4 - Claar-Smith - Math Charts

A art
AC
accountability
C
compassion
CI
community involvement- collaboration with the community
CC collaboration with colleagues/ resource teachers
CL cultural literacy and diversity
CM communication
CR creativity
CZ citizenship
DA differentiation/accommodation
E evaluation
GA group activity
I integrity
L literacy
LA Language Arts
LE leadership
LI listening
LS life skills
H health
HS home/school connection- collaboration with families
HW homework
M math
MA manipulative activity
MO movement/ physical education
MU music
O obedience
OL oral language/ public speaking
PS problem solving/ critical thinking
Q quiz
R reading
RE responsibility
RT respect
S science
SS social studies
T technology
TX text
W writing
Week # 1
Monday Tuesday Wednesday Thursday Friday
Day # 1 Day # 2 Day # 3 Day # 4 Day # 5
MCSOL M 4.1 MCSOL M 4.1 MCSOL M 4.3 MCSOL M 4.3 MCSOL M 4.3
Place Value Place Value Rounding Rounding Rounding
M/LI: The teacher M/OL: The teacher M/LI: The teacher M/LS: The teacher M/MU: The teacher
will explain to the will write a series of will explain the terms will have the students will teach the students
students the different numbers, ranging from estimate and round. brainstorm when the poem to help them
parts of a place value ones to millions and rounding is used in always remember
chart, including, the call on students to tell M/LI: The teacher everyday life. when to round, “Five
periods of three, him/her which digit in will explain the or more, Raise the
which are set off by the number has a different ways to M/LS: The teacher score; Four or less,
commas. greater value and why. round. will explain to Give it a rest.”
students that they are (http://www.glc
M/LI: The teacher M/LI: The teacher M/LI: The teacher going to visit a .k12.ga.us/Builder
will point out the will explain to the will introduce the hypothetical grocery V03/Attachments
break down of each students the different number line and store in their class. /13411.doc)
period, the ones ways to write a explain its function.
period, the thousands number, including M/LS/LI: The DA/M/MA:
period, and the standard form, M/LI: The teacher teacher will hold up The teacher will have
millions period. expanded form, short will give the students several different price students work with
word form, and word three steps to copy tags and have students base ten blocks. The
M/MA/CR: The form. down in their math explain how they students will be given
students will create notebooks on how to would round to a several different
their own place value M: The teacher will round a number using particular price and numbers and have to
charts, assessing on give the students a the number line. why. demonstrate how their
creativity, neatness, series of problems to models show that the
and accuracy. The be completed in their M/GA/T: The M/LS/LI: The number needs to be
students will label math journals. The students will get in teacher will discuss rounded to a certain
index cards 0-9, so students will be given pairs and take turns when the students tens place. (This
that they fit into the several numbers to using the classroom should round up to the activity will work well
slots on the chart. write and will choose computer to play a nearest dollar and with the kinesthetic
three other ways to game online that when they should students).
M/MA: The students represent that number. reinforces the concept round down to the
will play a game with The students will of rounding whole nearest dollar. M/R: The teacher
the teacher calling out complete word numbers. will have the students
up to seven digits, problems that deal (http://www.quia. M/GA/LS: The gather in a reading
challenging the with understanding com/mc/66061.html) students will be circle and read the
students to do a place value. divided into groups book Coyotes All
variety of tasks. For M/MA: While the and will be given a Around by Stuart J.
example, using the M/MO/GA: The students are waiting specific dollar amount Murphey.
digits 1)Find the students will split into for their turns on the they are allowed to
smallest number two teams to play a computer, the students spend. Each group
possible, 2)Find the relay race game. Each will use whiteboards will work use
largest number team will have index with a number line on rounding to make sure
possible, 3)Make a cards labeled 0-9 with it (use electrical tape). that they have enough
certain number, having a magnetic strip on the The students will use money to cover the
one of the digits in a back. The teacher will their own personal cost of their items.
specific place. call out a number and whiteboard to
(http://www.learnnc. the students will race complete a series of M/E: The students
org/lessons/Beth to the board. The first problems, reviewing will be evaluated
Evans7242002019) team that has the what has been learned based upon their
number correctly about rounding and ability to explain their
posted on the board the number line. methods of rounding
wins. to the class.
Week # 2
Fractions Fractions Fractions Fractions Fractions
M/MA: The teacher M: The teacher will M/MO: The teacher M/LI: The teacher M/LI: The teacher
will have the students brainstorm and discuss will call on eight will introduce the idea will explain to
estimate and sequence experiences that the students to stand in a of subtracting students the idea of
the sums. The students students may have had row in front of the fractions with unlike lining up decimal
will pick two cards with adding fractions, class. The teacher will denominators, points when
from a deck and add including doubling ask if 5/8 of the people reminding the students adding/subtracting.
the two fractions. The recipes, science standing sat down, to rename when
teacher will write the experiments, etc. what fraction of the necessary. M/MA: The teacher
sum on a paper square group would still be will create numbered
and let the students M/LI: The teacher standing. The students M/GA/MA: index cards and mix
pin it to the clothesline will identify the term will act out the The students will use them up, placing them
in sequence. The rename and explain its problem to check the the two spinners from facedown on a table in
students will be importance when answer. The teacher Day 7, changing the rows of five by five.
allowed to examine dealing with unlike will repeat the activity, fractions on each of
the sum and its denominators in adjusting the fractions. them. The students M/MA: The students
placement. fractional equations. will play with a will play the game
M/MA: The teacher partner. The students “Concentration”. The
M/CR: The students will have the students will begin with one students have to draw
will create their own M/LI: The teacher trace a circle and whole and take away a two cards and
problem situation to will explain that when divide it into eight fraction. The goal of add/subtract them.
match give fraction adding fractions with parts. The students the game is to be the
pairs. unlike denominators will color seven parts first player to remove M: The students will
do not add the of the circle red and all fraction pieces and complete an activity
DA/M: The gifted numerators of give the fraction. The the last fraction piece titled “How Far?” The
students will pick fractions with different students will cut out must exactly match students will be given
three fraction cards denominators or add two red parts and give the remaining fraction a map that shows the
and estimate the sum. the numerators and the fraction. The on the spinner. distance between
use the greater students will explain planets in light urgs.
M/GA/MA: denominator without how many eighths are M/MA: The students The students will have
The students will be renaming. leftover. will be given fraction to study the map and
given a fraction on a pieces and will have to then answer the
piece of construction M/GA/MA: M/GA: The students pick two fraction questions, requiring
paper and they must The students will will play a game of pieces that have them to add and
color the fraction. The create two spinners “Around the World”, different subtract decimals
teacher will explain that have several competing to solve the denominators. The through the
that the pieces are for fractions on each of subtraction of students will cover the thousandths place.
quilt patches. Each them. The students fractions with unlike greater fraction piece
student must find will play with a denominators in order with the lesser fraction M/GA/MA:
other students whose partner and each takes to advance to the next piece, making sure the The students will play
pieces are the right a turn spinning the desk. left sides are lined up. “store” and take turns
sizes to be combined spinner. The students The students will find being storekeeper and
into one whole. The will spin each spinner one or more fraction making change for the
students will record and add the two pieces of one color others’ purchases with
the addition equation fractions they land on, that will cover up the play money. The
for each set of quilt using the rules for rest of the bottom items will have
patches. adding with unlike pieces. The students decimal answers.
denominators. will record their
results in a chart.
Week # 3
MCSOL M 4.4, 4.7 MCSOL M 4.4, 4.7 MCSOL M 4.4, 4.7 MCSOL M 4.4, 4.7 MCSOL M 4.4, 4.7
Comparing Comparing Comparing Comparing Comparing Fractions
Fractions Fractions Fractions Fractions
M/LI: The teacher M/S/LS: The teacher M/LI/LS: M/LI/MA: M/LI: The teacher
will review the form will explain to students The teacher will The teacher will make will review the idea of
of a fraction and the that meteorologists explain to the students 16 index cards (each like and unlike
terms numerator and keep careful records of a real-life scenario set of 4 being a denominators.
denominator. the types of water when fractions are different color or size).
vapor to help them in used, stores that The teacher will lay M/LI: The teacher
M/LI: The teacher forecasting weather. advertise sales. The out 5 index cards (2 of will explain that the
will review that a teacher will one color, 3 of another students must look at
fraction represents the M/S/HS: demonstrate and work color), asking the the denominator when
parts of a group and The students will work a few problems that students what the they are not the same.
show several with a family member show how to take a cards have in This also helps
examples of this. to keep a weather certain fraction off an common, how many students remember to
record for ten days, item. are in the set, what the look at fractions as
M/LI: The teacher listing each day as a fractions are for each being parts of a whole.
will call 10 students to clear, cloudy, rainy, or M/LS: The students color. The teacher will
the front of the snowy day. The will use magazines/ change the M/LI/MA:
classroom. The students will express newspapers and find combination several The teacher will model
teacher will ask 2 each type of weather as the price of a variety times to give the class addition of fractions
students to sit in chairs a fractional part of of items. The students practice. with like
and have the class their total record. will then show 1/3, denominators and
what part of the group 1/4, 1/2 off the price. M/LI: The teacher remind the students to
is sitting. The teacher M/CC/MU: The students will find will explain what a add the numerators.
will write the fraction The teacher will invite out how much money mixed number is and
on the board and have the music teacher to was saved on each show the students how M/LI/MA:
the students explain come in and show the item. to convert a fraction The teacher will model
what the numbers in connection between into a mixed number. the addition of
the numerator and mathematics and M/A/W: The students fractions with unlike
denominator music. The students will imagine they are M: The students will denominators by using
represent. The teacher will show respect while artists who have been complete a worksheet fraction bars.
will repeat with other the music teacher is hired to paint a wall of to help check their
students and other speaking. The music the classroom in a understanding of M/GA/MA:
fractions. teacher will explain creative way. The mixed numbers. The students will be
whole, half, quarter, students must follow given a handout of 5
DA/M/GA/MA: and eighth notes. The these steps: 1) divide M/HS: The students problems for addition
The students will work students will get in the wall in half; 2) ½ will work at home of fractions with
in pairs using pairs to look through of ½ of the wall must with a family member unlike denominators.
tangrams. Each group music books to choose be painted one color, to cut out magazine The students will work
will make a design a song that uses these the other half another pictures that illustrate in pairs and use
using 6 tangrams. The notes. The students color; 3) ½ of the a mixed number. The fraction bars to
students will tell how will make a staff and other half of the wall teacher will display complete the
many parts of the copy the music notes. must be a third color; the students’ work in worksheet.
design are triangles, The students will label 4) the remaining 2/3 the classroom.
rectangles, and each note with its of the other half of the M/LI: The teacher
squares, representing fractional value and wall must be still will repeat the same
with fractions. This is then exchange papers another color. The steps to review
a great activity for to guess the song. students will draw subtraction of like and
kinesthetic and ESL their wall and show unlike denominators.
students. how it was divided.
