Math

Wee
k1 Day 1 Day 2 Day 3 Day 4 Day 5

ERCR SoL 1.6 ERCR SoL 1.6 ERCR SoL 1.6 ERCR SoL 1.6 ERCR SoL 1.9
recognize, write, and recognize, write, and recognize, write, and recognize, write, and Numbers and number
recite numbers 0 recite numbers 0 recite numbers 0 recite numbers 0 words to numerals
through 110 through 110 through 110 through 110

M – Students will M/W – Students will M/W – Students will M/ - Students will M – Students will
review the numbers practice writing practice writing recite the number line complete a cut-and-
one through 110 by numbers 1-9 by numbers 10-20 by from 0 to 110 to the paste worksheet
counting through a completing completing teacher in groups. where they will match
number line of worksheets where worksheets where the numerals to the
sequential numbers they must rewrite the they must rewrite the M – Students will number words
that are written out numbers. numbers, to get used complete a math through 10.
on a board. to writing two worksheet where they
M/R – The teacher will numbers together. will write the number M/W - The students
M/MA- Students will read the book next to the word, or will practice writing
play “number bingo” Counting Crocodiles M/R – the teacher will cut and paste. the word numbers
with numbers 1-110. by Judy Sierra and Will read the book Mouse from 11-19.
Hillenbrand Count to the students. DA – Students who
M/S – Students will have trouble cutting
sing along to the song and pasting can use
“The Creatures that safety scissors or be
like to count from: given the slips already
http://www.songsforte cut out.
aching.com/intellitune
s/countingcreatures.ht
m
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2

ERCR SoL 1.9 ERCR SoL 1.9 ERCR SoL 1.1 ERCR SoL 1.1 ERCR SoL 1.1
Numbers and Numbers and Counting concrete Counting concrete Counting concrete
number words to number words to objects objects objects
numerals numerals

M – Students will M/W – Students will M/LI - The teacher M – The teacher will M – Students will play
complete a cut-and- practice writing the will read Counting in pass out a set of a ‘game’ where they
paste worksheet number words from the Garden by Kim objects containing a will be given a list of
where they will 80, 81, 90, 91, 100, Parker to the given number of items to count, either
match the numerals 101, 119, 120, 121. students. items to all students in the classroom,
to the number words in the class. Ideas outside, the
through the M/S - Students will M/MO/S – Students could be dry cereal, lunchroom, etc. They
hundreds. sing along with the will take a walk M&M’s, jelly beans, should list these in
number song from: outside and count etc. Have the chart form.
M/W – Students will http://www.songsfort how many different students count the
practice writing the eaching.com/math/ea colors they see in the objects as a total, or M – Before leaving
number words from rlynumberscounting/ schools’ garden. by color. each location, the
20, 21, 30, 31, 40, countto100.htm teacher should lead
41, 50, 51, 60, 61, DA – Students with M – Students will the class in counting
70, 71. physical disabilities make a graph of how each object and to
that prevent them many objects, grade for
from the walk could possibly by color that correctness.
find flowers from a they counted.
book provided while
sitting outside.
Week
3 Day 11 Day 12 Day 13 Day 14 Day 15

ERCR SoL 1.1 ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3
Counting concrete Counting by ones to Skip Counting Skip Counting Skip Counting
objects 110

M/MA – Students will M – Students will M – The teacher will M –The teacher will M – Students will
use Base Ten blocks introduce the idea of introduce the write examples on complete a worksheet
to count and sort counting by ones by concepts of skip the board, such as where they will fill in
based on various starting anywhere, 0, counting using a counting by twos and or cut and paste the
activities. This should 1, and other number line on the fives. answers into given
help them to prepare numbers. board, showing that number lines.
for Base Ten and the same number is M – The teacher will http://www.enchanted
Place Value activities. M – Students will added each time. introduce the concept learning.com/math/sk
complete worksheets of counting when not ipcounting/
M/MA - Have the where they fill in the M – Students will starting at 0 or 1.
students use the missing numbers in a complete a M – Students will play
blocks to count out a given number line. worksheet involving M – The teacher will “Around the World”
certain number or skip counting, with introduce the where they will skip
visa-versa. the number to add is different ways they count around the
written above each will be skip-counting, classroom after given
number. by two’s, five’s, and the value they are
ten’s. skipping.
DA – Students with
vision or hearing
problems should be
placed at the front of
the classroom and/or
given their own small
number line.
 W
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4

ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3
Counting by twos to Counting by twos to Counting by fives to Counting by fives to Counting by fives to
100 100 100 100 100

M/A – The teacher M/A – Students will M/A – The teacher M/A – Students will M – Students will
will have students complete a dot-to- will have students complete a dot-to- name objects that
complete a chart of dot picture where complete a chart of dot picture where come or could come
numbers where they they must count by numbers where they they must count by in groups of five,
color the numbers two’s. color the numbers five’s. such as fingers,
as they count by http://www.masslear as they count by http://www.masslear toes, etc.
two’s to see the ns.com/link_library.h five’s to see the ns.com/link_library.h
pattern. tml?subject=NM&su pattern. (0,5,10) tml?subject=NM&su M/MO – Students will
b_cat=50271&final b_cat=50271&final assemble
M – Students will =50273 M – Students will =50273 themselves in
write out the write out the groups of fives.
numbers that they M – Students will numbers that they M – Students will They will determine
colored on lined use concrete colored on lined use concrete the total number,
paper. objects to create a paper. objects to create a how many groups,
mini number line. mini number line. and how many are
DA – Students who left over. This is a
have trouble great beginning to
coloring and staying division as well!
in the lines could
use a bingo marker
to mark each
number.
 W
eek Day 21 Day22 Day23 Day24 Day25
5

ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3 ERCR SoL M 1.3
Counting by fives to Counting by tens to Counting by tens to Counting by tens to Counting by tens to
100 100 100 100 100

M – Students will M/A – The teacher M/A – Students will M – Students will M – Students will
complete a number will have students complete a dot-to- name objects that complete a number
line with missing complete a chart of dot picture where come or could come line with missing
blanks starting at numbers where they must count by in groups of ten, blanks starting at
numbers not a they color the five’s. such as fingers, numbers not a
factor of 5 (eg. numbers as they http://www.masslear toes, etc. factor of 10 (eg.
starting at 3). count by five’s to ns.com/link_library.h starting at 8).
see the pattern. tml?subject=NM&su M/MO – Students
M – The teacher will (0,10, 20) b_cat=50271&final will assemble M – The teacher will
review counting by =50273 themselves in review counting by
5’s. M – Students will groups of ten. They 10’s.
write out the M – Students will will determine the
numbers that they use concrete total number, how
colored on lined objects to create a many groups, and
paper. mini number line. how many are left
over. This is a great
DA – Students who beginning to
have trouble division as well!
coloring and staying
in the lines could
use a bingo marker
to mark each
number.
 W
eek Day 31 Day 32 Day 33 Day 34 Day 35
6

