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Week 1-Math Chart

Jennifer Mink & Sarah Weaver


Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.2 JSSOL SS 3.2 JSSOL SS 3.2 JSSOL SS 3.2 JSSOL SS 3.2
Round Whole Numbers to Round Whole Numbers to Round Whole Numbers Round Whole Numbers Round Whole Numbers to
Nearest Ten and Hundred Nearest Ten and Hundred to Nearest Ten and to Nearest Ten and Nearest Ten and Hundred
Hundred Hundred
GA/LI/PS: The class will LI: The teacher will MU: The class will sing MU: The class will sing MU: The class will sing
discuss the term explain that in order to the song, “Round it the song, “Round it the song, “Round it off”.
estimation. Also, the estimate, one must round it off”. off”.
teacher will instruct what to the nearest 10s or 100s. MA: With the newspaper,
benchmark numbers are. LI/T: The teacher will OL/LI/CC: Students the teacher will show
OL: The class will discuss use the Elmo to explain will read their letters. examples of rounding.
MA/PS/OL: The students the importance of rounding how to use a number
will compare two jars of in comparison to money. line for the purpose of W/PS: The students GA/A/PS: In groups,
jellybeans and discuss why rounding to the 100s will write their own students will find 10
estimation would be used MA/GA: The students will position. definition of estimation examples of rounding in
instead of counting. make a “Paper Chain” and and rounding in their newspapers and
Reasons will be written on number it 30-40, which MA/GA: The class will math notebooks. They magazines. The groups
the board. will be used to help round produce a floor number will also round their will construct posters of
to the 10s position. line using masking tape birth year to the nearest their findings indicating
GA/MA: In pairs the and markers. The 100s. whether the number is
students will be given a MU/LI: The students will number line will be rounded.
bag of chips and asked to listen to the song entitled labeled from 500 to GA/LA: In pairs, the
use a benchmark to “Round it off” 600. students will solve 3 T: The students will be
estimate the total number riddles about rounding, allowed to use the
in a bag of chips. HW: The students will do W/PS: After creating and then they will computers to play
the “Make an Estimate” the number line the create their own riddle. “Rounding to the Nearest
W: Each student will write worksheet. students will write a 10’s, 100’s” and “Math
in their journals how they DA: Manipulative can be letter to a friend about PS: Students will do a Gulf”.
came to their conclusion. used for worksheet. how to use the floor worksheet “The Best
number line. Estimate”.
Week 2-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4
Computing Two and Three Computing Two and Three Computing Two and Computing Two and Computing Two and Three
Digit Addition/Subtraction Digit Addition/Subtraction Three Digit Three Digit Digit Addition/Subtraction
Addition/Subtraction Addition/Subtraction
LI/MO/MA: The teacher MA/MO: Students will GA/MA/PS: One OL/MO: In pairs, the GA/MA/MO: The teacher
will read Anno’s Counting each have 10 marbles. In student will place a students will act out a will have a group of 11
House to the class. Five pairs, the teacher will ask group of pennies on a shopping activity and students come up to help
girls and five boys will be the students to act out 2 desk; another student answer two questions illustrate combining
asked to help act out the different statements given. will place the same from the board asking groups and introduce
story, while the class uses (ex. Partner B gives number in another who spent more and parenthesis.
M&Ms as a personal Partner A two marbles. group. Students will explaining whether it is
illustration. How many marbles does write an addition the same action. LI: The teacher will
each have?) sentence telling how further explain the process
W/PS: The students will many are in total. LI: The teacher will of adding three numbers
write a paragraph in their W: The students will write explain to the class the together.
journals explaining to a 2nd definitions on their LI/OL: The class will different properties of
grader how to decide vocabulary cards and the discuss doubles and numbers. A/W: A group of
whether to add or subtract. teacher will explain doubles plus one. The photographs will be
each.(addends, sum, and teacher will illustrate GA/W/LA: In groups displayed. Students will
GA/OL: As a class, the opposite operation) examples on the board. of 4, students will write write short stories about
students will discuss what stories about a situation the photos including
they have learned about GA/PS/MA: Pairs will GA/MA: Students will in daily life where the addition number
addition and subtraction in invent and play a game play “Double Time!” in order of doing things sentences.
prior grades. with cards numbered 1-12 groups of three. changes the result.
DA: Students can draw involving sums of 20. PS: The students will
pictures of what is done for PS/W: Students will do W/PS: In the same compare their equations to
a 2nd grader. an activity sheet entitled groups the students will feature the Commutative
“Addition, Doubles and work on “Mental Math: and Associative Properties.
Doubles plus one. Order and Zero”
Week 3-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4
Computing Two and Computing Two and Three Computing Two and Computing Two and Computing Two and Three
Three Digit Digit Addition/Subtraction Three Digit Three Digit Digit Addition/Subtraction
Addition/Subtraction Addition/Subtraction Addition/Subtraction
LI/OL/W: The class will LI/OL: The class will OL/LI: Volunteers OL/LI: The class will OL/LI: The class will review
discuss the meaning of review the term regroup. will read their journal discuss the term the term zero.
subtraction and write the homework. regrouping and add it
definition in their A/PS: Students will create a to their vocabulary GA/SS: In groups, the
vocabulary cards. mosaic-type design on grid OL/LI/W: The class cards. students will find the ages of
paper. They will then will discuss the terms ten famous people using their
LI: The teacher will read estimate how many squares estimate and MO/PS: The students birth year.
Zero: Is it Something? Is of each color were used in difference and add it will find the difference
it Nothing? their design. to their vocabulary in their resting and MA/LI: The teacher will
cards. active pulse rates. illustrate how to subtract
GA/MA/W: The teacher LI: The teacher will guide across zero’s using base ten
will do an activity with a the students in learning how MA: The teacher will LI/MA: The teacher blocks.
group of students to help to subtract for digit numbers. use the floor number will illustrate
illustrate zero and line to show how to regrouping by using GA/PS/OL: In pairs students
subtraction, while PS/MA: Students will estimate the base ten blocks. will explain how to do three
students write problems practice subtracting on grid difference in 10 subtraction problems that
on their marker boards. paper, writing each digit in a problems. PS/GA/MA: In pairs, involve subtracting across
separate square, following students will explain zeros.
PS/W: The students will the steps necessary. W/PS: The students regrouping tens and
do a worksheet entitled will do a worksheet hundreds subtraction W: Students will explain one
“Subtraction Rules” PS/W: Students will do a entitled “Estimate using base ten blocks. problem in their journals.
. DA: Write Subtraction worksheet entitled “Subtract Differences”, using
rules out on self-stick Greater Numbers” the Number Sense HW: Worksheet HW: Worksheet “Subtract
paper for worksheet. activity. “Regroup Tens”. Across Zeros.
Week 4-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3
Comparing Greater, Comparing Greater, Comparing Greater, Comparing Greater, Comparing Greater,
Less Than and Equal to Less Than and Equal to Less Than and Equal to Less Than and Equal to Less Than and Equal to
A: The teacher will MO: The teacher will LI: Students will be given MA: Students will be LI/LA: The teacher will
draw comparing pools divide up the class and cards with varying numbers given classroom coins. read The Best Bug
they will become the of apples on them. Money amounts will be
on the board which will Next the teacher will explain
Parade.
have varying amounts inequality of one side placed on the board and
the concept of less than to
being greater than the the students will have to
of fish. the class while they follow E: An activity sheet will
other. She will put the form this amount using so
numbers up on the board
along with a set of short
many quarters and dimes,
be given for the
LI: The teacher will notes. students to organize
and move students around using only nickels and
then use a paper for separate problems. MO: The teacher will put a dimes, etc. their own parade of
crocodile head to model large less than symbol on the animals by sizes. To
and explain the concept GA: Students will be board and place students to LI/LS: The teacher will figure out the parade
of what greater than placed in groups and the right or left of the then use these examples to succession, students
means. given classroom scales. symbol depending on their illustrate the concept of will have to complete
They will be given apple number equality. Though coins inequalities relating to
MA: Students will cut comparative sets and will may be different the the animals.
HW: The students will open
out and color crocodile need to determine which amounts are still the same.
up their math notebooks and
one is greater.
heads. They will use copy down problems for OL/LI: Students will
homework. E: Students will be given
these to determine and E/M: Students will then a worksheet with a jumble
place animal names on
munch the larger school create their own greater of items. They will need the board in the order of
of fish on a worksheet. than questions by using to take each section and the parade. Each student
the objects in their sets to divide them into equal who puts one on the
DA: For students who compare. Groups will numbers. board will share the
have trouble using exchange worksheets to inequality associated
scissors, a precut test out these inequalities. with that animal.
crocodile is available.
Week 5-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3 JSSOL SS 3.3
Using Greater, Less Using Greater, Less Using Greater, Less Using Greater, Less Using Greater, Less
Than and Equal to Than and Equal to Than and Equal to Than and Equal to Than and Equal to
Symbols Symbols Symbols Symbols Symbols
E: Students will be given M: Students will learn a LI: The teacher will PS/L: A chart including CZ: Printed certificates
a matching activity sheet song about greater than, introduce a festival project. all classmates’ names will be given to each
with blank inequality less than, and equal to. will be given with student for managing their
statements. They will CM: Students will work on event.
picking out which events fictional information on
match the statement to the L/PS: Students will be they are over; pie eating the results of events at
correct symbol. LI: The teacher will have
given short passages contest, relays, etc. They will the festival. Students
