to decide whether to round as is relates to situation to students:
comparing numbers. For CM/LI: Ask students what compare numbers with a amounts. Help students Suppose I put 19 books on
example, “First compare happens to the numbers number line or with a link rounding with the shelf. About how many
hundreds. Which is as you move to the right. place value chart. around, which means books are on the shelf?
greater? / Should I check How can you tell which of “about” as in “I have
the tens later?” Or “Line the two number on a RV/IN: Review with around 5 dollars.” CM/LI: Invite students to
up number place by place. number line is greater? students the meaning of share possible answers.
Use a number line just in greater than, less than, CM/LI: Ask students to Ask then what number
case.” CM/LI: Look at the place equal to, and not equal to share what they know that ends in zero is close
value chart. Ask the and their symbols. about rounding numbers. to the number 19. Tell
R/LA: Read aloud Millions students how you can tell Tell them that they will be students that they will
of Cats by Wanda Gag. if the tow numbers are E: Assign a quiz to the rounding two-digit and learn a process called
equal. How do the class to assess their three-digit numbers. rounding, which allows us
IN: Display a place value hundreds digits compare? comprehension of to examine amount that
chart. How do ones digits comparing whole MA: Give students 11 are not exact, but
compare? Which number numbers. construction paper strips “almost.”
IN: Mask the thousands is greater? How do you to label with numbers
place of the chart with compare four-digit W: Have the students from 130 to 140. Have IN: Display a number line
paper. Divide the chart numbers? write a paragraph them form the strips into from 50-60. Explain that
into tow horizontal rows. explaining the meaning of a paper chain in number you want to round the
List 268 and 249 on the W/PS: Have the students the symbols previously order from least to number 53 to the nearest
board. complete a practice reviewed. greatest. 10.
worksheet to review the
W: To compare 268 and material. MA: Model how to use the CM/LI: Ask the students:
249, have the students paper chain to verify Between which two
write 269 and 249 in the CM/LI: Give the students rounding numbers. For numbers does 53 appear?
chart, one number per a problem solving example, find 137 in the What number is halfway
row. question: chain. It is nearer to 140 between 50 and 60?
For example: than 130, which is how to
Compare the digits in the Suppose you are round 137 to the nearest W/PS: Ask a student to
greatest place. comparing 468 and 493. 10. label the number 55 and
Do you need to compare ask which ten is 53 closer
CM: Ask the students: the digits in the ones to. How do you know? How
Which place is the place? Why or why not? do you round 53 to the
greatest? nearest 10?
What do you notice about Give the students the
the hundreds digits? opportunity to talk about Repeat instruction with the
Where is the first place the question in a class number 56.
the digits are different? discussion.
Which tens digit is
greater? DA: Advanced learners
What does that tell about can explain how they can
the numbers? remember the meaning of
the symbols, >,<,= in
W/PS: Create a practice their journal.
worksheet for students to
practice.
WEEK 4

KK SOL M 3.2 KK SOL M 3.2
KK SOL M 3.1
Inverse Relationships Inverse Relationships
Rounding Whole Test Review Math Test 1
Addition/ Addition/
Numbers
Subtraction Subtraction
IN: Direct the students to RV/G: Play a review E: Students will be IN: Discuss what an inverse IN: Discuss the term
a number line. Allow them game covering place given a written test relation is and how to obtain fact family. Relate a
to notice where 451 falls it from a set of ordered fact family to a family of
on the number line.
value, whole with 25 questions. pairs.
numbers, comparing, people. Illustrate this
concept by writing the
CM/LI: Ask the students: and rounding. Students will have IN: Show and give examples
What two hundreds are number 2,3, and 5 on
to fill in place value of how to find an inverse
the board.
nearest to 451 on the W/RV: Give students charts, and round relation from the original
number line? relations.
What number I halfway a review sheet to take and compare whole Tell students these
between those two home with them to numbers. numbers can be thought
IN: Give example for
hundreds? study. students to find inverse of as family members
Which number is 451 relationships from original who are related by
nearer to?
relations. addition and
W/PS: Have the students subtraction.
round 451 to the nearest CM/LI: Discuss what a
10. Ask which two tens are function is
nearest to 451 on the W/PS: Have them find
Remember that in order for ways the numbers can
number line? Which then a relation to be a function it
is 451 nearer to on the work together to form
must pass the vertical line
number line? test. addition and subtraction
sentences. For example:
IN: Explain how the same (3+2=5, 2+3=5, 5-3=2,
number can be rounded Give different examples
about relations and inverse 5-2=3).
two different ways.
relations.
CM/LI: Discuss another Both relation and inverse GA: Have students work
example: relation are functions (show in pairs. Each student
Notice where 354 falls on mapping) chooses two number
the number line. What two Relation is a function but cards to use as the
then are nearest to 354 on inverse relation is not a addends for a fact
function (show mapping)
the number line? Which family, and writes one
ten is 354 nearer to? addition sentence.
W/PS: Students will
complete a practice PS: Then students
worksheet to work on these exchange cards and
concepts. paper to find and record
the other related
DA: Advanced students can addition sentence and
write about how addition the two related
can help them subtract. subtraction sentences in
the fact family.
WEEK 5

Inverse Relationships Inverse Relationships Inverse Relationships Inverse Relationships Inverse Relationships
Addition/ Addition/ Addition/ Addition/ Addition/
Subtraction Subtraction Subtraction Subtraction Subtraction
MA/GA: Invite students IN: Display a set of 5 IN/PS/MA: Have CM/LI: Discuss the GA: Have students work
to create a poster to counters and a set of 3 students use number answers to the practice at the board, finding
illustrate a fact family of counters. Ask how cards, an addition card, worksheet sent home related facts.
two related addition and many counters are in and an equals card to the night before.
two subtraction each group. How many form a true addition CM/LI: Ask: How would
sentences. Have them counters are there in sentence. Then have CM/LI: Give students to you find a related
make designs, draw all? What number them rearrange the opportunity to ask subtraction sentence for
pictures, or otherwise sentence can we write same cards to form questions and correct 9+8=17? Why does
represent the four to show each group and another addition their papers. order matter in
related “members” of the sum of counters in sentence. Have subtraction?
the fact family. all? students write down W/L/LA: Have students
both sentences. write in a journal about E: Assign a 15 question
W/PS: Have the MA/IN: Put the how addition can help quiz on relationship
students label their counters together to MA/PS: Now have them subtract. between addition and
posters with the show one group of 8 students reuse the subtraction.
number sentences counters. Ask how same number cards DA: Advanced students
shown. many counters are in with a subtraction card can choose fact
the whole group. to form two related families, write sets of
Display the fact family Separate a set of 3 subtraction number numbers sentences,
posters. counters from the sentences. They should and report them to the
group. Ask: How many record both. class.
counters did I separate
from the whole group? CM/LI/GA: Give the
What number sentence students opportunities
can you write to show to ask question and talk
the number of counters about different problem
in the whole group and among themselves.
the number of counters
I separated? HW: Assign a practice
worksheet to take home
MA/W: Give students for review.
different problems to
work. Students may use
counters to model
them.
RV: Have students

review their completed
number sentences to
check that they make
sense.
WEEK 6

Multiplication Tables Multiplication Tables Multiplication Tables Multiplication Tables Multiplication Tables
IN: THE CHOPSTICK IN: Write the word IN/PS: Introduce lesson with CM/LI/IN: Ask the MA/IN: Have students use
PROBLEM. Use this multiplication on the a problem solving exercise: students: graph paper to model 3
problem to initiate the board and explain its There are 2 boxes with 3 How would you find the rows of 4 squares. Ask
exploration of definition to the class. pens in each box. What are total number of tiles on a students:
multiplication in 2 methods you can use to floor if there are 5 rows of How many rows are there?
contexts. First, make MA/IN: Use models to find the total number of tiles with 6 tiles in each How many squares are in
sure that children know show 4 groups of 6 pens? row? Discuss possible each row?
that when people use cubes. Make a table and answers. Write the multiplication
chopsticks to eat, two record the number of IN: Introduce two new Introduce the new sentence for the array?
are groups and numbers in vocabulary words, factor vocabulary word, array.
required. each group. Record the and product. IN: Have the students try
total number. MA: Give each students a addition, subtraction, and
CM/LI/PS: Then pose a IN/W/CM/LI: Write the graph of 10 rows and 10 multiplication to solve
problem for class W/PS: Have students addition sentence columns and 100 reds problems. Then have them
discussion: How many shade graph paper to 2+2+2+2+2+2=12 on the chips or cut out circles of decide which solution
chopsticks are needed for model 3 rows, with 6 board. Ask the students how construction paper. makes sense.
four people? Hear from all squares in each row. the numbers 6 and 2 are
children who want to Ask students how many related to this sentence. MA: Tell students to use 3 MA: Have students color
respond, asking them to squares are in the first Repeat with the addition counters to begin 3 rows. in grids to make these
explain how they arrived row. How many squares sentence Then use 5 counters in arrays:
at their answers. are in the first and 3+3+3+3+3+3+3=21. Ask each row to show 5 3 rows by 4 columns
second row? How many how 7 and 3 are related to columns. Have students 2 rows by 6 columns
CM/LI/PS: Then pose squares are there in all. this sentence. count to find the total 1 row by five columns
another problem: How number of counters, or the 9 rows by 1 column
many chopsticks are Repeat using other CM/LI: Ask the students: product of 3x5.
needed for everyone in multiplication problems. Can you write a W/PS: Have them write
the class? Ask the children multiplication sentence for CM/LI: Ask students: multiplication sentences
to discuss and solved this DA: Advanced students any repeated addition How many rows and for each array.
problem in small groups. can use graph paper to sentence? (yes, explain) columns did you make?
draw as many What is the total number
rectangles as the can MA/PS/CM/LI: Have of counters?
CM/LI/OL: Then have
that have exactly 20 students make 4 pairs of What if you make an array
individuals report their
squares. connecting cubes. for 5x3? How many rows
answers, again asking
Ask: and columns will you
them to explain their
How many are there? make?
reasoning. Record on the
How many cubes are in each
chalkboard the methods
group? MA/PS: Have students
they report, modeling for make an array with their
the children how to use CM/LI/W/PS: Have students counter as you read this
mathematical notation to skip-count to find how many problem:
represent their ideas. cubes are in all. Then have There are 4 baskets with 6
Keep the emphasis on students write a apples in each basket.
children's different multiplication sentence What operation would you
approaches for solving the showing how many times use to find the total
problem. they skip-counted times the number of apples?
number they skip-counted
by.
Repeat with other equal