ERCR SoL M 1.4 ERCR SoL M 1.4 ERCR SoL M 1.4 ERCR SoL M 1.4 Review Day
Counting by 100s Counting by 100s Counting by 100s Counting by 100s

M/A – The teacher M/A – Students will M – Students will M – Students will
will have students complete a dot-to- name objects that complete a number
complete a chart of dot picture where come or could come line with missing
Week numbersDay 26 they
where they must Day27
count by in groupsDayof28 100 blanksDay 29 at
starting Day 30
7 color the numbers 100’s. such as a M&M’s in numbers not a
as they count by http://www.masslear a bag of candy, etc. factor of 100 (eg.
five’s to Test 1
see the ERCR SoL M 1.5
ns.com/link_library.h ERCR SoL M 1.5 ERCR SoL
starting M 1.5
at 108, 122, ERCR SoL M 1.5
pattern. (0,100,200, Ordinal numbers
tml?subject=NM&su Ordinal
M/MO numbers
– Students will Ordinal numbers
etc.) Ordinal numbers
etc.) b_cat=50271&final assemble as if they
=50273 counted as 100. M – The teacher will
M – Students will M/LI – The teacher M – The
They willteacher
determine will M – Students
review willby
counting M – Students will
write out the Mwill read the will
– Students story leadtotal
the the class
number in a complete
100’s. a cut-and- practice writing
numbers that they “Henry
use the Forth”
concrete objects discussion
and how many about paste worksheet ordinal numbers
colored on lined tocreate
to the students
a mini in situations
groups. Thisin is
which
a where they will first through
paper. order to introduce
number line (base ordinal numbers
great beginning to match the numbers twentieth in
ordinal
ten numbers.
hundreds would be
division asused,
well! to the ordinal numeral form and
blocks.) making a list on the number words. word form.
M- The teacher will chalkboard.
DA – Students with
further introduce limited mobility can M/MO – Students
ordinal numbers M – Students
stay put, and will
the will assemble M/O - Students will
first through tenth, sing the song
grouping formed about themselves in line recite an oral report
including ordinal them.
around numbers according to about their favorite
pronunciation and from http://www.ac- alphabetical order, things; color,
spelling. nancy- and will all orally animals, etc, using
metz.fr/enseign/ang recite the position ordinal numbers.
lais/Henry/nombres. of each student in
htm line. DA – Students with
speech problems
may read off a
written speech or
outline.
Week
Week Day 41 Day 42 Day 43 Day 44 Day 45
9

ERCR SoL M 1.1 ERCR SoL M 1.1 ERCR SoL M 1.1 ERCR SoL M 1.1 ERCR SoL M 1.1
Estimate Estimate Estimate Estimate Estimate

M – The teacher will M – Read the book M – After adding M – Students will M/MA – Students
begin the Betcha!: Estimating jelly beans to the watch the video in will discuss the jelly
introduction to by Stuart J. Murphy jar, the teacher will the classroom: bean jar and what
estimation by filling to the class. ask the students if http://www.linkslear has happened
a jar with a given there are more or ning.org/Kids/1_Mat throughout the
number of jelly M - Discuss the less than yesterday. h/2_Illustrated_Less week.
beans, placing a estimation ons/2_Estimation_of
rubber band around strategies that the M – Students will _Length/index.html M – Students will
the jar, and add or two boys in the play the game share ways that
subtract every day story read. from: M – The teacher will they might have
to see if there are http://www.primary add or subtract used estimation
more or less, and M - List ways that games.co.uk/PG5/Si from the jelly bean during the week.
how much more or estimation is used dsays/sidsays.html jar, discuss.
less from: at home (groceries,
http://www.dupagec time, costs, etc.) DA – Some students
hildrensmuseum.or may need to be
g/aunty/pt97.html M – The teacher will seated differently if
Subtract from the they have
M – Introduce what jelly bean jar, vision/hearing/atten
estimation is, how discuss. tion problems for
there is always a the video.
referent in
estimation, and
words associated.
Remind the
students that
“close” estimations
will not be
rewarded, only
logical explanations
of why a number
was picked.
Week Day 46 Day 47 Day 48 Day 49 Day 50
10

ERCR SoL M 1.1 ERCR SoL M 1.1 ERCR SoL M 1.1 ERCR SoL M 1.2 ERCR SoL M 1.2
Comparing Comparing Comparing Place value Place value

M – Students will M – Students will M -The student will M - Use Place value
make predictions complete a M – Students will group a collection mats and have
and compare the worksheet that will compare the of up to 100 students group and
weight of two have them circle volume of two objects into tens count unit blocks
objects using a which object would given containers and ones (using up to 100. Easy at
balance scale. They hold more using water, rice, rods) and write the first then building
should form groups substance. and jelly beans. corresponding up to combining
and rotate different They should numeral to develop units into tens and
stations around the M – Students will recognize the an understanding then tens into
room and weigh complete a bigger container of place value. hundreds.
the objects at each worksheet that will based on which
station. have them circle one held the most M – Students will M – Then, use red
which object would objects. complete a white and blue
weigh more. worksheet where poker chips for
DA – Some they will identify ones, tens, and
students may work the name of the hundreds,
in pairs, others place in a number respectively. Use
may want to try up to the hundreds. the term “trading’
three containers. and give them
either a number to
create or a certain
number of each
chips to trade with.
 W
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11

ERCR SoL M 1.2 ERCR SoL M 1.2 ERCR SoL M 1.2 ERCR SoL M 1.2 ERCR SoL M 1.2
Place value Place value Base Ten Base Ten Base Ten

M - Students will M – Have students M – The teacher will M – The teacher will M - Students will
play a matching complete the use Base Ten blocks continue to have complete the ‘Rice’
game where they crossword puzzle and mats to students practice activity on the
will match each from introduce the using the base ten website:
http://www.mathsye concept of Base chips or rods and http://www.arcytech
number written in
ar2000.org/magnet/ Ten. Students will eventually using .org/java/b10blocks/
standard form kaleidoscope2/Cross experiment with the regrouping. counting.html
with its correct number/index.html different color chips
corresponding and moving them
number written in M - Review the on the mat, with
expanded form. answers from the reviewing place
puzzle. value and how it is
related to Base Ten.