Week # 4
Equivalent Fractions Equivalent Fractions Equivalent Fractions Equivalent Fractions Equivalent Fractions
M/LI: The teacher M/LI: The teacher M: The teacher will M/LI/LS: M/E/OL: The teacher
will explain the term will explain an easy have the students draw The teacher will show will have students give
equivalent fraction way to find an two congruent the students how an oral presentation
and give some equivalent of a rectangles, shading 1/2 fractions can be used for an assessment.
examples of what an fraction. The teacher of one rectangle and in everyday situations,
equivalent fraction will write an example 4/8 of another such as recipes. M/E/OL/GA:
might look like. fraction on the board rectangle. The teacher The students will be
and explain that if you will then discuss with M/LS: The students divided into 6
M/W: The teacher multiply the numerator the students how the will receive a recipe collaborative groups to
will have the students and denominator by the shaded parts are the for Sugarplum Bread prepare a display for
create a “fractional same number, you will same and how they are Loaves and look over their fraction (2 groups
journal”. The teacher have an equivalent different. the ingredients in the will do 1/2, 2 groups
will instruct the fraction. The teacher recipe. The students will do 1/3, 2 groups
students to write what will draw two equal M/MA: The students will rewrite the recipe, will do 1/4). The
they know about squares on the board will cut a 1x8 showing how many students will show
fractions. The and ask two volunteers rectangle from grid twelfths of each how the same
students can draw, use to divide one square paper. Then they will ingredient you need. fractional part of two
models, use words or into four equal parts fold the rectangle into different objects may
symbols. The teacher and the other into eight two equal parts to M: The students will be a different size.
will also have students equal parts. The show that 4/8=1/2 and complete a worksheet The students will
write about their teacher will point out then into four equal called “Fraction illustrate how the
personal feelings that the colored areas parts to show that Finish”. The students fraction given of
about fractions. The are the same, so the 2/8=1/4. will match the right different groups may
teacher will invite the fractions are drivers, cars, be different numbers.
students to share what equivalent. M/MA: The students mechanics, and tires When the students
they would like to will repeat the above together by matching have prepared, they
learn about fractions. M/MA: The teacher activity, using a 1x12 the equivalent will give a short
will use a geoboard to rectangle cut from grid fractions. presentation of their
M/R: The teacher model equivalent paper. The students display for their
will read to the fractions to the will fold the rectangle DA/M: The gifted classmates.
students the book students. into 2, 3, 4, or 6 equal students will complete
Gator Pie written by parts to show “Families of
Louise Mathews. M/MA: The students equivalent fractions in Fractions” and
will enclose 12 squares twelfths for 1/2, 1/3, “Fraction Attraction”
M/W: The students in a rectangular region 1/4, or 1/6. worksheets when they
will write about how on their geoboards. have completed the
the two main The students will then previously assigned
characters, Alvin and divide the region in worksheet. The
Alice, felt about half, then into fourths, students will match
sharing a pie with then into thirds. The the given fraction to
more and more students will discuss its equivalent in order
visitors. The students the relationships to decode the secret
will explain why Alvin between 1/2 and 6/12, message.
and Alice might have between 1/4 and 3/12,
felt this way. The and between 1/3 and
students will write the 4/12.
fraction to represent if
Alvin and Alice had
more than one pie to
share.
Week # 5
MCSOL M 4.6, 4.8, MCSOL M 4.6, 4.8, MCSOL M 4.6, 4.8, MCSOL M 4.6, 4.8, MCSOL M 4.6, 4.8,
4.9 4.9 4.9 4.9 4.9
Fractions-Decimals, Fractions-Decimals, Fractions-Decimals, Fractions-Decimals, Fractions-Decimals,
Rounding Rounding Rounding Rounding Rounding
M/LI: The teacher M/LI: The teacher M/LI: The teacher M/LS/LI: M/LI: The teacher
will introduce will review the ideas will explain to the The teacher will will explain to
decimals by showing that are connected to students that explain the many students how to round
the relationship with the term decimal, such measurements different ways that decimals to the nearest
fractions. as, fraction and part sometimes smaller decimals are used in whole number, tenth,
of. than tenths are needed. everyday life. and hundredth.
M/L: The teacher
will review with the M/LI: The teacher M/LI: The teacher M/S/LI: The teacher M/LI: The teacher
students the place- will explain to the will explain to the will explain the used will introduce this
value chart, students the concept of students how to read of decimals in the concept, using the
emphasizing ones, the decimal system and decimals up to the context of average number line. The
tenths, hundredths, give a brief thousandths place. annual precipitation. teacher will have the
and thousandths. background of its The teacher will give students recall in the
creation. DA/M: For ESL the students a word past when they have
M/LI/MA: students who have a problem that gives the used a ruler to
The teacher will use M/MA: The teacher hard time saying or average annual measure something
the base-ten blocks to will review and show precipitation for two and explain that they
writing the terms,
model a series of the students the base- states and the students are going to measure
fractions. The teacher ten blocks representing
the teacher will use must figure the things in units and
will then explain the the following: three the place-value chart difference. tenths of units.
decimal form of the and one tenth, four and to illustrate the
fraction. five tenths, nine tenths, concept of tenths, M/GA: The students M: The teacher will
two and nine tenths. hundredths, and will then make their give the students a
M: The students will The students will write thousandths, and own word problem, handout to go over as
complete an activity a fraction or mixed then have the ESL using decimals. When a class that deals with
worksheet that deals number and a decimal students practice the students have measuring with a unit
with identifying the for each. saying, spelling, and created their word and tenths of a unit.
amount shaded in a writing the words. problem and checked
model and M/MA/LI: it with the teacher, M: The students will
representing with a The teacher will give M/MA/GA/RT: they will exchange then complete a
fraction and its each student several The students will get with a partner to solve problem solving
equivalent decimal 10x10 pieces of one- into pairs and create each other’s word worksheet that deals
form. inch grid paper, spinners. The students problems. with measuring bugs
explaining that each will divide the spinner to the nearest tenth of
M/LS: The students sheet represents one. into eight slices and M/MA/GA: a unit.
will look in The teacher will say a put a different decimal The students will play
newspapers and decimal number aloud in each slice, ranging a game in teams of 3 M/OL/MA/CR:
magazines for articles and write it on the up to the thousandths or 4. The students will The teacher will orally
and ads that display chalkboard. The place. The students match the puzzle call on students to
numbers in tenths. students will color the take turns spinning pieces that show equal answer questions
The students will appropriate number of and naming the decimals. All the based on which two
report their findings squares on their papers decimal. The students teams will be given whole numbers on a
and discuss whether and write the decimal will show respect to three minutes in which number line a certain
fractions or decimals on the back. The gifted their partner by not to make as many number would fall.
are used. students will show laughing at them if matches as they can. The students will use
citizenship by helping they answer The team with the their own hand-made
the lower-achieving incorrectly. greatest number of number line
students. correct matches wins. manipulatives for this
exercise.
Week # 6
Horizontal/Vertical Horizontal/Vertical Horizontal/Vertical Horizontal/Vertical Horizontal/Vertical
Addition & Addition & Subtraction Addition & Addition & Addition &
Subtraction Subtraction Subtraction Subtraction
M/LI: The teacher M/LI: The teacher M/LI: The teacher M/LI/LS: M/LI/T: The teacher
will review with the will explain the three will put a series of The teacher will will explain to the
students several main addition vertical and horizontal explain the many students that there are
addition and properties: zero addition problems on different ways that appropriate times to
subtraction problems. property, commutative the board for the addition and use paper-and-pencil
property, and students to solve. The subtraction can be methods and times to
M/LI: The teacher associative property. teacher will instruct used in everyday life. use calculators.
will play a game of the students to use The teacher will give
“Around the World” to M/LI: The teacher graph paper to prevent the students an M/LI/T: The teacher
get the students will show examples of alignment or opportunity to see will do a
thinking in terms of each property on the regrouping errors. examples of this demonstration on how
adding and overhead projector for concept. to use a basic
subtracting in their the students to notice M/LI: The teacher calculator, pointing
heads. the patterns. will discuss the idea of M/SS/LS: out what each button
subtracting whole The teacher will have means and how to
M/LI: The teacher M/W: The students numbers, both students use their enter in problems.
will review with the will write in their math vertically and addition skills and
students the terms journals a brief horizontally. social studies facts by M/LI/T: The teacher
regroup, combine, and description of each doing an Appalachian will explain to the
carry over. property, showing that M/LI: The teacher Trail problem. The students that the use of
they can differentiate will go through a step- students will find the a calculator is to be a
M/LA: The students between the properties. by-step process to distances among states tool to complete
will complete an show students how to along the trail. The complex
addition worksheet in M/LI: The teacher work several problems students will choose computations. The
order to solve the will discuss the adding two “legs” of the trail, teacher will explain
riddle. of whole numbers, M/MA/GA: locate the states on a that a calculator
reminding students of The students will play map, and find the total should not be used for
M: The students will regrouping and a game called “Get the miles for the two legs basic math
complete a subtraction introducing the idea of Least”. The students by adding both calculations.
worksheet in order to adding horizontally will play in groups of horizontally and
decode the two and vertically. two and take turns vertically. M/LS/T: The teacher
“Monster Mysteries”. rolling the number will explain to the
DA/M/MA/OL: cube. The student will M/S/LS: The students students to need for
M/R: The teacher The teacher will create write down the digit will integrate science calculators when
will have the students a set of index cards rolled in one of the by briefly learning that computing several
gather in a reading with an addition or boxes on the playing scientists keep records numbers. The teacher
circle to read the book subtraction problem, board, noting that of wind speeds of will give the example
titled I Know a Lady some in horizontal once a digit is written hurricanes. The of how slow it would
Who Swallowed a Fly form and some in in a box it cannot be students will research be if the cashier at the
written by Colin vertical form. The erased. After the four different major store had to add up the
Hawkins. students will boards are filled, hurricanes and their total of our items
demonstrate in front of players find the maximum wind using paper-and-pencil
M: The students will the class the systematic difference between speeds. The students method.
be responsible to process to solve it. For their two numbers and will subtract both
follow the addition kinesthetic learners, the player with the vertically and M/T: The students
and subtraction they will use base-ten least difference wins. horizontally to will be given a series
throughout the book. blocks to demonstrate. Alternative: the player compare the different of data points and use
with the greatest wind speeds. their calculator to find
difference wins. the sum or difference.
Week # 7
Addition/Subtraction Addition/Subtraction Addition/Subtraction Addition/Subtraction Addition/Subtraction
by rounding by rounding by rounding by rounding by rounding
M/LI: The teacher M/LI: The teacher M/LI: The teacher M/LI: The teacher M/LI: The teacher
will introduce the will introduce the will review with the will review the will review the
concept of addition by concept of subtraction students the concept of importance and the importance and
rounding. by rounding. addition and application of addition application of
subtraction by by rounding. subtraction by
M/LI: The teacher M/LI: The teacher rounding. rounding.
will explain that this will outline the steps to M/LI/LS:
process is a quick way subtraction by M/LI: The teacher The teacher will begin M/LI/LS:
to estimate the sum of rounding by telling the will show the students by discussing addition The teacher will begin
two numbers. The students to round each examples of how by rounding in real- by discussing
teacher will explain term that is going to be useful the number line life situations. For subtraction by
that this will not give subtracted and then can be when rounding example, checking to rounding in real-life
the exact answer but subtract the rounded before adding or see if you have situations.
may be close enough, numbers to find the subtracting. enough money to buy
depending on the estimated difference something. The M/LS: The teacher
purpose for the M/MA: The teacher teacher will set up a will again give each
number. M/LI: The teacher will give each student few stations around student a set amount
will show the students a number that needs to the room. of money they are able
M/LI: The teacher a series of problems for be rounded. The to spend and a
will outline the steps subtraction by teacher will have a M/GA: The students hypothetical Christmas
to addition by rounding. The teacher large number line up will travel in pairs and list of things a child
rounding by telling the will work the first few on the board and the begin at different wants them to buy.
students to round each problems to show as students will be stations, moving on to
term that is going to examples and then call instructed to locate stop at each station at M/LS: The students
be added and then add on students to walk their number and then least once. will be given
the rounded numbers through the steps round that number to newspapers, flyers,
to find the estimated aloud. the nearest tens, M/GA/RE/LS: and magazines to look
sum. hundreds, or The students will be through. The students
M/LI: The teacher thousands. given a total amount will have to use
M/LI: The teacher will explain to the of money they are able subtraction by
will show the students students that their DA/M: The teacher to spend at each rounding to subtract
a series of problems number lines will help will call on different station. The students each item from their
for addition by them round their students to answer will then “purchase” total amount of money
rounding. The teacher numbers before addition and items, rounding the remaining.
will work the first few subtracting. subtraction problems, items and adding them
problems to show as using their classmate’s up to see if they will M/RE/LS:
examples and then call M: The students will numbers. The have enough money in The students will learn
on students to walk complete a worksheet students will then be the end. The students through this activity
through the steps that has several required to round the will be graded based responsibility when
aloud. problems for them to two numbers before on accuracy and “purchasing” items.
practice addition and adding or subtracting. application of the skill In addition, the
M/LI: The teacher subtraction by This activity is good taught. This activity students will see how
will explain to the rounding for the ADD/ADHD teaches students important it is to save
students that their (http://www.teaching students because it responsibility when their money to buy
number lines will help ideas.co.uk/maths/ gets them moving “purchasing” items, gifts for others.
them round their contents06addition around the classroom making sure they have
numbers before subtraction.htm). and allows for enough money to buy
adding. interaction with something and not
others. overspending.