groups, having students
skip-count and then write a
multiplication sentence.
WEEK 7
Multiplication Tables Multiplication Tables Multiplication Tables Multiplication Tables Multiplication Tables
CM/LI/R/W: Have IN/CM/LI: Present IN:Give students a IN: Introduce the E: Give students a
volunteers read each this problem to hundreds chart, and Identity Property timed test with 30
form of multiplication out students: What have them skip-count of Multiplication multiplication facts on
loud. Review the pattern do you see in by twos to 36, and Zero Property it. Allow students 3
multiplication symbol and
all the products of coloring in each box. of Multiplication by minutes to complete
equal sign in the
multiplication sentence
multiplication facts Ask students what explaining their the page.
2x2=4. Then have for 2: 2,4,6,8? pattern they see. definitions.
students write a RV/G: Students will
multiplication sentence IN: Introduce the IN: On the same CM/LI/W: Have play a game for
for 5 times 2 equals 10. vocabulary word chart, have the students describe the review. To start the
multiple. students skip-count relationship between game, pair the
IN: Draw a number line by fours and circle numbers by writing students off. They will
on the board from 0-10. W/PS: Introduce a each number. Ask examples for each match factor cards
Introduce a problem: multiplication word how often do the property and then with product cards to
There are young dancers problem. Have colored number labeling the examples make multiplication
practicing for tonight’s
students make a appear compared to with the appropriate facts.
show. How many are
there in a group if there table to solve the the circled numbers. terms. Have students
problem. Then explain it to write their definition Each student makes 2
are 2 rows of four them. in a sentence. matching cards for
dancers. CM/LI/W: Ask each of 10
students what G: Students will play PS/W: Have the multiplication facts.
CM/LI: Have the students methods do you think a game with a students make up One card has the
skip-count on the number
you can use to partner. A player word problems with a problem; the other
line by 4s to find how
many dancers there are.
multiply by 3. Write chooses a card and partner using the card has the answer.
the answers on the their partner has to Identity Property and
CM/LI: Ask: How could board with some model the fact using Zero Property. Mix cards and lay
you use repeated examples. counters. The other them face down in a
addition to do this player checks that GA: Partners will 4-by-5 array.
problem? W/PS: Give the the fact is modeled trade with other
students 3 correctly. groups and solve The first player turns
IN/W/PS: Instruct multiplication word their word problems. over 2 cards. If the
students to draw on a problems to work on cards make a
piece of paper an array to there own but make multiplication fact,
solve this problem.
sure they use one of keep the cards and
IN/CM/LI: List the the methods choose again. If not,
different methods discussed in class. put the cards back.
children can use to Play until all cards are
multiply on the board: DA: Early finishers matched. Each match
use models, draw arrays, can choose other get one point.
skip-count, repeated problems and draw a
addition. Have volunteers picture to show the The player with the
choose a method and pattern. most points wins.
explain how to solve 2x6
using that method.
WEEK 8

Fractions Fractions Fractions Fractions Fractions
IN/MA: Provide each MA/IN:Ask students IN: The teacher will IN: Display the fractional MA/IN: Pass out balls of clay
student with a piece of to fold a model examples of how piece ½ next to the and tell the students to flatten
rectangular paper. Fold rectangular sheet of to compare two fractions fractional piece 1/6. What it out into a pancake 1/2 a cm
the paper in half. After paper in half and using fraction pieces and would you call the fractional thick and big enough to cut 2-3
you have folded the color one of the two drawings. part which is the sum of shapes using the cookie cutter
paper in half, instruct the equal parts. Ask these two pieces? they have.
students to do the same. what fraction of the PS/W: The students will
Explain that a fraction is paper is colored demonstrate an IN: Take guesses and IN: Tell them to cut at least two
a part of a whole. You (1/2).
have divided a whole
piece of paper into two MA/PA: Now have understanding of how to restate the appropriate whole shapes out of the clay
equal parts. them refold the same compare two fractions equations. and ask them to cut one of
paper and then fold it by doing examples using So, ½ + 1/6 = ______? them in half and one of them in
IN/MA/CM: Instruct the in half once again. an individual set of Conclude that there is no quarters.
students to color one of Unfold. How many fraction pieces and then name for the equation.
the two equal parts. Ask equal parts now? (4) drawing the example on CM/LI: Question them about
a student to write 1/2 on What fraction is a piece of paper. The IN: Demonstrate the the importance of equal parts
the board to show that shaded (2/4 or 1/2) students will then equivalency 3/6 = ½ by within the whole: If the parts
one out of the two equal Since the amount of indicate if the given sets laying the 1/6 fractions over are not equal is the whole
parts is now shaded. shading has not of fractions are greater the ½ piece. How many divided up into proper fractions,
changed, this means than, less than or equal 1/6’s are there in ½ ? (3) why or why not. Compare the
IN: Introduce the that 1/2 =2/4. to one another. half to the quarters. Write 1/2
vocabulary words on the board. Ask how many
numerator and IN: Tell students that IN/W: Okay, 3/6 = ½. Write
IN: The teacher will equation on the board. Now quarters = it. Discuss
denominator. The 1/2 and 2/4 are two model how to rename equivalent fractions
numerator is the number names for the same we need one more 1/6 piece
fractions using the least to add to the 1/2.
of parts shaded and the amount. Therefore, common multiple to get
denominator is the total they are equivalent. a common denominator.
number of equal parts. Now have students CM/LI: How many 1/6’s do W/IN: Write 1/2 + 1/2 = (1) 2/2
By using this method, we have in all now? (4)Does Ask students to make up
(For those students who refold the papers and students will realize that
have difficulty then fold in half a this mean that ½ + 1/6 = equivalent fraction examples in
some fractions have 4/6 ? (yes) Write equation clay for thirds, quarters, fifths,
remembering which is third time. Unfold. denominators that are
the numerator and which What new fraction on the board. sixths, eighths, and tenths.
ideally too large to use
is the denominator, try have they found that fraction pieces or
this memory association is equivalent to 1/2 drawings for. Using this IN: Conclude: We express
technique----In a fraction, and 2/4? (4/8) method, students will the sum of ½ and 1/6 as a IN/MA: Tell them to vary the
one number is UP above These three fractions also understand the fraction with 6 in the shape of the whole: rectangles,
the line and one is name concept of equivalent denominator. squares, circles.
DOWN below the line. the same amount. fractions. Invent your own set of
Numerator has an "u" in MA: Provide felt shapes and instructions so as to
it and so does up; DA: Advanced have students demonstrate demonstrate the aims above.
denominator begins with learners can divide a PS: The students will
compare given fractions equivalencies and sums.
"d" and so does down.) string into quarters Ask students to write on PS/W: Tasks: Have the students
Repeat the same activity and explain how using the least common
multiple method of paper the correct equations demonstrate fraction sentences
with pieces of paper, much they have. for the demonstrated by writing the sentence on a
demonstrating 1/4, 3/4, Repeat the exercise, comparing fractions. The
students will then fraction equivalencies and piece of paper and have the
1/3, 2/3, 1/8. Each time, inviting them to sums. clay shapes that demonstrate
a student should write create different indicate if the given sets
of fractions are greater each fraction on the paper.
the fraction on the board fractions.
and identify the than, less than or equal
numerator and the to one another.
denominator.
WEEK 9
KK SOL M 3.3 KK SOL M 3.3 KK SOL M 3.3

Fractions Test Review Math Test 2 Decimals Decimals
MA: Students will G/RV: Students will E: Students will IN: Introduce the IN/GA: Have students
apply what they have quiz each other on complete a written vocabulary word work in groups to
learned about multiplication facts test of 40 questions. decimal. Explain that make charts that show
fractions to a real life using flash cards. you can use decimals the decimal
situation. Students They will have to to name an amount equivalent of various
will see the benefit of G/RV: We will play a write inverse number less than 1, such as fractions of a dollar,
understanding review game called sentences, answer tenths. In some such as ¼, ½, and so
fractions and apply Around the World to multiplication facts, athletic events, times on.
knowledge to real life review inverse and identify are measured in
experiments. relationships between equivalent fractions tenths of seconds. OL: Ask students to
adding and and compare explain their charts to
Students will make subtracting as well as fractions. W/PS: Have students the class.
brownies under multiplication facts. make a 10-by-10 grid
guided supervision on graph paper. They DA: Advanced
from the teacher. RV/W: Students will make 5 ten-cube learners can shade
complete a fraction trains with connection squares of a 10-by-10
Students are able to review sheet and peer cubes. Students place grid on graph paper to
apply what they have check their answers. the trains in the first 5 spell a word, then
learned about columns of the grid. write a fraction and
fractions to a real life decimal for the
situation. Making CM/LI: Ask: How shaded squares.
brownies: Students many squares are in
can actually see the the grid? What
benefit of fraction can you write
understanding to show what part of
fractions and they can the grid is covered
apply that knowledge with cubes?
to close their learning
gap of fractions. IN: Explain that a
decimal can also
show part of a whole,
and write 0.50 on the
board. Repeat using
other fraction and
decimal equivalents.
WEEK 10

KK SOL M 3.3 KK SOL M 3.3 KK SOL M 3.3 KK SOL M 3.3 FIELD TRIP 1
Decimals Decimals Decimals Problem Solving with
Fractions
IN: Introduce CM/LI/IN: Ask IN/MA/PS: Have IN: Use fraction FT: Students will take
vocabulary words students how you can students choose a pieces to model and a field trip to a local
equivalent show 0.4 and 0.40? decimal number in compare ¼ and ¾ . factory and see simple
decimals. Point out Give them time to tenths that is greater and complex
to students that the explain the answer. than 1.0 but less than CM/LI: Ask: Does machines at work.
first part of the word 2.0. Have students using models or using They will also learn
equivalent in equip-. Ask: Is 0.54 greater or shade their decimal a number line the harms and helps
Remind students that less than 1? How can models to show the compare fractions by of factories and plants
equip- means equal. you tell? number that they size? Which compares on the environment.
chose and then cut them by place?
MA: Hand out a W/PS: Have students out the decimal
plastic bag with write with 0.01 and models an tape them W/PS: Have students
pretend money to identify that the 1 is onto a sheet of paper. draw a number line to
each student. in the hundredths compare 1/8 and 1/5.
place, then write 0.1 W/PS/MA: Have
CM/LI/MA: Ask: and identify that the 1 students label their W/CM/LI: Write the
What part of a dollar is in the tenths place. models with the following fractions on
is a dime? decimal number in the board: ¾, 5/6,
Have students show L/OL: Have students standard form and in 1/6, 3/5. For each
30 cents in dime, and define the key word form. fraction, have
then show how to vocabulary terms: students name one
write it as tenths. 3 decimal, tenth, and PS: Then have fraction that is
dimes=3 tenths= hundredth. Have the students choose a greater and one that
3/10 = 0.3 of a dollar. students use their decimal number in is less, both with
own words and give hundredths that is different
Repeat for 34 cents. an example of each. greater than 1.0 but is denominators that the
less than 2.0. Have original fraction.
CM/LI/MA: Ask : students follow the
What part of a dollar same steps for these DA: Advanced
is a penny? Show 34 numbers as they did learners can work in
cents in pennies. for their numbers in groups to make charts
Write: 34 pennies= 34 tenths. that show the decimal
hundredths =34/100 equivalent of various
= 0.34 of a dollar. fractions of a dollar.
WEEK 11