DA – Color blind or
challenged students
could use marked
chips.
Week Day 56 Day 57 Day 58 Day 59 Day 60
12
ERCR SoL M 1.2 ERCR SoL M 1.2 ERCR SoL M 1.2 ERCR SoL M 1.2 ERCR SoL M 1.2
Base Ten Base Ten Base Ten Base Ten Base Ten

M – Students will M – Students will M – Students will M – Students will M - Students will
practice addition practice addition add using base ten practice practice
using chips and using chips and with paper and subtracting using subtraction using
base ten mats and base ten mats and pencil and chips and base ten chips and base ten
no regrouping. regrouping. numbers. mats and no mats and
regrouping. regrouping.
DA – Students with
spatial problems
may use bigger
paper in order to
work the base ten
problems on.
Week Day 61 Day 62 Day 63 Day 64 Day 65
13 ERCR SoL M 1.2 Review Test 2 ERCR SoL M 1.8 ERCR SoL M 1.8
Base Ten fractions 1/4, 1/3, fractions 1/4, 1/3,
and ½ using and ½ using
concrete objects concrete objects

M – Subtracting M – The teacher will M – The teacher will

using base ten introduce the read The Hershey
using paper and concepts of Fraction’s Book to
pencil and fractions. the students and
numbers. participate using
M – The teacher will Hershey bars that
further introduce should be
fractions by using a distributed to each
rectangle drawn on student.
the board with 1/2,
1/3, and ¼. DA – Students who
cannot consume
this may use
graham crackers to
break and eat and
may watch the
teacher or
classmate for the
rest of the
fractions.
Week Day 66 Day 67 Day 68 Day 69 Day 70
14 ERCR SoL M 1.8 ERCR SoL M 1.8 ERCR SoL M 1.8 ERCR SoL M 1.8 ERCR SoL M 1.8
fractions 1/4, 1/3, fractions 1/4, 1/3, fractions 1/4, 1/3, fractions 1/4, 1/3, fractions 1/4, 1/3,
and ½ using and ½ using and ½ using and ½ and ½ using
concrete objects concrete objects concrete objects

M – The teacher will M – Students will M – Students will M – Students will M – Students will
read the book Apple complete the complete the M&M complete a complete a
Fractions using fraction activity activity from worksheet where worksheet where
apple slices of a using the fraction http://www.mathcat they will color in ½ they will color in 1/4
whole apple for mice and circles s.com/grownupcats/ of a certain area. of a certain area.
every two students. from ideabankfractions.h They will then glue They will then glue
http://www.mathcat tml their objects on a their objects on a
s.com/grownupcats/ sheet of sheet of
ideabankfractions.h construction paper construction paper
tml and name it ½. and name it 1/4.

DA – Students who
cannot color well
can use a colored
pencil and a ruler to
draw a line for
clarity.
Week
15 Day 71 Day 72 Day 73 Day 74 Day 75

ERCR SoL M 1.8 ERCR SoL M 1.11 ERCR SoL M 1.11 ERCR SoL M 1.11 ERCR SoL M 1.11
fractions 1/4, 1/3, Addition and Addition and Addition and Addition and
and ½ using subtraction facts to subtraction facts to subtraction facts to subtraction facts to
concrete objects sums and sums and sums and sums and
difference to 30 or difference to 30 or difference to 30 or difference to 30 or
less. less. less. less.

M – Students will M – The teacher M – The teacher M – The teacher M - The teacher will
complete a will introduce will give the will introduce introduce
worksheet where addition using students a addition using the subtraction using
they will color in concrete objects, worksheet where ones, tens, and concrete objects,
1/4 of a certain using goldfish. The they will solve even hundreds using goldfish. The
area. They will teacher should addition problems place. Students will teacher should
then glue their give the students only using the ones learn the methods give the students
objects on a sheet examples and then place. of borrowing and examples and then
of construction give them an carrying. give them a
paper and name it addition problem. subtraction
1/4. M – Students will problem.
DA – Students can volunteer to
M – Students will use non-edible complete problems
then create a mini- objects or bring on the board or
booklet about their own from their mini-dry-
fractions. home is there is a erase board.
food-related
problem.
Week
16 Day 76 Day 77 Day 78 Day 79 Day 80

ERCR SoL M 1.11 ERCR SoL M 1.12 ERCR SoL M 1.12 ERCR SoL M 1.12 ERCR SoL M 1.12
Addition and relationship relationship relationship relationship
subtraction facts to between addition between addition between addition between addition
sums and and subtraction and subtraction and subtraction and subtraction
difference to 30 or
less.

M – The teacher will M – The teacher will M - Students will M – Students will M – Students will
introduce addition introduce the play the dice game complete a learn the properties
using the ones, relationship from the website: worksheet that of addition and the
tens, and even between addition http://youth.net/cec uses the same properties of
hundreds place. and subtraction by /cecmath/cecmath. numbers and subtraction; which
Students will learn using concrete 14.txt and shows the ones are the same
the methods of objects. determine the relationship and which
borrowing and winner. between addition properties are
carrying. and subtraction. different.
DA – Some
M – Students will students may need
volunteer to a bigger worksheet
complete problems so they will have
on the board or more space to work
their mini-dry-erase with.
board.
Week Day 81 Day 82 Day 83 Day 84 Day 85
17 ERCR SOL M ERCR SOL M 1.12 ERCR SOL M Review Test 3
1.12 relationship relationship 1.12 relationship
between addition between addition between addition
and subtraction and subtraction and subtraction
L: The teacher will L: The teacher will M: The students
read, The Mission read, The Action of will recognize that
of Addition by Subtraction, by addition and
Brian Cleary. Brain Cleary. The subtraction are the
Students will note students will note opposite of each
at least two at least two other. The teacher
addition problems subtraction will put one
from the story. problems from the addition and one
story. subtraction
W: Students will problem on the
write two of their W: The students board. The class
own addition will write two of will solve and then
problems and their own perform the
trade with a subtraction opposite operation
partner to solve. problems and with the answer to
trade with a get what they
MC: Teach and partner to solve. started with.
have the students
say the numbers WS: The students
(addition DA: Fill in the will complete a
problems) in blanks with the worksheet
Spanish. beginnings of practicing the
problems will be same thing. They
will include the
provided for
definition of
students who have addition and
trouble getting subtraction and
started. describe the
relationship of the
two.
Week Day 86 Day 87 Day 88 Day 89 Day 90
18 ERCR SOL M 1.13 ERCR SOL M 1.13 ERCR SOL M 1.13 ERCR SOL M 1.13 ERCR SOL M 1.13
and solve given and solve given and solve given and solve given create story
word problems word problems word problems word problems problems
M/V: The teacher M: The teacher will M: The teacher will M: The teacher will M: The teacher will
will list and discuss give examples of put an example of put three word introduce story
the math words word problems a subtraction word problems on the problems with an
used in math word dealing with problem on the board. They will go example on the
problems. The addition. The board. The teacher through them as a board. The teacher
students will match teacher will ask the will discuss and class and solve. will demonstrate
math words with students for show how the The students will how to solve and
the correct sign. examples of word problem deals with classify if each list the
problems dealing subtraction. The problem deals with requirements of a
WS: The students with addition. The students will come addition or story problem.
will complete a problems will be up with examples subtraction.
worksheet put on the board of their own. The L: The teacher will
matching words and solved as a teacher will put the D: Students will read Dr. Seuss’s, I
with the correct class. examples on the role play and can Lick 30 Tigers
signs. board and the class represent given Today. The class
WS: Students will will solve together. word problems. will discuss how
DA: For those who complete a One student will this story can be
are advanced, want worksheet with WS: Students will have the job of seen as one big
an extra challenge, three addition word complete a putting masking math problem. The
a worksheet will be problems. worksheet with tape down on the students will
available for the three subtraction floor with the recognize the
students to write word problems. correct signs subtraction
the word when just (addition, problems and solve
the sign is present. subtraction, them.
equals). Another
student will be a
record keeper,
recording each
problem’s solution
that was
represented.