need to display their a class discussion about
T: While students work and asked to solve will use this how some events win with
methods of determining less
on their activity sheet which symbol each is than or greater than
information to being less than, or the
small groups of students asking for. depending on their event. determine who wins the least amount in
will proceed to the event they are in charge something, and vise versa
computer station and play MO: The teacher will W/M/A: Students will write of. having been greater than
education inequality facilitate a game of a paragraph on their event in something. The teacher
games. and the inequality math will also point out that
“Around the World” involved in it along with
M/R/OL: Students will
using inequalities. organize this there were some ties, or
illustrating it.
CI: A local nurse will information equal standings.
come in and speak on the DA: For students who may numerically, and
importance of absolutely not draw well, clip art is E: The students will then
present the results for
knowing these terms. She available to accompany their take a quiz on all three
will explain how equal each event in class. inequality symbols.
paragraph
dosages and amounts
affect hospital life.
Week 6-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4 JSSOL SS 3.4
Relationships Between Relationships Between Relationships Between Relationships Between Relationships Between
Addition/Subtraction and Addition/Subtraction and Addition/Subtraction and Addition/Subtraction and Addition/Subtraction and
Multiplication/ Division Multiplication/ Division Multiplication/ Division Multiplication/ Division Multiplication/ Division
OL/LI/W: The class will MA: The students will MA/T: The teacher will MA/OL/LI: The class MO/MA/GA: The class
discuss the term fact use snap cubes to model use strips of stickers on the will use a loaf of bread to will use the floor number
family and add it to their addition and subtraction Elmo to illustrate discuss how long twenty- line and physically jump
vocabulary cards. and their similarities. multiplication as repeated four slices would last. backwards from 10.
division.
GA/A: In groups, GA/W: In pairs, the W/PS: In their journals, GA/A: In groups, students
students will create a students will use number GA/MA/W: In pairs, students will make up 5 will create posters with
poster to illustrate fact cards 1-9, and =, +, - to students will use strips of word problems involving number lines illustrating
family of two related write addition and stickers to develop planning meals and division using subtraction.
addition and two subtraction sentences multiplication sentences. repeated subtraction.
subtraction sentences. reusing the same GA/MO: Each group, will
numbers. W/PS: The pairs will then PS/GA/W: In pairs, physically illustrate their
MA/LI: The teacher will explain in their journals students will exchange division sentence by using
relate addition and W/PS: Students will do how they used addition to their notebooks and solve the floor number line,
subtraction problems the worksheet entitled multiply, providing the word problems jumping the spaces
using Big Daddy’s “Relate Addition and examples. dealing with meal necessary.
(candy). Subtraction”. planning.
HW: Students will do the PS/W: The students will do
W/PS: Students will W/GA: As a class, the worksheet entitled, “Model MA/PS: The class will the worksheet entitled,
work at the board, similarities between Multiplication as Repeated use snap cubes to do 10 “Model Division as
finding related facts. addition and subtraction Division” for Homework. division problems using Repeated Subtraction.
will be written on the repeated subtraction. DA: point to the spaces on
HW: Journal entry on board and in their math the number line for
how addition can help journals. physically impaired.
subtract, with examples.
Week 7-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.5 JSSOL SS 3.5 JSSOL SS 3.5 JSSOL SS 3.5 JSSOL SS 3.5
Fine Place Value With Fine Place Value With Fine Place Value With Fine Place Value With Fine Place Value With
Equivalent Fractions Equivalent Fractions Equivalent Fractions Equivalent Fractions Equivalent Fractions
and Use Divided and Use Divided and Use Divided and Use Divided and Use Divided
regions regions regions regions regions
LI/CM: The teacher will A: Students will color MA: Students will be MA/LI: Students will be E: The students will
discuss how equal and pizzas and cut the slices given fraction circles. given fraction strips and take a quiz on equal and
equivalent are related. out. The teacher will explain continue learning the equivalent fractions.
how these are used. common fractions like, ¼,
LI/T: Students will 1/5, 1/8 etc.
MA: Students will work LI: The teacher will
observe a PowerPoint
presentation on this.
with pizzas to discover HW: Students will MA/E: Students will use
bring in pizzas for the
all the pieces make 1 work out of their their strips to go through a students. They will
CM/PS: The class and whole, and individual practice book to form worksheet filling in incorporate the tens
teacher will spend time pieces make less than 1 each of the fractions. equivalent fractions. place, ones place, and a
thinking of sets for each. whole or a fraction of fractional portion. After
These will be put on the the pizza. LI: Students will learn GA/A/PS/M: Students a brief lesson, students
board. overlap today. For will get into pairs and use will be courteous and
LI: The teacher will example ½ pizza = 4 their strips to build only take 2 pieces.
work mainly with slices (4/8) fraction houses. They will
halves, i.e.: ½ pizza, ½ list what fraction portions DA: For students with
they used to build their
of 4 slices, etc. food allergies,
house and mark how
many wholes within each
alternative snacks will
fraction portion were then be available.
used.
Week 8-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.5 JSSOL SS 3.5 JSSOL SS 3.5 JSSOL SS 3.5 JSSOL SS 3.5
Read/Write Decimals Read/Write Decimals Read/Write Decimals Read/Write Decimals Read/Write Decimals
LA/R/LI: The teacher LI: The teacher will work LI: The teacher will LI/LA/CL: The teacher LS/GA: The teacher will
will read Inchworm and a with students and explain introduce the will read Olympic Math. pass out a price list from a
Half. the tenths place. hundredths place. (dealing with decimals local grocery store.
and percents) Students will break into
A/LI: The students will MA/LI: The teacher will groups and pick items off
MA/LI: The teacher
decorate their own pull out the classroom the list for making a salad.
segmented inchworm. money and do examples
will bring out classroom LS: Students will be They will use the prices to
Then the teacher will with plastic dimes pennies and explain that given index cards and figure out how much it
explain that each of these expressed in cents. it takes 100 pennies to will be shown how to would cost to make their
fractions and (Working only with make a dollar. make place value charts salads to the nearest
measurements has a tenths) and write down the hundredth. Students may
decimal value. Students E/L: The students will simple way to use their charts for this.
will label the common LI: Students will be complete a worksheet remember how to make
ones on their worm. taught how to write out converting decimals in something into a DA: ESL students may be
the decimal and will read the hundredths to words percent value. (Students put with advanced
LI: The teacher will aloud through board and words into the should keep these esp. learners for extra help.
introduce students to the examples how they are
decimals. for tomorrow’s activity)
number line for decimals. said. HW/PS: Inspired by the
reading yesterday,
HW: Students will have E: The teacher will give students will be asked to
a short assignment students a worksheet complete an Olympics
including the tenths and about converting puzzle sheet where
the hundredths places. decimal to percent. participants’ times must
be calculated to determine
winners.
Week 9-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.6 JSSOL SS 3.6 JSSOL SS 3.6 JSSOL SS 3.6 JSSOL SS 3.6
Comparing Two Comparing Two Comparing Two Comparing Two Comparing Two
Fractions Fractions Fractions Fractions Fractions
LI/W: Students will LI: The teacher will LI: Students will hear a A: Students will get
follow along with taking W/LI: Students will take have a balance at the riddle about who chews plain wooden blocks in
notes on a handout with notes on comparing and front of class. She will more gum. which they will number
fraction terms such ordering, to become show the students how all the sides 1-6 and
denominator, numerator, familiar with the ¼ L of mercury(secured W/TX: Students will color.
etc. terminology.
containor) weighs more receive a diagram and
R/LA: The teacher will MA/E: Students will have than a ½ L of water. The will fill in the LI/MA: The teacher
read Go, Fractions! laminated number lines teacher will explain appropriate information will call out fractions
passed out. They will be what has happened from text problems. and the students will lay
E: The teacher will give given simple fractions to here. out the full number of
out an activity sheet. compare. Students may MA/PS: Students will blocks or the
Students will take their turn the whole number W/R: Students will go use their individual denominator and turn
highlighters and match the line into fractional through a packet and erase boards to compare over the amount in the
corresponding parts to numbers, like 1/8, 2/8, use their greater than, fractions in a story numerator to make
their fractions. 3/8… less than, and equal to about two roommates fractions.
symbols to indicate who talk on the phone.
what’s the comparison PS: There will be sets
with fractions. DA: Hearing impaired of fractions on the
students can get a board and students will
written copy of the use their blocks to order
riddle the fractions from
smallest to largest.
Week 11-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7
Multiplication of Whole Multiplication of Whole Multiplication of Whole Multiplication of Whole Multiplication of Whole
Numbers Numbers Numbers Numbers Numbers
GA/MA: In groups, LI/OL: The class will MU/W: Students will MA/PS/SS: Students will LI/MA: The teacher will
students will use pictures review the term factors and count and record use a grip paper and explain how many toy
numbers and words to product; they will label the measures of songs using write five 4 letter codes cars she has by putting 10
show each word on a factor and product on the sheet music (they are into the columns. They cars on 4 tables.
poster (array, factors, and board. grouped by four). will decode them.
product) LI: The class will listen
W: Students will write the GA/PS: In groups of MA/PS: With their to “Times Table Blues”
W: Students will write definition on their four, the teacher will number lines, students
the definitions on their vocabulary note cards. instruct the groups to will practice skip PS/OL/GA: Students
vocabulary note cards. team up and the class counting to find the will skip count by tens,
MA/PS: Students will use will answer questions as product of 5X5. name the groups and
