Mathematics

Curriculum > Elementary > 1st Grade

Curriculum Overview
Course Title	Grade	Course Length
Mathematics	1 ^st	2 semesters

Course Description: Our Envision math program is divided into 16 different topics with a very specific timeline used to help students progress at a progressive pace.(T49 in teachers manual)
This program is designed to meet individual needs, understand the language of math, use interactive math stories, and follow up with home activities as well as games for during centers.

Topic 1. Numbers to 12

Informational Knowledge Objectives

Students will know the numbers 0-5, and 6-10, then 10,11,and 12.
Students will know and understand what spatial patterns are and be able to do them for numbers to 9.
Students will understand and know how to use objects to act out the actions in problems.
Students will read and write the numbers to 12.

Suggested activities

Students will play memory with the written numbers and find the match to the numerical number.
Students will use shaving cream on desks and write the numbers to 12.
Students will use sandpaper to feel the numbers to 12.
Students will play number bingo to 12.

Procedural Knowledge Objectives

Students will start with a story and be able answer guided comprehension questions based on math.
Students will be able to read and write the numbers to 5.
Students will know and be able to understand that counting tells how many are in a set.
Students will be able to count how many items are in a set.
Students will know that the numbers 6 to 10 can be thought of as 5 and some more.
Students will be able to read and write numbers to 12.
Students will be able to recognize the number of objects in some patterned groups can be identified without counting.
Students will be able to use objects to act out different actions in various problems.

Topic 2. Comparing and Ordering Numbers

Informational Knowledge Objectives

Students will understand and be able to compare two different numbers.
Student will know the new vocabulary of this topic: more, fewer, greater than,less than, least, greatest, between, before, and after.
Students will be able to use objects to represent and count the numbers 1 through 5.
Students will use different objects and things to represent the number 1 through 10.
Students will be able to order numbers incorporating a number line.
Students will know how to use various objects to act out the ordering of numbers to solve problems in a story setting.

Suggested activities

Students will use manipulatives to act out various stories during a math center.
Students will use counters to be able to compare and order numbers through 12.
Students will use magazines to cut out pictures and make sentences showing numbers that can add up to 12.
Students will use the pocket chart with teacher made cards to show proper numbers that go with least, between, and greatest. They will put the number in the proper place where it belongs.
Students will be in a guided math center where they will practice writing their numbers eg. 1 and One.
Student will read the selection story of the topic and then work in a center to make their own math book comparing numbers.

Procedural Knowledge Objectives

Students will be able to compare two numbers 1 through 12 using newly learned vocabulary more, greater than, fewer, and less than.
Students will be able to read and write the numbers to 5.
Students will be able to compare as well as order three numbers through 12 using learned vocabulary words least, greatest, and between.
Students will be able to use the words before and after while using anumber line.

Topic 3 Understanding Addition

Informational Knowledge Objectives

Students will be able to make 6 and 7 adding numbers.
Students will understand that the numbers 6, 7, 8, and 9 can be broken into parts of the whole in a variety of ways.
Students will know that parts of a whole is also known as addition.
Addition number sentences can help students understand to show joining situations.
Students will know the new vocabulary and be able to use it to understand about numbers.
Students will be able to read a book about math and grasp the additions concepts.
Students will know how to write addition number sentences to find the whole, given two parts.
Students will write addition sentences in which will solve sentences and show that they are joining together.
Students will learn and know how to add in any order.

Suggested activities

Students will use the pocket chart to make sentences using newly learned vocabulary.
Students will use many different kinds of counters and different vocabulary terms each day to create addition problems.
Students will use whiteboards during centers and unifex cubes to make sentences and record on whiteboards.
Students will have a handwriting of numbers center where they are properly practicing to write numbers.
Students will make sentences using the words add and sum. They will use different objects in the math center to create their sentences.
Students will use unifex cubes to create joining sentences and share them with their peers during math centers.
Students will do various worksheets geared towards addition from the manual to ensure their comprehension of addition.

Procedural Knowledge Objectives

Students will be able to know that parts of a number are strategies for addition.
Students will be able to use the vocabulary words in all, inside, and outside of an area to assist with counting.
Students will be able to know parts of a number that can make 8.
Students will know that numbers can be broken into parts of the whole in different ways.
Students will know and be able to use the vocabulary part, whole, and double.
Students will use the vocabulary add, sum, addition sentence, plus +, and equals = to write sentences.
Students will understand and be able to use the word join while connecting cubes.
Students will use the vocabulary terms order, and addend while connecting cubes.

Topic 4. Understanding Subtraction

Informational Knowledge Objectives

Students will be introduced to math vocabulary of the week and connect it to everyday vocabulary.
Students will understand that while reading various math related subtraction stories, math subtraction concepts will be mastered by children.
Students will be able to solve a problem by finding the missing part.
Students will know how to find a missing part of the number 8 when one part is known.
Students will use subtraction to find the missing part of the number 9.
Students will tell and act out stories about breaking apart numbers to see how many are left.
Students will know what the term compare means and will be able to act out comparing stories to find out exactly how two groups are different.

Suggested activities

Centers this topic will include review of addition and introduction to subtraction.
Students will have an acting out center where they will have many different things to choose from where they can act out different subtraction stories and can record them with written sentences. This center will need some guidance from a teacher at least at the start. As time goes by children will become more and more engaged and be able to run this center on their own.
Students will practice writing sentence numbers using unifex cubes and clay to make the sentences.
Students will do various worksheets with unifex cubes ensuring comprehension.
Students will look through a bunch of math books and write post it notes on them stating what the mathematical problem is.

Procedural Knowledge Objectives

Students will be able to understand the vocabulary and be able to show us what the difference is. Students will count how many are in one box and be able to name the difference.
Students will be able to solve aproblem using a missing part and understanding the vocabulary for missing part.
Students will be able to find a missing part using given counters.
Students will be able to write and solve a subtraction number problem in sentence form.
Students will be able to use the vocabulary terms: subtract, difference, subtraction sentence, minus sign, and equal sign.
Students will be able to write related addition as well as subtraction facts and sentences.

Topic 5. Five and Ten Relationships

Informational Knowledge Objectives

Students will be introduced to the notion that numbers to 10 can be represented on a tenframe incorporating 5 and 10 as benchmarks.
Students will understand and learn to recognize numbers on a ten-frame, noting the relationship of those numbers 5 and 10.
Students will be able to show the number 10 as two parts and be able to understand that it can be broken into parts of the whole number in different ways.
Students will know how to use counters and a whole part number to be able to find the missing number.
Students will understand what a table is and be able to use one to solve a problem.

Suggested activities

Students will use a prepared sheet based on rolling dice. Students will roll the dice and mark them in as less or more than ten.
Students will play the game provided by envision during a center.
Students will read the story selection of the week and act it out during centers.
Students will make a subtraction big book during this topic.
Students will play the topic game from envisions and record their data in their math notebook.
Students will use a pipe cleaner with beads to show the numbers of ten and taking numbers away. They will make math sentences and record them in their math journal.

Procedural Knowledge Objectives

Students will be able to sue counters and a ten-frame model of numbers up to the number 10.
Students will be able to show the number 10 as having two parts using counters.
Students will be able to recognize numbers on a ten-frame, and be able to note the correlation between 5 and 10.
Students will be able to grasp the concept that a missing part can be found when the whole part and that other missing part are known.
Students will use a table to show different ways to make 10.

Topic 6 Addition Facts to 12

Informational Knowledge Objectives

Students will know how to add with 0, 1, and 2.
Students will know how to count on and add, starting with the larger number.
Students will learn the new vocabulary term: near double and be able to use it properly.
Students will know and identify doubles as a technique for remembering sums.
Students will know what a ten-frame is and be able to write facts with five.
Students will understand and know that drawing pictures can solve a math story problem.

Suggested activities

Students will understand what the term near doubles means. They will use pictures of animal pairs. They will look at different pictures of twins and compare and contrast how they are almost the same or near double.
Students will read the interactive story of week and during centers make up their own math book. Each center will work on making a page and illustrating it and writing a math problem.
Students will use a bucket and make math problems by adding 0,1 and 2 addition math sentences. They will pull additional objects from the bucket to add on.
Students will play math games with each by asking each other questions about what is in the hat? An example would be there are two m&m’s in the hat if I add two more how many are there. Students will write the phrases down on small white boards so they are all engaged and working independently after the teacher models the center.
Students will work on various math sheets provided by the curriculum and be able to use counters to get the sums to help them grasp the concept.
Students will use chalk outside and add doubles and be able to answer the question. Example 4 (drawn cats) +4 (blank)= 8 cats. Students will have to draw and complete each answer.
Students will learn to use a double to add a near double by completing given questions such as 4+5 -4+4 and 1 more makes it 4+5=9. This center will need support for the lower leveled students to help grasp concepts.
Students will work on a center focusing on handwriting of numbers to improve their writing skills.

Procedural Knowledge Objectives

Students will understand that near double stands for two numbers that differ by one, for example 2 and 3 or 8 and 9.
Students will be able to count on a number by starting with the greater number.
Students will be able to incorporate doubles facts to understand near doubles facts.
Students will be able to use two tenframes to show adding factors.
Students will be able to draw pictures and write number sentences to math the pictures.

Topic 7 Subtraction Facts to 12

Informational Knowledge Objectives

Students will understand and know what the comparison and relationship numbers, expressions, measures, and objects can be compared and related to other numerals.
Students will know and be able to use the math vocabulary 0 less than, 1 less than, and 2 less than when subtracting the numbers o, 1, and 2.
Students will learn how you can use addition facts you know to assist solve subtraction facts.
Students will know how to write related addition facts and subtraction by 12.
Students will know how to write and draw addition and subtraction sentences to solve story problems.

Suggested activities

Students will use the pocket chart and tile numbers and pictures to make addition and subtraction sentences on their own while teacher monitors and observes with other centers.
Students will use pictures and write number sentences mastering concepts of 0 less than, 1 less than, and 2 less than.
Students will draw and use doubles addition facts to show learned concepts of addition facts in order to relate to subtraction facts.

Procedural Knowledge Objectives

Students will be able to use doubles in addition facts to comprehend related subtraction facts.
Students will be able to comprehend how addition facts up to the number 8 are correlated with subtraction facts to 8.
Students will learn how to use doubles addition facts to solve subtraction problems.
Students will be able to understand if you take 6 crayons from a box of 12, how many are left? Students will be able to use addition to find out.
Students will be able to create an illustration and write a numerical sentence to solve a subtraction story.