WS: Students will

complete a
worksheet with five
story problems and
classify each.
Week Day 91 Day 92 Day 93 Day 94 Day 95
19 ERCR SOL M 1.13 ERCR SOL M 1.13 ERCR SOL M 1.13 ERCR SOL M 1.14 ERCR SOL M 1.14
create story create story create story Pennies to a nickel, Pennies to a nickel,
problems problems problems a dime, a quarter a dime, a quarter
M: The teacher will M/T: The students HO/W: Students GA: Students will GA/VA: Students
put a sample story will use computers will use learn how many will learn how
problem on the to create three of gingerbread pennies are in a many pennies are
board. Students their own story cutouts to create a nickel. The teacher in a dime. The
will solve as a problems. story problem. will give each teacher will tell the
class. They will use student five students that one
PS: The students addition or pennies and one dime equals 10
W: The students will pick one of the subtraction in their nickel (use paper pennies Each
will each write their three story problem. All the money). She will student will receive
own story problem. students’ problems explain that there a few pennies.
problems they
They will then will be put in a are five pennies They will have to
switch problems created and class book, “Story equal to one nickel. find other students
with another present it to the problems with The students will with amounts of
student and solve. class to solve. gingerbread men.” be split into groups pennies that will
of five. The equal 10. Each
DA: Pre-written HW: Students will teacher will tell the group will then get
problems with fill- be assigned to students to each one dime to create
in-the-blanks will write three more give one penny. a poster board
be provided for story problems at How many does representing how
those who need home. each group have many pennies are
extra help. now? How many in one dime.
nickels does each
group total pennies
equal?

VA: Each group will

make a poster
board/money book
showing the
representation of
how many pennies
are in a nickel.
Week Day 96 Day97 Day 98 Day 99 Day 100
20 ERCR SOL M 1.14 ERCR SOL M 1.14 ERCR SOL M ERCR SOL M ERCR SOL M
Pennies to a nickel, Equivalents of 1.14 1.14 1.14
a dime, a quarter money change up Equivalents of Equivalents of Equivalents of
to 100 cents. money change up money change up money change up
to 100 cents. to 100 cents. to 100 cents.
M/W: Students will M: Students will MU: Students will M/G: Students will
learn how many learn how many learn and sing the play ‘Money
pennies are in a dimes are in a tune, “Let’s Count Bingo.’ The Review and Quiz
quarter. The dollar. The teacher Coins.” teacher will draw
teacher will have a will present a cards with an
picture container will D/GA: Students amount of change
representation of pictures of dollar will role play and on it (no more
how many pennies bills covering it. put together a than 100 cents).
are in a quarter. This represents small ‘market’. The students will
The class will one dollar. The Students will bring then match an
count the pennies students will come in small objects to addition problem
together to get to up one at a time, sell and will be on their card to
25. The students pulling out a dime, given 100 cents to the amount called.
will write a word counting each time buy. Students will
sentence showing to keep track. practice L: The teacher will
how many pennies When they get to purchasing and read, How does
equal a quarter. the end they will making change. Peter feed the
have 10 dimes, Meter?, dealing
WS: Students will thus equaling one DA: Advanced with money and
complete a dollar. The teacher students will be introducing
worksheet dealing will also have four given 150 cents multiplication
with the quarters in the and students that principles.
conversions of container, need extra help
change. demonstrating four will be given only
quarters equaling 50 cents.
100 cents. Assistants will be
present to help
W: Students will students if
write these needed.
equations in their
math notebooks.
Week Day 101 Day 102 Day 103 Day 104 Day 105
21 ERCR SOL M 1.14 ERCR SOL M 1.14 ERCR SOL M 1.14 ERCR SOL M 1.14 ERCR SOL M 1.14
Equivalents of Count a mixture of Count a mixture of Count a mixture of Count a mixture of
money change up change up to 100 change up to 100 change up to 100 change up to 100
to 100 cents. cents cents cents cents
M/ GA: The PS: The students M/G: Students will M/ G: Students will GA: Each student
students will hunt will present their each be given a play, “Try a Money will be given a bag
for change (large, combination to the sign/coin to tape Bee for a Change.” of change. Each
paper change) class, adding it to on their shirt. (formatted like a bag will have only
hidden throughout show that it equals Each coin will spelling bee but one other bag with
the room. The 100. Students will represent a various students will solve the same amount
total amount then suggest amount (1, 5, 10, different addition of change. The
should equal 100 another option to and 25 cents). and subtraction student’s task is to
cents. They will the one presented Students will have problems involving find the other
search and add by substituting one to work together to change) The student with the
what they have coin(s) for an group themselves winner will get a bag with the same
found until the get equivalent. in ways that prize. Questions amount of change.
to 100. The combine their will gradually get The students will
amount of each coins to make 100 harder. then create a chart
coin found will be cents. The goal is to show the
recorded on the to see how many number of each
board for the different ways they DA: A few students type of coin they
students to keep can find. Each will have the had. They will
track of. time a solution is option of opting come up with a
found, the teacher out of the game to third combination
HW: The students will record it. of coins equaling
be: time-keeper,
will bring in an whatever amount
amount of change, name selector, and was in their bag.
with at least three record keeper.
different coins,
equaling 100
cents.
Week 22 Day 106 Day 107 Day 108 Day 109 Day 110
Review Test 4 ERCR SOL M 1.15 ERCR SOL M 1.15 ERCR SOL M 1.15
Tell time to the Tell time to the Tell time to the
hour and half hour, hour and half hour, hour and half hour,
using an analog using an analog using an analog
clock. clock. clock.
M: The teacher will M/VA: Students will M/G: Students will
display a make their own play Telling Time
transparency of an analog clocks with Bingo. Each
mobile hands. student will receive
analog clock. The
With a partner a Bingo card. The
teacher will explain they will practice teacher will give
the minute hand reading different the students a list
and hour hand. times on their of times to choose
The teacher will clocks. from to put on
give a few their cards. The
examples for the DA: Students who teacher will use a
have trouble with large board clock
class, explaining
scissors will be to represent
the hour and half provided with pre- different times
hour. Students will cut clocks pieces. listed. The
then come forward students will read
one at a time and the time and put a
show on the chip on their board
analog board clock if the time appears
on their card. The
the time given to
first one to cover
them by the five in a row gets
teacher. BINGO and wins.
 Day 111 Day 112 Day 113 Day 114 Day 115
Week 23 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16
Measure using Measure using Measure using Measure using Measure using
non-standard units non-standard units non-standard units non-standard units non-standard units
M: The students M: The student will M: Students will M: The students will M: The students will
will be introduced use the objects the use marbles to review by use the paper clips
to measuring teacher brought in measure the measuring different and the pencils to
volume of different
length with to measure objects around the measure the
containers. The
nonstandard units. different items. students will fill the room with the different objects on
They will each find The class will then different containers objects given. The the piece of paper.
a partner and one think about why with marbles and teacher will provide The teacher will
will lie on the floor this is not a good then count the all the different check and make
while the other one way to measure marbles to objects to measure sure that each
measures how tall something. determine the with. student knows how
marble volume.
by using his feet to Teacher will bring in to measure each
walk beside him. different items for CD: Students will object using non-
They will then work the students to use discuss why using HW: The students standard objects.
with paper clips to and measure the marble might not will complete the The students will
measure the specified objects. be the most activity sheet given also use the paper
different objects accurate way to and will draw the clips and the
the teacher brings CD: The students measure volume. objects that were pencils to measure
will determine why measured if not
in. Teacher will the objects on the
using non-standard DA: Students with finished.
bring the items in measurements is trouble counting paper.
for the students to not the best way to will be given
measure and will measure smaller containers
supervise the something. to measure.
children as they
complete this task.