Problem Solving with Problem Solving with Problem Solving with Problem Solving with Problem Solving with
Fractions Fractions Decimals Decimals Decimals
IN: Instruct students GA: Have students W/PS: Challenge W/GA/PS: Have the IN: Help students
how to develop skills work in pairs to students to locate students work with a compare and order
to solve problems generate a list of decimal amounts on a partner to write and decimals.
using fractions. equivalent statements number line. Have solve decimal riddles.
Explain that you such as 2/3 of 9 = ½ students draw a W/PS: Have students
must: of 12. Members of the number line with 0 on W/GA/PS: Students write the following
1. Read what pair can make their the left and 1 on the will complete their number in a column
information you will own lists and then right. Ask them to work and trade on grid paper: 2.14,
use to solve the exchange them to place the decimals papers with another 2.41, 2.49, 2.07.
problem. check. you read to them on group.
2. Plan what strategy the line. Have students begin
will you use to solve W/PS: Students will CM/LI: Students will by comparing the
the problem. write their own word IN: Help students be given time to ask digits with the
3. Use what you know problems using the demonstrate how any questions. greatest place value
about fractions to list of equivalent decimals are used in and the highlight the
solve it. statements they sports: DA: Advanced digits that are not the
4. Look back and created. They will students can work in same.
check that your work with the same The Summer pairs, making up a
answer makes sense. partner. Olympics take place word problem. Have Students should use
every four years. students read their the highlighted
MA: Provide students GA/W: The groups Gold, Silver, and problems to the class, column to order the
with 2-color counters will trade papers and Bronze medals are who then decides numbers from least to
to represent the work on the problems awarded to the first, which operations greatest. For the next
problems they will be from other groups. second, and third- should be used to two numbers that are
given. place finishers. An solve them. the same, have
athlete’s score is students highlight the
PS/MA: The students often recorded as a next place another
will complete a decimal. color and then
worksheet with word compare.
problems using R: Have students
fractions. They will do research a sport such
each problem by first as gymnastics or a
making an array with track event such as
their counters. the 100m dash, where
the score or time is
listed in decimals.
W/PS: Have them

make a two-column
table labeled Year and
Score, and record the
Gold Medal score or
times.
WEEK 12

Inverse Relationships Inverse Relationships Inverse Relationships Inverse Relationships Inverse Relationships
Multiplication/ Multiplication/ Multiplication/ Multiplication/ Multiplication/
Division Division Division Division Division
IN: Introduce W/CM/LI/IN: Have IN/CM: Write W/PS: Have students G: Play a game today!
vocabulary with the students draw a 3-by- dividend, divisor, write problems for a
word dividend. Have 8 grid on centimeter quotient, factor, fact family and label Divide the students
students write the word graph paper. Ask how product on the the numbers with into groups of three
dividend and identify many squares the board. Write the appropriate lesson (making sure they are
the dividends in the
grid has. Have them division and vocabulary. different groups from
problems you will write
on the board.
write related multiplication the day before).
multiplication and problem in the fact GA/MA: Have the
IN: Write this problem division sentences family 3,6,18. Have students get in The students will be
on the board: One week that describe the students identify groups of 2 with given 2 number
astronauts collected 24 grid. Have students each part of the construction paper cubes, construction
meteorites. They repeat the exercise problem by name. and markers. paper, and pencil.
packed the same with a 3-by-5 grid.
number of meteorites GA/W/PS: Have PS/MA/W: Students Two players each roll
in 3 boxes. How many IN: Write this students write will make up division a number cube (dice).
meteorites were in problem on the division and sentences and write The first uses both
each box?
board: 32 divided by multiplication them on the numbers to write one
Show how you can use 4=? problems on white construction paper. multiplication
repeated subtraction to boards for a fact They must label each sentence. The second
solve the example. W/PS: Provide family using a number in the writes a related
prompts to help different color for sentence. division sentence. The
W/PS: Tell the students students solve the each number. Point to third writes one more
to write a multiplication problem one of the vocabulary GA/W/PS: After each possible division or
sentence for the word independently by words and have group has completed multiplication
problem. Explain that asking: students point to the 5, the groups will sentence. Each player
multiplication and Which number shows appropriate number. trade and write the gets one point for a
division are inverse the total in this corresponding correct sentence.
operations. Using
problem? What does W/PS: Students will multiplication
multiplication facts can
help you with division this problem help you complete a worksheet sentence on the back. After 10 rolls the
facts. to find out about the reviewing the player with the most
number 32? relationship between CM/LI: Discuss the points wins.
W/PS: Students will division and problems at the end
complete a worksheet W/PS: Have students multiplication of the lesson to check
with 5 word problems. write a multiplication sentences. accuracy. Answer any
They will write and sentence that uses questions the
complete the division both the divisor and DA: Advanced students may have.
problem and write the the dividend from the students can invent
inverse multiplication
problem. riddles using the
sentence.
lesson vocabulary, for
example: The divisor
is 5; the quotient is 3.
What is the dividend?
WEEK 13

Test Review Math Test 3 Problem Solving with Problem Solving with Problem Solving
Multiplication Multiplication with Multiplication
RV/W: Students E: Students will R/IN: Have students read this R/IN: Have the students read IN: Have the students
will complete a complete a test of problem: The Frost School this problem: Clark School is read this problem: Mr.
Chorus lines up in 7 rows. having a talent show. One act and Mrs. Li are taking 5
review sheet in 25 questions. There are 5 students in the first has 4 groups of dancers. There student members of the
pairs covering row, 10 in the second row,15 in are 3 dancers in each group. How drama club on a bus
decimals, word They will identify the third row, and 20 in the many dancers are in the act? trip to tour theaters.
problems with decimals when fourth row. If the number of How much will the bus
fractions, and thegiven a fraction. students in each row keeps What do you know? 4 groups of ride cost for the whole
increasing by the same dancers; 3 dancers in each group group if adult tickets
inverse They will be amount, how many students are $8.00 and student
relationship required to write will be in the 7th row? What do you need to find? Total tickets are 3.00?
between one fraction word number of dancers
multiplication problem and the What you need to know? The IN: Have the students
and division. steps to complete number of rows, the number in IN: Have students make a plan make a plan: Some
each row to solve it: Decide which problems take more
it. They will also operation to us. You can add to than 1 step to solve.
We will go over write number What you need to find? The find the total, but you will have You must decide how to
the review sheets sentences for number in the 7th row to add many times. Multiplication solve each step and in
so they are division or is the better choice. what order. First,
correct to study multiplication IN: Have students make a plan multiply to find the cost
to solve it: One way to solve W/PS: Have the students write of each type of ticket.
at home. depending on this problem is to find a an equation. There are 4 groups Then, add the products
which sentence pattern. Then use the pattern of dancers, 3 dancers in each to find the total cost of
they are given. to solve the problem. group: 4x3=12. the tickets.
The students should notice that W/PS:Have students complete 5 Step 1: 2 adult tickets,
the numbers are increasing by other problems like this one 2x$8=$16
5. They are all multiples of 5. writing out the equations they Step 2: 5 student
Explain that they can multiply are using to solve the problem. tickets, 5x$3=$15
the number of the row by 5 to Step 3: add the
find the number of students in W: Have students write and products for total
that row. explain how to decide whether to $16+$15=$31
add or multiply to solve a
W/PS: Have students complete problem. CM/LI: Ask for
3 other problems like this one volunteers to explain
writing out the method they DA: Early finishers can find out why you cannot add the
will use to solve it. how many hours of practice they total cost of each type
would need if they decided to of ticket first.
W: When they are finished direct all 3 shows, practicing 4
have the students write a few weeks for each. W/PS: Have students
sentences on how finding a complete 3 other
pattern helps you solve problems like this one
problems. making sure they
explain their steps.
WEEK 14

Problem Solving with Problem Solving with Division Division Division
Multiplication Multiplication Tables Tables Tables
IN: Have the students G: Play a game today! IN/R/W: Introduce the W/GA/OL/MA: Write 3 IN/CM/LI: Introduce
read this problem: Victor vocabulary word division. group of __=12 on the vocabulary word
has to replace the tires on Divide the class into Have students use the board. Have partners use repeated subtraction.
some old scooter. He has groups of three. Give each dictionary to find the 23 connecting cubes to Ask students to write their
3 different types of group a dodecahedra dice origin of the word division. make 3 trains of equal own definition for the term
scooters. Each type a game sheet and each length. As partners repeated subtraction.
comes in the colors player must have a pencil. MA: Give each student 30 describe the trains as 3 Then call on volunteers to
shown. How many tires counters and tell them to groups of 4, write the use the term in their own
does he need to replace? The object of the game is draw two large boxes on a description on the board. sentences.
to complete a row of 6 piece of paper. Have students use the
What do you know? 3 products in any direction cubes to form other equal IN/W/MA: Draw a number
types of scooters; each on the game sheet. IN: Explain that division is groups: 1 group of 12, two line from 1-12 on the
type comes in 2 colors; an operation on 2 groups of 6, 4 groups of 3, board. Use arrows to
each scooter has 2 tires Take turns rolling the dice. numbers that tells how 6 groups of 2. demonstrate how to use
Find 1 space on the game many groups, or how repeated subtraction to
What do you need to find? sheet which corresponds many are in each group. RV/MA: Review the fine 12/3. Draw and arrow
The total number of tires to the numbers you rolled, They will use counters to terms: division, divide, pointing left from 12-9,
and write the product of explore division. equal groups. Have another from 9-6, and so
IN: Have the students the 2 numbers in that students give examples, on. Ask students to count
make a plan: you can space. IN/MA: Tell students to using counters or the arrows. This is their
draw a picture to solve count out 16 counters. drawings, of equal groups. answer to the problem.
the problem. Use the If you cannot find an Explain that their 2 boxes Write 12 on the board. Next, students can use
picture to find the answer. empty space for the represent 2 groups. Have students show ways counter to act out taking
product of the 2 number Instruct students to place 12 counters can be away equal groups.
W/PS/MA: Have students you roll, you lose a turn. a counter in each group. divided in to equal
draw 3 groups of scooters Continue until all 16 groups. MA: Have students use
on construction paper. If a player gives an counters are in a group. counters to model
Each group has a red an incorrect product, you GA/MA: Divide class into repeated subtraction.
green scooter (use may challenge that IN/CM/LI: Ask: group of 2. Give each pair Have them put each
crayons). Each scooter player. If you give the How do you model the 18 counters. Have one subtracted group of
has 2 tires. Count the correct product, you may total? partner show how many counter in to a separate
total number of tires to write it on the game How do you know the counter would be in 3 cup. They can count the
find the answer. sheet. number of groups? equal groups. Repeat with cups to fine the number of
Are the groups equal? Tell different number of times they subtracted.
CM/LI: Ask students how The first player to how you know. counters an groups.
we might solve this complete any row of 6 What if you want 4 DA: Early finishers can
problem a different way: products is the winner. counters in each group. work in pairs to find as
write a multiplication How many groups could many ways as possible to
sentence 3x2x2=12. you make using 16 divide 50 into equal
counters? groups. (6 ways: 1 group
W/PS: Have students of 50, 2 groups of 25, 5
complete 5 other IN/CM/LI: Repeat this groups of 10, 25 groups of
problems like this one process with several 2, 50 groups of 1)
drawing pictures to find different numbers.
the answers.
WEEK 15