Topic 8 Geometry

Informational Knowledge Objectives

Student will review and know old math vocabulary and new math vocabulary.
Students will know and understand how shapes and solids can be compared, described, and used to make other shapes.
Students will know and understand how to identify and compare attributes of real life objects.
Students will be able to name standard plane shapes and recognize them in the world around them.
Students will know and understand that plane shapes can be added to make new plane shapes.
Students will understand that plane shapes can be broken apart into various different shapes.
Students will understand the terms slide, flip, and turn related to geometrical shapes and be able to name examples of them.
Students will understand what symmetry and the line of symmetry stand for.
Students will understand that everyday objects can be very similar to geometrical solids.
Students will understand and be able to identify geometric solids, and be able to sort by different characteristics.

Suggested activities

Students will read the story selection of the topic and answer comprehension questions. They will then work during centers to make their own big books about shapes and show that they understand the various different kinds. Students will each work on a page with different concepts and shapes so that when the book is completed it will cover the entire topic content.
Students will be at a center using peg -boards and rubber bands to make given shapes supplied by the teacher.
Students will cut out various plane shapes and be able to compare them as the same shape not matter how they place them.
Students will have a center where they flip cards over to play a game of memory with shapes.
Students will use given pictures in a center and show they have symmetry by painting one half of them and folding the paper then opening to have a line of symmetry.

Procedural Knowledge Objectives

Students will read interactive math story of the week and be able to name shapes.
Students will be able to identify and explain circles, triangles, squares, cones, and cylinders.
Students will be able to categorize plane shapes and name their elements.
Students will be able to sort, name sides and corners of various planes.
Students will be able to add two – dimensional geometric shapes to new shapes of the same category.
Students will be able to break apart larger shapes to form smaller ones.
Students will understand that a shape that is translated, rotated, and or flipped stays the same shape and size.
Students will be able to make organized lists in order to tackle and solve a problem.
Students will be able to know that many solid figures are actually made up of flat surfaces and vertices and these surfaces are called prisms.

Topic 9 Patterns

Informational Knowledge Objectives

Students will understand what a pattern is and be able to use detail to show various patterns.
Students will know what elements in repeating patterns are and the part of the pattern that repeats.
Students will be able to find a pattern and predict what comes next.
Students will be able to locate a pattern and solve it by predicting what comes next.

Suggested activities

Students will make a big book of various patterns during centers. They will write the pattern out by color and or letter and draw shapes to go with it.
Students will use unifex cubes to make patterns.
Students will make patterns on pipe cleaners using different colored beads.
Students will draw patterns using markers in their Math journals.
Students will make patterns in the pocket charts with given tile shapes and colors.

Procedural Knowledge Objectives

Students will know that some patterns consist of shapes or numbers arranged in a unit that restates and repeats itself.
Students will read the interactive story of the week and be able to identify various different patterns.
Students will be able to identify a pattern unit in a repeating pattern and extend shape patterns.

Topic 10. Counting and Number Patterns to 100

Informational Knowledge Objectives

Students will know the new vocabulary: skip count, even, odd, and pair.
Children will count, read, and write the numbers 11 to 20.
Students will learn to make numbers using a train of 10 connecting cubes and some more.
Students will know how to count groups of 10, up to 10 tens, and be able to write how many.
Students will learn what the term skip count means and will be able to make patterns on a hundreds chart.
Students will skip count to find the total number of items arranged in sets of the following different numbers, 2s, 5s, and 10’s.
Students will understand that two numbers that are the same are a pair.
Students will use the ordinal numbers starting with first to twentieth and be able to identify their position.
Students will understand that they need to look for patterns to help solve problems.

Suggested activities

Students will work in a math center practicing writing, reading, and counting the numbers 11 to 20. This will be a self engaged center with little guidance from the teacher after modeling how to do it.
Students will use the pocket chart to put the numbers 1 to 100 in proper order.
Students will work on various sheets given from the curriculum focusing on showing numbers 11-20 as 1 or 2 more or fewer than another number. This center might need a bit of guidance or peer support.
Students will be given number tables and be able to solve problems by finding patterns in numbers written in the tables.

Example:

example

Number of Ponds Number of Ducks

1 10

2 20
Students will be able to name what patterns they see in the table and write about them. Students will work together to help each other come up with answers.
Students will then come up with their own number table and make a big book explaining their patterns. They will work on one large book page per group.
Students will be able to skip count by 5’s, and 2’s and understand which numbers are even and odd.

example
Number of Ponds	Number of Ducks
1	10
2	20

Procedural Knowledge Objectives

Students will read the interactive story of the week and be able to start understanding the concept of counting by 10’s.
Students will be able to model numbers 11 to 20 as 1 or 2 more or fewer than another number.
Students will understand an be ble to use a ten frame showing the numbers to 20.
Students will be able to be given a number and write two more and two fewer. Example: 15 two more 17, 2 fewer 13.
Students will be able to say if a number is odd or even.
Students will be able to use a table and find various patterns within that table of related number pairs.
Students will be able to count by 10’s and skip by 5’s.

Topic 11. Tens and Ones

Informational Knowledge Objectives

Students will understand and be able to write two –digit numbers as different groups of 10 and have some left over.
Students will know how to write numbers, apply basic facts, and write a number sentence.
Students will understand how to use groups of tens and ones to show and write a given twodigit number.
Students will know what two digit numbers are and be able to write them in expanded form.
Students will learn and understand the vocabulary term: break apart a ten.
Students will understand that at times problems can be solved by generating a list of outcomes and making that list in a systematic way so all outcomes are accounted for.

Suggested activities

Students will have a sheet prepared for them where they need to circle groups of ten, and be able to find the missing number.
Students will have prepared number tables at a center activity and children will have to work in cooperative groups to solve and talk about the answer they came of with.

Example:

example

TENS ONES

2 5

1 15

0 25

Sample answer: No other combinations work; if I used more tens, the number would be greater than 25.
Students will work in a math center and use connecting cubes to show the number that they pick from a box. They will then draw their problem in a their Math journal.
Students are learning to understand the concept of breaking apart a ten. Students will be given a math sheet and will have to show different ways to make a number and understand that the cubes remain unchanged even when a group of ten is broken into 10 ones. Students will work in groups and assist each other to help those that do not quite grasp concepts.
Students will make a big book and every two pages will contain the same number but children will illustrate it showing different ways to group the number and at the same time understand that though the groups change the number does not.

example
TENS	ONES
2	5
1	15
0	25

Procedural Knowledge Objectives

Students will be able to show how twodigit numbers are groups of ten with left over numbers.
Students will be able to count various groups of ten, up 10 tens and write how many there are.
Students will be able to count by 10’s and 1’s, and write a two-digit number to describe how many.
Students will be able to understand that numbers greater than 10 can be show as the sum of the tens and ones.
Students will be able to count and group objects, count by 5’s, and write a number sentence.

Topic 12 Comparing and Ordering Numbers to 100

Informational Knowledge Objectives

Students will be able to understand what one more, 1 less, 10 more, and 10 less mean.
Students will understand and know how to make numbers on a hundred chart.
Students will understand how to compare numbers with >, <, =.
Students will know how and understand about ordering numbers with a hundreds chart.

Suggested activities

Students will play the number line game with a partner and ask questions such as what number comes before 24? What number comes one after? 25. Students will work in pairs and ask their peers questions. Teacher will walk and monitor and notice if some kids are not engaged or comprehending and will take note to work more at a different time.
Students will play the more or less game by using connecting cubes, a paper bag, and index cards labeled 10 more, 10 less, 1 more, and 1 less.
Students will work in groups and pick a number card and write it on the board and a word task card telling kids 1 more, or 1 less. Students with have to write down the numbers on the board and the number after they follow the task card.
Students will use the signs for greater than less than or equal <,>, or = in the pocket chart provided. Students will pick two random numbers for a deck or cards and decide which sign belongs in the middle of the two numbers.
Students will make number lines from 0 to 100 on white boards using increments of 10’s. They will track and chant counting by tens to get to one hundred.

Procedural Knowledge Objectives

Students will understand and be able to use a number line estimation.
Students will understand and be able to properly use the terms before, after, and between.
Students will understand and be able to do ordering for three numbers.
Students will learn and be able to make a list to help solve problems.

Topic 13. Counting Money

Informational Knowledge Objectives

Students will learn the values of penny and Nickel, and Dime, and Quarter.
Students will know what the term sort means and will sort and be able to count sets of coins.
Students will know that specific coins each have a different value and the size of the coin does not mean it has a higher value.
Students will know how to find a value of combinations that have the same values as a quarter.

Suggested activities

Students will use a collection of coins to graph them on a given provided chart by the teacher. They will learn them and their value.
Students will make item tags for various objects and children will understand the cents sign.
Students will do provided work sheets on coins and values during centers.
Students will pick a card for example 24 cents. They will have to use real coins to make that sequence. Then later on they will come up with different ways to make it.
Students will use pastels to color the coins to help them ensure they learn them.

Procedural Knowledge Objectives

Students will know the values of Half Dollar and Dollar and be able to show how much they are in numbers.
Students will be able to identify the value of combinations of dimes, nickels, and pennies.
Students will be able to solve problems by using the solve, check, and revise strategy.

Topic 14. Measurement

Informational Knowledge Objectives

Students will understand the concept of comparing and ordering by length.
Students will learn and know what feet and inches stand for.
Students will understand the length of a centimeter, and a perimeter.
Students will know what grams and kilograms are and be able to weigh items in them.
Students will know that objects can be compared and ordered by different lengths, capacity , weight, and temperature.

Suggested activities

Students will spend a good amount of center time using all sorts of different things for practicing measuring and observing.
Students will use a scale to practice weighing objects. They will mark their weights down in their math notebooks and draw the pictures that they weighed.
Teacher will bring in a variety of different bottles with the exact amount. Example 1 liter.
Students will be at a station where they can use liters to compare and contrast with smaller sized amounts such as a cup.

Procedural Knowledge Objectives

Students will be able to use units to estimate and also measure length.
Students will be able to problem solve by using reasoning.
Students will be able to compare and order by using weights.
Students will learn what pounds are and be able to weigh items in pounds.
Students will be able to estimate and compare the temperature of various different objects.

Topic 15. Time

Informational Knowledge Objectives

Students will grasp the concepts of hour and minute hands.
Students will understand the word estimation ordering lengths of time.
Students will know what a schedule is and how to read and be able to use it.

Suggested activities

Students will make their own clocks using cardboard and brackets to make the hands with straws. Students will pick a card at their center and use their clock to be able to tell time.
Students will do a vocabulary activity using math cards: hour hand, hour, minute, o’clock, and schedule. When they pull a card they will use a clock to show what their card stands for. They will write the definition in their math notebook.
Students will play the provided Time Counts game from Envision math. They will work in a math center with little to no guidance.
Students will work in groups during centers and ask each other what time it is.
Students will draw a time line of events and a clock to represent what their daily schedule is.