Week # 8
Multiplication Multiplication Multiplication Multiplication Multiplication
M/LI: The teacher M: The teacher will M/LI: The teacher M/R: The teacher M/LI: The teacher
will review the term begin by having a will review with will read Amanda will explain how to
multiplication as being review. The students students the term Bean’s Amazing multiply three-digit
a way to find the total get into pairs. The estimation, meaning to Dream written by numbers by one-digit
number of items in students will place a round one of the Cindy Neuschwander. numbers. The teacher
equal sized groups. set of dominoes face factors and then The teacher will will show some
down and each student multiply. encourage students example problems,
M/LI: The teacher will take turns picking that multiplying more making sure to remind
will explain the Rows a domino and telling M/LI: The teacher and more digits is just the students of
x Columns method, the product of the two will have students as easy as multiplying regrouping.
using arrays to explore numbers. practice rounding one-digit numbers.
multiplication. numbers to the nearest M/MA: The teacher
M/LI: The teacher ones, tens, hundreds, M/LI: The teacher will pose a problem
M/MA: The teacher will review the two and thousands place. will review from Day that involves
will give each student main properties used to 38 the steps for multiplying a three-
a paper rectangle and solve multiplication M/LI: The teacher multiplying two 2- digit by a one-digit
access to an inkpad problems, distributive will show a few digit numbers. number. The teacher
and stamps. The and associative example will have a volunteer
student will stamp an property. multiplication M/W: The students model the problem
array and write the problems on the will complete a using base-ten blocks.
multiplication M/LI/LS: board, using worksheet to practice The teacher will repeat
sentence below. The The teacher will show estimation. The multiplying two 2- this activity until each
teacher will display the students a bar teacher will remind digit numbers and then student has had a turn.
the arrays in the room. graph that shows the the students that they write a brief
weekly programs on can use their number explanation of the M/GA: The teacher
M/LI: The teacher the local TV station. lines to help them method they used. will divide the class
will demonstrate The teacher will walk round accurately. into two teams. One
arrays by drawing the the students through DA/M: For students team will toss four
4-by-7 array on the the exercise of figuring M/LI: The teacher will LD, the teacher number cubes and
whiteboard. The out how many hours will remind the will allow them to make a “one-digit
teacher will write each program gets for students that the complete the times three-digit”
7+7+7+7=28 beneath 12 weeks. products are only worksheet problems multiplication
the array and explain estimates; they are not by outlining on grid problem, while the
that this is one way M: The teacher will exact answers. paper the equation and other team solves the
this array can be have students complete coloring in the problem. A correct
interpreted. The a mental math activity. M: The teacher will different parts of the answer earns that team
teacher will ask The students will find a give the students more sentence to figure out points equal to the
students to list the product of two 2-digit examples for them to the answer. number of regroupings
other possible number numbers that have a complete on their own necessary in the
sentences. difference of 2 by and then have the problem. The first
thinking of a number students explain how team to earn twenty
M/LI: The teacher between the two they found their points is the winner.
will show the factors, multiplying answers.
relationship between that number by itself, M/R: The teacher
multiplication and and then subtracting 1. M: The students will will read a book titled
addition by giving The students should complete an Minnie’s Diner: A
addition sentences and complete this process 6 “Estimation Wheel” Multiplying Menu by
having students write times. worksheet to practice Dayle Ann Dodds to
the multiplication their estimating and get students thinking
sentence. multiplying skills. about multiplication.
Week # 9
Multiplication Multiplication Multiplication Multiplication Multiplication
M/LI: The teacher M/LI: The teacher M/LI/LS: M/LI/T: The teacher M: The teacher will
will introduce the will continue to work The teacher will will explain the use this day as a
concept of multiplying with students on explain to students the different methods that review day for the
3-digit numbers. multiplying 3-digit real-life application of can be used for multiplication unit.
numbers. multiplication. multiplication
M/LI: The teacher problems, including, M/MA: The teacher
will show the students M: The will give M/LI/LS/GA: mental math, paper will review
the steps to students a worksheet The students will work and pencil, or multiplying two 2-
completing a 3-digit for them to complete with a partner to plan calculator. digit numbers by using
multiplication by the “multiplication a trip to a museum, a the base-ten blocks.
completing a word scramble”. The sporting event, an M/LI/T: The teacher
problem that discusses students will be given entertainment event, will make up one M: The teacher will
how many boxes of several problems that or an ice-skating or multiplication have already prepared
postcards a gift store have missing numbers. roller-skating rink. sentence and go M&M cookies to hand
bought and how many The students will be The students will find through the three out to the students.
cards are in each box. given a choice of three out the cost of the different methods to
The class will work numbers that could fit transportation for the find the product. M/MA: The students
together to find out into the problem. The trip and include the will receive a cookie
how many postcards student will have to use cost for refreshments. M/T: The students and a worksheet to fill
the gift shop has to trial and error to find The students may then will complete two out multiplication
sell. out which number use the data to worksheets that problems based on the
correctly belongs in the determine how much require them to choose number of each color
DA/M/GA: equation it would cost for the a method to solve the M&M in their cookie.
The teacher will group (http://www.glc. class and 6 adults to problem. The students The students will then
the class into two k12.ga.us/Builder take the trip. will then explain why get together with a
teams standing in two V03/Attachments they choose to use that partner to fill out the
lines facing the /15577.doc). M/LS/OL: particular method. same worksheet, but
whiteboard. The The teacher will have combing their number
teacher will callout the M/LS/HW/HS: the students research M/T/GA: of each color to create
multiplication problem The students will work the cost of monthly The students will write higher numbers to
and each student with a family member rent for four different a word problem that multiply
standing first in line to collect menus from apartments in the area. requires (http://www.the
will race to the board local restaurants and The students will multiplication. The teachersguide.
and write the product. plan a party for 15 multiply the rent by students will exchange com/lesson%20plans
The first team to have people. Each guest how many months problems with a /Math/math13.txt).
their member get back will get the same main they choose to live partner, and then
in line and have a course, drink, and there. The students choose a method to M/MA: The students
correct answer scores dessert. The students will have to print out a solve each other’s will play
one point. The first will estimate separately picture of the problem. The students “Multiplication
team to score twenty the costs of the main apartment complex will discuss their BINGO”. The teacher
points wins. This course, drinks, and and give a short solutions. will call out 16
activity will work well desserts, then estimate presentation to the products and the
with students with the total cost. The class. students will fill in
ADD or ADHD since students will calculate their cards. Then the
movement and the exact costs and teacher will call out
competition is compare. multiplication
integrated in the problems and the
activity. students have to find
the product on their
cards.
Week # 10
Comparing Numbers Comparing Numbers Comparing Numbers Comparing Numbers Comparing Numbers
using using using using using
<, >, = <, >, = <, >, = <, >, = <, >, =
M/LI: The teacher M/LI: The teacher M/LI: The teacher M/W: The teacher M/Q/T: The students
will introduce the idea will review with the will review with the will review with the will take turns on the
of the relationships students the steps to students the concepts students the activity classroom computer to
between numbers compare numbers. learned and make sure from Day 8. The complete a timed quiz
being greater than, that students are able students will take the to compare a series of
less than, or equal to. M/SS/LS: to give account for several number numbers
The teacher will bring why they solve the scenarios created and (http://aaaknow.
M/LI: The teacher in the data from a problems the way they use them to answer com/k1d_cox1.htm).
will use the example recent year’s census. do. questions in their math
of the different depths The teacher will give a journals. M/MA/GA:
of the Pacific Ocean brief overview of what M/LI: The teacher The students who are
and the Indian Ocean census is and what the will review that M/W: The students not taking a quiz, will
to compare. numbers mean commas help line up will explain in their be in groups of 4
(http://www. the places of the math journals why the working on a
M/LI: The teacher census.gov/) numbers, it is greatest number had manipulative activity.
will explain that the important to align the greatest digit in the The students will
students must call M/SS/LI: digits properly when tens place and why the receive a piece of
upon their place value The students will have adding and least number had the paper and a spinner.
skills to help them to analyze the data and subtracting, and begin least digit in the tens One student will spin
compare numbers. order them from at the greatest place place. 5 times and the other
greatest to least. The value to find the first students will write the
M/LI: The teacher students will pick 6 place where the digits M/MA/GA: digits down. The
will go through and random number sets differ. The students will get students will rewrite
teach the students the from the list of data into pairs to practice digits to show the
steps of lining up the and make comparisons, M/LI: The teacher their comparing and number with the
digits in the numbers, using <, >, and =. will call upon 3 ordering skills. The greatest value. The
beginning at the students to raise any students will play a students will change
biggest place value, M/HW: The students number of fingers game with a deck of roles and repeat the
and finding the place will complete a from 1-9. The teacher cards. The students activity.
where the digits are “Heavyweight Hippos” will record the three will put the cards in a
different. Then worksheet. The numbers down and pile and each student M/R: The teacher
compare the digits that students will look at then have the students will pick up two cards. will close the unit by
are different. the weight of all six arrange the numbers The students can reading the book More
hippos and make from greatest to either add or subtract or Less by Stuart J.
M/LI: The teacher comparisons to find out smallest. their cards, depending Murphey. This book
will explain the in the end, which hippo on the teacher’s is a great challenge for
meaning of the signs is the heavyweight. DA/M: Gifted instructions. The the students to think
<, >, and = and students will show the students will logically and helps
explain when to use answers and their determine whose sum make the students stay
them. work from the is greater than the focused on listening in
previous night’s other is and that order for them to
M: The students will homework on the student gets all the follow the main
complete a worksheet whiteboard and cards. The game goes character and his
to compare two explain how they on until one student thinking.
numbers at a time. came up with their has all the cards.
answers.
Week # 11
Division/Remainders Division/Remainders Division/Remainders Division/Remainders Division/Remainders
M/W: The teacher M/MA: The teacher M/MA: The teacher M/LI: The teacher M/LI: The teacher
will have the student’s will demonstrate a will have one will introduce the idea will explain to the
journal and write division problem using volunteer model a of estimation when students that division
down three facts they counters, choosing a division problem solving division by 2-digit divisors
know about division problem that has a using counters and problems. follows the same
and three questions remainder to illustrate baking cups. The procedure as division
they have. the leftovers to the teacher will give a M/LI/LS: with 1-digit divisors.
students. problem where there is The teacher will
M/LI: The teacher a remainder and the explain the pertinence M/LI: The teacher
will show the students M/MA/GA: teacher will show how of estimating in will complete some
a diagram that labels The students will work to indicate there are division to be able to review 1-digit divisor
the quotient, divisor, in partners, alternately some left over by estimate how many problems with the
divided, and dividing handfuls of writing the R for items you have for students.
remainder. counters into groups of remainder. each person when you
equal numbers. One buy a large number of M/LI: The teacher
M/LI: The teacher student will grab a M/GA/MA/W: items. will introduce a
will solve a word handful of counters, The students will problem that has a 2-
problem that asks if pass them to the other place division problem DA/M: The gifted digit divisor and show
there are seven student, and tell them index cards facedown students will be the students that the
members on each to divide by a number on the table. The challenged to estimate steps are similar.
gymnastics team and (1-9). After counters students will work in quotients. The
there are 23 gymnasts, have been regrouped, pairs, select three or students will be given M/LI/MA:
how many teams students agree on and four cards, and model some information in The teacher will do the
would need to be record the answer, the problem with the regards to a division problem 65/31 using
formed. including the baking cups and problem. The students base-ten blocks.
remainder. The counters. The students will find and write the
M/LI: The teacher activity will be will write their information needed to M/LI: The teacher
will show the repeated until all answers on a separate solve the problem. will explain to the
systematic process to numbers 1-9 are used sheet of paper. Then the students will students how they can
solve this problem. as divisors. use their knowledge of check the quotient and
The teacher will M/GA: The teacher basic facts and remainder by
explain that after one M/MA/GA: will hand out a patterns to estimate multiplying the
solves by ways of The teacher will divide worksheet to the the answers. quotient by the divisor
dividing, the class into two students to work on in and adding the
multiplication can be teams. One team will pairs. The students The students will remainder to the
used to check the toss a number cube and will pretend they are complete a worksheet product.
solution. write a division invited to a party with that helps them
problem with the five other guests. The practice their M/MA: The students
M/LI: The teacher resulting number as a students are given a estimating skills. will be given several
will show an example remainder. The list of the amount of division problems with
of a problem with two opposing team checks each type of food that The teacher will read a 2-digit divisors to
numbers given, one the division and if the will be at the party. book titled Moira’s work out. The
being a 1-digit divisor. problem is correct, the The students will do Birthday written by students will work half
second team scores a the division work and Robert N. Munsch. the problems using the
M/LI: The teacher point. The first team to then figure out the The book talks about base-ten blocks and
will let the students fifteen points wins. remainders to find out estimation and the other half without
know that they will be how much food will problem solving. the blocks.
learning about be leftover for the
remainders. family pets.