A: Students will create their personal number lines to the number of students match the numbers in the
tile arrays with the same to skip step their fingers on in groups and how many MA/LI: Using four patterns, then write
designs. the factors of two. groups in each team. boxes with five rocks. multiplication facts to
The teacher will illustrate match the counting
SS/MA: Using stamps in T/MA/LI: On the Elmo LI: The teacher will use how many rocks she has pattern.
a stamp book the teacher the teacher will use three students and 4 in total.
will discuss quarters to discuss how sports cards. She will PS/W: Students will do a
multiplication using many Rachel has if she has explain that they are LI: The class will listen worksheet entitled
arrays. 2 quarters form 6 states. going to trade their three to “Times Table Blues” “Multiply with 10”
favorite. Discussing how (Specifically the fives
HW: Students will do a many need to be traded. section) S/W: Students will
LI: The class will listen worksheet entitled measure their heart rate
to “Times Tables Blues”. “Multiply with 2”. W/PS: Students will do a W: Journal entry, an way for six seconds and
DA: Pictures can be draw worksheet entitled, to help them remember multiply it by 10.
on definition cards. “Multiply with 4.” the five times tables
Week 12-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7
Multiplication of Whole Multiplication of Whole Multiplication of Whole Multiplication of Whole Multiplication of
Numbers Numbers Numbers Numbers Whole Numbers
MA/LI: The teacher will W: The students will add LI: The teacher will read, PS/S: The students will MA/GA: In pairs,
illustrate Multiplication Factor and Product to their “Amanda Bean’s Amazing make up problems about students will make
with one through the use vocabulary cards. Dream”. weights of objects on the calendars with 10
of 6 bags of marbles each moon and Earth. (gravity weeks; the calendar
containing 1.The teacher LI/OL: The teacher will MA/LI: The teacher will is 6 times more on the will show the total
will illustrate the zero introduce the use of tables illustrate multiplying with earth) number of days in each
property using four in everyday life such as bus three by using water number of weeks.
empty marble bags. schedules. bottles. They will explain
LI/OL:The teacher will
that a hike is about to take
explain multiplication of MA/LI: The teacher
GA/OL: The students OL/PS: The class will place, each of the five 6 using arrays and a story will illustrate
will discuss with a determine the next bus people are going to take problem. multiplying with 7
partner about how to arrival. three. through the use of an
multiply with 1 and 0. MO/PS/OL/LI: In array, repeated
T/MA/LI: The teacher will W: The students will write groups, the students will addition, and objects.
W: The students will use the Elmo and grid in their journal an create a skit to explain
both choose the Property paper to explain a explanation to a younger multiplication of 6. GA/MA/A: In groups
of One or the Zero multiplication table and friend how to multiply with the students will
Property for patterns that can be found. 3. W: The students will creatively make a
Multiplication and make write 3 different ways of poster with the seven’s
a list of examples to W/PS: Each student will HW: The student will do multiplying in their table.
show the pattern. create their own the worksheet entitled, journals and show
multiplication table. “Multiply with 3”. examples with the six HW: The students will
HW: The students will DA: Grid paper will be times tables. do a work sheet entitled
do the worksheet entitled provided if needed. “Multiply with 7”.
“Multiply with 1 and 0”.
Week 13 Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7
Multiplication of Whole Multiplication of Whole Week 14 Math Chart
Multiplication of Whole Division of Whole Division of Whole
Numbers Numbers Jennifer Mink & Sarah Weaver
Numbers Numbers Numbers
Monday
LI: The teacher will read, Tuesday
LI: The teacher will Wednesday
LI/OL/W: The teacher will Thursday
LI: The teacher will read LI/A: The teacher Fridaywill
Day 1
“Each Orange Had 8 Slices”. Day 2
illustrate how to multiply Day 3 Day
introduce the term associative “The Doorbell Rang”. 4 discuss howDay 5 might
an artist
JSSOL SS 3.7 by nineJSSOL
by usingSSboth
3.7 JSSOL SSthe
and commutative 3.7students JSSOL SS 3.7 JSSOL SSor3.7
use multiplication
LI: The students
Division of WholewillNumbers
listen to hands.
Division of Whole will Division
write themofonWhole
their W:Division
The classof will write
Whole division to arrange
Division tiles in
of Whole
Times Table Blues Numbers vocabulary cards.
Numbers The teacher the term division
Numbers on a rows and columns.
Numbers
(specifically
LI/OL: Thethe portion
teacher with
will LI/OL:
LI/T/MA: TheThe
classteacher
will will explain
MA/LI: the steps
Using foodused to W/PS:vocabulary card.
The students will GA/MA: The class will
8).
illustrate how to divide by 2 discuss different
will explain howways to
to divide multiply
cans, The three numbers.
teacher will make a list of three words A:be Students
dividedwill create
into two their
multiply when 9 is the LI/OL: The students will own designs using
with repeated subtraction, by 5 and 10 by using the introduce the special (trio, triple, ext.). Then, use groups each having a
MA: The teacher will bring in factor GA/MA: The students will explore two separate multiplication, division,
equal groups, and
a bug collection of 4related
spiders on Elmo, dimes and pennies. divide rules that
into one uses and
3 groups when will the word
ways to in a sentence
divide using a that paste,
chess board.
and They will
construction
multiplication fact.
a board and explain how many GA: In pairs, students will dividing with 0 and 1.
place 5 cupcakes on 2 plates conveys
model. the idea of equal have
paper. to answer the
legs there are in total. W/A:
play In their
a game journals,
entitled, and give it to each group. groups. problem; 16 pieces are
MA/GA: Twelve students students will
“Coloring Counts”.write or LA/MO: In groups the LI/MA: The teacher will MA/LI: in twoUsing
rows.counters,
How many the
will
A: Thegostudents
to the front and the
will make two draw pictures describing students
W: In theirwill act out
journals, each MA/LI:
illustrateUsing
how torepeated
divide pieceswill
teacher areillustrate
in each arow?
spiderswill
class outhelp them divide
of Styrofoam balls how toThe
W/PS: divide 35 bywill
students 5 and examples
do group of dividing
will explain how many subtraction
using snap and making
cubes. multiplication problem.
and pipe cleaners
into pairs. to illustrate the worksheet
70 by 10. entitled, cupcakes there
with 1 and 0. are and their equal groups the teacher Then the teacher
MA/LI: Usingwill show
teddy
16 legs. “Multiply by 9”. process. HW: The students will do how to make
will illustrate how to divide grahams, the teacherit into a
W: The students will write a MA/PS: The teacher will A/PS: Students will “The3Meaning
using and 6 of division problem.how to
will illustrate
GA/MU: The students
word problem in theirwill HW:
createThe studentsinwill
lightning the HW:
makeThe up students
10 food will do the Division” worksheet.
labels divide by 4 and 8,
work together to find the create a table that has a odd numbers of “Multiply W: Journal Entry about a
journals that can be solved classroom by flickering that indicate 2 servings MO: The teacher will while the students use
number of bars in must needed column with the factors of Three Numbers”. DA: Snap cube will be description of how to use
using
to writedividing by 2.tune with the
out an 8-bar ninelights; the students
and a column for the and 1 serving. They will present a simple swing their own teddy
multiplication to find the
provided for HW.
6 verses. will be required
product of nine. to count choose any amount for dance to the class to do grahams.
quotient of 36 divided by
HW: The students will do the seconds that it takes the whole. Then, they (done in six beats). The four.
the worksheet entitled, for the BOOM to come. will use division to find students will determine MA/T: In pairs,
“Divide by 2”. The students will divide the amount of each how many steps were taken students will play
DA: visual difficulties will the seconds by 5. serving. by division. “Math Scramble”.
be provided with a large
printed worksheet. HW: Students will do HW: Students will do W: Students will write in HW: Students will do
even problems of, page 279 of Division their journals an the odd problems of
“Divide by 5” and Rules. explanation to a friend “Divide by 4” and
“Divide by 10”. about how to divide by 3 “divide by 8”.
and 6.
Week 15 Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7 JSSOL SS 3.7
Division of Whole Numbers Division of Whole Division of Whole Division of Whole Division of Whole
Numbers Numbers Numbers Numbers
LI: The teacher will read LI/OL/W: The class will LI/OL/W: The class will LI/SS/W/ PS: The MA/GA/LI/OL:
“17 Kings and 42 discuss the meaning of discuss the meaning of the teacher will explain Multiplication and
Elephants”. the word operation and term number sentence and Profit dividends and Division PARTY!!
write it in their write it in their vocabulary use small numbers to
MA/LI/PS: With gems and vocabulary note cards. note cards. present a dividend
rings, the teacher will situation.
illustrate how to divide by 7 W: The students will list LI/MA: The teacher will
and 9, while the students chores they do at home introduce the Four-Step LI: The teacher will
practice with their own that suits a problem using procedure to solve explain how to use a
gems and rings. addition, subtraction, problems using number multiplication table to
multiplication or division. sentences. divide.
PS/W: The students will
create their own baseball W/GA/PS: The student PS/LI: The teacher will PS/MA: In pairs,
problem that involves will write a story problem then guide the students in students will use
dividing with nine (9 and trade it with their solving a number sentence multiplication tables to
innings, 9 players, ext.) partner, who will have to problem. answer the questions in
decide what operation to “Divide Using a
MA/T: The class will play use and solve it. W: In their journals, Multiplication Table”
“Fridge Magnets”. students will write a word
HW: Students will do the problem that can be solved W: In journals,
W/PS: The students will work sheet entitled by writing a multiplication students will write a
make their own quiz and “Choose the Option. sentence. division fact and how it
answer sheet, with division is related to a
problems using 7 and 9. multiplication fact.
Week 16-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.8 JSSOL SS 3.8 JSSOL SS 3.8 JSSOL SS 3.8 JSSOL SS 3.8
Story Problems Story Problems Story Problems Story Problems Story Problems
LI/CL: The teacher will LI/S/SS: Students will CI/LI: The local cabinet MA/GA/PS: The PS: Students will try
point out that everyday watch a video about the maker will come in and teacher will bring in and solve the teacher’s
life is full of math. The world around them and explain why he must use uncolored game boards master math problem to