Procedural Knowledge Objectives

Students will be able to tell and write time to the hour.
Students will be able to tell and write time to the hour as well as the half hour.
Students will be able to use a calendar.

Topic 16. Addition Facts to 18

Informational Knowledge Objectives

Students will learn what doubles and how to use them.
Students will understand what a solve two problem are by using the answer of the first question to answer the second question. Students will learn that you need one problem/question to answer another.
Students will grasp concepts and use the associative and commutative properties to add three numbers.
Students will read the interactive math story of the topic and grasp the concept of doubles.
Students will use double facts to learn near double facts. Students will do provided worksheets during center time.

Suggested activities

Students will play the game of the topic during centers playing two people at a time.
Students will use connecting cubes to make doubles and write the sentences to show their work.
Students will use connecting cubes to show doubles in the same color and the add on will be a different color. Students will write down their sentences.
Same as above but add on 2.

Procedural Knowledge Objectives

Students will be able to use doubles plus 1.
Students will be able to use doubles plus 2.
Students will be able to master facts where one addend is 9.
Students will be able to master facts where 8 can be changed to an equivalent fact to ten.
Students will be able to make a table to help solve a problem.

Topic 17. Subtraction Facts to 18

Informational Knowledge Objectives

Students will understand and know the term related facts.
Students will understand and use a part by part whole model to find the subtraction facts and additions facts in a fact family.
Students will know how to draw pictures and write number sentences in order to solve both addition and subtraction story problems.

Suggested activities

Students will work in a guided math center using various objects to use addition to subtract. Students will have 13 dolls and one students will take away 6. 13-6=7 13 people will hold a doll and six children will take away 6. 7 Children will hold the remaining doll. 6+7=13. Then the 7 children will return the books. Teacher will say and write 13-7=6. Teacher will do this with several different objects to enforce children to understand the concept.
Students will draw subtraction problems and written sentences to show the answer. They will then re add the number they took away to see how adding and subtracting go hand in hand.
Students will use coins to write related subtraction facts.
Students will use counters to make subtraction problems. 14-8=_____, and 8+_____=14.
Students will write word problems for related subtraction sentences.

Procedural Knowledge Objectives

Students will be able to find subtraction facts to 18 and learn the relationship between addition and subtraction.
Students will use related addition facts to assist with solving subtraction problems.

Topic 18. Data and Graphs

Informational Knowledge Objectives

Students will use data from real graphs to interpret information.
Students will describe the location of an object shown on the grid.
Students will know how to collect a set of data and organize it in a real graph.
Students will be able to know what a picture graph is and use it.

Suggested activities

Students will do centers using real graphs, picture graphs, bar graphs, and be able to use the terms more likely, and less likely.
Students will collect data and graph on different graphs throughout this topic.

Procedural Knowledge Objectives

Students be able to use a picture graph to answer questions and draw answers.
Students will understand the term tally mark and data and be able to record information using tally marks.
Students will understand the words certain and impossible and be able to describe the likelihood of an event as certain or impossible.

Topic 19. Fractional Parts

Informational Knowledge Objectives

Students will know what equal parts are and be able to describe equal parts of whole objects.
Students will problem solve by drawing a picture.

Suggested activities

Students will work in centers and use shapes to show equal parts and non equal parts.
Students will show markers and other objects finding two equal parts that are the same.
Students will use various objects and show how they are equal and not equal by drawing parts to show them.
Students will use the kitchen center and make pizzas and show equal parts.
We will make sandwiches during a center and cut them into equal parts.

Procedural Knowledge Objectives

Students will be able to mark parts of a set.
Students will be able to describe parts of a set.

Topic 20. Adding and Subtracting with Tens and Ones

Informational Knowledge Objectives

Students will know and understand how to add groups of ten.
Students will add one-digit numbers to twodigit numbers with and without regrouping and record the sum in horizontal form.

Procedural Knowledge Objectives

Students will be able to add use a hundred chart to add multiples of 10 to two-digit numbers.
Students will be able to use a hundred chart to subtract tens.
Students will be able to subtract tens from two-digit numbers.

General Information

Class Meeting Times: Monday to Friday (12:25-1:55pm)
Teacher’s Office Hours: Anytime after or before school.

Course Description: Mathematics is a subject of enjoyment and excitement, which offers students opportunities for creative work especially in their everyday living. Students develop numeracy reasoning , and widened their thinking skills and problem solving skills through the learning and application of Mathematics.
Math for grade 1 focuses on 4 critical areas ( Common Core State Standards for Mathematics )
1. Developing understanding of addition , subtraction and strategies for addition and subtraction within 20.
2. Developing understanding of whole number relationships and place value including grouping in tens and ones.
3. Developing understanding of linear measurement and measuring lengths as iterating length units.
4. Reasoning about attributes of and composing and decomposing geometric shapes.

Course Objectives: At the end of the course , the students are expected to be able to :
1. Perform the addition and subtraction within 20.
2. Understand the meaning of the symbols + , - , = .
3. Count and number patterns on a hundred chart.
4. Build composite shapes from two and three dimensional shapes and be able to compose new shape.
5. Classify familiar plane and solid objects by common attributes such as color, position, shape, roundness….
6. Identify and compare triangles , rectangles , squares and circles.
7. Measure capacity and weight in different units.
8. Tell and write time using digital and analog clocks.
9. Tell time to the nearest half hour and relate time to event.
10. Interpret data (e.g., smallest, biggest ,most often ,least often ) through the use of bar graphs ,tally charts ,picture graphs.

References / Resources: Scott Foresman. Addison Wesley, en Vision MATH Teacher’s Edition ( TE ), SoftSchools.com, Internet4classrooms.com

Course Content

On the first week of the class, the students will be given review lessons such as, naming numbers and number writing practice, identifying shapes,colors, same and different. This will serve as their readiness to the course.