GA: The students

will measure each
other using their
feet and then will
talk about it when
finished.
 Day 116 Day 117 Day 118 Day 119 Day 120
Week 24 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16
Measure using Measure using Measure using Measure using Measure using
standard units standard units standard units standard units standard units

M – The students M- The students M – The students M – The students M- The students will
will measure the will talk about all will talk about the will talk about the have a review over
room with a meter the different ways way people weigh way people the week and will
stick and then talk to measure length objects. They will measure the have an informal
about their and height. They practice using the temperature. They evaluation. The
answers. They will will practice balance. The will look on the teacher will bring in
also figure out what measuring different students will figure worksheet and will objects and the
the best way to things such as their out in their groups determine what the students must tell
measure the room desk, paper, etc. which one of the temperature is on how long each one
would be. The The students will objects weighs each thermometer. is, which one
teacher will have use inches, more. The teacher The teacher will weighs more, and
the meter sticks centimeters and will bring in enough bring in a what the
and let the groups feet. The teacher objects for each thermometer and temperature is on
measure the room. will bring in and group to have two. will show the each object.
The teacher will demonstrate using The teacher will students how to
also lead the group inches and also demonstrate measure the DA: Students who
in the discussion. centimeters. The how to tell which temperature. need longer to
teacher will also object is heaver. finish will be
GA/CD – After help the students HW – The students allowed to
measuring the CT – The students will complete the complete one task
when they are
room, the students will have to figure worksheet and will a day.
will explain the measuring the look online to see
out which of the
best way to objects around the two objects weighs what the
accomplish that room. more and why. temperature should
goal and will also be for the next day.
discuss why each
dimension of the
room is different.
Week 25 Day 121 Day 122 Day 123 Day 124 Day 125
ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16 ERCR SOL M 1.16
selecting the selecting the selecting the compare compare
appropriate tools appropriate tools appropriate tools measurements measurements
for a given task for a given task for a given task
M: The teacher will PS: Students will M: Students will be M: Students will M/PS: Students will
give the students a present their given scenarios in partner up and find and compare
thermometer and article and explain which a specific measure each two things in the
instruct them to what it is used for. tool needs to be other’s height and classroom. They
measure their used (ruler, meter arm span. They will measure
desks in inches. WS: Students will stick, balance, will compare with length/ height and
The teacher will complete a cylinder). They will each other and weight. The
discuss with the worksheet identify which tool then the teacher students will
students why this matching is appropriate for will assist the present the objects
is not possible. The appropriate tools each situation. students in and their findings
students will to scenarios. They will then use completing a chart to the class when
realize the the correct tool to of the results for finished.
importance of DA: The teacher perform the task. the whole class.
using the correct will have extra The students will HW: Students will
tool for a given tools on hand for RP: Students will discuss and be responsible for
task. students who be given a specific compare each finding out the
forgot to bring tool assigned by other’s height and weight
HW: Students will something or don’t the teacher to measurements and of two family
bring in two items have something to ‘play’ or act as. why they are members.
from their homes bring. The teacher They will take different.
that are tools used will explain how turns describing
for a specific task the tool is used to the tool they are WS: The students
(i.e. kitchen the student before and the class will will complete a
utensils, hammer, they present it. guess the tool and worksheet
hair brush, etc). then give the tool classifying things
an ‘assignment.’ that are compared
(something it to one
would be used for. another(larger/sma
ller)

HW: Students will

keep record of the
temperature
outside for five
days beginning.
Week 26 Day 126 Day 127 Day 128 Day 129 Day 130
ERCR SOL M 1.16 ERCR SOL M 1.16 Review Test 5 Field Trip
compare compare
measurements measurements