Division Division Division Division Division
Tables Tables Tables Tables Tables
IN: Review the IN/R/W: Introduce the IN/CM/LI/W: W/PS: Give the IN/W: Introduce the
vocabulary word vocabulary word Review the students five division vocabulary word
multiplication. Have operation. Ask students pictograph. Show
what happens when a
vocabulary word sentences. Have students an example of a
students write a division. Ask students write two
person has and operation. pictograph in their
sentence telling when
Have them compare this students to look up multiplication textbooks. Have them
they would or could use meaning with the meaning write the word and use it
multiplication at home.
other definitions of sentences per
of operation in math. the word and then problem. correctly in a sentence.
Remind them to use the Students may use the
word in their sentence. dictionary. Then have them write a sentence IN: Write this problem on
write a sentence using the using one of the IN: Display a number the board: There are 24
MA/GA: Give small mathematical definition of definitions. Call on line from 0-24. marchers in a band. There
groups of students 10 operation. volunteers to read Challenge students to are 4 marchers in each
counters each. Have 1 row. How many rows of
MA/GA: Ask pairs of
their sentences use the number line marchers are there?
student in each group aloud and compare to find 24/3. Draw
students to use connecting
draw a line down the
cubes to solve this problem: the two definitions. arrows jumping Have students use
center of a piece of Leon is making a model of repeated subtraction to
paper. Have students
backward along the
the solar system. He has 18 GA/MA: Write the number line from 24- find the answer.
place 1 counter at a pieces of clay. Leon will use
time on each side of 2 pieces of clay for each problem 20 divided 0 by threes. The GA/W/PS: Have students
the paper to solve the planet. How many planet by 5=? On the number of jumps is choose partners. Each
problem 10/2. Repeat will Leon make? board. Distribute the quotient. makes up an input-output
the exercise with play nickels to each table with both rows filled
several number IN: Tell the students that small group of W/PS: Have students in, but the rule left blank.
sentences. each connection cube Partners exchange tables
represents a piece of clay. students. Have draw pictures to show and guess the rules.
them use the the number of groups
W/PS: Have students W/PS: Have students try nickels to count by of 3 in 18 (no Rule( divide by 3)
write word problems other problem solving fives. How many restrictions…be Inpu 24 15 27
based on the equations strategies when choosing t
done in the instruction nickels do they creative)
an operation. They can Outp 8 5 9
time. draw diagrams or act out need to make 20
ut
problems. They should cents? W/PS: Write 21/3 on
DA: Advanced learners check their answers. the board. Have W/PS: Students will
could make a challenge Repeat the exercise students draw complete 10 problems on
game based on this W/PS: Give students 5 with other division pictures to show and the worksheet provided
problems and require them using the different
problem: Create your problems. then say aloud how
to use 2 different problem methods discussed to
own pattern with more solving strategies to solve many groups of 3 are solve the division
than 1 missing number. the problems. W/MA/GA: Help in 21. problems.
(20,16,__,8) Players students draw a
challenge one another
poster show the W/PS: Have students
to complete and
describe missing- multiplication facts draw a picture to
number patterns. for 5. Then have show how many
them use the groups of 3 are in 15.
inverse process to Have them explain
make a division their drawings to a
facts poster. partner.
WEEK 16
Division Division Division Division
Tables Tables Tables Tables
CM/LI: Introduce IN/CM/LI: Introduce the W/PS/GA: Have G: Play a game today! STUDENTS WILL
vocabulary word vocabulary word skip- students write 5 TRAVEL TO FAN
quotient. Call on a count. Call on volunteers Divide class into groups of
volunteer to say a division to skip-count for the class.
division word 3. Give each group 16
MOUNTAIN
problem such as 20/5. Ask Then have students problems with a index cards. OBSERVATORY TO USE
another volunteer to complete this sentence: I partner. Have them THE LARGE
name the quotient. Have can skip-count to_____. trade problems with Write 2 division fact cards TELESCOPES TO LOOK
students write the word partners. for each quotient on 2 AT OBJECTS IN SPACE.
quotient and use it MA: Have students use index cards. Do not write
correctly in a sentence. cubes to model this the quotient.
UPON RETURNING TO
problem: Enzo and 2 other Students can choose THE CLASSROOM
MA: Have students divide students are studying the a strategy and solve Mix the cards and place STUDENTS WILL
9 counters evenly among moons of Uranus. Each each problem. them face down in equal SOLVE SPACE
9 cups and write the student studies the same rows. RELATED WORD
division sentence. number of moons. How
Challenge students to many moons does each OL: Students will Take turns. Each player
PROBLEMS.
divide zero counter person study? present their turns over 2 cards at a
among 9 cups. Have them problems to the class time.
write the division W/PS: Give students 7 and explain why they
sentences. 9/9=1, 0/9=0, division word problems to chose that strategy to If the cards have the
9/1=9. complete. same quotient, keep
complete it. them. Go again.
CM/LI: Discuss why you GA: Have students word
cannot divide any number in pairs to read and If the cards do not have
by zero and why zero discuss each problem. the same quotient, put
divided by any number is They should agree on a them back. The next
zero. strategy and then work player takes a turn.
together to solve each
MA: Write 5/1 and 5/5 on problem. Continue until all cards
the board. Have students have been matched. The
use counters to show 5 DA: Early finishers can winner is the player with
groups of 1 and 1 group of write division facts, one the most cards.
5. Write 0/5. Ask how with 1 as the quotient,
many counters students one with 1 as the divisor, Students should play the
need. (0) and 1 with 0 as the game as described with a
dividend. Have them use set of cards containing
W/PS: Write 5/1 and 5/5 lesson vocabulary to division sentences with
on the board. Have explain how they solved quotients of 2,3,4, and 5.
students say and write each problem.
the solution for each.
Then have them write
other division facts that
have 1 as the quotient.
WEEK 17

Problem Solving Problem Solving Problem Solving with Division Problem Solving Problem Solving
with with Division with Division with Division
Division
IN: Give students IN: Explain to IN: Explain to students how they can use a IN: Explain to students MA: Have students
background: One students how you can table to find the quotient in a division word that some word model division by 9
of the largest pizza use division to solve a problem. problems have more and 10 by using
ever made had a problem. Explain that information than you counters then
diameter of 122 you can use it when W/PS: Have students make a table with 12 need. Before you solve a comparing.
feet. A pizza that you want to find out columns and 2 rows. 6 is the divisor. problem, find the facts
large can feed over how many equal Dividends of 0-60 are listed in the first row. you need to solve it. MA/PS: Have
11,000 people. groups there are or The quotients are placed in the second row. students use paper
how many objects are Have the students use the table to solve Ex: Mrs. Taylor baked 8 plates and counters to
MA: Have students in each group. 24/6=? batches of muffins. She model and solve the
make pizzas and had a total of 48 following problem:
pepperoni slices IN: Give them a / 0 6 1 1 2 3 3 4 4 5 6 muffins. She also baked There are 30
out of construction problem: The bagel 2 8 4 0 6 2 8 4 0 two cakes. How many counters. If 10
paper. shop sell bagels in 6 0 1 2 3 4 5 6 7 8 9 1 muffins were in each counters are place on
bags of 6. Ramona has 0 batch? each plate, how many
Cut the pieces so 24 bagels to put in Have students find the dividend, 24, in the plates do you need?
that each person in bags. How many bags top row. Highlight that column. Tell the Facts you need: baked 8
the group has 2 does she need? students that the quotient is the number batches of muffins, total MA/CM/LI: Have
equal slices of 24/6=? below the dividend. 4 48 muffins them use the same
pizza with the Use a related groups of counters
same number of multiplication fact to Have students make a table with 7 as the Facts you don’t need: again. Ask: What do
pepperoni pieces find the quotient. divisor and find 42/7=? baked 2 cakes you need to do to
on each slice. 6x___=24 these plates and
Have students make a table with 8 as the Problem: 48/8=6 counters to model
W/PS: Write a W/PS/GA: Have divisor and find 32/8=? So, there were 6 muffins 27/9=?
division sentence students make up in each batch.
to represent the their own word Have them use their tables to solve Repeat with other
problem and the problems in groups of additional division problems that require W/PS: Now have the division facts.
solution. 2. Have them trade dividing by 6,7, or 8. students try on their
papers with other own with this problem: W/PS: Give students
groups and find the DA: Early finishers can think of Guess-my- Bonnie made 4 batches a practice worksheet
answers. Number riddles to challenge each other. For of cookies and 3 pies in to finish in class. They
example: I am and 2-digit number. I can be the morning. She made may use the plates
W/PS: Have students divided by 6. The sum of my digits is 3. 3 batches of cookies in and counters to help
complete 5 word What number am I? (12 or 30) them solve the
problems in division the afternoon. She made problems.
for homework. 63 cookies in all. How
many cookies were in
each batch.
W/PS/HW: Have
students complete 5
additional problems
using the same method.
What they don’t finish in
class they can finish for
homework.
WEEK 18