Topic 1: Numbers to 12
Lessons 1-1: Numbers to 5.TE page 3A-6B
In this lesson children will count and read numbers to 5 by the use of counters, and counting tells how many are in a set.
Lesson 1-2: Numbers 6 to 10 TE page 7A-10B
Numbers from 6 to 10 can be thought of 5 and some more.
Lesson 1-3: Numbers 10, 11, and 12 TE page11A-14B
Ten is a benchmark number that can be used as a guide for understanding the magnitudes of other numbers. The key instructional tool for developing the conceptual knowledge of place value and also for connecting these concepts to symbolism is the use of base-ten model. The numbers 11 and 12 can be thought of as 10 and some more
Lesson 1-4: Spatial Patterns for Numbers to 9 TE page 15A-18B
In this lesson, the students learned that sometimes they can use a pattern to to find a number of objects without counting. A pattern is a group of objects or pictures arranged in a certain way
Lesson 1-5: Spatial Patterns for Numbers to 10 TE page 19A-22B
Children will recognize two-part spatial patterns of numbers. In this lesson, the children will learn that two patterns are put together, they show a whole number.
Lesson 1-6: Problem Solving: Use Objects TE page 23A-26B
Some problems can be solved by using objects to act out the actions in the problem. The counters act as a visual representation of the magnitude of numbers, therefore, children will use counters to show numbers through 12 to solve problems.
Topic 2: Comparing and Ordering numbers
Lesson 2-1: Comparing Two Numbers TE page 31A-34B
When the idea is new, children should use manipulatives to show the numbers they are comparing. Two different numbers can be related using “ less than “ or “ greater than “. For example, counting and making sets with 5 objects helps children develop an understanding of quantity 5, and counting and making sets with 6 objects will show that 6 is more than 5.
Lesson 2-2: Ordering Three Numbers TE page 35A-38B
In this lesson, children build upon their knowledge of comparing two numbers to order three numbers.
Example 1 ; Building three cube towers can be used to put three numbers in orders.
Example ; Nine children will stand in front, arrange them into group of 3, 4, 2. by this demonstration the children will see which group has the least or fewest, and which has the most or greatest number.
Lesson 2-3: Ordering Numbers to 12 with a number line TE page 39A-42B
In this lesson, children use a number line to order numbers to 12. A number to the right of another number on the number line is the greater number.
Example ; On the board, numbers 1,2,3,4,5, to 12 are written. These numbers are in order. 1 comes before 2,and 3 comes after 2. The number 7 comes before 8 and number 9 comes after 8. The words before and after help us describe the order of numbers.
Lesson 2-4: Problem Solving: Act It Out TE page 43A-46B
Children need to become familiar with a variety of problem-solving strategies. One strategy is to act out a problem. In this lesson children will use cubes to act out story problems.
Topic 3: Understanding Addition
Lesson 3-1: Making 6 and 7 TE 51A-54B
In this lesson, we will use counters to find different ways that 6 and 7 can be split into parts. The children will explore making parts for the sums 6 and 7.
Lesson 3-2: Making 8 TE page 55A-58B
Numbers 6, 7, 8 and 9 can be broken into parts of the whole in different ways.
Example: 4 blue balloons 4 green balloons 8 in all
4 and 4 is a double because both parts are the same
Lesson 3-3: Making 9 TE page 59A-62B
In this lesson, children will explore making parts of 9 and recording the parts in a part-part model. eg..6 and 3 , 5 and 4 are parts of 9.
Lesson 3-4:Introducing Addition Number Sentences TE page 63A-66B
Parts of a whole is one interpretation of addition. Addition number sentences can be used to show parts of a whole , number sentences ( symbolic equation ) such as 5 + 2 are one way to express addition.
Lesson 3-5: Stories About Joining TE page 67A-70B
Addition number sentences can be used to show joining situations. Reading of story that emphasizes the words more andjoin ,that these are important words in the story. They tell us to combine the two sets and when we combine two sets, we add.
Lesson 3-6: Adding in Any Order TE page 71A-74B
In this lesson, Commutative Property of addition will be introduced. This property states that two addends may be added in any order and will result in the same sum.
Example ; 5 + 2 , 2 + 5 the sum is 7.
Lesson 3-7: Problem Solving: Use Objects TE page 75A-78 B
Children will use objects to solve story problem.
Topic 4: Understanding Subtraction
Lesson 4-1: Finding Missing Parts of 6 and 7 TE page 83A-86B
A missing part of a whole can be found when the whole and the other part are known or given.
Lesson 4-2: Finding Missing Parts of 8 TE page 87A-90B
In this lesson, we will learn to find the missing part of 8 when we know one part.
Lesson 4-3: Finding Missing Parts of 9 TE page 91A-94B
By focusing on the part- part-whole model of subtraction, children develop an understanding of the relationship between addition and subtraction. In this lesson, children subtract by finding the missing part of 9 whole.
Lesson 4-4:Introducing Subtraction Number Sentences TE page 95A- 98B
Subtraction Number Sentences ( symbolic equation ) such as 9-4 = 5 can be used to show a missing part subtraction situation.
Lesson 4-5: Stories About Separating TE page 99A-102B
In this lesson, children solve separating subtraction problems by using connecting cubes to represent this action, they will act out stories about separating to find how many are left.
Topic 5: Five and Ten Relationship
Lesson 5-1: Representing Numbers on a Ten Frame TE page 119A–122B
In this Activity, children will represent numbers using a ten frame and relate them to the benchmark numbers 5 and 10. Numbers to 10 can be represented using 5 and 10 as benchmarks.
Lesson 5-2: Recognizing Numbers on a Ten Frame TE page 123A–126B
The ten frame model is valuable in helping children see certain number relationships.
Lesson 5-3: Parts of 10 TE page 127A-130B
The number 10 can be broken into parts of the whole in different ways. This lesson we will explain how to use a ten-frame and counters to show how 10 can be broken into different parts.
Lesson 5-4: Finding Missing Parts of 10 TE page 131A-134B
Lesson 5-5: Problem Solving: Make a Table TE page 135A–138B
Solving story problems involving parts of ten and how to use tables to solve problems will be discussed.
Topic 6: Addition Facts to 12
Lesson 6-1: Adding with 0,1,2 TE page 143A–146B
The number relationships of 0, 1 more than, and 2 more than are the basis for addiction fact with 0, 1, 2.
Lesson 6-2: Doubles TE page 147A–150B
Doubles facts can be associated with memorable real world situation. The use of counters to model doubles and use the models to complete doubles facts
Lesson 6-3: Near Doubles TE page 151A-154B
Adding near doubles can be done in two steps, First doubling the lesser addend, then adding 1 to find the sum.
Lesson 6-4: Facts with 5 on a Ten Frame TE page 159A–62B
Facts with sum 6 through 10 can be broken into 5 plus some more.
Lesson 6-5:Making 10 on a Ten Frame TE page 159A-162B
Lesson 6-6: Problem Solving: Draw a Picture and Write a Number Sentence TE page 163A-166B
Children will reinforce what they know about addition ,by drawing pictures to illustrate a problem and then using that illustration to find the solution.
Topic 7: Subtraction Facts to 12
Lesson 7-1: Subtracting with 0, 1, 2 TE page 171A-174B
The number relationships of 0 – less- than, 1-less-than, and 2 – less – than are the basis for subtraction facts with 0, 1, and 2.
Lesson 7-2: Thinking addition TE page 175A-178B
Lesson 7-3: Thinking Addition to 8 to Subtract TE page 179A–182B
Lesson 7-4: Thinking Addition to 12 to Subtract TE page 183A–186B
Lesson 7-5: Problem Solving: Draw a picture and Write a Number Sentence TE page 187A–190B
Topic 8: Geometry
Lesson 8-1: Identifying Plane Shapes TE page 195A–198B
In this lesson, we will learn about different flat shapes, such as triangles, rectangles, circles, and squares.
Lesson 8-2: Properties of Plane Shapes TE page 199A–202B
Sorting out plane shapes and identifying their properties by looking for or counting certain features, such as number of straight sides and corners.
Lesson 8-3: Making New Shapes from Shapes TE page 203A–206B
Lesson 8-4: Breaking Apart Shapes to Make Shapes TE page 207A-210B
Breaking apart large shapes to make smaller shapes.The skills learned in this lesson may also help children identify plane shapes that make up the faces of three-dimensional figures.
Lesson 8-5: Ways to Move Shapes TE page 211A–214B
Shapes in the plane can be translated ( slid ), rotated ( turned ),or reflected across a line ( flipped )
Lesson 8-6: Congruence TE page 215A-218B
Shapes in the plane can be the same size and shape.A shape that is translated, rotated, or flipped remains the same size and shape.
Lesson 8-7: Symmetry TE page 219A–222B
In this lesson, you will learn about shapes that have matching parts when you fold them such as heart shape, rectangle, triangle.
Lesson 8-8: Problem Solving: Make an organized List TE page 223A-226B
Organized list to show different ways to make a shape using a combination of other shapes. For example, to make a trapezoid, we can use a rhombus and a triangle or it can be three triangle. Writing down all the possible ways of doing something is sometimes a good way to solve a problem.
Lesson 8-9: Identifying Solid Figures TE page 227A-230B
In this lesson, you will learn about solid figures, such as cubes, rectangular prisms, spheres, cylinders and cones.
Lesson 8-10:Flat Surfaces and Corners TE page 231A-234B
Lesson 8-11:Sorting Solid Figures TE page 235A–238B
Topic 9: Patterns
Lesson 9-1: Describing Pattern TE page 243A-246B
We will work on identifying patterns, understand that patterns come in many forms, including repeated colors, shapes, objects and letters.
Example: triangle, heart, triangle, heart , what is next on the pattern?
Lesson 9-2: Using Patterns to Predict TE page 247A–250B
Lesson 9-3: Extending Shape Patterns TE page 251A-254B
Lesson 9-4: Problem Solving: Look for a Pattern TE page 255A–258B
Topic 10: Counting and Number Patterns to 100
Lesson 10-1: Making Numbers 11 to 20 TE page 263A–266B
Lesson 10-2: Using Numbers 11 to 20 TE page 267A–270B
Lesson 10-3: Counting by 10s to 100 TE page 271A-274B
Lesson 10-4: Counting Patterns on a Hundred Chart TE page 275A-278B
Lesson 10-5: Using Skip Counting TE 279A-282B
Lesson 10–6: Odd and Even Numbers TE page 283A-286B
Lesson 10-7: Ordinals Through Twentieth TE page 287A-290B
Lesson 10-8: Patterns in Tables TE page 291A-294B
Lesson 10-9: Problem Solving: Look for a Pattern TE page 295A-298B
Topic 11: Tens and Ones
Lesson 11-1: Counting with Groups of 10 and Leftovers Te page 303A-306B
Lesson 11-2: Numbers made with Tens TE page 307A-310B
Lesson 11-3: Tens and Ones TE page 311A-314B
Understands that the two digits of a two-digit number represent amounts of tens and ones.
Lesson 11-4: Expanded Form TE page 315A-318B
Show a two digit number as the value of the tens plus the value of the ones.
Lesson 11-5: Ways to Make Numbers TE page 319A-322B
Lesson 11-6: Problem Solving: Make an Organized List TE page 323A-326B
Topic 12: Comparing and Ordering Numbers to 100
Lesson 12-1: 1 More, 1 Less ; 10 More, 10 Less TE page 331A–334B
Lesson 12-2: Making Numbers on a Hundred Chart TE page 335A-338B
Lesson 12-3: Comparing Numbers with >, <, = TE page 339A-342B
Lesson 12-4: Ordering Numbers with a Hundred Chart TE page 343A–346B
Lesson 12-5: Number Line Estimation TE page 347A–350B
Lesson 12-6: Before, After, and Between TE page 351A-354B
Lesson 12-7: Ordering Three Numbers TE page 355A-358B
Lesson 12-8: Problem Solving: Make an Organized List TE page 359A-362B
Topic 13: Counting Money
Lesson 13 - 1 & 2: Values of Penny, Nickel, and Dime TE page 371A-374B
In this lessons, children build an understanding of the value of collections of coins by focusing on their use in everyday context. They will find and record the value of combinations of pennies, nickels, and dimes. Specific coins each have a unique value. The size of a coin does not indicate its value.
Lesson 13-3: Value of Quarter TE page 375A–378B
Lesson 13–4: Values of Half Dollar and Dollar TE page 379A-382B
Lesson 13-5: Counting Sets of Coins TE page 383A-386B
In this lesson, Determining values of set of coins will provide opportunities for children to practice mental computation stage. When counting money, it is usually easier to start with the coin or bill with the greatest value.
Lesson 13-6: Problem Solving: Try, Check,and Revise TE page 387A-390B
This Strategy of problem solving will help children see that if their first answer is too high, their next guess should be lower, not higher.
Topic 14: Measurement
Lesson 14-1: Comparing and Ordering by Length TE page 395A-398B
In this lesson, children will learn how to identify and order the longest and shortest objects in a group.
Lesson 14-2: Using Units to Estimate and Measure Length TE page 399A-402B
Lesson 14-3: Problem Solving: Use Reasoning TE page 403A-406B
Lesson 14-4: Feet and Inches TE page 407A-410B
Lesson 14-5: Centimeters TE page 411A-414B
Lesson 14-6: Understanding Perimeter TE page 415A-418B
In this lesson, children will learn how to find the distance around a shape.
Example: The distance between each dot is 1 inch. The children will count the number of dots around the shape to find the distance around the shape. The perimeter ( the distance around a shape ) of this shape ( rectangle ) is 8 inches.
Lesson 14-7: Comparing and Ordering by Capacity TE page 419A-422B
Capacity is a measure of the amount of liquid a container can hold.
Lesson 14-8: Cups, Pints, and Quarts TE page 423A-426B
Lesson 14-9: Liter TE page 427A-430B
Lesson 14-10: Comparing and Ordering by Weight TE page 431A-434B
The children will learn how to identify the heaviest and lightest objects in a group and then order the objects from heaviest to lightest.
Lesson 14-11: Pounds TE page 435A–438B
Lesson 14-12: Grams and Kilograms TE page 439A-442B
Lesson 14-13: Comparing and Ordering by Temperature TE page 443A-446B
In this lesson, children are introduced to temperature as a unit of measurement.
Topic 15: Time
In this topic, children explore the concept of time. They need to learn about the units of time-seconds,minutes,hours,days-and how long these units are.
Lesson 15-1: Understanding the Hour and Minute Hands TE page 453A-456B
Lesson 15-2: Telling and Writing Time to the Hour TE page 457A-460B
Lesson 15-3: Telling and Writing Time to the Half Hour TE 461A-464B
Lesson 15-4: Estimating and Ordering Lengths of Time TE page 465A-468B
The concepts introduced in this lesson lay the foundation for understanding elapsed time.It is helpful for the children to become aware of the relative durations of various events throughout the day, to become comfortable with measuring and comparing lengths of time.
Lesson 15-5: Using the Calendar TE page 469A-472B
Lesson 15-6: Problem Solving: Use Data from a Table TE page 473A–476B
Topic 16: Addition Facts to 18
Lesson 16-1: Doubles TE page 481A-484B
Lesson 16-2: Doubles Plus 1 TE page 485A–488B
In this lesson, children will learn to use double facts to solve doubles plus 1 facts.
Lesson 16-3: Doubles Plus 2 TE page 489A–492B
Lesson 16-4: Problem Solving: Two – Question Problems TE page493A–496B
In this lesson, children are asked to solve multi – step problems in which the answer to one part is needed to solve the next part of the problem.
Lesson 16-5: Making a 10 to Add 9 TE page 497A-500B
Lesson 16-6: Making a 10 to Add 8 TE page 501A-504B
Lesson 16-7: Adding Three Numbers TE page 505A-508B
Lesson 16-8: Problem Solving: Make a Table TE 509A–512B
Topic 17: Subtraction Facts to 18
Lesson 17-1: Using Related Facts TE page 517A–520B
Lesson 17-2: Fact Families TE page 521A–528B
Lesson 17-3: Using Addition to Subtract TE page 525A-528B
Lesson 17-4: Subtraction Facts TE page 529A–532B
Lesson 17-5: Problem Solving: Draw a Picture and Write a Number Sentence TE page 533A-536B
Topic 18: Data and Graphs
Lesson 18-1: Using Data from Real Graphs TE page 541A–544B
In this lesson, children will use a real object graph to answer questions and draw conclusions.
Lesson 18-2: Using Data from Picture Graphs TE page 545A-548B
Lesson 18-3: Using Data from bar Graphs TE 549A-552B
Lesson 18-4: Location on a Grid TE page 553A-556B
In this lesson, children look at coordinate grids and describe the position of objects on the grid, in doing this, it will strengthened their spatial reasoning.
Lesson 18-5: Collecting Data Using Tally Marks TE page 557A-560B
Lesson 18-6: Making Real Graphs TE 561A-568B
Lesson 18-7: Making Picture Graphs TE page 565A–568B
Lesson 18-8: Problem Solving: Make a Graph TE page569A-572B
Lesson 18-9: Certain or Impossible TE page 573A-576B
Lesson 18-10: Likely or Unlikely TE page 577A-580B
Topic 19: Fractional Parts
Lesson 19-1: Making Equal Parts TE page 585A-588B
In this lesson, children will learn that two parts are not necessarily halves. They will learn to make the connection between equal parts and halves, equal parts and not equal parts.
Lesson 19-2: Describing Equal Parts of Whole Objects TE page 589A–592B
Lesson 19-3: Making Parts of a Set TE page 593A-596B
Lesson 19-4: Describing Parts of Sets TE page 597A–600B
Lesson 19-5: Problem Solving: Draw a Picture TE page 601A–604B
Topic 20: Adding and Subtracting with Tens and Ones
Lesson 20-1: Adding Groups of 10 TE page 609A-612B
Lesson 20-2: Adding Tens on a Hundred Chart TE page 613A-616B
Lesson 20-3: Adding Tens to Two – Digit Numbers TE page 617A–620B
Lesson 20-4: Adding to a Two-Digit Number TE page 621A–624B
Lesson 20-5: Subtracting Tens on a Hundred Chart TE page 625A-628B
Lesson 20-6: Subtracting Tens from Two-Digit Numbers TE page 629A-632B
Lesson 20-7: Subtracting from a Two-Digit Number TE page 633A-636B
Lesson 20-8: Problem Solving: Extra Information TE page 637A-640B