M/PS: Students will M: Students will go

bring in the results outside to the
of their family playground and find
member natural occurring
measurements and things to measure
share them with the and compare. Every
class. The class will student will also
then compare the turn in their
measurements. The temperature
teacher will keep reports. A few
record and help the students will report
class compose the their findings.
chart comparing
everyone’s family DA: Assistants
members. The (parents) will be
class will then present to help
compare the family watch the students
chart with the outside and assist
student chart. them in reading a
Students will recording their
discuss similarities measurements.
and differences.
Week 27 Day 131 Day 132 Day 133 Day 134 Day 135
ERCR SOL M 1.17 ERCR SOL M 1.17 ERCR SOL M 1.17 ERCR SOL M 1.17 ERCR SOL M 1.17
Volume Volume Volume Volume Volume
M: The students will M: The students will M : The students M: The students will M: The students
discover how liquid view a chart about will see how 1 review a pint and will draw how many
stays the same and pints, quarts, and quart fills up 4 quart and how Cups fills up a pint,
has the same gallon containers. glasses. The many glasses it quart, and gallon.
amount when it is They will complete students will takes to fill up each The students will
poured into a coloring activity practice doing this one. The students also make a list of
different showing how many at the water center. will also learn that all the different
containers. They cups 1 pint can fill The students will it takes 3 quarts to foods that come in
will also get to up. The teacher also review how 1 make a gallon. The these three sizes.
experiment with will bring in one pint fills up 2 students will begin The teacher will
this in their small pint of water and glasses. The to see the pattern. prepare the
groups. The show the students teacher will bring in The teacher will evaluation and will
teacher will bring in that one pint fills a quart of water bring in a gallon of have a back-up list
different containers up two glasses and will show the water and of all the things
and will show the (Cups). The students how 1 demonstrate how it that come in a pint,
children how liquid teacher will also quart fills 4 glasses. takes many glasses quart, and gallon.
does not change in help the children The teacher will to fill it up.
quality or quantity with the coloring also prepare the
when poured into sheet. water center for VA/CT: The students
will think about VA/CT: The students
another container. the children to use. will draw how many
how many glasses
it takes to fill up a glasses it takes to
GA/S: The students make a pint, quart,
CT: The students gallon. They will
will experiment and gallon. The
will think about GA/VA: The color the amount of
with water and the students will also
how many glasses students will color cups in.
containers and see brainstorm what
how liquid does not it takes to fill up a in how many
DA: The Kinesthetic food comes in
change when pint and will color glasses it takes to
learners will be pints, quarts, and
poured into how many glasses fill up 1 quart. The
given the chance to gallons.
different on the paper. students will also
discover this by the use the materials/
containers.
hands-on activity. experiment
themselves.
Week 28 Day 136 Day 137 Day 138 Day 139 Day 140
ERCR SOL M 1.19 ERCR SOL M 1.19 ERCR SOL M 1.19 ERCR SOL M 1.19 ERCR SOL M 1.19
position of items position of items position of items position of items position of items
using math words using math words using math words using math words using math words
M: The students M: The students M: The students M: The students M: The children will
will tell the teacher will tell where the will have a quick will describe where complete an
if she is near or far teacher stands review of the last the teacher stands activity sheet.
from the sign using the words two days and then using the words They will write out
hanging on the above or below. will use the map to next to. The where the little girl
wall. They will also They will describe tell where to go. students will also is on the paper
use these words to her positions as They will also draw talk about who is according to
describe other she picks different their own map of next to them. The different objects.
objects around the things in the room. the school. The Teacher will stand The students will
room according to Teacher will have Teacher will bring next to some thing use all the words
where the teacher to place several in a map of Suzie’s and the students covered from the
stands. Teacher will objects on the floor way to school and will have to use the week. The teacher
hang signs up on so the students the students will words describing will prepare the
the ceiling and the can say if she is have to use the where she is. She paper for the
students have to above or below the words up and down will also talk about evaluation and will
tell where she is object. The to get Suzie to the objects on the review with the
according to the teacher will also school. playground; what children before
signs; if she is near review the lesson is next to what. they take the test.
or far. The teacher from yesterday GA: The students
will see the route GA: The students DA: Students who
also has to pick using near and far.
the Suzie takes to will tell where the need it will be
other objects that school and will
GA: The students teacher stands given a list of
she is near or far describe how she using the words words instead of
will tell the teacher
from. should go to school next to. The having to
where she is by
using the two students will also remember.
using the two
GA: The students words: up and talk about who is
words: above and
will tell the teacher down. They will next to them and
below. They will
where she is also list things that what is next to
also complete the
according to the are up and things each other on the
worksheet.
signs using the two that are down. playground.
words: near and
far. They will also
complete an
activity sheet.
Week 29 Day 141 Day 142 Day 143 Day 144 Day 145
ERCR SOL M 1.20 ERCR SOL M 1.20 ERCR SOL M 1.20 ERCR SOL M 1.20 ERCR SOL M 1.20
geometric figures geometric figures geometric figures geometric figures geometric figures
M – The students M – The students M – The students M – The students M – The students
will do an activity will talk about the will view different will say the rhyme will complete the
sheet and will view characteristics of circles and will to remember the review by placing
different rectangles rectangles. They complete the different the shapes under
that the teacher will also work coloring activity. characteristics of a the correct
brings in. The together to The teacher will circle. They will category and then
teacher will bring compare and prepare the also pick out will be able to eat
in several different contrast rectangles activity sheet and several circles them. The teacher
sizes of rectangles and squares. The will also have the around the room. will prepare the
for the students to teacher will help rhyme written The teacher will evaluation by
view. The teacher the students learn down so the have the rhyme making the finger
will also prepare the rhyme so they students can read written down and sandwiches in the
the activity sheet can remember the and repeat it will also place different shapes.
for the students to different tomorrow. several circles The students will
complete. characteristics of around the room place them in the
the rectangle. WS: The students for the students to correct column and
WS – The students will complete the
pick out. then the teacher
will complete the GA – The students coloring and
cutting activity. will check and they
activity sheet. will compare and CD – The students
They will also view can eat the
contrast rectangles will say the rhyme
several sizes of and squares. They DA: Students will sandwiches.
rectangles. trouble handling and will also talk
will also learn the
rhyme for the scissors will be about the Q – The students
characteristics of permitted to use characteristics of a will place the
the different pre-cut shapes. circle. They will different shapes in
shapes the correct column.
also pick out circles
around the room.
Week Day 146 Day 147 Day 148 Day 149 Day 150
30 ERCR SOL M 1.20 ERCR SOL M 1.20 ERCR SOL M 1.20 ERCR SOL M 1.20 ERCR SOL M 1.20
Week geometric
Day 151 figures geometric