Problem Solving with Division Number Sentences Number Sentences
Test Review Math Test 4
GA: Have groups of students practice G/RV: We will E: Students willMT/CM: Explain that M/MA/A: The
division facts. play a review be given a 40 number sentences can children will place a
Have students use flash cards to
game call Around question writtenbe true or false, since set of beans into a
practice division facts through 10. The the World to test. they express the cup and shake them
front of each card should have a review division relationship between
loose onto a plate.
division expression such a 24/8=? The facts. They will solve both sides. Show
quotient should be placed on the examples of number
The students will be
division
back.
RV/W: Students problems as well sentences, and call on
asked to count the
will complete a use charts, students to decide if total number of
Partners can use these cards to quiz
each other. review sheet in models, and each is true or false. If green beans and the
pairs covering pictures to solve false, ask the students total number of
IN: Get students back together as a multiplication multiplication an why they think it is false, white beans. The
class and explain: Using what you and help the kids see
know about multiplication and and division word division word children will then
division, make a prediction to problems and the problems. how they could change write an addition
complete each statement. different ways the relation symbol used problem making the
you can solve DA: Students in a false sentence to number of green
Write these terms on the board: them. with difficulty make it true.
greater than, less than, and equal to. beans the first
taking tests may number in the
Write these sentences on the board: RV/CM/LI: We have some of MT/W: Write two number
sentences, one that is number sentence
1. The quotient will be ____ the will go over the the multiple
dividend in the division problems review sheet in choice answers true and one that is and the number of
below. class to make eliminated to false. Use an “equals” white beans the
2. The product will be ____ each factor sure the answers make their sign in one of them and
in the multiplication problems below.
second number in
are correct for decision easier. a “greater than” or “less the sentence. The
W/PS: Have the students check their them to study. For example, on than” symbol in the children will then
predictions by completing the number a multiple other.”
chart their equation
sentences below. Use the chart to find choice test if
possible numbers. on the given chart.
there are four
answers for the
The students will
48 6 4 then count the total
30 63 8 students to
9 5 36 choose from number of beans.
___/6=___ 9x____=____ some students The students will
___/7=___ ___x___=___ may only have 2 repeat six times.
answers to
choose from.
WEEK 19

Number Sentences Number Sentences Adding and Adding and Adding and
Subtracting Fractions Subtracting Fractions Subtracting Fractions
MT/MA: The teacher MT/MA/PS: Give each MT/R: The teacher will MT/MA/G/GA: Divide MT/G/MA:Have students
demonstrates how to form child a piece of 1/2 inch explain that a fraction is a the students into teams. work in small groups
a “V” shape with the pipe graph paper, crayons, number that names a part Instruct students to build preparing sets of fraction
cleaner. The students and about 20 M&M' s. of a whole or part of a a pyramid using the cards. Have students write
create the same shape group. Have students a fraction on the bottom of
Demonstrate how to sugar cubes. Label each
with their pipe cleaners. brainstorm ways to each card. Then draw a
The students perform
make the X and Y axis, remember that in a
sugar cube on each corresponding geometric
“donut” addition with their to assign number fraction, the numerator layer (for example, if it representation on the top.
antlers by placing a values, and attributes to names the part and the takes 16 sugar cubes to The students should then
number of “donuts” on them. The children sort denominator names the build the bottom layer, cut each card in half with a
each antler and then the M&M's by color, whole. For example, label each sugar cube different, irregular cut.
combining them to make a counting each color students can think of the 1/16, pencil does well on Display the top part and
number sentence. The grouping as well as the word POND: Par-whOle; the sugar cubes). have another group match
number sentence is written total M&M's. Have Numberator-Denominator. Whoever labels their the bottom part. Then
on the overhead students arrange the pyramid layers correctly display the bottom portion
transparency for M&M's by color from the MT/LA/R/W: Read Eating and builds their pyramid and have a different group
visualization. Several more Fractions by Bruce match the top part. Since
most to the least on the the fastest is the winner!
addition sentences are McMillian. Discuss how the the cuts are irregular, if a
formed, reinforcing the
graph paper. Direct the boys in the book share picture does not match a
combining process. After students to convert this each whole piece of food MT/MA: Each student fraction, the two parts will
counting the total number data into bar graphs. Tell by dividing it into equal will receive a plastic not fit together. Then have
of “donuts” on the antlers, the students to write parts. Have students plate and a spoonful of the class work as a whole.
the students remove and number sentences and describe the numerator pudding. Using their Name a fraction and have
eat a specified number of less than/greater than and denominator of each fingers students will each group that used it
them. Again the number statements about their fraction used in the story. write out addition and show the picture they drew.
sentence is written on the findings. Have students write stories subtraction problems in Students need to know that
overhead transparency for about fractions and food. the pudding as the there are many geometric
visualization. Several more DA: Students that have The stories must include at teacher models them on representations that can be
subtraction sentences are least five fractions with used for the same fraction.
difficulty with fine motor the board. After
formed, reinforcing the different denominators.
breaking apart of numbers.
skills can use larger, completing the
plastic pieces instead of equations students will
M&M’s. be allowed to eat a
pudding cup.
WEEK 20