Learning Activities: 1. Manipulation Tools-the use of blocks, balls, marbles or any manipulative tools is an easier way for the students to learn and understand basic skills.
2. Math Games-such as fishing addition game, and others ( SoftSchools.com )
3. Instructional Groupings-individual, pair work,s mall, group, whole class
4. Worksheets Practice Exercises sheets for enhancement and mastery skills
5. Assignments / Homeworks
6. Projects

Grading / Evaluation System: Each grading period, grade will be determined by a weighted average of:
Quizzes - 30 %
Unit Test / Chapter Test - 30%
Participation ( seatwork, workbook, recitation) - 30%
Homework - 10%
Total: 100%

Weekly Informational Knowledge Overview - (Students will know...): To say the numbers, shapes, colors.

Weekly Procedural Knowledge Overview - (Students will be able to...): To recognize the numbers, shapes, colors.
To complete a shape patterns. and color patterns.

Monday

Tuesday

Wednesday

Thursday

Friday

***FIRST DAY OF CLASS***
Learning Objective:: To introduce each other.

Language Objective:: To tell about themselves and mingle with their friends.

Main Activity:: Meeting their friends by shaking hand, saying hello and hi. Talking and knowing each other.

Evaluation:

Vocabulary:

Homework:

Learning Objective:: The students will be able to name their shapes.

Language Objective:: The students will be able to point out the shapes and match to their names.

Main Activity:: Ask the students to say the name s of every shape that the teacher will show.

Evaluation:

Vocabulary:

Homework:

Learning Objective:: To say their colors and numbers.

Language Objective:: To identify the colors and numbers

Main Activity:: Ask the students to name things with a color green, blue, so on…

Evaluation:

Vocabulary:

Homework:

Learning Objective:: To say their colors and numbers.

Language Objective:: To identify the colors and numbers.

Main Activity:: Individually, let the children count from 1 to 10. ( but most of them they can count to 100 ).

Evaluation:

Vocabulary:

Homework:

Learning Objective:: To identify their numbers.

Language Objective:: To illustrate a pattern.

Main Activity:: What comes next ?

How many shapes do we have ?

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to solve problems using five frame patterns.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to show numbers through 12 by part, part whole technique.

Monday

Tuesday

Wednesday

Thursday

Friday


Learning Objective:: At the end of the lesson, the students will be able to count to 6 to 10 by using the five frame pattern.

Language Objective:: After the discussion, the students are expected to draw the counters of a certain number, 6 to 10.

Main Activity:: Showing the five frame pattern and how to count more than five through this pattern.

Evaluation:: On the board, the children are asked to fill the frames for the certain number.

Vocabulary:: part, whole

Homework:: Circle the correct set that represents the number in the problem.
Tony has 4 marbles and Marcus also got 4 marbles from his dad.

Learning Objective:: To write the exact number by counting from the five frame.

Language Objective:: To show that putting two parts together will make a whole.

Main Activity:: Numbers are written on the board, each student will be given a turn to fill their five frame pattern and the class will all be asked to count.

Evaluation:: Show the different patterns such as 6, 7, 8, 9, 10, 11, 12. Let the students count and tell how many counters does each pattern have.

Vocabulary:: part, whole

Homework:: none

Learning Objective:: To solve problems using counters such as pictures and dots.

Language Objective:: To show numbers through 12 by part, part whole.

Main Activity:: By counting the colored wooden sticks, each child will demonstrate how to do part, part ( such as 6 and 6, 4 and 8) to get a whole.

Evaluation:: Activity in the textbook.

Vocabulary:: put together

Homework:: Which number does the picture shows?

Learning Objective:: At the end of the lesson, the students will be able to recognize the two-part spatial patterns of numbers.

Language Objective:: At the end of the lesson, the students will be able to demonstrate part, part to get the whole.

Main Activity:: The students will be asked to draw the missing part of the whole. Different drawings, counters, are on the board. The students will make their own examples of part, part and whole concept.

Evaluation:: Problem solving in their textbook.

Vocabulary:

Homework:: None

Learning Objective:: After the lesson the students will be able to show the different ways to show numbers.

Language Objective:: At the end of the lesson, the students will be able to demonstrate part, part to get the whole.

Main Activity:: The students are grouped and each will be asked to give the part, part whole of each group of students. Like, 2 students are sitting on the left and 4 are on the right side. One student will be called to give the answer for part, part whole.

Evaluation:: Based on the main activity.

Vocabulary:

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to Compare two digit numbers.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to order three numbers and add in any order.

Monday

Tuesday

Wednesday

Thursday

Friday


Learning Objective:: At the end of the discussion, the students will be able to compare two numbers by using counters and pictures.

Language Objective:: After the discussion, the students will be able to show which set is less than and which set is greater than.

Main Activity:: Unlock the words less than and greater than. Show different set of number and their corresponding pictures. Let children tell how many objects they see in each pictures and let them compare. From their answers, the word less than or fewer, and greater than or more than will come out.

Evaluation:: Children will do an activity sheet.

Vocabulary:: less than, greater than, fewer, more

Homework:: Practice exercises:
Write "less than" or "greater than".

Learning Objective:: After the discussion, the students will be able to arrange three numbers from least to greatest.

Language Objective:: The students will be able to Identify through number line the least number and the greatest number.

Main Activity:: The students will paste numbers consecutively on the number line. By looking the number line the children can identify which is the least and the greatest number.

Evaluation:: For the ESL students, the use of illustrations or drawings, manipulatives are needed. For the high level students, high numbers will be given in arranging numbers from least to greatest.

Vocabulary:: least, greatest, number line

Homework:: Review for the quiz. Pointers are given.

Learning Objective:: At the end of the lesson, the students will be able to show which number comes "before and after".

Language Objective:: At the end of the lesson, the students will be able to solve the problem by using the number line.

Main Activity:: On the board let the students paste the word "before" and "after" based on the given numbers. The students will be asked to write the number on its proper order on the number line.

Evaluation:: Look at the number line below, and answer the following questions.

For the ESL,
1. What is the number before 6?
2. What is the number after 2?

For the high level students,
1. Bennie jumps 2 numbers from number 4, which number is Benny in now?
2. What is the number after where Benny is?

Vocabulary:: before, after

Homework:

Learning Objective:: To illustrate which is more and less by using picture graph.

Language Objective:: To solve problems by showing it in picture graph.

Main Activity:: Two plates are laid on the table with full of fruit pictures. By counting, each child will take turn to say which has less and more. On the board they will fill the graph as representation of their answers.

Evaluation:: Textbook activity.

Vocabulary:: picture graph

Homework:: Interpret the picture graph and answer the questions given.

Learning Objective:: To solve problems by adding in any order.

Language Objective:: To solve problems by showing it in picture graph

Main Activity:: Picture graph interpretation. Each child will tell their own sentences about the picture graph that we will have on the chart. The children will demonstrate joining or putting up numbers in any order by looking at the picture graph.

Evaluation:: Activity sheets with picture graphs.

Vocabulary:: compare, joining

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to use a number line to order whole numbers through 12.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to use the number line in finding the missing numbers.

Monday

Tuesday

Wednesday

Thursday

Friday


Learning Objective:: At the end of the day the students will be able to identify ordinal positions.

Language Objective:: At the end of the day, the student will be able to solve problems by using number line.

Main Activity:: On the board is a number line with 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 consecutively. By looking at the number line the students will be given a questions to be answered. And problem to solve.

Evaluation:: Answer sheet on the textbook.