teacher will read aloud the magical world of math everyday to get his for today’s lesson. figure out a classroom
measurements just right
a story called Bamboo math. Students will color it mystery.
and what kinds of math he
Hats and a Rice Cake does.
and break into pairs.
See if students can find LI/LS: The teacher and Students will have to E/PS:There will be a
the math problem in the class will work through MU/MO:Students will answer math questions test on story problems.
story, guide them if some basic story learn the math operation based on a story to Students may use any of
needed. problems together, song to the tune of the move along in the the methods we’ve used
identifying each of the hokey pokey. game. in class but must show
A/W/M: Have students operations present and all of their work.
write a sequel to the the math involved. LI/HW: The teacher will T: Students will be
story in which the do an example on the working with a math No homework for the
number and type of LA/W: Students will board of what an program on the weekend!
illustrated story problem
gifts offered to the write a journal entry computers in the center
looks like and will have
statues are different. about 3 everyday things students start a worksheet
today, and printing out
Also, have them write or event that would on their own. the problems they have
and solve their own involve math, and at worked on.
math problem. least 2 separate DA: Disabled students can
operations. learn alternative hand
motions for the song,
instead of singing and
dancing.
Week 17-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.8 JSSOL SS 3.8 JSSOL SS 3.8 JSSOL SS 3.8 JSSOL SS 3.8
Decimals Expressed As Decimals Expressed As Decimals Expressed As Decimals Expressed As Decimals Expressed As
Tenths Tenths Tenths Tenths Tenths
LI: Students will have a GA/R/OL/CM: MA: Students will have A/PS: Students will HM/E: Students will
review of reading and Students will be broken practice exercises with have a coloring math work on a review sheet
writing decimals. into groups of 3 and their base ten blocks. blaster worksheet. while the teacher
each given a different Students can only blast individually has
MO/HW: The teacher Olympic event’s times HW/PS/R/LS: Students (color) aliens that total students be assessed
will use a pocket chart for different years. One will be given copied inside a decimal with using the pocket chart.
to go more in-depth student will be the menus from a Chinese the tenths place higher
with decimals as tenths. recorder; one will be the restaurant. Students will than 4. MO/MA/S/LS:
Students will come up reader, and one the need to fill orders by Students will proceed to
and place the whole presenter. All will work adding the right items LI/T: The teacher will a “lab” station in groups
numbers, decimal point, to find the fastest time, together and totaling the review rounding to the of 4 reading
and tenths place digit in and by how much to right amount for the nearest tenth. Students measurements to the
the correct spots. Each present in class. bill. will have access to an nearest tenth of a ml
student will have a approved website to and gram and also using
chance, while the class HM: Students will have DA: Any students with compute runner’s times rulers to measure string
works on practicing worksheets to complete learning disabilities in the Chicago to the nearest tenth of a
writing numbers with a with simple decimal such as dyslexia will Marathon rounding to cm.
hundreds, tens, ones, addition and subtraction have the desired items the nearest tenth of a
and tenths place. problems. highlighted, so they second.
merely focus on
numbers.
Week 18-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.9 JSSOL SS 3.9 JSSOL SS 3.9 JSSOL SS 3.9 JSSOL SS 3.9
Counting Bills and Coins Counting Bills and Coins Counting Bills and Coins Counting Bills and Coins Counting Bills and Coins
MA/A: Students will LI/OL/W: The class will MA/IL: The teacher will LI/OL/W: The class will GA/MA/A: In small
draw a 3-column place review the symbols and display cutouts of money review the coins half- groups, students will use
value chart labeled terms dollar sign and to help explain how to dollar, quarter and nickel coin/ bill sets and grocery
dollars, dimes, and decimal point, they will sort money and find the and write them in their advertisements. Each
pennies to help write the add these terms to their value using decimals and vocabulary note cards student will select a
amount of money given vocabulary note cards dollar signs. with a picture. grocery item and then
by the teacher. with a picture. model the cost of that
MA: In groups, students MA/PS: Students will item using the fewest
MA/LI: With the use of LI: The teacher will read will create charts with play shopkeeper with number of coins and
real money the teacher “Alexander, Who Used to pictures to illustrate bills half-dollar, quarters, and bills.
will demonstrate how to Be Rich Last Sunday”. and coins with the names nickels. They will choose
organize the money into and values of each. a type of shop and five A/W: In journals, the
their charts to solve word LI/OL/PS: The class will things to sell along with students will draw
problems. discuss how much money GA/PS: In pairs, students their prices. They will different coins and bills
Grandma and Grandpa will practice sorting, then count up enough given by teacher and then
W: The students will gave to each boy. counting and recording money to pay for each tell the total amount and
describe in their journals the amount of money item in their shop with explain how they came to
what they learned about PS/A: Students will find given to them. the least amount of bills that conclusion.
organizing dollars dimes three different ways to and coins.
and pennies. use only dimes and HW: Students will do the PS: Students will identify
pennies to show an “Count Coins and Bills” LI/OL: The class will the amount spent, amount
HW: Students will do the amount of one dollar. worksheet. then review the value of paid and change received
“Value of Money” Then they will draw their DA: Use play money for half-dollar, quarter and from 3 story problems.
Worksheet. coins. HW. nickel.
Week 19-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.9 JSSOL SS 3.9 JSSOL SS 3.9 JSSOL SS 3.9 JSSOL SS 3.9
Comparing and Making Comparing and Making Comparing and Making Comparing and Making Comparing and Making
Change of Bills and Change of Bills and Change of Bills and Change of Bills and Change of Bills and
Coins Coins Coins Coins Coins
MA: Each student will MA/OL/LI: The teacher LI/W: The teacher will OL: The groups will MA/GA: Students will
be given piggy banks. will give each student a introduce the term display their posters to play count it up with a
When a child shows good five dollar bill that they equivalent amounts and the class and talk about partner.
behavior throughout the will have to use to buy a the students will write the the cost comparisons
week the students will cupcake that costs $1.65. term on their vocabulary among items. GA/PS/MA/IL/OL: The
receive money to put in The class will discuss note cards. class will then participate
their piggy banks. how much change they IL/OL: The class will in shopping at a store of
each will receive with MA/IL: The teacher will discuss how to show toys. Students will be
OL/LI/W: The class will their cupcake. illustrate the term coins whose value is assigned different jobs to
discuss the term change equivalent by having the greater than 2 quarters count and compare
and write it on their GA/W/PS: In pairs, students give two and the coins that will be prices. Ultimately buying
vocabulary note cards. students will do the different combinations of used. items with the money
worksheet entitled “Make coins that equal ten cents. they received in their
SS/A: The class will Change” using play MA/GA: In groups the piggy banks throughout
examine the different money. MA/PS/A: In small students will use a bag the week.
designs found on bills. groups, students will cut and play money to count DA: Students will pair up
Then, they will establish A/W/PS: In their out two items from sets of money and with different cognitive
their own design and journals, the students will catalogs and flyers, compare with the other levels to help in process.
value for their bill, which draw the change for including the prices. They groups.
will be displayed on the buying an item that costs will then paste their items
bulletin board. $3.72 and paying with a on a poster from least to W: Journal entry about
five-dollar bill. expensive. combinations of coins
they can think of that
have a value or 15 cents.
Week 20-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.10 JSSOL SS 3.10 JSSOL SS 3.10 JSSOL SS 3.10 JSSOL SS 3.10
Metric and U.S Metric and U.S Metric and U.S Metric and U.S Metric and U.S
Customary Units Customary Units Customary Units Customary Units Customary Units
LI/S: The teacher will A/MA/M: Students will LI/W: The teacher will LI/T: The teacher will A: Students will color-
introduce U.S. make Gallon man and introduce the metric go through uses in the code and create a
customary units see what fits into him. system. Students will metric system and parallel chart of US
regarding length, have handout notes to conversions within the units and the metric
capacity, and weight. HW/LI: Conversion fill in and are to copy metric system. Students system.
sheets will be given out, examples. will view a PowerPoint
PS/E: Students being and the teacher will of common things and E/M: Students will
somewhat familiar with conduct the first few MA/A: Students will their units in metric to complete a worksheet
US units will be given examples. Students will create their own metric give some reference. with a picture and either
the “Reasonable” take home whatever system number line, by its US unit or metric
Inventory comparing problems they don’t gluing together colored GA/MO: Students will counterpart. Students
measurements and finish. train compartments get into groups and will complete the
seeing if what it claims each “car” with its proceed to metric conversions.
is reasonable for the DA: Patterns will be proper metric units. stations where they will
object or material. used to trace and be cut each be asked to T/S/SS: The class will
out to make things compare and personally close with watching a
easier and more use tools to measure short clip of how the
accurate for students. metric units. metric system is very
important, accurate, and
HW: A conversion used in space
worksheet will go home technology.
with students.
Week 21-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.10 JSSOL SS 3.10 JSSOL SS 3.10 JSSOL SS 3.10 REVIEW AND TEST
Measurement and Measurement and Measurement and Measurement and DAY
Estimation Estimation Estimation Estimation
LI: The teacher will W/LA/M: Students will MA/MO: Students will MO/LS: Students will SOL testing day
recap units of create a journal log in use their text book to estimate equivalents Early dismissal
measurement and ask which they detail every measure and estimate with objects previously
verbal questions in part of their morning the perimeter of the set up. For example,
class. routine. They will put class room along with students will estimate