Week # 12
Division/Remainders Division/Remainders Division/Remainders Division/Remainders Division/Remainders
M/MA: The teacher M/LI: The teacher M/LI: The teacher M/LI: The teacher M/E: The teacher will
will bring in directions will prepare a poster to will review the steps will further explain the administer an
for making a model show the students the to solving a division concept of estimating evaluation/test that
airplane. The teacher systematic process to problem with three- quotients. covers multiplication,
will have the students solve a division digit divisors. comparing numbers,
brainstorm a time problem with a three- M/LI: The teacher and
when they tried to digit divisor. M: The students will will work a few division/remainders.
read or do something complete a worksheet problems for the
that was complicated M/LI: The teacher that has students students to see how to M/E: The students
and how pictures will show students how complete the estimate the quotients will complete each
probably helped them to set up their division problems, showing in division problems. section of the test.
better understand the problems on grid their work as they
directions. The paper. The students solve the problem. M/GA: The students
teacher will point out will be able to put a will work in pairs to
that drawing a picture number in each box M: The teacher will play “Estim-Eight”.
for a problem in and then cover the have volunteers come The students will work
mathematics often digits not being divided up to the whiteboard together to write eight
makes finding with a piece of paper and showing the steps different number
solutions easier. so that only the they used to get their sentences that satisfy
numbers being divided solution. the conditions given
M/MA/A/W: are visible, to prevent by the teacher.
The teacher will give confusion of numbers. M/A/T: The students
the students will use information DA/M: The LD
instructions that they M/MA/GA: from today’s students will use flash
will be writing their The students will be newspaper to make up cards to practice basic
own word problems. divided into two teams. word problems. The division facts. After
The students will also One team will toss two students will illustrate the students have
be illustrating their numbers to get the each problem with a practiced, the teacher
word problems. dividend and then toss picture and a number will write several
three numbers to get sentence that can solve problems with 3-digit
M/MA: The teacher the divisor. The the problem. Each dividends and 2-digit
will write a division opposing team solves problem will have a divisors. The students
problem on the board the problem. The score three-digit divisor. will write the basic
and students will find for each problem is the The students can use division fact they
the answer using any number of the their work to make a would use to estimate.
method they like remainder and the first bulletin-board display The teacher will
(base-ten blocks, team to make it to one of problem solving remind the students to
baking cups and hundred points or more and division. round the divisor to
counters, pencils, etc). wins. the nearest ten and
M: The teacher will then look for the basic
M: The teacher will continue to review for fact.
begin reviewing for the the test on Day 60.
test on Day 60. M/LI: The teacher
will provide some last
details concerning the
test on Day 60.
Week # 13
4.18 4.18 4.18 4.18 4.18
Weight Weight Weight Weight Weight
will give a definition will give a brief will give a brief will explain to the will explain to the
of the term weight. summary of the summary of the students what students that units of
historical background historical background equivalent measurement can be
M/LI: The teacher for the U.S. customary for the Metric units of measurements are. converted into a
will remind students units of measurement. measurement. different unit of
that measuring devices M/LI: The teacher measurement with a
vary depending on M/LI: The teacher M/LI: The teacher will explain that units conversion equation.
what you are will introduce the U.S. will introduce the can be converted U.S.
measuring. customary units of Metric units of to U.S. or U.S to M/LI: The teacher
measurement for measurement for Metric or vice versa. will write on the
M/LI: The teacher weight with their weight with their whiteboard some
will introduce the abbreviations, abbreviations, M: The teacher will common conversions
balance, a measuring including ounce (oz), including gram (g) and give the students a list of ounces, grams,
device that is most pound (lb), and kilogram (kg). of conversion pounds, kilograms
often used to measure ton (T). equations to have for (1 oz = 28 g),
weight and the teacher M/LI: The teacher their own reference (1 g = 1 paperclip),
will demonstrate how M/LI: The teacher will give a definition point. (1 kg = 2 lb).
to properly use it. will give the students of the term mass and
examples of objects explain its M/LI/T: The teacher M/T: The students
M/GA/MA: that would be weighed similarities/differences will point out a will take turns playing
The students will work in the three different from the term weight. website that can be a game online that
in small groups. Each units of measurement. used to show the shows objects on a
group will receive the M/LI: The teacher equivalencies between balance. One side of
same set of objects DA/M/GA: The ESL will explain that grams the Metric and the the balance is in U.S.
(i.e. envelopes, pens, students or other and kilograms U.S. customary units customary units and
screw, etc). The students who are from measure mass. of measurement the other side is in
students will predict other countries will (http://www.cure Metric units and the
and order the objects work in pairs with DA/M/GA: zone.com/ students have to tell
from lightest to students who know the The gifted students conversions.asp). how many units are
heaviest. One student terms for U.S. will work with those needed for one
from each group will customary units of students who have M/R: The teacher particular side to make
use the scale/balance measurement. The difficulty will gather the the balance level
and flats to weigh an students will work with understanding the students in a reading (http://www.harcourt
object. The students a partner to review the metric units of circle to read the book school.com/activity/
will record the terms, make flashcards measurement. The titled Just a Little Bit elab2004/gr4/18.html.)
different weights for that show the name of students will test the written by Ann
each object on the each term and its mass of several Tompert. The students M: Those students
whiteboard. abbreviations, and objects in the will learn about two who are not working
create games using the classroom and label friends who are very online will be given
The students will flashcards. each object, indicating different in stature and several problems to
repeat the above the mass as about 1 try to balance a complete to convert
activity, except they gram or about 1 seesaw. from one unit to
will collect objects kilogram. another. The students
they think weighs will share the
about 1 lb and use the conversion process
balance to check their they used.
predictions. They will
repeat the activity for
5 lb objects.
Week # 14
4.21 4.21 4.21 4.21 4.21
Length/Distance Length/Distance Length/Distance Length/Distance Length/Distance
will review with the will introduce the U.S. will remind the will have the students will review with the
students the basics of customary units of students that the identify the equivalent students the concepts
length and distance measurement for Metric system is measurements of comparison and
that they learned in length/distance, another form of between U.S. equivalencies.
science at the including inches, feet, measurement when customary and Metric
beginning of the yards, and miles. looking at systems. M/OL: The teacher
school year. length/distance. will call upon some
M/LS: The teacher M/LI: The teacher students to come to the
M/LI: The teacher will open a discussion M/LI: The teacher will explain to the whiteboard and show
will review with the for students to will introduce the students that there are how they converted
students the device brainstorm the use of Metric units of equivalent units the word problems
used to measure the inches, feet, yards, and measurement for between the U.S from their homework.
length and distance, miles in different length/distance, customary and the The students will tell
the ruler. sports. including centimeter, Metric systems. the class the process
meter, decimeter, and they used to solve the
M/LI: The teacher M/MA: The students kilometer. M/LI: The teacher problem.
will explain to the will then measure the will display several
students the basic same objects using a M/LS: The teacher comparisons of U.S. to DA/M/GA: The ESL
differences between customary ruler and will open a discussion U.S. units and U.S. to students will make
length and distance. measuring in inches. for students to Metric units and vice flashcards with the
The students will brainstorm the use of versa. following information:
M/MA: The teacher discuss why their Metric units in sports Centimeter-100 in a
will have the students answers were different. to measure distances. M/LI: The teacher meter; Decimeter-10
start by measuring will show the students centimeters; Meter-
length using a M/MO: The teacher M: The teacher will conversions of 100 centimeters;
nonstandard unit of will have the students have the students try inches=centimeters, Kilometer-1,000
measurement. The go outside and search drawing a ladybug that yards=meters, meters. The students
students will make for chestnut acorns. is 1 cm long and then miles=kilometers, etc. will work in pairs to
“string rulers” the The students must act check it with their review the flashcards.
length of their fingers. responsibly outside. ruler. The teacher will M: The students will
The students will be explain that it takes complete some word M/CR/A: The teacher
given a list of objects M/MO: The students 100 one-centimeter problems that require will have the students
to measure using their will gather five ladybugs to make 1 them to convert from create posters. Each
“string rulers”. The chestnut acorns, meter. one unit to another student will be
students will compare looking for distinct and unit. responsible to
their results. diverse acorns to M: The students will illustrate the
measure. be called upon to HW/M: The teacher comparison/
M/LI: The teacher name three objects in will have the students equivalency between
will explain that some M/LI: The teacher the room that are work with a family two different units. For
units are used to will draw a picture of about 1 meter. member to estimate example, illustrate 12
measure shorter the acorn on the board the lengths of objects centimeters =
lengths/distances and to show the students M/R: The teacher in the kitchen, such as 1 inch. The students
some are used when how to find its length. will have the students a spoon, can opener, will be graded on
measuring longer get together in a or table. The student creativity.
lengths/distances. M: The students will reading circle to read will measure to check
measure their acorns to Tell Me How Far It Is the accuracy of their M/OL: The students
the nearest half inch. by Shirley Willis. estimates will present their
completed posters to
the classroom.
Week # 15
Perimeter, Area Perimeter, Area Perimeter, Area Perimeter, Area Perimeter, Area
M/LI: The teacher M/LI: The teacher M/LI: The teacher M/LI/LS: M/LI: The teacher
will introduce the term will introduce to the will review with the The teacher will will review with the
perimeter, meaning the students the idea of students the main unit explain to the students students the material
measurement of the nonstandard units of of measurement, U.S. that perimeter is a covered in reference to
distance around a measurement, shoe customary units. very crucial unit of perimeter, including
figure. length, pencils, cubits, measurement in real- standard and
etc. M/LI: The teacher life situations. nonstandard units of
M/LI: The teacher will provide the measurement.
will explain to the M/MO/GA: students with a list of M/LI/LS:
students the step-by- The teacher will have the customary units of The teacher will tell M/LI: The students
step process to find four small groups of length and remind the the students of one will complete a
the perimeter of an students measure the students of the example where worksheet to review,
object. perimeter of the conversions they perimeter is needed, titled “Don’t Fence
classroom, choosing already learned. the planning of an Me In”. The students
M/LI: The teacher their own nonstandard amusement park. will find the perimeter
will show an example unit of measurement. M: The students will of each field on the
on the overhead practice, completing M/OL/O: farm. The students
projector of a space M/OL/MA/GA: some problems that The teacher will allow will use their ruler as a
that needs a defined The students will deal with converting time for an open standard unit of
perimeter. The teacher record their from one unit to discussion, measurement and find
will point out that measurements on the another. encouraging students the perimeter to the
students must use two board when they have to obey by raising nearest 1/2”. Then the
addends to determine completed the M/MA: The teacher their hands if they students will find a
the perimeter and that assignment. Each will have a map of the want to share their nonstandard unit of
each addend group of students will school to hand out to experiences at an measurement to find
represents two get up in front of the each student. amusement park. the perimeter for each
measurements-the sum class and explain their field.
of the lengths and the nonstandard unit of M: The students will M/R: The teacher
sum of the widths. measurement, their add the lengths of will tell the students a
DA/M/MA/GA:
process of measuring, each side of the story about a haunted The students will play
M/LI: The teacher how they found the building in order to house at the the “Frog Math
will remind students perimeter, and what arrive at the perimeter. amusement park. The Power” board game.
that they must include their total perimeter is students will be given The students will
labels with each for the classroom. M/LI: The teacher the measurements of focus on working with
perimeter, such as feet will review the the haunted house and and understanding
or inches. M/MO/GA/OL: properties of a must solve for the perimeter. The
The teacher will have rectangle, recognizing perimeter. students will work in
M/R/CC: The teacher the students in groups that opposite sides are groups of four. Each
will have the librarian measure the perimeter the same lengths. M/HW/HS: student will take a turn
gather several books of other parallelograms Therefore, to solve the The students will work answer a game card
that talk about in the classroom: students only need two with a family member individually. If the
perimeter. The doors, windows, measurements. to draw a diagram of a student answers the
students will get with desktops, books, tables, room at home. The game card correctly,
a partner and choose whiteboards, bulletin M/LI: The teacher diagrams should be he or she can advance
one book to read and boards, etc. Each will briefly introduce estimates of the to the next game spot.
then tell the class group will share their the Metric units for lengths of each wall. The first student to get
about. measuring process and measuring perimeter Then the students will to the finish line first
their nonstandard unit and have the students calculate the is the winner. This
of measurement to find work on conversions. perimeter. game is good for
the perimeter. ADD/ADHD students.