Vocabulary:: ordinal position

Homework:

Learning Objective:: At the end of the day the students will be able to identify ordinal positions.

Language Objective:: At the end of the day, the students will be able to order numbers.

Main Activity:: Three numbers are written consecutively, the students will arrange them from least to greatest and they will compare by looking at the picture graph.

Evaluation:: Seat work
Arrange the numbers from least to greatest.
a. 12, 11, 10
b. 9,7,8

Vocabulary:: ordinals

Homework:: Problem solving. Arranging numbers from least to greatest.

Learning Objective:: At the end of the lesson, the students will be able to split numbers 6, 7, 8, 9 into parts of the whole in different ways.

Language Objective:: At the end of the lesson, the students will be able to demonstrate how can numbers 6 and 7 be described by their parts.

Main Activity:: Draw a circle on the board, ask a volunteer to point out the inside of the circle. Label the area as inside,then ask another student to point to the outside of the circle, label the area as outside.
Draw some pictures or counters on the board and draw some inside the circle and some outside the circle. Then ask how many are inside and how many are outside. Introduction of addition.

Evaluation:: Textbook activity sheets.

Vocabulary:: inside, outside

Homework:

Learning Objective:: At the end of the lesson, the students will be able to split numbers 6, 7, 8, 9 into parts of the whole in different ways.

Language Objective:: At the end of the lesson, the students will be able to demonstrate how can numbers 6 and 7 be described by their parts.

Main Activity:: On the table, laid the 7 marbles. 3 marbles will be rolled down to the cup and 4 marbles will roll down to another cup. Ask children how many marbles does each cup has.

Evaluation:

Vocabulary:: inside, outside

Homework:

Learning Objective:: At the end of the lesson, the students will be able to split numbers 6, 7, 8, 9 into parts of the whole in different ways.

Language Objective:: At the end of the lesson, the students will be able to demonstrate how can numbers 8 and 9 be described by their parts.

Main Activity:: By showing colored sticks the students will split numbers 8 and 9 into different parts. Let the student show as many as parts they do.

Evaluation:: Split the following numbers:
______ inside ______ outside 6 in all

Vocabulary:

Homework:

Materials / Resources (including technology): Envision Math 1,
www.eduplace.com

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to solve problems by finding the missing part.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week,the students will be able to find the missing part of 6, 7, 8, 9.

Monday

Tuesday

Wednesday

Thursday

Friday


Learning Objective:: At the end of the lesson, the students will be able to find the missing part of a whole.

Language Objective:: At the end of the lesson, the students will be able to demonstrate how to find the whole by Subtracting the "whole" and the "part I know".

Main Activity:: Use counters to solve the problem.
Demonstrate
6 books in all.
On the board, it is written;

Part I know missing part

Evaluation:: Exercise sheets.

Vocabulary:: subtraction

Homework:: Review addition for a quiz on Tuesday.

Learning Objective:: At the end of the lesson, the students will be able to find the missing part of a whole.

Language Objective:: At the end of the lesson, the students will be able to demonstrate how to find the missing part by subtracting the” whole” from the “part I know”.

Main Activity:: Finding missing parts of 7 and 8.
7 as the whole
4 part I know
_____ missing part
7 – 4 = 3
Therefore, 3 is the missing part.

Evaluation:: Workbook activity.

Vocabulary:

Homework:: e.g. Danielle has 8 toy trucks and cars. 1 toy is a truck. How many toys are cars?

Learning Objective:: To find the missing part of 9.

Language Objective:: To subtract by finding the missing part of a whole.

Main Activity:: There are 9 dogs. 5 are outside. Some are inside.
Show the Chart with part – part – whole to understand the problem.

Evaluation:: Complete the number sentence:
Whole is 9
3 part I know
____ missing part?
9 – 3 = 6
Therefore 6 is the missing part.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson, the students will be able to name the parts in subtraction number sentence.

Language Objective:: At the end of the lesson, the students will be able to show and write subtraction number sentence.

Main Activity:: Show through a drawings 9 apples.
9 as the whole.
Show that 5 apples were covered, so only 4 apples can be seen.
Teach the students how to write the number sentence for subtraction.
9 - 5 = 4
Minuend minus subtrahend equal sign difference

Evaluation:: Individual solving on the board.

Vocabulary:: minuend, minus, subtrahend, equal sign, difference

Homework:: Subtract the following:
8 - 4 =
5 - 3 =
2 - 1 =
9 - 8 =
7 - 4 =

Learning Objective:: At the end of the lesson the students will tell and act out stories about separating to find how many are left.

Language Objective:: At the end of the lesson, the students will be able to demonstrate how to subtract by finding the missing part.

Main Activity:: Children will listen to stories about separating. Then they will complete the subtraction sentences about the stories.

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology): Counters, wooden sticks

State of Minnesota Standards Covered: Pearson Envision Math

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to write and solve subtraction number sentences.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to perform subtraction operation by using symbols such as minus (- ).

Monday

Tuesday

Wednesday

Thursday

Friday

* NO CLASS – Local Holiday *
Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: At the end of the day, the students will be able to write subtraction number sentences.

Language Objective:: At the end of the day, the students will be able to show that a missing part of a whole is one interpretation of subtraction.

Main Activity:: - Recall all the lesson in finding missing parts of 6, 7, 8, 9.
- Then Demonstrate by using drawings on the board, colored pencils, or even books how to break apart or separate the parts.
- By this illustration the students will get the concept that subtraction is taking away parts from the whole.
- Then show the students how to write subtraction number sentence.

Evaluation:: Do on the board some drills, draw and break the parts and let each child write the number sentence.

Vocabulary:: taking away, separating, minus, subtraction number sentence

Homework:: Sample activity.
Write the number sentence.
Q) There are 5 boxes, 3 of them were removed. How many more boxes left ?

_________ - _________ = ____________

Learning Objective:: At the end of the day, the students will be able to write subtraction number sentences.

Language Objective:: At the end of the day, the students will be able to show that a missing part of a whole is one interpretation of subtraction.

Main Activity:: - More on Problem Solving about separating.
- Show more examples for the children to master the skills of subtraction.

Evaluation:: Workbook activity.

Vocabulary:

Homework:: None

Learning Objective:: At the end of the day the students will be able to work efficiently on subtraction.

Language Objective:: At the end of the day the students are expected to perform subtraction by analyzing stories about separating.

Main Activity:: Different stories about separating and help children to analyze the stories and by presenting illustrations they can do subtraction independently.

Evaluation:: Show the subtraction number sentence.
Sample of separating problem.
8 children are in the pool. Then 4 children get out. How many children are still in the pool?

Vocabulary:

Homework:: Solve the following:
-- 7 children are on the bus. 2 get off the bus. How many children are still on the bus? -- There are 6 birds on the branch. 4 birds fly away. How many birds left?

Learning Objective:: At the end of the day the students will be able to work efficiently on subtraction.

Language Objective:: At the end of the day the students are expected to perform subtraction by analyzing stories about separating.

Main Activity:: More Subtraction drill for mastery.
Illustrations and demonstrations.

Evaluation:: Workbook Activity.

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to write the subtraction sentence and the addition sentence.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to relate subtraction to addition.

Monday

Tuesday

Wednesday

Thursday

Friday

* NO CLASS- Local Holiday *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson, the students will be able to write the subtraction sentence and the addition sentence by finding the missing parts.

Language Objective:: At the end of the lesson, the students will be able to solve the problem by doing subtraction and relate it to addition by writing the addition sentence.

Main Activity:: - Explain to the children that the whole ( 7 ) is on the top of the box as shown below, the number of counters given like in the example, which is 2 counters should be deducted from the whole, so, 7-2 = 5.
- And draw 5 counters on the other side of the box.
- Then write another subtraction sentence which is 7- 5 = 2.
- And to write the addition sentence, the number of the counters on both sides should be added.
- Or the two parts of the whole should be added. So, 2 + 5 = 7.

On the board different exercises shown: 7

_________ - ______ = _________
_________ - _______ = ________
_________ + _______ = _________

Evaluation:: Workbook answer sheet.

Vocabulary:

Homework:: Sample homework.
Write the subtraction sentences and addition sentence.
8

______ - _____ = _____
______ - _____ = _____
______ + _____ = ______

Learning Objective:: At the end of the lesson, the students will be able to write the subtraction sentence and the addition sentence by finding the missing parts.

Language Objective:: At the end of the lesson, the students will be able to solve the problem by doing subtraction and relate it to addition by writing the addition sentence.

Main Activity:: More practice exercises on relating subtraction to addition.

Evaluation:: Worksheets about the lesson.

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson, the students will be able to write the subtraction sentence and the addition sentence by finding the missing parts.

Language Objective:: At the end of the lesson, the students will be able to solve the problem by doing subtraction and relate it to addition by writing the addition sentence.

Main Activity:: Problem solving activity.
John buy 9 soccer balls.
He gave 3 to his friend.
How many more soccer balls left to John?
Write the subtraction number sentence and the addition sentence.
_____ - ____ = _____
_____ + ____ = _____

Evaluation:: By presenting problems the students will solve it on the board.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson, the students will be able to act out the problem by drawings of counters.

Language Objective:: At the end of the lesson, the students will be able to perform subtraction relating to addition by looking at the drawings or visual representation of the problems.

Main Activity:: My mother bake 5 chocolate cookies, I ate 2 of them. How many more cookies left?

_____ - ______ = _____
_____ + ______ = _____

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to read numbers using a ten - frame.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to count and write numbers using a ten - frame.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson, the students will be able to use counters and a ten - frame to model numbers up to 10.

Language Objective:: At the end of the lesson, the students will be able to write numbers on a ten - frame using counters.

Main Activity:: Write number 4 on the board.
Show how a ten- frame looks like.
How many spaces are in the top of the row? ( 5 )And how many are in the bottom row?( 5 )
How many spaces altogether? ( 10 )
Show how to write number 4 on the ten frame.
Explain to the children that they have to begin at the top of the ten - frame first, starting at the left.When the top row is full, continue on the bottom row,beginning at the left.

Evaluation:: Write the following numbers on the ten- frame.
A. 4
B. 8
C. 6

Vocabulary:: Ten-frame.

Homework:: Write the number below on the ten frame.
1) 10
2) 3
3) 5

Learning Objective:: At the end of the lesson, the students will be able to use counters and a ten-frame to model numbers up to 10.

Language Objective:: The students will be able to write numbers on a ten-frame using counters.

Main Activity:: More practice exercises on counting and writing numbers on ten-frame.

Evaluation:: Worksheet filling up a ten-frame.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson, the students will be able to act out the problem and fill the ten-frame.