Adding and Adding and Adding and Adding and Adding and
Subtracting Fractions Subtracting Fractions Subtracting Subtracting Fractions Subtracting Fractions
Fractions
MT/MA/PS: The teacher MT/MA/GA: The teacher MT/CM: Write 2/apples MT/R: The teacher will MT/GA/G: Divide the
or "chef,' will will tell the class that + 5/apples = ? and discuss with the students the students into small
meaning of the word
demonstrate the making they are going to make a 2/apples + 5/oranges = ? "equivalent." The teacher will groups. Provide each
of a recipe for the class pumpkin pie so that on the chalkboard. Ask say "What does the word group with a “fishing
using Cuisenaire rods. A everyone in the class is students to consider the equivalent sound like?" The pole” made from a paper
different recipe will then able to eat a piece of the two separate problems. students should say that it clip and small stick or
be handed out to each pie. The problem is that Ask students if either of sounds like the word "equal," student’s pencil.
which they are familiar with.
group, containing three the recipe only makes a the two problems can be The teacher will let the Students will then pull
to four students. The pie that has 8 slices. answered. Allow time for students know that they will fraction “fish” out of a
recipes will consist of a Have the class decide students to think about learn about equivalent small bucket. A variety of
variety of fractions to be how many pies they the question. Discuss fractions in today's lesson. fractions, whole numbers
represented in the would need so that the answer to the Equivalent fractions are and mixed numbers
"equal" fractions; they are
mixture by Cuisenaire everyone in the class question with the class. different fractions that name should be written on the
rods. This activity will received a slice of pie. At Allow students to share the same number. “fish.” Students will then
allow students to make a their desks have each their thoughts about “fish” for an addition or
connection between student convert each which problem(s) can be MT/MA: Each student will subtraction sign out of
Cuisenaire rods and part of the recipe to add solved. Help students have one graham cracker. another bucket. Students
The student will break the
their fractional value. the new number of pies understand that the graham cracker into two will then combine their
Students will be the class will be making. denominator must be the equal pieces. The teacher will fractions and operation
encouraged to Bake the pies and see if same for fractions to be ask the students what fraction signs and complete their
experiment to find the the class made enough! added together does one of the two parts of problems.
correct colored rod to (2/apples + 5/apples = the graham cracker
represent. The students
represent the fractions 7/apples). While if the should respond that it DA: Students that have
found on their recipe denominators are represents 1/2 of the graham difficult with fine motor
cards rather than using different, the fractions cracker. The class will skills may have larger
multiple rods to cannot be added continue breaking the cracker “fish” to catch.
represent that fraction. together (2/apples + and making new equivalent
fractions.
5/oranges = ?).
WEEK 21
Adding and Test Review Math Test 5 Adding and Adding and
Subtracting Fractions Subtracting Decimals Subtracting Decimals
MT/MA/GA: You need MT/R: Students will write E: The teacher will orally MT: The teacher will MT/G: The teacher will
enough note cards for their own number test the students on explain that the prefix give pairs of student’s
each person in your sentences and challenge number sentences. On deci- means “tenths.” sets of 18 cards with nine
class to have one. On their classmates to solve a written test the Have the students recall pairs of equivalent
half of your 3 X 5 note them. Students will do a students will complete the meaning of tenths. fractions and decimals.
cards write an unlike review of adding and 10 addition and 10 Explain that decimals Have pairs play the
denominator addition or subtracting fractions and subtracting fractions means “based on game Concentration. The
subtraction problem. On decimals. problems. Students will tenths.” object is to find pairs of
the other half of the note also write the step-by- cards with fractions and
cards, write the HW: The teacher will step procedure for one MT/SS: Explain that in decimals of the same
corresponding common provide a review sheet fraction equation. the US, England, and value.
denominators to the for students to take most other English-
problems on the other home and study. speaking countries, a MT/R: Review the
half. In random order, decimal point is used to distinction between
hand out the note cards separate ones and comparing and numbers
and have the students tenths. But in many and ordering numbers.
find their matching other countries, a Ask students to explain
partner and work the decimal comma is used how the two skills are
problem out. instead. For example, related.
we write the decimal for
3/10 as 0.3. In France, DA: Advanced students
people write 3/10 as 0,3. can write a story about
In countries that use the how the two skills are
decimal comma, a point related.
is used where we use
commas. For example,
we write 53,168. People
in France write 53.168.
WEEK 22
Adding and Adding and Adding and Adding and Adding and
Subtracting Decimals Subtracting Decimals Subtracting Decimals Subtracting Decimals Subtracting Decimals
MT: The teacher will write MT/R: Review adding MT/W: Have students MT/W: The teacher will MT/MA: Give students a
two numbers in a place- and subtracting two-digit write the steps to be give examples of one- small amount of shaving
value chart on the board. and three-digit whole followed to add and step word problems cream on their desk.
Have students compare numbers. For each subtract decimals in their involving making Write addition and
the numbers. Remind them
problem ask students to journals. Tell students to change. For example, subtraction problems on
to start comparing the
greatest digits and then
give step-by-step use examples in their Tim buys a pie for $6.79. the board. Have students
work right to compare the instructions on how to explanations. He pays with a ten-dollar use their finger to write
other digits if needed. add or subtract, bill. How much change the problems in the
Repeat with three numbers including which place to MT/MA: Give students should he get back? shaving cream and then
to order from least to begin, when to regroup, $10.00 in play money to Have students solve solve. Students can
greatest and from greatest and how to check the buy lunch. Have each problem by easily erase and do other
to least. Explain that answer. Tell students students choose lunch counting up from the problems.
students will use the same that they can add and items from a menu and cost of the purchase to
methods to compare and subtract decimals just find the total cost of the the amount paid. Have HW: Over the weekend
order decimals. like they add and order. Then have them students write their own have students find
subtract whole numbers. round the total cost to word problems involving examples of using
MT: Draw two large
columns on the board and
the nearest dollar and making change. adding and subtracting
label one Addition and the MT: Some students may find 1/10 of that amount Students may exchange with decimals. Such as at
other Subtraction. Ask have difficulty lining up for the delivery fee. papers to see if their the grocery store.
students to brainstorm digits to add or subtract Students add the classmates can solve
words and phrases related decimals. Have amount to the total their equations. Some
to each operation. Then students write the costs. Then have problems may be shared
write addition and numbers for each students subtract to find on the board for the
subtraction sentences and problem in a place-value the amount of change entire class to solve.
ask students to use the chart. Then add or they should receive.
correct terms to describe subtract from left to right. DA: Learning disables
each part of the sentence.
Remind students to write students will be able to
the + or – sign on their use smaller amounts of
charts for each problem. money for their
problems.
WEEK 23
Adding and Currency Currency Currency Currency
Subtracting Decimals
MT/G: Introduce the MT/SS: Explain to MT/G/GA/MA: Divide MT/MA/A: Have MT/MA/W/DR: Have
following “game” to the students that each the class into small students design their students write “scripts”
class: Alice is trying to society has their own groups and distribute own piggy banks. Each for other students to act
create different sums by form of currency. Use play money. Write 35 student should place a out at the school store.
moving the decimal points
pictures and physical cents on the board. certain amount of For example:
in two numbers, 236 and
89. To keep the number of
examples to show Have students make as money, less than 1 dollar Customer: I would like
possibilities reasonable, students. Explain that many different into their piggy banks. to buy the most
the constraint is added that currency can be coins, combinations of coins Tell students to write expensive item you have.
she can only place the bills, or a combination of that equal 35 cents as clues that describe an Sales Clerk: That’s the
decimal point just before, both. Have students list possible. The first group amount of money. For poster paper. It costs
between, or just after the our currency. Have to make to most example: There are four $2.50. How much money
given digits. Zeros may international students combinations of coins coins inside my piggy do you have?
then be added so long as explain the currency correctly scores 1 point. bank. The value of the Customer: I have $2.00,
they do not change the from their home country. Repeat the activity with coins is 55 cents. Three is that enough?
value of the number. Here Ask for volunteers to other amounts of money coins are the same. One Sales Clerk: No, you
is her work so far
bring in forms of foreign less than 1 dollar. coin has a value greater need another 50 cents.
a. 236+89=325
b. 23.6+8.9=32.5
currency to show to the than a dime. What’s in
c. 23.6+89.0=112.6 class. MT/MA/R: Provide real my piggy bank? (1 DA: Advanced students
d. 23.6+0.089=23.689 or play coins to reinforce quarter, 3 dimes) Display will watch the skits
Bill says that the 0 added MT/MA/A: Have coin names and values. the piggy banks and carefully and write down
in problem c is alright, right students design their Ask students to identify their clues around the a corresponding word
the 0 added after the own currency. Require a coin and write its classroom and allow problem.
decimal point in problem d that they make at least value. Then guide students to guess the
does not fit the rules. Why 10 pieces of varying students to model coin answers.
is Bill correct? Bill says that amounts. Students may “equations,” such as 2
Alice could have written the use construction paper nickels = 1 dime.
problem
or even clay to make
23.60+0.89=24.49. Why
does Bill’s problem fit the
their currency.
rules?
WEEK 24
Currency Currency Currency Currency Currency
MT/LA/R: The teacher MT/MA/MO: Have MT/R: Review skip MT/DR: Present MT/A: Distribute store
will read the book students choose a type counting by 10s, by 5s students with this catalogs and flyers to
Alexander, Who Used to of shop they would like and by 25s to enable situation: Suppose I small groups. In each
be Rich Last Sunday by to run. Have them list students to count money have a quarter and I group students cut out
Judith Viorst and discuss five things to sell along accurately and want to buy a sticker for any two items they like,
how much money with their prices. Have efficiently. Then give 5 cents. What happens including prices.
Grandma Betty and students bring in or draw students random groups if I pay for the sticker Students paste their
Grandpa Louie gave to pictures of their items. of coins and bills for with the quarter? Display items into one poster
each boy: one dollar. Students can “buy” them first to sort, then a quarter. Ask students board that lists them in
Have students find three things from the lists at count, and finally record to tell what might price order from least to
different ways to use each other’s shops, with a dollar sign and happen. Focus attention most expensive. Display
only dimes and pennies using play coins and bills decimal point. on the two actions with the posters. Talk about
to show and amount of to pay for them. money (paying with a cost comparisons among
one dollar. Have them DA: Use a number chart quarter and getting items.
draw their coins to show MT/PS: Have students for students who have change back). Have
their work. use play dimes, difficulty skip counting. students use play coins HW: Challenge the
quarters, and dollar bills Students can use to act out the situation. students to make a
MT/R: Provide real or to find as many ways as crayons or markers to Have students model lemonade stand in their
play money for small they can to show $1.50. color-code 5s, 10s, and two different ways of neighborhood over the
groups of students. Have students list the 25s. providing change for the weekend and record the
Have each small group coins and bills for each above problem. Repeat amount of money
list tactile distinctions way they find. There are MT/PS: Mock price tags above steps using exchanged in each
between each coin, such six ways; students can for items students might different amounts of transaction.
as smooth or ridged challenge their buy. Guide them to use money.
edges, and relative size classmates to find all six each price tag as a
and weight. ways. starting point to count up
to the amount paid.
Have them model and
change with play coins
and bills.
WEEK 25
KK SOL M 3.7 Test Review Math Test 6 KK SOL M 3.8 FIELD TRIP 3
Currency Measurement
MT/PS: Have students MT/R: Students will E: The teacher will give MT/W/A: Have the Students will visit a
draw two price tags at practice adding and each child $10.00 of play students create a Native American
random. Have them subtracting currency at money. One at a time measurement book. Tell Reservation. Students
show each amount with the classroom store, this the students will come to them to write a unit of will study the type of
play money, and then will also remind students the classroom store and measure and its currency the tribe used
decide which amount is about adding and purchase 2 items, the abbreviation at the throughout their history.
greater. Repeat with subtracting decimals. students will have to add bottom of the page, and Students will also
three price tags to allow the amounts of the items then draw a measuring observe patterns in the
students to compare and HW: The teacher will they purchased and then tool marked in inches. tribe’s artwork and quilt
order the money provide a review sheet subtract it from $10.00 Ask them to draw some work.
amounts from least to for students to take and tell the teacher the objects that are longer or
greatest, or greatest to home and study. amount of change they shorter than an inch and
least. should receive. On a label them accordingly.
written test there will be Have students add
MT/MA: Have students 10 addition and 10 pages about certain
use play coins and bills subtraction problems units of measure to their
in any combination. Then with decimals. Students books each day.
challenge them to find will also write the step-
another combination of by-step procedures for MT: List the following
fewer coins, or bills and one decimal equation. vocabulary words on the
coins, that show a board:
greater amount than the DA: Provide place value Standard/Customary
first combination. charts for student who Units, inch, foot, yard,
have difficulty lining up and mile. Have students
decimals. write definitions and
draw examples of each.
WEEK 26
Measurement Measurement Measurement Measurement Measurement
MT/SS/MA: Tell students MT: List the following MT/LA/R/W: The MT/MA: The teacher will MT/W/S: Explain to the
that ancient Babylonians measurements on the teacher will read aloud have samples of students that the human
and Egyptians measured board: Inch, foot, yard, to students Twelve containers for each unit of body contains 40 quarts,
lengths with the forearm, and mile. Have students Snails to One Lizard by capacity. Index cards will or 10 gallons of water.
have the words, cup, pint,
hand and finger. Our list and draw pictures of Susan Hightower. The Have students write
quart and gallon written on
customary measuring items that would be book describes how a them, Students will take
about the size of
system includes units measured by each unit. bullfrog teaches animal turns matching the labels containers that could
from these cultures, as equivalents for to the containers. hold 40 quarts, or 10
well as Roman, Anglo- DA: ESL students or customary measures. gallons of water.
Saxon, and Norman- students who have Have students think of MT/W: Students will create
French units. The moved from another three every-day objects a punch recipe that will MT: Explain to students
ancient “digit” has country may only be that measure about an make a total of 4 pints. that not only length,
become the “inch.” Have familiar with the metric inch, a foot, and a yard. Then they will make up width, height, and
students make up their measurements. Provide Have them write a story word problems using their capacity can be
own unit and measure comparisons for these about the lengths of their recipe. Students can measured but also the
present recipes and
using their unit. students. objects. weight of items can be
problems for classmates to
solve.
measured. Introduce the
MT/MA: Have students MT/MA/MO: Take the MT: Explain to students following vocabulary
measure the same class outside. With that not only length, MT/MA/A: Students will words: ounces, pounds.
objects they did with yardsticks, have width and height is make a “Gallon Man” to Have students define the
their own units but this students measure the measured but capacity show each unit of capacity. terms and draw pictures
time with inches. When length of the sandbox. can be measured. The body is the gallon the representing each
students have completed With a 1-foot ruler have Introduce the following arms and legs are quarts vocabulary word.
measuring, they should students measure the terms: Cups, pints, then two extensions off the
record the width of the slide. Take quarts and gallons. arms and legs those are
measurement. Students students to the track. Have students define pints then two extensions
off those each one is a cup
may wish to draw Explain that four laps and draw pictures as
add a head for fun and
pictures of their objects around the track is equal examples. you’re done!
and describe how they to one mile, see how
measured them. many students can run
the mile.
WEEK 27
Measurement Time Time Time Time
MT/MA: Have students MT/SS: The teacher will MT/MO/DR: Write times to MT/A/MA/G: Have each MT/G: Play "Time Tic-Tac-
lift items that way ounces discuss early clocks such the hour from 1 o'clock to student make a paper Toe." Prepare blank tic-tac-toe
as the sundial and the 12 o’clock on index cards plate clock face. Using a grids and duplicate these for
(such as a spoon) and the students. Print Grid Have
items that way pounds hourglass. An hourglass and a number from 1 to 12 brad fastener, attach tag
students write in times on the
takes a set amount of time on a tag board square. board or construction
(such as a potato) to hour. (The degree of difficulty
for the sand in the top Place the numbers 1-12 in paper hands to the center can be adapted as the
allow them to feel the glass to run to the bottom. a large circle to form a of the plate. These clocks
difference, students progress.) Display a
Today small hourglasses clock face. Children sit can then be used in clock showing a time. If the
are used in cooking and around the clock. Give 12 various reinforcement student has that time written
MT/SS: Explain to games. A sundial uses the children each a time card activities. For example, as on his/her game board,
students that miners who shadow of its blade to tell to keep facedown. Two the teacher calls out a he/she may cover it with a
went to Canada in the time. As the sun moves, so volunteers, one taller than time, the students show marker. The first person to
1898 Gold Rush had to does the shadow, showing the other, stand in the the correct time on their complete a row horizontally,
the approximate time. center of the clock. Ask: clocks. This activity can be vertically or diagonally wins.
bring one years worth of
supplies. Suggested Students will discuss the Who should be the minute adapted to a team game.
MT/LA/R/A: The teacher will
items included 200 lb types of clocks we use hand? Why? (the taller Divide the classroom into tell the students that time is
now, digital and analog. child because the minute teams. When the teacher also measured in days,
bacon, 400 lb flour, 85 lb
hand is the long hand.) calls a time, the first months and years. Share the
dried fruit, 35 lb rice, 25 Where should the taller person to correctly display following poem with students
lb fish, 15 lb vegetables, child point to show 1 his/her clock gains a point to help them remember the
50 lb oatmeal, and 50 lb o’clock? (to 12) Where for his/her team. number of days in each
dried potatoes. Have should the shorter child month:
students list a food they point? (to 1) Children take DA: Some clock faces Thiry days hath September,
eat and find or estimate turns holding up their index could be pre-made for April, June, and November;
All the rest have thirty-one,
its weight. Guide them cards. Students tell where students who have
Excepting February alone,
to estimate how much the children representing difficulty with fine motor And is has twenty-eight days
would be needed for one the hands should point to skills. time;
year. show that time. Repeat the But in Leap Years,
activity until all children February has twenty-nine.
have a turn to show the Have students work together
time. to construct a calendar for
each month of the year using
the poem to help.
WEEK 28
Time Time Temperature Temperature Temperature
MT: On the board the MT: Have the students MT/CM/A/MA: Have MT/MA: Ask students if MT/MA: Ask children to
teacher will draw a set of find the number of students share that they today's temperature is above repeat the four seasons
or below the freezing point.
3 or more clocks minutes in one hour. know about temperature. After several demonstrations, in order; do it
showing different times Then have them What does temperature assign different pairs of continuously several
to the hour, half-hour, complete the following tell? (how hot or cold it students to record the times to help children
and quarter hour. Have equations: is) Suppose it is 50° F temperature on a daily basis comprehend the idea
the students use 1 hour = (60) minutes and share their findings with that the seasons cycle.
outside, how might that the class. Display the
different ways to write half-hour = (30) minutes feel? (Cool) Have thermometer record sheet Explain that today we are
and say the correct times 120 minutes = (2) hours students cut out and each day. Together, look for going to investigate the
shown on each clock. 3 hours = (180) minutes color their own large- patterns over time. different temperatures of
Have students draw their scale thermometers in water in the different
own set of clocks and DA: Advanced students both Celsius and MT/LA/W: Have children seasons. The students
exchange them with will also have problems Fahrenheit. Have the write a diamond-shaped are to first look at the
partners to write the involving how my hours students’ mark freezing poem about thermometer and find the
correct times in different are in certain amounts of point and boiling point temperature. Explain to temperature to the
ways. days. on each thermometer. children that the first line closest degree. Next, the
Discuss with students of the poem is the one- students are to take their
MT/W: Students will MT/LA/R/W: The how the two compare. word subject of the paper thermometers and
choose an activity they teacher will read aloud These thermometers poem. (For example, color it so that it looks
usually do during an to the students the book can be used throughout wind.) The second line just like the real
A.M. time and one they Clocks and More Clocks the unit. consists of two thermometers.
do during a P.M. time. by Pat Hutchins, a story adjectives describing the Finally, the children will
They will list each activity in which Mr. Higgins MT/LA/R/A: The teacher subject (cool, gusty). glue their paper
and write the time that discovers that clocks will share the following The third line contains thermometer to the
they do it. They will show time passing. poem with the students: three verbs telling what season worksheet.
draw a clock face for Students will draw clock 30°C is hot, the subject does (blows, Students will then color
each time. faces to show five times 20°C is pleasing, sweeps, howls). The in the rest of the picture
mentioned in the book. fourth line expresses, in until teacher tells them to
10°C is not, and
They will write the times two words, the writer's move to the next center.
using numbers. 0°C is freezing! feelings about the
Have students draw subject (wonderful wind).
pictures of activities that The last line repeats the
might be done outdoors first.
at each temperature in
the poem.
WEEK 29
KK SOL M 3.10 Test Review Math Test 7 KK SOL M 3.12 KK SOL M 3.12
Temperature Geometric Concepts Geometric Concepts
MT/MA: Using a variety MT/R: Have students E: The teacher will give MT/W: The teacher will MT/R: The teacher will
of thermometers practice measuring an students 2 items to introduce the following review the vocabulary
students will take the objects length, and measure, in length and vocabulary words: Line, words introduced on the
temperature of different weight. Provide a weight. Students will line segment, ray, angle, prior day. Draw
items, such as a glass of diagram of a “Gallon label the parts of a right angle, obtuse examples of each in
water and a glass of Man” and have each gallon man. The angle, acute angle random order on the
water with ice in it. Have student label his parts. students will be given a parallel, intersecting and board or overhead. Hold
a few students use a Students will practice worksheet with clocks of perpendicular. Students up the vocabulary card
mouth or ear reading both digital and different times on it; they will use their math books for each and have a
thermometer to take analog clocks. Students will record the correct to find the definition of volunteer match each
their own temperature. will review reading times. The students will these words and term to its picture.
Discuss how on average Celsius and Fahrenheit also be given a time and examples of each
the human body has a thermometers and required to draw the vocabulary word. MT: Have students find
temperature of about drawing pictures to hands on the clock in the examples of angles in
98.6 degrees represent various correct positions. MT/MA: Using a the room. They can use
Fahrenheit. Review temperatures. Students will read both geoboard and rubber the corner of an index
what boiling point and Celsius and Fahrenheit bands have students card to compare them to
melting point are. HW: The teacher will thermometers and draw make a right angle, an right angles. Have
provide a review pictures to represent the obtuse angle and an students list and classify
worksheet for the temperature. acute angle. Then have each angle as a right
students to take home. students make parallel angle, an obtuse angle,
lines, intersecting lines or an acute angle.
and perpendicular lines.
DA: Students that have