Week # 16
Perimeter, Area Perimeter, Area Perimeter, Area Perimeter, Area Perimeter, Area
M/LI: The teacher M/LI: The teacher will M/LI: The teacher M/LI/LS: Field Trip to
will introduce the term review with the will remind the The teacher will Jamestown
area, meaning the students the students of the U.S. explain to the students
number of square units introduction customary unit of that area is a very
needed to cover it. information from Day measurement for area. crucial unit of
76 and answer any measurement in real-
M/LI: The teacher questions the students M/LI: The students life situations.
will explain to the may have. will practice working
students the step-by- on conversions for the M/LI/LS:
step process to find M/LI: The teacher will U.S. customary units The teacher will
the area of an object. help the students that deal with explain to the students
understand that figures measuring the area of that one example of
M/LI: The teacher with the same area can a region. when area is needed is
will introduce the have different shapes. when architects make
formula used for find M/LI: The teacher blueprints for houses,
the area of a region M/LI: The teacher will briefly introduce offices, or apartments.
(area=length x width). will introduce to the the Metric units for
students the idea of measuring perimeter M: The teacher will
M/LI: The teacher nonstandard units of and have the students have the students
will show an example measurement that can work on conversions. practice using grid
on the overhead be used to find area, paper to find the area
projector of a space such as, a piece of DA/M/GA/MA: of three rectangles, all
that needs a defined paper, sticky notes, The students will work differing in size. The
area. The teacher will hands, etc. in groups of two and students will cut out
use Cuisenaire rods to use their geoboards to the rectangles and
model a specific M/MO/GA/OL: practice their skills on count the squares to
problem. The teacher will have finding area. This find the area of each
the students in groups activity will be a good individual rectangle.
M/LI: The teacher measure the area of hands-on exercise for
will have the students other rectangles or the kinesthetic M/LS/OL:
explore the differences squares in the learners. The students will use
between the area and classroom. Each group grid paper to draw a
the perimeter. will share their M/GA/MA/RT: blueprint for an
measuring process and The students will take apartment, including
M/MO/GA: their nonstandard unit turns and show respect dimensions (in meters)
The students work in of measurement to find for their partner while for a kitchen, dining
groups of three or four the area. it is not their turn; one area, living room,
and will be given 100 student will form a bedroom, and
centicubes. The M: The teacher will rectangle of square on bathroom. The
students will find have the students trace the geoboard. The students will color
objects in the their hands on grid other student will each room to show
classroom with a paper. The students place the precut square carpet or tile. The
rectangular or square will choose an object on top of the shape students will present
shape and cover the small enough to be and when the shape is their apartment
surface with the their nonstandard unit covered, the students blueprints to the class,
centicubes. The of measurement will count the units to explaining how they
students will then (example: paper clips). find the total area. found the area of the
count how many The students will apartment.
centicubes it took to proceed to find the
cover the surface. area covered.
Week # 17
MCSOL M 4.22, MCSOL M 4.22, MCSOL M 4.22, MCSOL M 4.22, MCSOL M 4.22,
4.23, 4.24 4.23, 4.24 4.23, 4.24 4.23, 4.24 4.23, 4.24
Volume Volume Volume Volume Volume
M/LI: The teacher M/LI: The teacher M/LI: The teacher M: The students will M/E: The teacher will
will review with the will put an emphasis will remind students continue their administer an
students the basics of on liquid measurement briefly of the experiment from Day evaluation/test that
volume that they of volume. background of the 83. covers measurement,
learned in science at Metric units of including weight,
the beginning of the M/LI: The teacher measurement. M: The students will length/distance,
school year. will remind students estimate how many of perimeter/area, and
briefly of the M/LI: The teacher cups, pints, quarts, volume.
M/LI: The teacher background of the U.S. will share with the and gallons will be
will review with the customary units of students the main units needed to fill each M/E: The students
students the device measurement. of measurement for container. will complete each
used to measure the the Metric system, section of the test.
volume, graduated M/T: The teacher will including liters and M/GA: The students
cylinder. have the students milliliters. will get in small
complete an activity groups and carry out
M/LI: The teacher that shows the different M: The teacher will the experiment. The
will explain that units of measurement, bring in samples of students will create a
volume can be found including cups, pints, different size table to record their
using cubic quarts, and gallons containers to show the data and then gather
measurement. (http://www. difference in volume again as a class to
knowledge. for each container. discuss their findings.
M/LI: The teacher state.va.us/cgi-
will pass out one- bin/lesview.cgi?idl=98) M/LI: The teacher M/LI: The teacher
centimeter cube to will explain that liters will show the students
each student. The DA/M/MA: measure larger that there are some
students will imagine The students will quantities and comparisons between
that the cubes are create the “Gallon millimeters measure the U.S customary and
filled with water. The Man”. The teacher will smaller quantities. the Metric system.
teacher will explain give to each student a
that the water each handout for him or her M: The teacher will M: With their data
cube can hold has a to assemble. The have students make and the conclusions
volume of 1 cubic “Gallon Man” will help estimates on how made, the students
centimeter. the students see the many liters and will be better equipped
equivalencies among millimeters it will take to make comparisons
M/MA: The students the U.S. customary to fill each container. between the two
will build a units. This activity different units of
rectangular prism and will help the ESL M/GA: The students measurement.
count the number of students and those will get in small
cubes to find its students who are visual groups and carry out M/W: The students
volume. The students and kinesthetic the experiment. The will record in their
will record its length, learners. students will create a journal these
width, height, and (http://www.two table to record their equivalencies.
volume on a chart. getherexpress. data and then gather
The students will com/gallon% again as a class to M/LI: The teacher
repeat this activity, 20man2.htm). discuss their findings. will provide some last
changing the number details concerning the
of centimeter cubes M: The teacher will M: The teacher will test on Day 85
used. begin reviewing for the continue reviewing for (http://www.
test on Day 85. the test on Day 85. glc.k12.ga.us.).
Week 18
Day 86 Day 87 Day 88 Day 89 Day 90
Points, lines, line Points, lines, line Points, lines, line Points, lines, line Points, lines, line
segments, rays, angles segments, rays, angles segments, rays, angles segments, rays, angles segments, rays, angles
M/A/CR: Students M/W: The teacher M/W: The teacher M/PS: When M/MA: Students
will create a little will introduce the will introduce the students come in will play Bingo.
booklet to put all first few terms that next few terms that the classroom, the They will be given
of their geometric students will put in students will put in teacher will ask Bingo boards with
terms and pictures their book, along their book, along them to think for a different pictures
for this unit. They with a picture. The with a picture. The few minutes and of points, lines,
can design the terms learned terms learned write down all of line segments,
cover in a creative today will be point today will be line the capital letters of angles, and rays.
manner. and line. The segment and ray, the alphabet that are The teacher will
teacher will also including the only made up of call out the verbal
line segments. The
M/PS/TX/LS: illustrate these on definition of an form of the picture
first person to
Students will be the board and then endpoint. The and students will
correctly name all
shown a picture of describe both how teacher will mark the square
of them will get
a town from their to draw them and illustrate these on some kind of with that picture.
textbook also how to the board and then reward.
(Mathematics, p. identify it both describe both how (Mathematics, p. M/W/HW:
459, p. 456-457 in verbally and in to draw them and 460) Students will then
student copy) written form. The also how to complete a
They will teacher will also identify it both M: The teacher will worksheet to
brainstorm as a explain that a line verbally and in ask the students identify points,
class all of the is the shortest written form. The what will happen lines, line
geometric shapes distance between teacher will also when the teacher segments, rays, and
and idea within two points. show that a line puts two rays angles.
that picture. They segment is part of together, matching
will also M: The teacher a ray and a line them at a point.
brainstorm all of will then draw and a ray is part of [angle] The teacher
the careers that some lines on the a line. will then add this
depend on board that students definition to the
geometry. must identify both M: The teacher notes as well as
verbally and will then draw vertex and sides.
DA: For students written. some lines, line The teacher will
that may be segments, and rays also include how to
disorganized on the board that verbally and written
and/or learning students must form of the shape
(ex. Angle ABC,
disabled and identify both
<ABC, can also be
having problems verbally and
<B). The teacher
with this project, written. The
will show a few
the teacher will teacher will also examples on the
have pre-made point out that order board. The teacher
booklets that they matters when will explain that for
can just decorate. naming a ray. angles, order is
important.
Week 19
MCSOL M 4.27, 4.28 MCSOL M 4.27, 4.28 MCSOL M 4.29 MCSOL M 4.29 MCSOL M 4.29
Points, lines, line Points, lines, line Intersection of Lines Intersection of Lines Intersection of Lines
segments, rays, angles segments, rays, angles
M: The teacher M/MA: The M: The teacher M/PS: The teacher M/PS: The teacher
will describe the teacher will have a will introduce the will ask the will draw rectangle
different kinds of few manipulative topic of parallel students what will ABCD (making it
angles- obtuse, clocks that and intersecting happen if two out of lines, not line
right, and acute. students can lines. Students parallel lines are segments) on the
The teacher will manipulate. The will copy their extended- if they board. Together, as
explain that a box teacher will ask the notes in their come closer a class, students
is drawn to students to set a booklets including together, farther must identify all of
represent a right certain time and pictures of the two apart, or the same the perpendicular,
angle. then determine topics and how distance apart. intersecting, and
parallel lines as
what kind of angle they are labeled [same distance
well as all of the
M/MA: The is formed. Then both verbally and apart] Then
angles.
teacher will the teacher will ask written along with students will
explain to the the students to the symbol || to identify different M/GA: The teacher
students how to demonstrate a right mean parallel. The examples of will draw four more
use a protractor to angle, obtuse, and teacher will also parallel and quadrilaterals on the
find out if an angle acute angles with talk about an intersecting lines board (see
is right, acute, or their clocks. intersecting point. within their Mathematics, p.
obtuse. Students classroom. 461) and students
will find the M: Students will M/A: The teacher will work in pairs to
measures of a few be given a will ask each M: The teacher find all of the
angles and must worksheet with student to draw will introduce a parallel,
identify them as angles: they must some kind of line special kind of perpendicular, and
one of the types of identify the that she describes. intersecting line intersecting lines as
angles. different possible Students will draw that of well as all of the
written it on their personal perpendicular angles. The class
representations of boards and raise lines. The teacher will then discuss
the angles and the their hands when will provide their results.
kind of angle. they are done to symbols and
put it on the board. explain how right M/PS: In the
DA: Gifted and angles are formed remaining time, the
higher-achieving there. Students teacher will ask
students will be will copy these students questions
given a worksheet notes into their to get them thinking
about this topic-
that only has booklet.
such as how many
digital time given
right angles are
and must identify M/PS: Students
formed at the
the type of angle will identify intersection of two
formed by the perpendicular lines perpendicular lines
time. in the classroom. and to identify the
(Mathematics, p. difference between
465: Challenge 10- intersecting and
2) parallel lines.
Week 20
Geometric Shapes Geometric Shapes Geometric Shapes Geometric Shapes Geometric Shapes
M/LA/R/L: The M: The teacher M: The teacher will M/GA: Students M/MA/T: The
teacher will read the will ask the ask the class how will get with a teacher will give
poem “Shapes” from students what a 4- many sides a partner and come each table a pile of
Shel Silverstein’s sided figure is triangle has [3]. up with all of the pattern blocks.