Language Objective:: At the end of the lesson, the students will be able to solve problems by looking at the ten-frame and draw the counters.

Main Activity:: Sample problems to be solved;
1. Steve puts 5 counters in a ten-frame.
How many more counters does Steve need to show 8?

Evaluation:: Workbook activity.

Vocabulary:

Homework:: Sample homework.
Solve the problems below.
1. Benita shows 9 on a ten-frame.
How many counters does Benita put in each row?
Draw counters to solve.

Learning Objective:: At the end of the lesson the students will be able to recognize numbers on a ten-frame.

Language Objective:: At the end of the lesson the students will be able to write numbers shown in a ten-frame.

Main Activity:: Remind children that counting the counters in each ten-frame will give them the number.
The counters on the ten-frame is 7, the top row is filled, and there are more counters in the bottom row.So,there must be more than 5.
7 is 2 away from 5. Therefore, 5 and 2 more counters is 7.

Evaluation:: Special Thinking. Draw counters. Write the number.
Carrie uses a ten frame.
She shows 5 and 1 more. What number does she show? ( 6 )

Vocabulary:

Homework:

* NO CLASS: FEAST in Local Community *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to count on to add, starting with the greater number. They will be able to recognize doubles as a strategy for remembering sums.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to connect the concepts of 0 more, 1 more, 2 more to addition facts involving a 0, 1, 2.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson, the students will be able to add 0, 1, or 2 by counting on from a number.

Language Objective:: The students will be able to write the addition sentence in a row or in columns.

Main Activity:: Explain.
Problem to solve:
There are 3 carrots in the pot add 1 more, 3+1 = 4 so, 1 more than 3 is 4.
There are 6 tomatoes in the pot. Add 2 more. So. 2 more than 6 is 8, or 6+2 = 8.
There are 5 peppers in the pot. Add 0 more, so 0 more than 5 is 5, or 5+0 = 5.
Zero is called the identity element for addition, since adding zero to a number (4+0 = 4) or a number to zero (0+6 = 6) results in that number.

Evaluation:: Workbook activity.

Vocabulary:

Homework:: Adding with 0, 1, 2.
1) 7+0 =
2) 1+6 =
3) 7
4) 6
+ 0 + 1

Learning Objective:: At the end of the lesson, the students will be able to add 0, 1, or 2 by counting on from a number

Language Objective:: The students will be able to solve word problems adding with 0, 1 more than, 2 more than.

Main Activity:: Benjie is older than Simon.
Simon is 2 years older than Annette.
Annette and Gordon are the same age.
Gordon is 5 years old.
8years old 7 years old 5 years old 5 years old
Benjie / Simon / Annette / Gordon

Evaluation:: Draw a picture to solve. Write how many apples each child has.
Tony has 1 more apple than Ann.
Ann has 3 more apples than James.
James has 5 apples.

Vocabulary:

Homework:: Tina is 4 years old.
Maria is 2 years older than Tina.
What is the age of Maria ?

Learning Objective:: At the end of the lesson, the students will be able to recognize doubles as a strategy for remembering sums.

Language Objective:: At the end of the lesson the students will be able to add using doubles.

Main Activity:: Have children put up their two hands.
Ask how many fingers do they have in their left hand ?and how many in their right hand?
The answer is 5 and 5.
Put them all together makes 10. So 5 and 5 are the doubles.
Explain to the students that both of the numbers being added are the same.

Evaluation:: Write the addition sentence for each double.

____ + _____ = ______

Vocabulary:

Homework:: Write the addition sentence for each double.

_____ + ____ = ______

Learning Objective:: At the end of the lesson, the students will be able to recognize doubles as a strategy for remembering sums.

Language Objective:: At the end of the lesson the students will be able to add using doubles.

Main Activity:: Problem solving on doubles.
Danny has 2 baskets. He puts 6 pencils in each basket.
How many pencils does Danny put in the baskets altogether ?
12

Evaluation:: More worksheet about doubles.

Vocabulary:

Homework:

* HALLOWEEN PARTY *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to use doubles facts to learn near doubles facts. The students will be able to use a ten-frame to model addition facts.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to do the steps in adding near doubles. The students will be able use counters and two ten – frames to translate addition facts with a 7, 8, or 9 into an addition fact with a 10.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson, the students will be able to use doubles to add near doubles.

Language Objective:: At the end of the lesson the students will be able to solve near doubles problems.

Main Activity:: Review about the doubles. 8 is 4 and 4, 6 is 3 and 3.
Then introduce the word near doubles ( addition in which the 2 addends are 1 apart ) by giving this problem.
Katie and Karen each have 5 shells.
Karen finds another shell, so now she has 6.
How many shells do Katie and Karen have altogether?
Pretend that the counters are the shells. Show to the children how to do it.
Put the counters in a box, how many for Katie? (5)
How many go for Karen? ( 5 and 1 more )
So, show that in one box there are 5 counters and the other box has 6.
5+6 = 11 shells altogether.
Before, the two girls has both 5 shells, so that is the doubles, of 10, One more is 11 therefore, 5+6 is double 5 and one more. This kind of fact is called a near double.

Evaluation:: Worksheets on near doubles.

Vocabulary:: Near doubles

Homework:: Add.
2 + 3 → 2 + 2 and 1 more → 2 + 3 = 5

Learning Objective:: At the end of the lesson, the students will be able to use doubles to add near doubles.

Language Objective:: At the end of the lesson the students will be able to solve near doubles problems.

Main Activity:: More drill about near doubles.
On the board show 7 color tiles or cut out shapes and have them divide this counters into two groups that are almost equal. And then guide children which combination is closest to 3+3, is it 3+4 or 3+5 ?

Evaluation:: Sample problem:
Omar ate 5 pears, Jane ate 5 pears and then 1 more.
How many pears did Omar and Jane eat in all?
5 + 6 = 11 pears.

Vocabulary:: None

Homework:: Add.
3+2 = _______
5+6 = _______

* END OF GRADING PERIOD 1 *

Learning Objective:: At the end of the lesson, the students will be able to use a ten-frame to write addition facts with 5.

Language Objective:: At the end of the lesson, the students will be able to create addition facts with 5.

Main Activity:

Show a ten-frame to the children, explain that it is made up of two rows of 5.

week10_1

How can you show 5 in a ten-frame?
When children will fill the first row of the frame, they are showing five.

week10_2

Then add 3 more.

week10_3

5 and 3 more is 8,there are 8 counters in the ten-frame.
Make 10. 2 boxes are empty. How many more to make 10? 8 plus 2 more is 10.

week10_4

Explain that making a 5 in the ten-frame makes it easier to see how many more are needed to make 10. It is easier to look for empty frames in one row than in two rows in the ten frame.

Evaluation:: Exercises on the board.

Vocabulary:: Ten-frame

Homework:: Sample:
Look at the ten-frames.
Write an addition fact with 5.
Then write an addition fact for 10.

5+3 = 8
8+2 = 10

* START OF GRADING PERIOD 2 *

Learning Objective:: At the end of the lesson, the students will be able to use a ten-frame to write addition facts with 5.

Language Objective:: At the end of the lesson, the students will be able to create addition facts with 5.

Main Activity:: Problem solving Maya’s team has 5 softballs. Maya’s coach brings 3 more.
How many softballs does the team have now?
Draw counters in the ten frame. Then write an addition fact to solve.

_____ + _____ = _____
8 softballs

Evaluation:: More problem solving.

Vocabulary:: None

Homework:: Sample.
Benny has 7 soccer balls, Tod has 3 soccer balls. How many more soccer balls do the boys have?
Draw in the ten-frame.

Learning Objective:: At the end of the lesson the students will be able to use ten-frames to think of addition facts as 10 and some more.

Language Objective:: At the end of the lesson the students will be able to make 10 to add.

Main Activity:: Ask children how they could use ten-frames to show 8+3 ( consider all answers )
Explain that they can use ten – frames for each number.

How can they make 10 ? Add 2 to make 10, where could we get 2 ?from the ten-frame with 3. Move 2 from the bottom, add it to 8, to make 10.
So, the 8 is replaced by 10 and the 3 is replaced by 1.
The 8 gets bigger and the 3 gets smaller.
10 + 1 = 11
8 + 3 = 11 (br /> 8+3 is the same as 10+1

Evaluation:: Workbook activity.

Vocabulary:

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to:
- Master concepts of 0 less than, 1 less than, 2 less than when subtracting 0, l, 2.
- Solve subtraction problems with 0, 1, and 2.
- Count back by using the number line.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to:
- Use the word 2 less than, 1 less than, 0 less than which signifies subtraction.
- Analyze and solve subtraction word problem.
- Solve using a number line.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the day, the students will be able to do subtraction by the use of counters.

Language Objective:: At the end of the day the students will be able to explain that 0 less than is they have to subtract 0, 1 less than, 2 less than..

Main Activity:: Show to the children on the board 7 counters or circles.
• • • • •
• •
Then ask them to count the counters.
Write the subtraction number sentence 7–2= 5
Then demonstrate how to do it by the use of counters.
• • • • •
• •
From the 7 counters, 2 must be taken away.
So, 2 less than 7 is 5 or 7-2= 5

Evaluation:: Ask the children to do it on the board, then do their exercises on the textbook.

Vocabulary:: 2 less than, 1 less than, 0 less than

Homework:: Sample homework; Complete the subtraction Fact.
4 - 1 = _______
1 less than 4 is _____

Learning Objective:: At the end of the day, the students will be able solve word problems on subtracting with 0, 1, 2

Language Objective:: At the end of the day the students will be able to explain that 0 less than is they have to subtract 0, 1 less than, 2 less than..

Main Activity:: Review the lesson on Subtracting with 0, 1, 2.
Give more exercises.
Then present some word problems like the sample below.
Manuel picks a number.
His number is 1 less than 8.
What is Manuel’s number ?
Write a subtraction sentence to solve.
Explain that in the problem it says 1 less than 8.
So ask the children what does it mean?
They will say 8 – 1.
So, ask them to write a number sentence then solve.

Evaluation:: Practice exercises worksheets.
Jan had 8 tickets. She gave 2 tickets to her friends.
How many tickets does Jan have now?

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to subtract 0,1,2 by counting back.

Language Objective:: At the end of the lesson the students will be able to count back in a number line.

Main Activity:: Show a number line.
Have children identify the number line.
Then explain that when they subtract they have to count back…
Have them count back..
Example 10, 9 , 8, 7, 6, 5, 4, 3, 2, 1, 0
Present a number sentence.
4 – 2 = __________
Show it in the number line.

Evaluation:: Exercises on counting back to subtract 0, 1, 2 on a number line.

Vocabulary:

Homework:: Subtracting with 0, 1, 2
Count back to subtract 0, 1, 2
Use number line.