Day 152 figures geometric
Day 153 figures geometric
Day 154 figures geometric
Day 155 figures
31 M – The students
ERCR SOL M 1.20 M – The students
ERCR SOL M 1.20 M – The students
ERCR SOL M 1.20 M – The students
ERCR SOL M 1.20 M – The students
ERCR SOL M 1.20
geometric
will view several figures geometric
will talk about figures
what geometric
will view severalfigures geometric
will figures
draw triangles geometric
will review the figures
different objects makes a square a different triangles and talk about shapes learned by
M – The
that are students
squares. M – The students
square. They will M
and – The students
practice M-
what Thethestudents M – The astudents
playing game.
will pretend
They will have that
to will see that
draw a few squaresthere will review
drawing the
them. will listen to a are
characteristics will paint
The students will
they are making
tell how they knew a are
and many squares
then pick out characteristics
They will draw and of a story, Sammy’s
of triangles. They something from the
answer by telling
new tile for
it was a square. the in the
different squares in triangle and
decorate their will Shapes
will alsoby Susan
pick out environment
what shape being using
classroom
The students floor.
will environment.
the classroom.The The think
triangleabout the
to place Beasly, about
several triangles the different
described. The
The students
also draw their will
own students will
teacher will set updraw different
around the places
room shapes.
around the After the
room. shapes. The
teacher will have a
see that squares
squares and color some
differentsquares
squares in they might
and will color see a
the story, the students
The teacher will teacher
list of will be
are
the used
picture. in the the
aroundenvironment.
the room triangle. They The
activity sheet. will will
hang match up each
up several there to help the
characteristics and
environment. The The
(so there arewill
teacher more) also
teacherdraw will shape to its
more triangles students
will ask theget ideas
The teacher
students willwill
also make
so theachildren
list on thecan something
prepare thethat paper partner.
around the Theroom so from.
students They can
to identify
bring
go in several
outside and find board of all
pick them out. the looks like a triangle
for the students to teacher will
that there are have draw a train,
the shape asked
different squares
all the squares different squares in in
drawtheon environment
and will several
plenty for items
the that flower, etc.
for. The teacheras long
and have
they can. theThe GA environment.
the – The students (ice cream
also bring in cone, are a square
children to pick or a as
will also helpand
they use the
children will
teacher guess will describe
The teacher willa etc.) Thedifferent
teacher triangle and will label the shapes.
several out. students point out
what they
prepare the are.
art The square
also prepareandthepick will have fora list of bring them in for
several out around triangles the shapes in the book,
teacher and
activity mustwill also art activity. places that a CD –students
the The studentsto DA: Students who
the room. students to view. Red Bear’s Fun
prepare
take the the activity
students triangle might be will pick out
match. get done early will
With Shapes by
for the students
outside and help VA – The students WS – The
seen. The students
teacher several triangles be allowed to paint
DA: Students who Bodel Rikys.
will draw some GA – The
them pick out all cannot draw well willalso
will draw several
have the around thestudents
room more shapes for an
WS – The students squares in the sizes of triangles will match up the extra
the squares in the will use the paint
environment that materials prepared and will talk about GA – sticker.
The students
will draw several program on a and decorate items to the
environment. are listed on the for art class. the characteristics will tell the teacher
sizes of squares computer. them. They will correct shape. The
board. of triangles. what shape is
and will complete also color the students will work
GA – The students VA – The students being described.
the coloring activity sheet. in pairs and will
will complete the will draw rotate throughout
activities.
new classroom tiles something from the classroom.
and will pick out the environment in
squares in their the triangle and
environment. will list places
where triangles
might be found.
Week Day 151 Day 152 Day 153 Day 154 Day 155
31 Review Test 6 ERCR SOL M 1.22 ERCR SOL M 1.22 ERCR SOL M 1.22
create forms of create forms of create forms of
data data data
M – The students M – The students M – The students
will count the will take a vote will take a vote and
number of girls and about the student’s see what their
boys in the class favorite ice cream. favorite holidays
and figure out why They will record the are. The students
someone would results. They will will also put this
want to know this also begin the information in a
information. They graph of the graph. The teacher
will also be temperature will prepare the
introduced to what outside. The graph with all the
a graph is. The teacher will record holidays on it. She
teacher will count the student’s will also help the
the boys and girls favorite ice cream students count
and then make a flavor and will find what students like
simple chart for the out the outside what holidays.
students to see. temperature. The
The teacher will teacher will also GA – The students
will find out what
also record the take their pictures
students like what
temperature each for a graphing holidays. They will
day at the same activity in a couple also discuss how to
time for the graph of weeks. get this information
next week. and why. They will
GA – The students also record the
GA/CT – The will tell their temperature for the
students will count favorite ice cream graph next week.
the boys and the flavor to graph in a
girls and will put it chart.
on a table. They
will also figure out DA: Students will
why people would be provided with
want to know the pictures of tables
information. to refer to.
 Day 156 Day 157 Day 158 Day 159 Day 160
Week
32 Standardized Standardized Standardized Standardized Standardized
Testing Testing Testing Testing Testing
Week Day 161 Day 162 Day 163 Day 164 Day 165
33 ERCR SoL M 1.22 ERCR SoL M 1.22 ERCR SoL M 1.22 ERCR SoL M 1.22 ERCR SoL M 1.22
create forms of create forms of create forms of create forms of create forms of
data data data data data
M – The students M – The students M – The students M – The students M – The students
will show on their will take a survey will listen to a story will review the will begin looking
paper how to of the class and and get the data story from at the daily
organize the see what subject is from the book. yesterday and will temperature from
number of teachers liked the most. They will use the listen to the story. the last 7 days and
for each grade. They will then put same They will pretend will talk about what
They will discuss that data in a organizational they are the they would do with
why it is important chart. The teacher method used last bunnies and try to that information.
to know how many will help the week. They will find out where they They will also listen
teachers there are. students gather the also discuss the live. The teacher to the story and
The teacher will information by importance of will read the story, talk about the data
write the number putting the collecting data and Jon Blake Daley B. that was collected.
of teachers for information on the why someone The teacher will They will take the
each grade on the board. might need to. also help the survey on each
board. The teacher Teacher will read students when they other and then
will show the GA – The students the story, try to track where organize the
will survey each
students how to Mitsumasa Anno they come from. information. The
other’s favorite
organize the subject and discuss Anno's Flea Market. teacher will read
information. The students will LI/ CT– The the story, Byrd
how the
information is find the students will listen Baylor Guess Who
HW – The students organized. information needed to the story and My Favorite Person
will complete the will collect the data
and graph it. Is.
graph of how many DA: Students who from the story.
teachers there are have trouble CD/ LI – The They will also GA – The students
in each class. What approaching/ students will listen figure out (the way will talk to each