Light in the Attic. The teacher will
called possible ways to The teacher will
[quadrilateral]. If then give notes on draw a circle and call out a shape
M: The teacher will the 6 ways of
describe what a a student replies then share the and students must
with square or classifying angles: results with the form it with their
polygon is and then equilateral,
the term sides. The rectangle, explain class. [Hopefully, pattern blocks.
they are special isosceles, scalene, someone will come The teacher will
teacher will then
right, obtuse, and
describe common forms of up with a compass then walk around
polygons: triangles,
acute. The teacher
quadrilaterals. as one]. the room and ask
quadrilaterals, will explain how
students to come
pentagons, each are formed,
their differences M/MA: The up to the overhead
hexagons, and M: The teacher teacher will and show how they
octagons. The and similarities.
will give notes on discuss circles, completed it and
teacher will ask
the special kinds of M/W: Students will their show that there are
where these are
found (examples: quadrilaterals: complete a characteristics, and different ways of
stop signs are rectangles, worksheet to the parts of a completing it.
octagons, home squares, identify types of circle, which will
plates in baseball are trapezoids, triangles by length be on a large circle M/MA/W: The
pentagons). Also, rhombii, and of side and angle manipulative that teacher will
explain that a circle parallelograms. measures. the teacher can introduce three-
is not a polygon The teacher will refer back to. dimensional shapes
because it is not explain how each DA: Gifted and such as spheres,
made up of sides. is formed (angles, higher achieving M/MO: There will cubes, and
parallel sides, etc.) students will be various circles rectangular prisms.
M/CL: Explain that complete a
and how to in different stations The teacher will
in Latin that the worksheet from the
prefixes “tri” means represent it around the room. show the class
geometrically. textbook about Students will move models of each
three, “quad” means
Students will add impossible from station to shape and then
four, “penta” means
five, “hexa” means these notes to their triangles. The station and must they will write in
six, and “octa” booklets. student will draw identify what their notes (not the
means eight. the triangle concept the circle booklet) some
described and find
is identifying (ex. observations they
M/MA: Students the two triangles
Radius, center make about the
will have geoboards that cannot be
point, etc.) objects.
and use rubber bands drawn.
to form a basic (Mathematics, p.
polygon that the 469- Challenge 10-
teacher calls out. 4) Then they will
create their own
“impossible
triangle”.
Week 21
MCSOL M 4.30 MCSOL M 4.30 MCSOL M 4.31, 4.32 MCSOL M 4.31, 4.32 MCSOL M 4.31, 4.32
Geometric Shapes Geometric Shapes Congruence & Congruence & Congruence &
Symmetry in Shapes Symmetry in Shapes Symmetry in Shapes
M/MA: Students M/RT/OL/HS/LI/ MA/OL: Students M/S/MA/A: M/MA/I: Students
will look at models LS: Students will will be given a few Students will will cut out polygons
of a sphere, cube, bring in three items that contain experiment with out of construction
and rectangular objects from home symmetry (such as symmetry by using paper using a stencil.
Students will then
prism and then and present it to leaves, pictures in a mirror to
fold their shapes to
share their the class and magazines, complete a half find the number of
observations they describe which pictures of picture. Students lines of symmetry in
made on Friday to three-dimensional homes/windows). can use printed off each polygon. For
the class. The object it is (sphere, Students will half-pictures and three-dimensional
teacher will direct cube, rectangular describe these can also draw their shapes, students will
the discussion to prism). Observing items. The teacher own. Students will make the shapes out
the type and students will make should listen for observe that a of play-dough and
number of faces a list in their key words such as mirror makes cut through using a
and edges are on booklet of all the “same” and something split plastic knife (to
each object. types of common “similar”. down the middle avoid injury but
students must also be
Students will then objects fit under (Learning exactly the same
careful) to find
describe something each type of Mathematics, p. on both sides. symmetry in these
they know has that geometric shape 303) (Science Activities, objects. Students
shape (such as a and be respectful p. 56) will then discuss
ball, Rubix cube, of the student M: The teacher their results and the
and cereal box). presenting. will then instruct M/W: Students teacher will
Tomorrow, on symmetry in will complete a demonstrate the
students will have M/A/MA: After geometric figures. worksheet that has correct findings.
to bring an object the presentations, The teacher will various polygons
from home for students will make explain the and students will DA: For students
each shape to show models of cubes different kinds of fill in the line(s) of who have difficulty
with cutting and/or
the class. and rectangular symmetry and symmetry.
tracing around a
prisms out of examples of each, Students will also stencil, the teacher
M: The teacher toothpicks and which the students need to complete will have a pre-cut
will then provide marshmallows, will add to their the second half of polygon for them to
notes on these each toothpick booklets. a shape drawn on use.
three-dimensional representing a side grid (or graph)
objects and and marshmallow paper. DA: Gifted students
provide the method representing can take pictures of
in constructing points. (Learning unfolded three-
them. Mathematics, p. dimensional shapes
295) and must identify if
it would form
something if folded
back together and if
so, what shape it
would make.
Week 22
Congruence & Congruence & Congruence & Congruence & Congruence &
Symmetry in Shapes Symmetry in Shapes Symmetry in Shapes Symmetry in Shapes Symmetry in Shapes
M/PS: Students M/MA/GA: The M/MA: The M: The teacher M/MA: The teacher
will come into teacher will give teacher will draw will draw two will give each table
class and try to each table a set of two congruent shapes on the a pile of pattern
identify all of the tangrams and a triangles on the board, same shape blocks. The teacher
capital letters of sheet with some board, but one of but different size. will ask each
the alphabet that shapes that them shifted so it The teacher will student to form two
have symmetry. students must fill looks upside- ask if they are polygons that are
The teacher will in with the pieces. down. The teacher congruent and why either similar or
then discuss what The teacher will will then ask if that they aren’t congruent from the
they found and monitor the shape is congruent congruent [not pattern blocks. The
teacher will then
discuss what kind progress of each to the other one. same size]. The
monitor the
of symmetry each group. (Start with Some students may teacher will then
progress of the
letter has. Manipulatives, p. say no. Then the explain that the
students in
(Mathematics, p. 40) teacher will then shapes are completing this
480) take the same “similar”, meaning activity. (Start with
M/T: The teacher shape from they have the same Manipulatives, p.
M/A: Students will will then explain cardstock and turn shape but different 19)
look at various that by making a it on its side and size. Students will
designs and then shape out of the then ask if they are also put these M/MO/GA/LE/O:
determine if the tangrams to match congruent, which notes in their Students will get in
design is that of the outline students will booklet. groups of four and
symmetrical or not on the worksheet, probably recognize then read off
and if so, where they are in fact that they are. Then M/W: Students descriptions of a
the line(s) of making congruent the teacher will will look at shapes polygon. They
symmetry are. shapes. The again ask if the on a worksheet and must use what they
teacher will then two drawings are identify if they are know about the
M/A/CC: As a provide notes for congruent. The “congruent”, polygon to form
final activity to the students on teacher will “similar” or that polygon with
learn about congruence to put explain that no “neither”. rope and four
symmetry, the art in their booklets matter how the people holding the
teacher will come and use the shapes are turned, rope at its corners.
in for part of the overhead to show they are still (Mathematics
time and this. Congruent congruent. Activities, p. 203)
demonstrate with shapes have the (Discuss later in
DA: Gifted students
students how to do same shape and section on
will be asked to
origami, the art of same size. The transformations.)
form similar and
paper folding. teacher will
congruent polygons
(Creating Meaning demonstrate on the M/W: Students that are more
Through Literature board congruence will complete a complex and may
and the Arts, p. within a shape worksheet be a combination of
213) such as a rectangle identifying different shapes.
having two pairs of congruent
opposite congruent polygons.
sides.
Week 23
Graphing Graphing Graphing Graphing Graphing
Coordinate Pairs Coordinate Pairs Coordinate Pairs Coordinate Pairs Coordinate Pairs
M: The teacher M: The teacher M/PS: The teacher M/Q: The teacher M/A/CR: Students
will make a dot on will review a few will have students will give a short will create their
the board and ask coordinate participate by quiz on coordinate own dot-to-dot
the students how to graphing strategies drawing polygons pairs and picture by first
describe the as discussed on from points from a identifying points drawing a picture
position of the dot. Monday. The coordinate pair. on a coordinate using straight lines
Then the teacher teacher will also Students will plane in the first connected on graph
will try to make it explain how to connect the lines quadrant. Students paper from
easier by drawing write a coordinate and determine will exchange different points.
little pictures pair in the form: what polygon is papers and grade Students will then
around it, such as a (x,y). The teacher being formed by them. record the order of
tree, person, etc. will provide a few the points. the dots and
and then the dot is examples on the LE/C: Students coordinate pairs.
above the person, board and then M: Students will that are achieving They will record
to the left of the have students also examine the this goal (do well this on another
tree, etc. The come to the board relationship on the quiz) will sheet of paper and
teacher will then and draw the point. between points help to tutor their hide their key of
explain a with the same x- lower-achieving what the picture is
coordinate plane M: Students will value or the same peers in this topic supposed to look
and its role in then have their y-value (with and help explain like. Creativity
finding points. own graph paper different paired anything the will be
The teacher will and must graph a coordinates). The teacher might not emphasized.
provide notes for point that the teacher will also have been able to
the students to teacher describes. show how make clear to M/GA: Students
copy as well as switching the two them. This will will then exchange
how to identify a values puts a point help them be better their list of
point on graph at a different teachers coordinates with a
paper. The teacher position (unless themselves and partner and the
will provide a few they are the same allow students who partner must then
examples for the value). are struggling to on their own sheet
students to initially get a new of graph paper
watch and later DA/M/OL: The perspective on the make the shape or
participate while teacher will ask the topic. picture.
the teacher draws students to
it. describe out loud DA: Students with
the motion they are learning
making to put their disabilities will
point at a specific have additional
position which will teacher support for
be especially this activity.
helpful for
auditory learners.
Week 24
Day 116 Day 117 Day 118 Day 119 Day120
Transformations to Transformations to Transformations to Transformations to Transformations to
shapes shapes shapes shapes shapes
M/MA: The M/MA: Students M/MA: Students M/MA: Students M: Students will
teacher will trace will use geoboards will experiment will have geoboards again experiment
around one of the and rubber bands with flips using and demonstrate with flips. The
stencil polygons on to demonstrate a pattern blocks and flips with rubber teacher will
the board and then bands.
slide. (Learning plain paper. They demonstrate how a
slide it to a new Mathematics, p. will trace the polygon is flipped
position and trace M/MA/RE/I:
305) figure and then flip Hopefully this lesson over a line on
it. The teacher will it over and retrace graph paper on a
ask if the two would still occur
M/MA: The the new location. sometime in the coordinate plane.
shapes are teacher will Students will The teacher will
winter. Students will
congruent. [yes]
demonstrate a flip observe what make snowflakes out demonstrate a few
The teacher will of paper and observe
with the stencil happens. flips on paper and
explain that this is a how flips are evident
polygon on the students will
slide. The teacher in the way paper is
will demonstrate board. The teacher M/A/CR: If experiment on their
will provide notes students are mature folded and then cut. own with graph
this with a few Students will each
other shapes and for the students to enough not to paper.
make three
that it is just a copy into their make a mess, the snowflakes with
simple move. The geometry booklets. teacher will give different designs and M/MA: The
teacher will provide them a piece of notice the pattern teacher will give
notes for students to M/MA: Students white paper. They initially cut into the each student in the
add to their booklet. will experiment will make a simple pie piece is reflected classroom a
The teacher will use again with mirrors, design with paint throughout the construction paper
graph paper on an this time noting the on half of the snowflake. Students polygon that
overhead to difference between sheet. Students must be responsible matches up to the
demonstrate this the original and its will then fold the with their scissors. graph paper.
also. reflection which is sheet in half while Students will place
T: The teacher can
backwards. the paint is still the figures evenly
M/MA: Students demonstrate this first
Students will and observe the and allow some
onto their graph
will demonstrate observe this reflected image on students to get on the paper, matching up
slides by sliding phenomenon by the opposite side the corners with
computer and make
pattern blocks on writing a word and of the paper. points on the
their own virtual
their desks, making then seeing it Students will let snowflake. coordinate plane
sure there is not backward through their pictures dry (http://snowflakes.ba and then trace it.
other movement the mirror. and then the rkleyus.com/) Students will then
other than a slide
teacher will hang observe and
(such as a turn). DA: Gifted students demonstrate the
some around the
The teacher will can be challenged to process of
room. (Learning
walk around the find another activity
classroom to make Mathematics, p. combining flips
that demonstrates
sure the students 306) flips and/or slides
and slides to
understand the and then polygons.
concept. demonstrate it to the
class.