down roughly how long its length and width. how much their
LA/R: The class will each task takes and will textbook weighs or how
read How Tall, How use these figures to E: Students will work many paper clips it
Short, How Faraway. estimate how long it on their own to takes to equal a pencil.
takes for them to get complete an estimation After estimating,
LI: The teacher will ready in the morning. sheet. students will go in pairs
explain the differences and record the real
between rounding and LA/R/L/SS: Students HS/LI: Students will be measurements.
estimation, and give will read a passage on asked to survey their
examples. how the pioneers had to parents and find at least E: A brief quiz will be
be very good at 3 things they estimate. administered.
estimation in order to
survive. DA: With varying home
situations, students will
also be allowed to
survey extended family
or neighbors.
Week 22-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.11 JSSOL SS 3.11 JSSOL SS 3.11 JSSOL SS 3.11 JSSOL SS 3.11
Analyze Area and Analyze Area and Volume Analyze Area and Analyze Area and Analyze Area and
Volume Volume Volume Volume
IL/MA/OL: The teacher W: The students will write PA/T/LI: The teacher LI/MA: The teacher MA/LI: The teacher will
will introduce volume in their journal what they will introduce to the will show the class two show an example of
through definition and learned yesterday about students how to use grid different figures and what they will be
discussion of a finding the volume of an paper through the use of teach the students how constructing today
rectangular shaped object a transparency or Elmo. to count the unit cubes
container and how much and then the volume of SS/S/GA: In pairs, the
space it contains inside. IL/OL/W: The teacher PS/MA: The students both together. students will construct a
will introduce and explain will practice on their house. The house will
W: The students will the term cubic unit and the own grid paper with GA/MA/W: In pairs, have a volume of 8 unit
write this term in their students will add it to their visual help from the the students will work cubes. The students will
vocabulary cards. vocabulary cards. teacher. with unit cubes, a small then construct a building
box and various with the volume of 24
GA/MA: In pairs, the MA/PS: The students will A/MA: The students containers. They will unit cubes.
students will estimate use unit cubes to build will use their estimate using their
and find the number of assigned figures. constructions from the journals and construct W: The students will
cubes that fill different previous day to mark figures with the same then write a comparison
objects on a chart their objects on grid volume. of the two different
worksheet while using paper with colored objects (building and
manipulatives. pencils. HW: The students will house) in their journals.
be required to go home
DA: A translator will be and explain to someone OL: Volunteers will
provided for a child how to find volume, present their models and
who speaks a different they will record the comparisons that they
language. process in their journals wrote.
Week 24-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.12 JSSOL SS 3.12 JSSOL SS 3.12 JSSOL SS 3.12 JSSOL SS 3.12
Drawing Line Segments Drawing Line Segments Drawing Line Segments Drawing Line Segments Drawing Line Segments
LI/MA/W: The teacher GA/MA/LI/OL: In small W: In there journals, W/A/OL/LI: The T/MA: The students will
will introduce the terms groups, the students will students will use the students will add the use the computer to
line, line segment, ray use rubber bands to create words line segments terms parallel, create pictures and
and angle; illustrating different shapes on a and angles to describe intersecting and patterns with 8 line
each on the board. The geoboard and discuss how their shape of choice. perpendicular lines to segments, 1 right angle,
students will write the the shapes are the same their vocabulary cards, 2 obtuse angles, 2 acute
terms on their vocabulary and different. PS/W: The students using pictures to depict angles. After printing
cards with a picture to will do the worksheet each term. The teacher they will color their
illustrate each. SS/A: The teacher will entitled “What’s your will illustrate the terms patterns and depict the
show the students a Navajo angle” meaning.. line segments.
W/PS: Students will be blanket and ask the
asked to write down as students whether there are GA/W/PS/OL: With a LI/A: The teacher will GA/MO/M: In groups,
many line segments and any lines or line segments partner the students will explain that artist’s use students will create a
angles in the classroom found in it. check each others line segments to help dance, where the moves
as they can find. answers and write an draw faces. require movements of
A/OL: The students will explanation out for their angles, lines, and line
LI/OL/PS: The teacher create their own patterns partner about how to do A/MA: The class will segments. They will then
will review what the with yarn and plastic the incorrect answers follow the teacher’s mark their steps out on
various line segments canvas’s. correctly. instruction and create the floor using masking
and angles the class They will display their faces using line tape to depict the
found within the patterns to the class segments and then different line segments
classroom. pointing out each example identify parallel, used
DA: Students will be of the terms. perpendicular and
permitted to physically intersecting lines. OL: The students will
look for line segments. perform their dance for
the class.
Week 25-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.12 JSSOL SS 3.12 JSSOL SS 3.12 JSSOL SS 3.12 JSSOL SS 3.12
Identifying Congruent Identifying Congruent and Identifying Congruent Identifying Congruent Identifying Congruent
and Symmetrical Planes Symmetrical Planes and Symmetrical Planes and Symmetrical Planes and Symmetrical Planes
LI/W/OL: The teacher LI/OL/W: The teacher LI/OL/W: The class LI/OL/W: The class LI: The teacher will
will introduce the terms will introduce the terms will determine the will determine the demonstrate how trace
regular polygon and plane figure, polygon, side meaning of congruent meaning of symmetry figures onto a grid and
irregular polygon and the and vertex. The students and write it in their and line of symmetry determine whether it is
students will add them to will add them to their vocabulary note cards. and write it in their symmetrical by using a
their vocabulary note vocabulary note cards. vocabulary note cards. line of symmetry.
cards. MA/SS/D/GA: In
A/MA/PS: The teacher groups, the students will SS/LI: The teacher will GA/MA/A: In partners,
LI/LA: The teacher will will display a large picture examine building plans tell the students that students will use pattern
read the book “A Cloak of the White House. The for congruent shapes designer often use blocks, paper and
for the Dreamer”. students will be required to and draw their own symmetry in patterns on scissors to establish
find as many plane figures building plans with objects such as; cloth figures with lines of
MA/W: The students will that they recognize. The congruent shapes. and wallpaper. symmetry.
draw and compare circles class will review their
with hexagons in their findings. GA/MA: In pairs, the A: The students will MA/PS: Students will
journals (as a reaction to students will create draw designs of their choose which block
the book). MA: Students will use congruent shapes with own with figures that letters have line of
“Shape Up!” to sort shapes the use of pattern have symmetry, which symmetry and illustrate
W/OL: The class will into a Venn Diagram. blocks, construction will be displayed how they know by
name and describe DA: Students will be paper, and tracing paper around the room. copying them on their
shapes that they know. provided with their own paper and cutting them
They will draw these picture to draw on with W: In journals, students out, then folding them.
shapes on the board and different colors. will list everyday things
in their journals. that have symmetry and
explain how to check
for symmetry.
Week 26-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13
Collecting and Collecting and Collecting and Collecting and Collecting and
Organizing Data Organizing Data Organizing Data Organizing Data Organizing Data
LI/OL: The teacher will LA/LI: The teacher will LI/MA: The teacher will MA/PS: The teacher will LI: The teacher will
explain how to perform a read, “Harriet’s Halloween explain different methods have a bag with 6 explain how to organize
survey of “What is your Candy”. used to research data such counters in it. (4 red, 1 experimental data into a
favorite kind of candy”. as books, magazines, blue, 1 green). The chart, to help with
Through the inclusion of PS/OL: On the board, the journals, internet, ext. teacher will pick a counter predictions.
the class. class will brainstorm ways without looking and the
to classify the candy that GA/MA: The teacher will students will record the GA/PS/A/MA: In pairs,
LI/OL/W: The class will Harriet received and list assign an animal color. After the third pick students will make a
determine the definition of questions for a survey environment to each student they will be required to prediction about how many
tally chart, data, and survey. related to the book. (land, underwater, air). The predict the number of times a spinner will land
Then they will write it on students will be separated counters for each color. on each color. They will
their vocabulary note cards GA: In groups, the class into groups and research the then take turn spinning the
in their own words. will conduct the survey data (height, weight, ext.) MA/LI: Through the use spinner and record it on a
about Harriet’s book. for 10 animals using the of a spinner, (with chart. They will then create
W: In their journals the different methods by going different colors) the a poster to display their
students will write a story OL: Each group will be through different stations teacher will guide data and present the data to
about when a survey would required to present the data (computer, magazine, and students to understand the class.
be used and why. and discuss their findings. library station). what changes the chance
of spinning a particular HW: Students will do the
HW: The students will W: The groups will record color. worksheet entitled, “What
write a survey question they the information that they are the Chances”, problem
desire to be answered by 10 gained on fact cards. W: Students will write in numbers 1-6.
family or friends. their journal how
predictions can help in
everyday life.
Week 27-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13
Interpreting Graphs and Interpreting Graphs and Interpreting Graphs and Interpreting Graphs and Interpreting Graphs and
Plots Plots Plots Plots Plots
CM/LI: The teacher R/LA: (Most of the LI/T: The teacher will LI: The teacher will LS/OL: Students will
will make a list of birth period) The teacher will have a PowerPoint introduce plots and be asked to examine a
dates from the class on have students read and presentation on the explain how they are set of graphs in class