the students do not talking to other to the story and the bunny did) other and take a
finish in class it will students will be will graph all the survey so they can
be for homework. allowed to work where they come
information as organize the
with a partner. needed. They will from. information.
also discuss why
someone would
need to collect
data.
Week Day 166 Day 167 Day 168 Day 169 Day 170
34 ERCR SOL M 1.22 ERCR SOL M 1.22 ERCR SOL M 1.22 ERCR SOL M 1.22 ERCR SOL M 1.22
ways of recording ways of recording ways of recording ways of recording ways of recording
data using tables, data using tables, data using tables, data using tables, data using tables,
picture graphs, and picture graphs, and picture graphs, and picture graphs, and picture graphs, and
object graphs. object graphs. object graphs. object graphs. object graphs.
M – The students M – The students M – The students M – The students M – The students
will take a survey will take a vote to will work in their will work in groups will collect the data
of their favorite see what their group to find out to make a graph of favorite pizza
animals (tame – favorite zoo animal what each person’s given the toppings. When all
teacher will pick 4 is. They will listen favorite color is. information that information is
animals for them to to a book about zoo They will then put provided. Each collected, the
choose from). animals and then that information student must make teacher will show
They will then watch as the into a picture his/her own graph. them what a bar
watch to see their teacher graphs the graph. The They may work graph looks like.
picture graph information on the students will use together to figure it The teacher will get
appear on the computer, making pictures of out, but each chart paper to
computer screen. a picture graph. themselves to put student must turn show the students
Teacher will get The teacher will in the column. The one in. The teacher what a bar graph
onto Microsoft read the students a teacher will take will provide the looks like. She will
Excel and will story about zoo their pictures and students with the also help organize
follow the animals and then hand them out so information needed how the students
directions to make get the number of the students can to make the picture collect this
the picture graph students that like graph their favorite graph. She must information.
on the computer. each zoo animal colors. also make sure the
She will also and graph it on the students stay on GA – The students
GA – The students will ask each other
explain to the computer. task.
will ask each other what kind of pizza
students what this topping they like
CD/T – The what color they like GA – The students
is called. the best and then and then will
students will talk will work together
they will use their organize that
T- The students will about their favorite to graph the
pictures to make a information into a
animals and will information given.
observe the picture graph. bar graph.
watch as the Each student must
teacher making teacher graphs it have his/her own
their picture graph on the computer. DA: Crayons, graph.
on the computer markers, or colored
and will talk about pencils will be
supplied.
what this kind of
graph is.
 Week Day 171 Day 172 Day 173 Day 174 Day 175
35 ERCR SOL M 1.22 ERCR SOL M 1.22 ERCR SOL M 1.22 ERCR SOL M 1.22 ERCR SOL M 1.22
Day 176 Day 177 Day 178 Day 179 Day 180
ways of recording ways of recording ways of recording ways of recording ways of recording
Week 36
ERCR
data SOL
usingMtables,
1.23 ERCR SOL M
data using 1.23
ERCR
tables, SOL M
data using 1.23
tables, ERCR SOL tables,
data using M 1.23 ERCRusing
data SOL tables,
M 1.23
sort andgraphs,
picture classifyand sort and
picture classify
graphs, sort and
and
picture classify
graphs, and sort and
picture classify
graphs, and sort and
picture classify
graphs, and
objects
object according
graphs. objectsgraphs.
object according objects
objectaccording
graphs. objects
object according
graphs. objects according
object graphs.
to their physical
M – The students Mto– their physical
The students Mto theirstudents
– The physical M to theirstudents
– The physical M –toThetheir physical
students
will properties
be given a bag properties
will pick their properties
will be given properties
will graph each properties
will be given
Mof– The
M&Ms students
to predict Mfavorite
– The students M
color jelly – The students
information and M – Theeye
others students
color M – The students
information and
will view different
how many of each will look at
bean and will the will
they will be a
be given will
and make athe
look at team will be
they must given many
objects and talk
color there are in objects
observe from
how the piece of paper
responsible to with same
bar graphobjects from
of this different objects
complete the
about different
the bag. After yesterday
teacher makesand will
different
a
graph the objects on Monday
information.and Thewill and they will sort
informal evaluation
ways to group
predicting they will figure out how
bar graph using they
itinformation.
and will have to
They figure
teacher out how to
will them
by intoa different
doing picture
them.
actually Thecount
teacherhow would sort them by
that information. sort them
may would in into sort them
observe and by keep
their graph orwhile
groups a bar
will then let them
many of each color color. After they
The teacher different
will
teams, but piles by
each size. The teacher
the students on workingThe
graph. in groups.
play
there with
are.them Theso have sorted them
show the students cutting
studentand must pasting
have will actually take
task. She will also The teacher
teacher will will
they can touch
teacher will take and byhowcolor, the the
to make them. The teacher
his/her own graph. the objects
prepare the and will
basics bring a
prepare thebaggie in
feel
thethe objects
number and teacher
bar graph willongivewill
Theprovide
the teacherthe will make
of the piles
graphsforfor
the full of different
evaluation and will
they will be
make the chart tosorting. each team a baggie
computer. She will sheet of paper
collect data and with students
the students to see.
to have a short will
objects and
The
show teacher
to them will ofalso
objects that why
talk about different objects
give it to the on They
work on. all classify
will have the
review so students
the
bring in objects
tomorrow of
in class. should be sortedto
it is important itstudents.
for the students
She these objects into sort them
students’ mindsin their
different
The teachersize, will according to color.
collect different to sort.
must also make groups
GA – The according
studentsto groups.
will be refreshed.
shape, color,
provide students etc. kinds of data. sure the students size.
will ask each other The
for thethestudents GA – The students Q – The students GAstudents will
– The students
with M&Ms to will sort the objects stay on task.
will cut and paste
their eye color and
GA –willThemake
students complete
will sorttheall the
sort and group.
sheet. She will T – The students then a evaluation showing
given by colors. all the objects into will sort the objects objects in their
She will alsothe help will observe how GA – by
Given the team graph. They
also make They will also look groups different from Monday into baggies
that according
they know
the students figure the teacher makes data, each student will display groups
these
chart at home. at the figures from color. different to size.
what Theyand
a picture will
a bar graph online must make their
out how they would yesterday and how graphs
accordingin theto their a bar graph is. to
work in groups
and then will own graph.
putMA these
– The into
students they would sort hallway size.
upon accomplish this
discuss why it is
will predict
different groups. and them by color. completion. goal.
important to DA: Students will
count how
The students will many collect data like
DA: Any student be allowed to
M&Ms there are in this.
look at the objects consult a friend.
their bags. with problems
provided and will distinguishing color
figure out how they will also have the
would group them. objects’ color
labeled.
Legend
CD- class discussion

CT- critical thinking

DA-differentiation/accommodation

D-drama

G- Game

GA- group activity

HO- hands on activity

L- Literature

M-math

MC- multicultural connection

MU- music

W-writing

PS- public speaking

Q-Quiz

RP- role play

S-science

T-technology

VA- visual art

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