difficulty with fine motor
skills may work with a
partner.
WEEK 30
STANDARDIZED TESTING
WEEK 31
Geometric Concepts Geometric Shapes Geometric Shapes Geometric Shapes Geometric Shapes
MT/A/T: The teacher will MT/CM: The teacher will MT/MA/GA: The teacher MT/A: The teacher will MT/PS: Students will use
show the students how invite students to name will display cutouts of introduce the vocabulary Tangrams (an ancient
to use the drawing and describe shapes plane figures and terms face, edge, and Chinese puzzle using 7
component of a word they know. Have them polygons and ask vertex (vertices). polygon pieces) to
processing program. draw the shapes on the students to sort them Students will define arrange given pictures.
Have them create a board. Ask: How many into two piles. The these terms. The Students will name and
picture that contains the straight lines did you use teacher will ask the students will label these label each Tangram
following lines and to draw your shape? Do students to identify items on pictures of 3-D piece.
angles: the shapes have regular and irregular models of shapes.
At least 8 line segments, angles? Discuss polygons. DA: Advanced students
at least 1 right angle, at students’ responses. MT/A/PS: The teacher will write riddles about
least 2 obtuse angles, MT/LA: Have students will show a picture of the the Tangram pieces and
and at least 2 acute MT/A: Have students write riddles to describe entrance to the Louvre try to get other students
angles. Have students define and draw polygons. (Example: I Museum in Paris, to create their shape.
print their drawing and examples of the am a six-sided figure, all France. It is a glass
label the angles and line following words: Plane my sides are equal, what pyramid made of 673
segments. figures, polygons, am I?) Students can panes of glass. Have
regular polygons, and share their riddles with a students identify shapes
irregular polygons. partner and see if they and angles that they see
can guess the correct in the picture. Have
answer. students identify the
number of faces, edges
and vertices the pyramid
has.
WEEK 32
Geometric Shapes Geometric Shapes Organize Data Organize Data Organize Data
MT: Have students draw MT/MA: Have students MT/MA/MO/S/A: Take MT/CM: Discuss the MT/MA: Give one
a floor plan of their carefully unfold empty the class on a nature words data and survey counter to each student.
house or the school. cereal boxes and walk. The students will as a class. Ask students Tell students that they
Have them label describe the different collect objects (pebbles, if they have ever taken will use the counters to
geometric concepts shapes and concepts leaves, pinecones, part in a survey – an show their answers to
including line segments, they see (line segments, rocks, feathers, grass, organized way of asking various questions.
right angles, obtuse angles, squares, seeds, etc.) found along questions t many Designate one desk for
angles, acute angles, triangles, etc.). The the way and bring them people. Invite them to YES votes and another
parallel, intersecting and students can try to refold back to the classroom. share their experiences. desk for NO votes. Have
perpendicular lines. the cereal box. Repeat Sort and classify them Explain that the data, or students place their
Next have them label with different boxes. Tell on a floor graph (object information collected in a counters on one desk or
geometric shapes students that an graph). Discuss the survey can be presented the other to show their
including plane figures unfolded flat figure that similarities and in many forms: numbers, answers. Record and
and polygons (regular can be folded into a solid differences within each pictures, charts, or discuss results.
and irregular). figure is called a net. group. Order the sorted graphs.
groups according to MT/R: Have students
MT/LA/A: The teacher MT/A: Have students list attributes (size, shape, MT/LA/R/PS: Read practice making and
will read the book A grocery store items that color, etc.). Compare the Harriet’s Halloween reading tallies by
Cloak for the Dreamer come in the shape of number of objects in Candy by Nancy L. counting classroom
by Aileen Friedman in spheres, cylinders, and each group as a Carlson aloud. objects, such as books
which a tailor’s son, rectangular prisms. counting activity. Re- Brainstorm ways to sort on shelves or words in a
Misha, makes cloaks Have students draw and classify the groups into and classify the candy sentence. Reinforce how
from circles, leaving label the picture with its living and non-living Harriet got. Help to make four vertical
gaps. When Misha’s name. Place some of objects. students list questions tallies, then cross the
father and brothers cut these for a survey related to four with the fifth tally to
the circles into DA: Students who the book. Ideas might form groups of five. Have
hexagons, their cloaks cannot join the class on include: favorite candy, students exchange
have no gaps. Have the nature walk due to best hiding place, papers and practice
students draw and physical problems may favorite costume, or best counting each other’s
compare circles and use the computer to time for a sweet. Have tallies.
hexagons. Have them search for pictures of students conduct the
describe why Misha’s objects. survey, present the data,
father and brothers had and discuss the findings.
no gaps in their coats.
WEEK 33
Organize Data Organize Data Probability Probability Probability
MT/CM: Use vocabulary MT/R: Ask students to MT/MA/A: Provide MT: Introduce the term MT/MA: Using
cards to introduce the recall plotting points in a students with weather, outcome. Define construction paper have
terms range, median, coordinate grid. To plot sports and travel sections outcome as a result, students design a
mode and mean. means to place or locate of newspapers, and a large what “comes out.” number cube with one-
sheet of construction
Demonstrate with something in an orderly Present the expression digit numbers with three
paper. Have students cut
pictures and models the way. Introduce the terms out pictures and
“equally likely.” Explain possible outcomes, each
meaning of each word. line plot, table, descriptions of events that that they have learned of a different likelihood.
Students may confuse pictograph and bar are likely to happen this the terms likely and Have the students’ label
the terms, develop graph. Use pictures as week. Repeat the step equal. Ask them what the cube faces with a
simple mnemonics, such examples of each way to above for events that are they think equally likely number written on tape.
as: mode appears the organize information. unlikely to happen. Tell means. Discuss their (One number on one
most. students to fold their responses; explain that face, another number on
MT/MA/A: Have construction paper in half equally likely describes two faces, the third
MT/MS: Tell students students make a and label one half “Likely outcomes that have the number on 3 faces.)
that musical range is the creative front and back Events” and the other half same probability. Have students identify
“Unlikely Events.” Have
distance between the cover for a graph the most likely and least
students paste their
highest and lowest notes scrapbook. Have them MT/G/GA/MA: Play a likely outcomes. Then
“events” on the appropriate
you can sing or play on make four interior pages side of the paper. variation of Lu-Lu, a have students rule the
an instrument. Have for their book. Have Polynesian probability cube 20 times and record
students stretch out one them make a line plot, MT/R: Explain to students game. With nail data.
hand on a keyboard to table, pictograph and a that probability is the polish, make a set of
simultaneously play one bar graph that represent likelihood that an event will three Lu-Lu stones. DA: Students who
note with the thumb and data in a tally chart. occur. Throughout this unit All stones have one cannot easily cut and
one note with the pinky. they will learn to judge blank side; paint the glue the cube together
Have students count the events as impossible, other sides with one, will have a pre-made
white keys from pinky to unlikely, possible, likely two, or three dots. cube given to them, they
thumb to find their piano and certain. Write the on will just need to fill in the
Players toss all three
the board and compare
ranges. Find the mode stones, trying to numbers.
them to ordinary phrases
and median of the class like for sure, maybe, and score exactly 6 point
data. no way. for a free roll. Chart
the possible
outcomes for a Lu-Lu
toss. Players keep a
running total, trying
to reach 60 first.
WEEK 34
Probability Probability Patterns Patterns
MT/MA/GA: Give each MT/MA: Ask students MT/W/MS: The teacher MT/R/DR: The class will In small groups
pair of students a bag of to look at newspapers will tell the students that read Five Little Monkeys students will take a
M&M’s. Have students or magazines for songs often follow a Jumping on the Bed by tour of the Virginia
count the total number of examples of how pattern of phrases that, Eileen Christelow. As a Capital and learn about
pieces and record. Have politicians, educators, with letters, can be class the students will it’s government from
students count the described as AABA. The role-play the story.
environmentalists, or past to present.
number of candies per teacher will play the Afterwards the teacher
color and record. Predict others use data such “Happy Birthday song” will discuss the
Students who are not
the probability of each as statistics and as an example. Students descending pattern in on the tour will make a
color being chosen from probability. Then have will write new lyrics to the story. The teacher sketch of the building,
the bag. Have students them analyze the use the tune of “Happy will also introduce highlighting geometric
place all the candy back of the information. Birthday,” using the ascending patterns. shapes, geometric
in the back. Pulling one Why did the person AABA. Students may Students will write concepts and patterns
piece of candy out of the use data? What points sing their new songs to definitions for each word within the architecture.
bag, have students were effectively made? the class. down in their notebooks.
record the outcome of 20 Were the data useful?
attempts. Discuss the Did the data MT/W/PS: Have MT/W: Students will
results as a class. students write a word write their own stories
strengthen the
problem that can be that include an
argument? Have solved by finding a ascending or
students provide pattern. Tell them to descending pattern.
evidence to support show part of their pattern Their patterns must
their ideas. that repeats. Students consist of at least 5
can challenge their items.
classmates to solve their
problems. DA: Students that have
difficulty with writing and
hand writing skills may
use a computer to type
their stories.
WEEK 35
Patterns Patterns Patterns Patterns Patterns
MT/MO/DR: Ask two MT/CM: Explain and MT: Give each student a MT/MA: The teacher MT/MA: Make a skip
students (one boy and show them that patterns copy of a 0-99 Chart and places tiles on the count board by cutting
one girl) to come to the can happen in all crayons. Ask students to overhead projector in a slits in cardboard. Using
front and have the girl different areas of life color the numbers that pattern. The teacher number cards 0-99, the
hold a large sheet of wherever we are, inside are called as you skip gives the students a few students are to take turns
paper with the letter "A", or outside; at home or in count by 2’s. Direct minutes to copy the placing multiples of two
and the boy as "B" and school, playing in the students to observe and pattern. Those who wish in the slits. Have each
arrange them in an AB pool or at a playground. report the pattern that to predict and build the student make the
pattern. Explain that it is Ask them to think about results. Note that next step may do so. complete list of twos' on
called AB pattern where they have seen columns are formed The teacher then places paper.
because the letters A patterns and write them when the numbers are the fourth step to the
and B represent when on the board. colored in this counting pattern on the overhead. MT: Teacher slides the
the first pattern changes sequence. Engage While the students are pattern strip from the
to a second new pattern. MT/MO/A: The class will students in a discussion adding steps, the sleeve as the students
(A is one thing, B is sit quietly outside for 30 about this pattern and teacher walks around "read" the pattern. The
something else.) Bring minutes and sketch why it occurs. Repeat by the room and observes. teacher should expose
up several more patterns that they counting by 3s, 5s, 10s, This procedure will be the pattern one object at
students and instruct the observe in nature. etc. repeated adding new a time requiring students
students to arrange patterns. The patterns to re-read the "whole"
themselves in AB are kept very simple at pattern each time.
patterns. Write the the beginning.
pattern that is created on
the board and instruct DA: Some students may
that pattern is something need the tiles on their
that repeats. You will own desks instead of on
label this as AB pattern. the overhead projector.
WEEK 36
KK SOL M 3.14 Test Review Math Test 9 MATH FUN DAY MATH FUN DAY
Patterns
M/MA/A: Students MT/R: Students will play E: Students will identify MT/MA: Students will MT/MA: Students will
measure and cut six a jeopardy game review polygons, line segments, brainstorm their most brainstorm their most
3" squares from one the material that will be rays, right, acute and favorite activities from favorite activities from
of the sheets of covered on the test the obtuse angles on a math throughout the math throughout the year
construction paper. following day. written matching test year and with available and with available
Fold one of the 3" material they will redo material they will redo
squares and draw a HW: The teacher will Student’s will name and the activities. Students the activities. Students
simple design from provide a review read given charts and will also play math board will also play math board
the fold. Cut out the worksheet for the tables. games and math games games and math games
design from the fold students to take home. available on the available on the
leaving a hole in the DA: LD students will be computer. computer.
square. Using the first given a word bank to
square, with cutout identify the given charts
shape as a pattern, and tables.
trace the design and
cut out the shapes Students will answer 3
from the remaining probability questions.
five squares.
Begin by placing one Students will complete a
of the cutout squares given pattern.
in one corner of the
second sheet of
construction paper.
Arrange the
remaining cutout
squares on the paper
in a checkerboard
style. When the
position of each
square is determined,
begin gluing them in
place.
In the blank spaces,
glue the shapes that
were cut from the
squares.
* These standard will be addressed throughout the year.