Week 25
Transformations to Transformations to Transformations to Transformations to Transformations to
shapes shapes shapes shapes shapes
M/MA: The M: The teacher M/A/CR: Students M/O/RE: Students M/E: Students will
teacher will will demonstrate will draw pictures will get a take a unit test on
demonstrate a turn how a polygon is from one specific completion grade all of the topics
(rotation) with the turned around a polygon that for their booklet covered in
stencil polygon on point on graph experiences flips, that they should geometry- shapes,
the board. The paper on a turns, slides, and have kept up with lines, and
teacher will coordinate plane. can also be a over the past few graphing.
provide notes for The teacher will similar shape. weeks on the unit
the students to demonstrate a few Students can get on geometry. M/L/R: When
copy into their turns on paper and creative with other students are done
geometry booklets. students will elements of the M/MO: Students with their test, they
experiment on picture and will be will play a review can pick one of the
M/MA: Students their own with encouraged to do game competing Sir Cumference
will experiment graph paper. so, but they must against the two series books (each
with turns by include these sides of the room. deals with shapes
taking a pattern M/MA: Students geometric concepts Students will and geometry).
block and holding will experiment (minimum of one compete against
down one corner with turns on of each). Students each other at the
and turning the geoboards with can then share board to see who
shape around that rubber bands. them with the rest can first answer a
pivot point. of the class and question dealing
M: Students will identify the with the entire
M: Students will then use their primary polygon geometry unit that
complete a construction pieces used. will be tested
worksheet that has from the activity tomorrow.
various from Friday and
transformations of use it to
geometric shapes demonstrate all
that students must three
identify if it is a transformations:
turn, flip, or slide. slides, flips, and
turns all on a
coordinate plane.
DA: Gifted
students will be
introduced to the
more mature terms
for slide-
translation, flip-
reflection, and
turn-rotation.
Week 26
Likelihood of events Likelihood of events Likelihood of events Probability Probability
M/PS: The teacher M/TX/W: The M/MA/MO/W: M/LI/TX: The M/MA: Students
will ask the class a teacher will The students will teacher will talk will look at
beginning statistics illustrate on the walk around the about probability spinners with two
question about the board and show classroom to as being the colors on them and
class (like How students in the different stations “outcome” (and determine the
probable is it that a book examples and with various the definition of probability of
particular student is definitions on the problems (with that) divided by landing on a
a girl/boy [equally overhead of the manipulatives) set the total number of specific color. The
likely], is aged 9-11 terms certain, up and must write tries; probability is class will also look
[certain], is left- likely, equally on the worksheet determining the at coins (heads &
handed [unlikely], whether the event is
likely, unlikely, likelihood of an tails- two equal
is old enough to “certain”, “likely”,
and impossible, event occurring possibilities), dice
drive a car “unlikely”, “equally
using simple and can have (of landing on even
[impossibly]) to get likely”, and
them thinking about events. “impossible”. The numbers attached or odd number),
the terms that will class will then go to it. The teacher the number of girls
be introduced. M/MA: The over the results at will show some vs. boys in the
teacher can show the end of the class. examples from the class, and other
M/LS: Students this through the Students will keep textbook of teacher-generated
will brainstorm and use of spinners and this worksheet to be probability in both two possibility
make a list of blocks, balls, or used the next week. fraction form (i.e. probability
people that use marbles in a bag. ¼) and word form questions. The
statistics in their job The teacher will M/W/HW: The (i.e. one out of class will find the
and also how it is ask the students a students will have a four). probability of each
used in everyday variety of worksheet to and what the actual
life. questions about the complete for DA/M: The result is (either
(Mathematics, p. likelihood of an homework with teacher will from a number of
414) event occurring problems on it that describe a tally to trials or from an
and the class will they must answer the class by actual count from
M/LI: The teacher answer with one of with one of the drawing the tick the class).
can talk about how the terms. terms learned in marks on the board
statistics are used in class. in groups of five. M/HW/W: The
sports (important to This will be students will
a lot of children). DA: Students will especially helpful complete a
The teacher can ask learning disabilities for ELL students worksheet that asks
a student in the will have additional
not familiar with for the probability
class to explain to help at each station,
this term which of very simple
the rest of the class teacher help or may
means “count”. events occurring
what a batting be partnered up
average is in the with another The teacher will (involving two
game of baseball student. then make a different
and then explain certain number of possibilities).
that knowing that is ticks on the board
statistics. and the class must
write down what
that number is.
Week 27
Probability Probability Probability Probability Probability
M/GA: Students M: The teacher M/MA/MO/W: M/PS: The teacher M/PS: When the
will work in small will review Students will use will discuss what a students come in
groups. They must fractions with the the same survey is (how the class, there will
first write down students and ask manipulatives as a statisticians find be a few
their hypothesized them to reduce week ago and this information from a probability
probability [15/30 fractions and time instead of group of people) problems on the
or ½] and flip two rewrite fractions finding a relative and then will ask a board that the
colored counters with larger term to describe question to the students must
(like red/yellow). denominators the probability, class with four answer ranging
This activity is (such as 1/2=4/8). they will find the possible answers. from 2 options to 5
“equally likely” to The teacher will probability in both The teacher will options.
get a certain result, relate this that if fractions and take a tally of the
students will flip the probability of words. The class results and put it in M/HW/HS/CI:
their counters 30 an event is ½, then will then go over a table on the Students must
times and record if there are 8 trials, the results at the board. The class come up with a
the number of you would expect end. will then determine question to ask a
times that red to get the result 4 from these results group of at least 30
comes up. The times. DA: Students will the probability of people (only ten
class will then learning disabilities each option and from this class)
discuss their M/MA: The will have additional the likelihood of it with at least four
results. teacher will help at each station, being chosen. different possible
introduce teacher help or may answers that are
M/PS: The teacher probability with be partnered up nonnumerical (like
will ask how many more than two with another favorite food,
students got different student. favorite genre,
exactly 15 reds possibilities- such etc.). Part of the
facing up. Then as a bag of marbles assignment at this
the teacher will ask with three colors in point is to find the
the students to it. The teacher will number from that
come up with explain that the group of people for
possible reasons probability is each result. Next
that their group did found in the same week, students will
not get 15. The way and that all of do some more
class will then the possible work with these
combine all of outcomes should results.
their answers and equal the total.
see if the total
class result is
closer to ½ (which
it should be with a
higher number of
trials).
Week 28
Graphing Data Graphing Data Graphing Data Graphing Data Graphing Data
PS/LI: The teacher M/MA: Students M: The teacher M/MA: Students M/TX: The teacher
will (quickly) read will each get a bag will ask the class will use the will explain that
off a long list of of M&M’s. Before which ice cream information found students can also
data (without opening it, they will flavor is their on Tuesday in class make a double bar
predict which color and make a bar graph that shows
writing any of it favorite and record
occurs the most graph out of the data for two groups
down and without the number of each
often and which one data of frequency in of people. The
actually seeing it) occurs least often. flavor, from teacher will show an
and then ask the chocolate, vanilla, color of M&M’s.
They will then open The teacher will example from the
students their bags and count strawberry, no ice textbook of this
information about cream, and cookies demonstrate a bar
the number of each (Mathematics, p.
graph on the board,
the data. The color and record the ‘n cream. The 422)
identifying
teacher will act to probability of teacher will then
picking each color. important parts of it M/CL: The teacher
be shocked that the make a pictograph
Students will then and then make a bar will then ask
students can not of the students’ graph with the color
really answer any put an M&M on results with ice questions to the class
each circle on the on the x-axis and and then make a
of the questions cream cones. The frequency on the y-
chart from double bar graph for
and then ask them teacher will review axis.
Mathematics the boys vs. girls in
why they can not Activites, p. 164. important parts the class (if there is
answer the (Entire activity on that students must M/PS/W/OL: an uneven ratio of
questions. pages 163-166). include in the Students will then girls to boys, the
[Acceptable They will then color graph. compare and teacher will use
answers are that each circle, contrast a bar graph percentages).
there are too much removing the M/GA/LE: and pictogram in a
data to remember, M&M’s and can eat Students will get in paragraph. Some M/PS: Students will
they cannot see it, them. They have small groups of 3- students will then then compare the
they need some just created a 4. Each group will share their results answers and identify
pictograph. Students major differences
way to organize it]. be given a different with the rest of the
will then compare and similarities in
The teacher will set of data that can class and tell which
their pictographs. one they like better answers.
then explain the They will discuss be represented
importance of what a pictograph is with a pictograph. and why. M/GA: Students
having graphs. useful for. Students will make will get with a
a pictograph of the DA: Students will partner and must
S/E: The teacher M/LI: The teacher data, using a be given graphing create a double bar
will ask students to will explain what a picture symbol that paper to make their graph for
recall important pictograph is and fits the data and an bar graphs to help information about
what it is used for. the students to them and their
things they learned appropriate scale.
The teacher will make equal scales partner. They will
from the earlier
explain that a scale and help students use graph paper and
science lesson on who may struggle
can be used in which color code the bars.
graphing. The with making
only half of a shape
teacher will use represents a fraction straight lines on
this as a pre- of what the scale is. their own.
assessment of this
topic.
Week 29
Graphing Data Graphing Data Graphing Data Graphing Data Graphing Data
M: The students will M/PS: The teacher M: The teacher M: The teacher M/RE/CR/A/HS/H
again use the charts will read off two will make a line will give the W: Students will use
they filled out on different lists of graph about the students a list of the data from the
Tuesday with the data (one size of the 4th grade grades from a test project they started a
M&M’s. The few weeks ago and
categorical and one at Mallard (just a random list,
teacher will pick a determine the best
with numbers). Elementary over not from a specific
color, such as kind of graph to use
yellow. The teacher Students must then the past ten years. class). The teacher (between pictograph,
will explain what a describe the The teacher will will then ask if bar graph/double bar
line plot is. difference between explain important students can create graph, histogram,
the two sets of parts of the graph a line graph from line graph, and line
M/MO: Students data. The teacher and that time is a the data to show plot). They will
will get out of their will then ask if common element frequency (which need to make it on
seats and put an X students can make for the x-axis. they cannot). The something other than
over the number on a pictograph with teacher will then regular paper- they
the teacher-made numbers (which M/PS: The teacher explain that they must make it into
number line something creative
they cannot). The will ask the can use a
representing the and appealing to the
teacher will then students whether histogram to show
number of yellow eyes. They can use
M&M’s they had. explain the or not the this data, similar to poster board, colored
The teacher will then difference between information is a bar graph but it is paper, paint, or
explain how this can categorical and categorical or connected and can whatever other
be used. The teacher numerical data and numerical show numerical materials they want
will ask the class that each display [numerical] and data. The teacher to bring from home
what some important something then to identify will then show the that the teacher does
features of the graph different. certain trends in different ways that not already have.
are (such as a high the results. numbers such as This is a work
frequency of one M/W: Students Students will then this can be split up session time and
number, large gaps, whatever is not
will then complete look at some other and show spreads
even distribution, completed will be
a worksheet with line graphs that the of numbers. The
etc.). The teacher due for homework
will then repeat this different types of teacher will show class will then when the entire
for the remaining questions asked on on the overhead construct a project is due.
colors. The class a survey and must and identify histogram of shoe
will then compare identify if it is important trends in sizes (including DA: Students who
the overall results of categorical or each. half-sizes but only are visually gifted
the class, identifying numerical. having it divided can use their
important features of by whole number creativity to large
each. The class will sizes). extents in this
then take this project and will be
information and given bonus points
make predictions for an extraordinary
about all M&M’s all effort.
over the country and
the overall
distribution of color
of M&M’s.