the board. The teacher go through the activity different types of used and are similar to and share their
will explain that there book, Graph games. graphs there are and graphs. interpretations of the
are patterns and their uses. information.
information to be seen GA/MO/W: Students CM/T: The teacher will
in this data. will get into groups and E: Students will be model how to read a CI: An analyst will
collect information given a worksheet of plot, and explain why come in and explain
LI/S: The class will from all the group different pictured they are beneficial. The what he does for a
observe a bar graph of members to be used graphs and they will teacher will pull up the living and why graphs
birthday months. The later in the week. need to identify which classroom groups’ data and plots are beneficial
teacher will explain graphs are being one by one on excel, to society.
what the results are and DA: Gifted students pictured. and show them what
what it means. will be asked to their scatter plot looks HW/L: The class will
organize the like. receive data packets
W/HW: The class will information numerically with information
be assigned definitions and alphabetically. L/W: Students will groupings. Each student
to look up and write in record the results from is to decide what kind
their notebooks. each group of graph should be
made for each set and
will interpret one small
plot.
Week 28-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13 JSSOL SS 3.13 REVIEW AND TEST
Constructing Graphs Constructing Graphs Constructing Graphs Constructing Graphs DAY
and Plots and Plots and Plots and Plots
LI/CM: The teacher LA/E:Refer to your LA LI/CM/T: Students will R: The teacher will read LI/CM: Last minute
will explain and model book report charts. The walk through excel with Tiger Math. questions will be taken.
how a simple graph is stickers line up making the teacher. The class
put together, first by almost a bar chart. The will do a sample log S/E: Students will then E: Students will be
organization and then students will be asked together and pull up a receive short animal tested on the computers.
by construction. to take the current graph. Students become stats. Students will be They will be shown
information and make it familiar with the reviewing line graphs graphs and asked to
A/E: The class will take into a scatter plot program. and asked to make one interpret them. Also
out the birthday showing a single data for the collected animal they will be asked to
information and point for each week. A/E: The lunch orders speeds. They are to input given information
construct a pie graph to will be taken and label everything as well and to produce its
see which birthday W: Students will be students will construct a as illustrate a small graph.
month has the biggest asked to answer several pictograph of today’s picture of the animal
slice of pie. question about their plot lunch order using the under its column.
such as how many main entrees:
E/M: Students will also books were read for hamburger, fish, or HW: Students will
change the fractions of each week, which week chicken. receive all graded
each slice into a were the most books charts, graphs and plots
percent. read?...etc. DA: LD students will to be made into a
have a teacher’s aide or booklet to keep and
teacher helping them. study from.
Week 29-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.14 JSSOL SS 3.14 JSSOL SS 3.14 JSSOL SS 3.14 JSSOL SS 3.14
Experiments with Experiments with Experiments with Experiments with Experiments with
Probability Probability Probability Probability Probability
LA/R/CM: The teacher MA: Students will be GA/MA/MO/L: E: Students will MA: Students will have
will read Betcha! to the given decks of cards Students will play a complete an activity an M&M drawing
class. The class will and asked to record the short modified scrabble sheet of Likelihood. experiment. After
discuss the book. fractions of certain word game in partners. They will determine if recording they will turn
occurrences ie, queens, each event is certain, their findings into a
LI: The teacher will red cards,…etc. M/E: Students will then likely, unlikely, or pictograph and provide
introduce new terms. be asked to count the impossible. the specific likelihoods
LI/MA: The teacher occurrence of each within their bag.
MA: The class will play will explain how letter in the bags. MA/GA: Students will
Mrs. Goodwin’s game probability works and Afterwards they will go through a marble LI: The teacher will
of “Horse Races” to have the class pull out need to complete a chart activity in groups introduce a simple
experience probability. each fraction on the probability of drawing marbles out of lesson on the counting
occurrence she lists. drawing certain letters. a pouch and recording principle.
certain probabilites.
LI: The class will be DA:The teacher will Afterwards they will be HW: Students will
taught how to record walk around helping given the actual complete a worksheet to
probability. students. numbers of what was in determine outfit
the bag and will like the combinations.
first sheet determine
likelihoods.
Week 30-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.14 JSSOL SS 3.14 JSSOL SS 3.14 JSSOL SS 3.14 JSSOL SS 3.14
Give Results of Give Results of Give Results of Give Results of Give Results of
Experiments with Experiments with Experiments with Experiments with Experiments with
Collection Display and Collection Display and Collection Display and Collection Display and Collection Display and
Analysis Analysis Analysis Analysis Analysis
MA: Students will flip S/LI: Students will MO/GA: Students will MO/A/S: Students will E: A short quiz will be
pennies and record refer back to horse break into groups of 3 continue to collect and given.
heads and tails. They races. They will see that and conduct their own organize information.
will discover the 50-50 the probability was not experiment of Posters will be given A/LI/OL:
probability. equal by looking at the probability. Topics will out for groups to Presentations!
numbers stairstep. need to be approved by illustrate and record
CM/LI: The teacher the teacher. In class, their data. Posters
will on the board total T/L: Students will work students will organize should be decorated,
the whole class’ results. at their computer and designate tasks. and each group member
The class will discuss stations today should be prepared to
the results. interpreting probability L/MO: Collection of speak on the project.
results. data will begin.
HW: The students will DA: Students will be
conduct the same allowed to use
experiment with an 8 computers to print out
sided die. clip art.
Week 31-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15
Concrete Objects, Concrete Objects, Concrete Objects, Concrete Objects, Concrete Objects,
Numbers, Tables, and Numbers, Tables, and Numbers, Tables, and Numbers, Tables, and Numbers, Tables, and
Pictures Pictures Pictures Pictures Pictures
OL/W/LI: The class OL: The class will GA/PS: Each pair will LI/OL/W: The class M/LI/ OL: The class
will discuss the word share descriptions of have a bag that contains will discuss the terms will discuss the pattern
pattern and write it in patterns they have seen. solid figures. Both pairs face, edge, and vertex of beats. The students
their vocabulary note will have a chance and write it in their will then make up their
cards. LI: The teacher will feeling each object and vocabulary note cards. own clapping patterns
explain the four-step describing what they and have class mates
M/LI: The teacher will process used to solve feel without seeing it. MA/GA/S: In groups identify and repeat the
illustrate patterns found problems. students will explore patterns.
in songs such as the LI/OL/W: The class nets of solids with the
“Happy Birthday” song. MA/PS/LI: The teacher will discuss the terms use of different boxes. OL/M: Six students
will organize blocks to cube, cone, cylinder, will go to the front of
M/GA: In pairs make four different rectangular prism, MA/PS/W: The the class room and do a
students will create patterns that relate. The sphere and pyramid and students will each be “Pattern Count”
their own lyrics to the class will then add them to their given a rectangular
“Happy Birthday” song, determine with the help vocabulary note cards. prism, cube and MA/LI/: The teacher
using the ABAA of the teacher what the pyramid and they will will use the Hundred’s
pattern. next pattern would be. MA/PS: Students will be asked to explore the chart to help figure out
trace each geometric solid figures and the next number in 5
OL/A/M: The students HW: Students will do a solid, separating them complete a table about different series.
will present their song worksheet entitled by faces. them
to the class either “Find a Pattern. W: In journals, students
through recitation, W: In journals, students HW: Students will do a will make up problems
singing, or poster. will write about worksheet entitled in which finding a
everyday objects that “Explore Solid pattern can be used as a
contain solid figures. Figures”. solution strategy.
Week 32-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15
Concrete Objects, Concrete Objects, Concrete Objects, Understanding Patterns, Understanding Patterns,
Numbers, Tables, and Numbers, Tables, and Numbers, Tables, and Relations, and Relations, and
Pictures Pictures Pictures Functions Functions
LI/OL/W: The class LI: The teacher will LI/A: The teacher will T/A/SS: Students will LI: The teacher will talk
will discuss the explain to the class the explain that there are look up M.C. Escher about numerical
definition of a table and steps required to make a patterns in art. online and in the patterns and show
add it to their table. teacher’s activity books. examples of them.
vocabulary note cards. GA/A/W: In groups the The teacher will display
PS/GA: Together the students will analyze art by Escher. E: Students will
MA/PS/ HS: Students class will make a table famous art pictures. complete a worksheet
will complete a table to solve a problem They will locate the LI: The teacher will filling in the next
recipe table of fizzy about the Field Day patterns found in each introduce patterns sequence in the pattern.
grape juice, with the Parade. art and write it down in
assistance of the their journals E: Students will be HW: The students will
teacher. W: The students will given several Escher create a multiplication
write in their journals A/MA: The students patterns and asked to pattern table.
PS/MA/W: The teacher the steps to creating a will then their own identify what the
will show examples of table. Then, they will artistic pictures that specific objects are.
tables (calendars, create a problem for include patterns using
multiplication tables, another student to art supplies. DA: Students who
ext.). The students will create table for. finish early may
describe the information OL/A: The groups will examine Magic Eye
in each table and HW: Students will do explain their picture to posters/ books
compare and contrast problems 3-6 in the the class and show
them. worksheet entitled, where the patterns can
“Make a Table”. be found.
Week 33-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5

JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15 JSSOL SS 3.15
Understanding Understanding Patterns, Understanding Patterns, Understanding Patterns, Understanding Patterns,
Patterns, Relations, Relations, and Relations, and Relations, and Relations, and
and Functions Functions Functions Functions Functions
R/LI: Students will E: A worksheet with E: A worksheet will be LI: The teacher will
LI: The teacher will
examine numbers and addition on one side given with introduce the missing
introduce division
results in relation to and subtraction on the multiplication and addend and missing
patterns.
eachother. The teacher other will be given for division on each side factor functions.
will explain the basic students to illustrate in of the paper with the
A: Students will make
concept of the middle what middle blank. Students MA/HW: Students will
a division pattern
mathematical relationship the pair will use the middle to be given notecards with
chart.
relationships. has. illustrate and define a examples of these and
definite relationship their answers on the
E: Students will fill
E: Students will go W: Students will write between the pairs. back. Students will
out a worksheet
through a comparison a letter to a friend practice addition and
continuing the
sheet activity. trying to convince A: Students will create subtraction functions.
sequence.
them that addition and a web connecting the
DA: W: Students will subtraction have a related pairs of
take out their graph relationship and define multiplication and
folders and write what that is. division.
paragraphs showing
relationships.
Week 34 Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
SOL TESTING SOL TESTING SOL TESTING SOL TESTING SOL TESTING
Week 35-Math Chart
Jennifer Mink & Sarah Weaver
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL SS 3.16 JSSOL SS 3.16 JSSOL SS 3.16 JSSOL SS 3.16 JSSOL SS 3.16
Recognizing Patterns in Recognizing Patterns in Recognizing Patterns in Recognizing Patterns in Recognizing Patterns in
Numbers and Numbers and Numbers and Numbers and Numbers and
Operations Operations Operations Operations Operations
LI: The teacher will use R/LI: The teacher will LI: The teacher will LI/ W: Review for most Class party and clean up
story problems to read Safari Park and introduce even and odd of class. day!!
demonstrate hidden discuss the patterns and number patterns. E: Students will take a
operations and patterns. operations mentioned in cumulative test on
the book. GA/MA: The students patterns, functions,
LI:Students will listen will play an even/odd operations.
and on the second time W/M: Students will sequence game in class
point out any patterns or make a list of all the in pairs. DA: IEP students may
operations they heard. patterns they read have extra time on their
The teacher will put about. Underneath each HW: The students will tests.
them on the board. they will define what fill in the next 5 terms
relationships these for several sequences
E/M: At their desks patterns have for us. on a worksheet.
students will solve the
problems that were put OL: These will be
on the board. shared aloud in class.
Legend:

A-art

CI-community involvement

CL-cultural literacy and diversity

CM-communication

CZ-citizenship

DA-differentiation/accom

E-evaluation

GA-group activity

L-literacy

LA-language arts

LI-listening

LS-life skills

HS-collaboration with families

HW-homework

M-math
MA-manip. activity

MO-movement/physical activity

MU-music

OL-oral language

PS-problem solving

R-reading

S-science

SS-social studies

T-technology

TX-text

W-writing
Resources:

Anno, Misumassa. (1982) Anno’s Counting House. New York: Philomel/Putnam.

Zaslavsky, Claudia. (1989) Zero: IS IT Something? Is It Nothing? New York: Watts.

Neuschwander, Cindy. (2000) Amanda Bean’s Amazing Dream. Vernon Hill, Ill: ETA/Cuisinaire.

Giganti, Paul Jr. (1982) Each Orange Had 8 Slices. New York: Greenwillow Books.

Hutchins, Pat. (1986) The Doorbell Rang. New York: Greenwillow Books.

Mahy, Margaret. (1987) 17 Kings and 42 Elephants. New York: Dial Books for Young Readers.

Nancy L. Carlson. (1989) Harriet’s Halloween Candy. Ancramdale, NY: Live Oak Media.

Viorst, Judith. (1978) Alexander, Who Used to Be Rich Last Sunday. New York: Atheneum.

Greenes, Carole (2005) Math. Boston, MA: Houghton Mifflin.

Fennell, Francis (2001) Mathematics. Parsippany, NJ: Silver Burdett Ginn

Rosenthal, Arnold (2006) Mr. R’s Songs That Teach. Los Angeles: Sabro Solutions.

Susan, Kramer (2007) Music Dance and Basic Math. New York: Minerva Webwork.

Murphy, Stuart. 1999. The Best Bug Parade. New York: Harper Collins

Pinczes, J. Elinor. 2001. Inchworm and a Half. Houghton Mifflin

Vogt, Sharon. 1996. Olympic Math. GoodYear Books

Stamper, Judith. 2003 Go, Fractions! Grosset & Dunlap


Tompert, Ann. Bamboo Hats and a Rice Cake. Adapted from Japanese folklore.

Adler, A. David. 1999. How Tall, How Short, How Faraway. Holiday House,

Nagada, Ann & Bickel, Cindy. 2002. Tiger Math. Henry Holt

Murphy, J. Stuart. 1997. Betcha! Harper Collins

Murphy, J. Stuart. 2002. Safari Park. Harper Collins