KK SOL M 3.4
RESOURCES:
Balka, Don. Polyhedra Dice Games for grades K to 6. 1. Palo Alto: Creative Publications, 1978.
Clements, Douglas. Macmillan/McGraw-Hill Math. 1-Volume 1. New York: Macmillan/McGraw-Hill, 2004.
Clements, Douglas. Macmillan/McGraw-Hill Math. 1-Volume 2. New York: Macmillan/McGraw-Hill, 2004.
Greenes, Carol. Houghton Mifflin Math- North Carolina. 1-Volume 1. Boston: Houghton Mifflin, 2005.
"Lesson Plan Center." Teachnology. 2007. 14 Oct 2007 <http://www.teach-nology.com>.
Maletsky, Evan M. Harcourt Math-North Carolina Edition. 1-Volume 2. Orlando: Harcourt, 2004.
Maletsky, Evan M. Harcourt Math-North Carolina Edition. 1-Volume 3. Orlando: Harcourt, 2004.
"Math Worksheets and Lesson Plans- Place Value." The Teacher's Corner.net. 2007. The Teacher's Corner. 27 Oct 2007
<http://www.theteacherscorner.net/lesson-plans/math/numbersense/placevalue.htm>.
R, Linda. "Introducing Multiplication." ProTeacher Archive. 2007. ProTeacher Archive Project. 27 Oct 2007
<http://www.proteacher.org/a/67216_Introducing_Multiplication.html>.
"Reinforcement Lesson in Place Value." The Educator's Reference Desk. 1994. Columbia Education Center's Summer
Workshop. 27 Oct 2007 <http://www.eduref.org/cgi-
bin/printlessons.cgi/Virtual/Lessons/Mathematics/Arithmetic/ATH0019.html>.
Sharp, Vicky. "Math Lesson Plans." Sites for Teachers. 1997. 27 Oct 2007
<http://www.sitesforteachers.com/resources_sharp/math/math.html>.

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LEGEND

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

DAY 11 DAY 12 DAY 13 DAY 14 DAY 15

DAY 16 DAY 17 DAY 18 DAY 19 DAY 20

DAY 21 DAY 22 DAY 23 DAY 24 DAY 25

RV: Have students

DAY 26 DAY 27 DAY 28 DAY 29 DAY 30

Repeat with other equal

DAY 31 DAY 32 DAY 33 DAY 34 DAY 35

DAY 36 DAY 37 DAY 38 DAY 39 DAY 40

DAY 41 DAY 42 DAY 43 DAY 44 DAY 45

KK SOL M 3.3 KK SOL M 3.3 KK SOL M 3.3

DAY 46 DAY 47 DAY 48 DAY 49 DAY 50

DAY 51 DAY 52 DAY 53 DAY 54 DAY 55

W/PS: Have them

DAY 56 DAY 57 DAY 58 DAY 59 DAY 60

DAY 61 DAY 62 DAY 63 DAY 64 DAY 65

DAY 66 DAY 67 DAY 68 DAY 69 DAY 70

DAY 71 DAY 72 DAY 73 DAY 74 DAY 75

DAY 81 DAY 82 DAY 83 DAY 84 DAY 85

DAY 86 DAY 87 DAY 88 DAY 89 DAY 90

DAY 91 DAY 92 DAY 93 DAY 94 DAY 95

DAY 96 DAY 97 DAY 98 DAY 99 DAY 100

DA: Students that have

* These standard will be addressed throughout the year.

Clements, Douglas. Macmillan/McGraw-Hill Math. 1-Volume 1. New York: Macmillan/McGraw-Hill, 2004.

Clements, Douglas. Macmillan/McGraw-Hill Math. 1-Volume 2. New York: Macmillan/McGraw-Hill, 2004.

"Lesson Plan Center." Teachnology. 2007. 14 Oct 2007 <http://www.teach-nology.com>.

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