Week 30
Mean, Median, Mode Mean, Median, Mode Mean, Median, Mode Mean, Median, Mode Mean, Median, Mode
M/LI: The teacher M/RE: The teacher M/W: Students M/E: Students will M/OL/CM:
will talk about the will once again will complete a take a unit test on Students will finish
average of a set of refer back to the worksheet in class probability, their presentations
numerical data. data found in the to find the mean, statistics and on their probability
The students will M&M activity with median, mode, and graphs. and statistics
be asked to the line plot. The range of lists of projects.
describe what an teacher will ask the data. M/OL/CM:
average is and then students to find the Students will M/W: Students
the teacher will most common M/MO: The present their final will write a
describe the term color. The teacher teacher will have a projects to the paragraph stating
will describe this as
mean. The teacher review game for class by showing what they found
being the mode.
will give the the students to the class their interesting from
The teacher will
students the review statistics question, some of each of the
also refer to the line
formula for mean. plot to find the and probability for the people they different
The teacher will middle number of their test asked for the probability and
also introduce the each color of tomorrow. survey, graph and statistics
range and the way M&M, this is called why they picked presentations.
to find the range. the median. that graph, and
important
M/RE: Students M: The students characteristics of
will look at the list will find the median the graph. If it is
of test scores test score (from the numerical data,
studied in class last previously used list) they will also show
Thursday. The and the mode test the range, mean,
teacher will guide score. Students will median, and mode
the students in then compare these of the data.
adding the scores numbers to the
up and dividing by mean and then DA/A/MA:
the total number of figure out which Students with
scores to find the one is the most learning
mean and then reliable source for disabilities may
finding the range. finding measures of use manipulatives
The class will also central tendency and/or draw
find the average (mean & median). pictures to help
shoe size from the them on the test.
M/PS: The teacher
survey taken in
will ask students to
class on the same
figure out when
day as well as each of these
finding the range measures is best
of the same set of used.
data.
Week 31
Patterns Patterns Patterns Patterns Patterns
M: The teacher M: Students will M/OL: The M/OL: The M/MA: Students
will explain that a complete a teacher will lead teacher will will work with
pattern repeats worksheet in the students in explain that when blocks. They will
itself and goes which they need to counting by twos students were start with one
through a specific finish a pattern (the even counting by twos block and then
set of steps to get dealing with little numbers). The starting with two continue making
to the next object. shapes and teacher will then that they were squares by
There are many symbols. They lead the class in basically just increasing the
different ways to will also identify counting by two reciting their times length of each side,
have patterns the pattern and (odds), by threes, tables. But introducing
continue it. by fives, and tens. patterns can also squares of
M/MA: The The teacher will be found by numbers, but only
teacher will M/MU/LI: The then explain that starting with a in basic form and
introduce the idea teacher will play they made a simple different starting not yet introducing
of patterns with music and students pattern with their digit. Students square roots.
pattern blocks. will note patterns counting. The will count out loud Students will
The teacher will in the music. teacher will then by a more record how many
start a pattern on ask the class to complicated blocks there are
the board drawing M/LA/MU: count by a more number like 6 both total for each
the shapes and Students will look difficult pattern- starting with 6 and increase in number.
then students will at popular song +2 then +3 (ex. 2, then with a number The teacher will
need to complete lyrics that are 5, 7, 10…) other than 6 (like ask a few questions
the pattern at their poetry and identify 5). about the students’
desk with the patterns in the way M/MA: Students findings.
pattern blocks. that the lyrics are will demonstrate M/MO: The
written (such as this on a hundred teacher will DA: Gifted
rhyme pattern and number chart explain an easy students will be
repetition of (table with all way to find given a worksheet
certain phrases). numbers 0-100). multiples of nines introducing them
Students will put by using fingers. to square numbers
transparent color and square roots
chips on numbers M: Students will and they will use
the teacher will complete a what they found in
specify to make a worksheet that class to find the
pattern, using asks them to finish squared numbers
different colors at number patterns and square roots.
the same time with and also make use
different patterns of number lines in
at one time. patterns.
(Start with
Manipulatives, p.
73, 76)
Week 32
Patterns Patterns Patterns Patterns Patterns
M/MA/W: M: The teacher M/GA: Students M/R/L: The M/A/CR: Students
Students will use will give an will work in teacher will read will design a tile
transparent color example of a word groups of three and the classic book, pattern that they
chips to make a problem that is exchange the word There was an Old want to sell for
pattern as seen in solved through problem they Lady Who flooring. They
Mathematics patterns on the invented within Swallowed a Fly. must include some
Every Elementary board and talk their group. So, This book includes kind of pattern in
Teacher Should through each step each student will a lot of repetition their design. They
Know, p. 93 that of the problem. solve two pattern- and pattern. can color it
shows multiples of related word however they want
threes, and twos M/GA/PS: problem during M/Q: Students but it must be
starting with one. Students will work this time. will take a short visually appealing.
Students will on word problems quiz in which they The teacher will
record how many that have solutions M/MO: Students must complete a then hang the
chips were used found through will walk around variety of patterns projects around the
total to finish each patterns. Students the classroom and that the teacher room. (Learning
pattern as it gets can work alone or observe patterns provides for the Mathematics, p.
bigger. The in pairs. The class within the students. 307)
bottom figure will go over the classroom (such as
shows adding n+1 answers at the end ceiling tiles) and DA: Students with
chips to each of the class. then share them learning
figure, students with the rest of the disabilities and/or
will recognize this M/HW/CR: For class. kinesthetic learners
by just adding 2, 3, homework, may use pattern
4, 5…etc. each students will write M/PS: Students blocks if they want
time. The teacher their own word will also for the quiz.
will not tell the problem that is brainstorm where
students what solved through patterns occur
pattern they are patterns. They will outside of the
making but the find the answer but classroom and
students must put it on a different different careers
discover it for sheet of paper. that involve
themselves. identifying and
creating patterns.
Week 33
MCSOL MCSOL MCSOL MCSOL MCSOL
N/A N/A N/A N/A N/A
Standardized Standardized Standardized Standardized Standardized
Testing Testing Testing Testing Testing
Week 34
Understanding Understanding Understanding Understanding Understanding
equality; equality; equality; equality; equality;
pictures/symbols in pictures/symbols in pictures/symbols in pictures/symbols in pictures/symbols in
pre-algebra forms pre-algebra forms pre-algebra forms pre-algebra forms pre-algebra forms
M/CC/T/GA: M: The teacher M/GA: Students M: The teacher M: The teacher
Students will go to will give a will solve each will explain the will show a few
the computer lab problem for others’ word order of operations more examples of
and play Math students to solve as problems in class. using the popular order of operations
Baseball found at a class involving Some of the acrostic Please problems. The
http://www.funbrai very simple steps students will share Excuse My Dear teacher will also
n.com/math/index. and progressively their unique Aunt Sally show a few
html to get them getting harder. problem with the (PEMDAS: examples of
thinking about rest of the class parenthesis, common errors
working with M/W: Students and discuss the exponents, made when using
numbers again, will solve word findings. multiplication, order of
and this game problems division, addition, operations.
incorporates involving simple M: The teacher subtraction;
algebra-related one-step problems will explain a students have not M/W: Students
skills. Students on a worksheet. mathematical yet been exposed will do a
must at least try Students will then sentence such as to exponents yet). worksheet in which
the hard level and exchange papers 5+3=8 and explain they must fill in the
not stay at the easy and grade each how that is M: The teacher proper symbol (+,-,
or medium levels others’ work. different from a will show a few x, /) to make the
the whole time. mathematical examples of how sentence equal.
Students can then M/HW/CR: expression or this works initially
pick a partner and Students will write phrase such as with two DA: Gifted
play the two-player their own one-step 5+3. operations and students will
version. word problem for later more. complete a math
homework and M/W: Students square enrichment
M: The teacher have a solution. will identify the M/W: Students in which they must
will explain that difference between will complete a fill in one of the
this is a very early math sentences and worksheet in numbers from 1-9
form of algebra. expressions and which they must in boxes to make
mark which apply the order of each equation in
DA: Students can examples are operations to word both directions
work at different which. phrases. (horizontal and
levels such as vertical) equal.
“easy” for learning
disabled students
and “superbrain”
for gifted students.
Week 35
M: The teacher M: The teacher M: The teacher M/GA: Students M: The teacher will
will attract extra will begin to will use more will play the game provide a number and
attention to the introduce the complex strategies “24” in which four others that
students must
role of parenthesis concept of a to solve unknown students must use combine together to
in equations and variable but use a variables in which the four numbers form the other one in
specific placement capital letter to students will use around the outside a similar form to “24”
can make a represent an the inverse of the card to come played the day before.
completely unknown. (For operation to find up with the Students will work on
different result. example, P=price, the unknown (like number 24, using this right when they
The teacher will or A=number of they did for Math any combination of come in the
classroom.
explain the apples). Students Baseball). The operations.
commutative and will solve word teacher will Students will be M/A/CR/HW: The
associative problems in which explain that instead grouped by ability teacher will explain
properties. The they must use one of the box, there so that learning that for a final
teacher will use and then later more will be a capital disabled students project, students will
these terms but than one operation letter for the have a better have the opportunity
students will not and solve for the unknown variable. chance of winning to make their own
math-related game
be required to single variable. Students will solve a game. For each demonstrating pre-
memorize the They will then problems that round, instead of algebra type skills. It
actual terms, just write the equation make use of the just blurting out can be based on any
know the concepts. used to find the inverse operation the answer, game they already
unknown. (i.e. subtraction & students must write know. The teacher
M: Students will Students will addition, out their equation will show examples
complete a complete a multiplication & and show how it from the previous
year and together the
worksheet in worksheet with division). equals 24.
class will brainstorm
which they must this strategy. some popular games
fill in parenthesis DA: Gifted that might work if
to make each students will play given a math twist.
equation true. with more difficult They must come up
They will also combinations of with a title, playing
show whether or numbers. (Cards pieces, how to win,
and how to play.
not two sides of an are arranged by
Students will then
equation are difficulty). spend the rest of the
actually equal or time brainstorming
not (using the and beginning to
properties and work on their project.
PEMDAS) The teacher will
provide poster board,
markers, paper, and
scissors but students
must supply any other
necessary supplies.
Week 36
M: Students will M: Students will M/MO: Students M/E: Students will M/GA/RE/MO/
solve more word have a short word will play a review take a test on pre- LE/CM/CI:
problems to find problem to game to prepare algebra skills. Students will
unknown complete upon for the test divide into groups
variables. arriving to class. tomorrow in class M/W: When and play each
Students will on pre-algebra students are done, others’ games.
complete a M/RE/RT: skills. Teams will they can quietly Students will be in
worksheet Students will compete against put final touches groups of four and
combining all of spend the class each other to on their math every fifteen
the ideas covered period working on correctly answer games to be played minutes, the
so far in this unit. their math games. the problem first tomorrow. They teacher will ask
They will show given by the will also provide a students to switch
M/RE/I: When responsibility in teacher. short explanation roles. Total,
students are staying on-task, to the teacher how students will play
finished with their creativity in their their math game four different
worksheet, they work, and respect helps students board games
can continue to for their peers learn pre-algebra related to pre-
work on their pre- working around skills. algebra skills.
algebra game. them. Students can invite
They also can friends from the
work on a DA: Students that community to play
rulebook and other need additional math games with
aspects of the support in learning them also.
game. this math topic will Students will leave
be given a tutoring on the last day of
session during the school with fond
work time. memories of fourth
grade math and be
prepared for going
into fifth grade.
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Barkley. (2007) Make-a-Flake. Retrieved October 24, 2007, from http://snowflakes.barkleyus.com/.

Web site: http://www.teachingideas.co.uk/maths/contents06additionsubtraction.htm

middle schools, 4. Upper Saddle River, NJ: Pearson Education, Inc.

problem-solving approach, 4. Boston: Addison Wesley Longman, Inc.

Express Web site: http://www.twogetherexpress.com/gallon%20man2.htm

Funbrain.com. (2007) Math baseball. Retrieved October 28, 2007, from

Toronto: Trifolium Books, Inc.

Ca: Creative Publications.

Alto, Ca: Creative Publications.

Welchman-Tischler, R. (n.d.) Start with Manipulatives. Vernon Hills, IL: ETA/Cuisenaire.

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