Learning Objective:: At the end of the lesson the students will be able to subtract 0,1,2 by counting back.

Language Objective:: At the end of the lesson the students will be able to count back in a number line.

Main Activity:: Present a word problem.
Manuel picks 9 apples.
He gave 2 to his brother.
How many more apples left to Manuel.
Write a number sentence then show it on the number line.

Evaluation:

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able Count back to subtract 0, 1, 2

Language Objective:: At the end of the lesson the students will be able to count back in a number line.

Main Activity:: Worksheets.
Count back to subtract.
a. 6 count back to 2.
_______ , _______
b. 9 count back to 1
_______
c. 10 count back 0
_______

Evaluation:: Answer the worksheets in main activity. Individually let the student do it on the board.

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to:
- use doubles addition facts to master subtraction facts.
- use counters to represent two parts and the whole quantity and write the related addition and subtraction sentences.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
- solve subtraction problems by doing the addition facts.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to think addition strategy for subtraction facts when the corresponding addition fact is a double.

Language Objective:: At the end of the lesson the students will be able to solve problems using doubles to subtract.

Main Activity:: Ask children about numbers with doubles, like 4, 6, 8, 10,12.
Ask them if 6 is a double..possible answer YES.
Ask them how can they use doubles to help us find 3 less than 6?
3 + 3 = 6
6 – 3 = 3

Present number 10 on the board.
Show two equal groups of counters (5 and 5).
Ask children to give the addition fact for doubles of these counters.
5 + 5 = 10
Ask them what subtraction fact for doubles they can write? (10 – 5 = 5)

Evaluation:: a.
5 + 5 = _____
_____ - 5 = 5
b.
4 + 4 = _____
_____ - 4 = _____

Vocabulary:

Homework:: Sample homework.
Complete the addition fact.
Then use the addition fact to subtract.
2 + 2 = _______
4 _ 2 = _______

Learning Objective:: At the end of the lesson the students will be able to think addition strategy for subtraction facts when the corresponding addition fact is a double.

Language Objective:: At the end of the lesson the students will be able to solve problems using doubles to subtract.

Main Activity:: More problem solving exercises for mastery of the concept.
Solve the problems below.
There are 6 bananas in a tree.
Double picks 3 bananas.
How many bananas are still in the tree?
Write an addition sentence and a subtraction sentence
3 + 3 = 6
6 - 3 = 3

Evaluation:: Seatwork.
Complete the addition fact.
Then use the addition fact to subtract.
6 + 6 = _______
12 - 6 = ______

Solve the problem.
There are 8 treats in a box.
Doubles eats 4 treats.
Trouble eats the rest.
How many treats did Trouble eat?
Which addition fact can you use to help you find out?
a. 4 + 0 = 4
b. 4 + 4 = 8

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to relate addition facts to 8 to subtraction facts to 8.

Language Objective:: At the end of the lesson the students will be able to develop strategies for addition and subtraction.

Main Activity:: Review the previous lesson.
Ask children how they can use addition fact to find the answer to 6 – 4 = ____
Children will discuss it.
Tell them that the whole is 6 and one of the parts is 4. How many more counters do they need to make 6 or to complete the whole.
Answer ( 2 ), so 4 + 2 = 6

Evaluation:: Think addition to help you subtract.
Draw the missing part.
5

4 + _____ = 5
So, 5 - 4 = ____

Vocabulary:

Homework:: Pam needs 8 tickets to go on a ride at the fair.
She has 6 tickets.
How many more tickets does Pam need?
Write an addition sentence and a subtraction sentence.

Learning Objective:: At the end of the lesson the students will be able to relate addition facts to 8 to subtraction facts to 8.

Language Objective:: At the end of the lesson the students will be able to develop strategies for addition and subtraction.

Main Activity:: More exercises on Thinking Addition to 8 to Subtract

Evaluation:

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to think addition strategy for subtraction facts when the corresponding addition fact is a double.
At the end of the lesson the students will be able to relate addition facts to 8 to subtraction facts to 8.

Language Objective:: At the end of the lesson the students will be able to solve problems using doubles to subtract.
At the end of the lesson the students will be able to develop strategies for addition and subtraction.

Main Activity:: Review all the lesson for the week, give examples for each topic.
Quiz and workbook exercises.

Evaluation:: Based on their quiz.

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to identify and name standard plane shapes.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to recognize plane shapes in the environment such as in classrooms.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to identify plane shapes.

Language Objective:: At the end of the lesson the students will be able to use models of plane shapes and compare them with everyday objects.

Main Activity:: Present a chart with a drawing of a circle, triangle, rectangle and square on the left side of the paper chart.
Point out the circle, ask children to name it, ask them to draw it in the air.
Repeat for triangle,rectangle and square.
Then back to the circle, ask children how do they describe it. (it is round, it has no sides or corners)
Have them find in the classroom any things with the same shape as the circle.
Then look at the triangle.Ask children to describe it. (It has 3 sides, the sides are straight lines, it has 3 corners, its pointy)
Then guide children to identify things that have a triangular shape.
Show the rectangle and describe it, do the same with the square.

Evaluation:: Tell whether it’s a circle, triangle, rectangle and square.
It has 3 sides __________.
It is round _________.

Vocabulary:: plane shapes, circle, triangle, rectangle and square

Homework:: Draw a square.
Draw a circle.
Draw a rectangle.
Draw a triangle.

Learning Objective:: At the end of the lesson, the students will be able to identify plane shapes.

Language Objective:: At the end of the lesson the students will be able to use models of plane shapes and compare them with everyday objects.

Main Activity:: Have children trace the circle, triangle, square,rectangle.
Then have them label it.

Evaluation:: Color the shapes that are the same.
Circle its name.

square
triangle

Vocabulary:

Homework:: Draw a pictures of real objects that look like each shape.

Learning Objective:: At the end of the lesson the students will be able to sort plane shapes.

Language Objective:: At the end of the lesson the students will be able to identify the properties of plane shapes.

Main Activity:: Draw a circle, triangle, square, rectangle on the board.
Ask children to talk about the ways in which they are alike and different.
Ask questions that will help them in sorting out the shapes.

How are these shapes alike? (they all have corners)
A corner of a shape is where two straight sides meet.

Evaluation:: Write the number to complete the table.

Vocabulary:

Homework:: None

* AMERICAN THANKSGIVING *

Learning Objective:: At the end of the lesson the students will be able to sort plane shapes

Language Objective:: At the end of the lesson the students will be able to identify the properties of plane shapes.

Main Activity:: More exercises on sorting out of shapes.
Example:
Circle three shapes that have the same number of corners and sides.

Evaluation:

Vocabulary:

Homework:: Review for a quiz tomorrow.
I have three sides and three corners. Which shape am I?

Learning Objective:: At the end of the lesson the students will be able to sort plane shapes.

Language Objective:: At the end of the lesson the students will be able to identify the properties of plane shapes.

Main Activity:: Quiz about plane shapes.

Evaluation:

Vocabulary:

Homework:: Draw a shape with fewer than 5 straight sides.
Draw a shape with more than 3 straight sides.

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to:
- use their knowledge of the attributes of plane shapes to create a new shapes.
- break apart large shapes to make smaller shapes.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
- combine two-dimensional geometric shapes to make new two-dimensional geometric shapes.
- show how to break apart the large shapes to make smaller shapes.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson, the students will be able to combine plane shapes and create other plane shapes.

Language Objective:: At the end of the lesson the students will be able to demonstrate how to make a new shapes by combining the plane shapes.

Main Activity:: Review the plane shapes and their characteristics.
Then on the board, the children will see 16 different cut outs of shapes. (red in color)
And 1 big hexagon shape ( yellow in color ). Ask children if they are familiar with the hexagon.
Each child will trace the hexagon on the board. Then take out the template to see their tracing.
Ask them how many sides and corners does an hexagon have. ( 6 )
Then ask children how many red shapes do they see? 2
How many yellow color ? 1 Explain to the children that from the 2 red shapes they can form the shape of hexagon.
They have to use the smaller shapes to cover the tracing.
Explain that to cover means that the two patterns or shapes in red color should be placed over the entire traced shape without going outside of its border (point the borders of the hexagon).
Let the children cover their traced shape on the board individually.

Evaluation:: Give each child a paper with different pattern of shapes. Then let them trace it and cover it by the use of different plane shapes.

Example:
and 8 triangles.
Ask children to cover the octagon with 8 triangles.

Vocabulary:: hexagon, octagon

Homework:: Make this shape / use this shape / trace the smaller shapes

Learning Objective:: At the end of the lesson, the students will be able to combine plane shapes and create other plane shapes.

Language Objective:: At the end of the lesson the students will be able to demonstrate how to make a new shapes by combining the plane shapes.

Main Activity:: More exercises on making new shapes from plane shapes.
They have to try matching the sides of the smaller shapes until it will best fit to the given pattern or shape.

Evaluation:: Worksheets on making new shapes from shapes.

Vocabulary:

Homework:: Which pattern blocks could you use to make this shape?

Learning Objective:: At the end of the lesson, the students will be able to combine plane shapes and create other plane shapes.

Language Objective:: At the end of the lesson the students will be able to demonstrate how to make a new shapes by combining the plane shapes.

Main Activity:: Give more cut out of shapes to the children and have them glue and paste it on their patterns.

Evaluation:: Ask them to show and explain their work in the class.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to break apart a large shape to make smaller shapes.

Language Objective:: At the end of the lesson the students will be able to identify plane shapes that make up the faces of three- dimensional figures.

Main Activity:

Tell children that they had learned how to put shapes together, today they will learn how to break apart shapes to make a new shapes.
On the board draw a pentagon that can be divided into a triangle and a square.

Tell children that “ I’m drawing a house. Where should I draw a line to show the bottom of the roof?
Have a volunteer draw the line on one of the shapes.

Tell them that there are now two new shapes.the triangle and the square.

Evaluation:: Break this shape to make 4 triangles.
Draw a line to show how you break the parallelogram.

Vocabulary:: parallelogram, pentagon

Homework:: Draw lines to make new shape.

Learning Objective:: At the end of the lesson the students will be able to break apart a large shape to make smaller shapes.

Language Objective:: At the end of the lesson the students will be able to identify plane shapes that make up the faces of three- dimensional figures.

Main Activity:: More practice exercises.

Vocabulary:

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to:
- break apart large shapes to make smaller shapes.
- move objects: flip them, slide them,rotate them.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
- show how to break apart the large shapes to make smaller.
- recognize that the moved objects are the same shape and size, just in a different position.

Monday

Tuesday

Wednesday

Thursday

Friday

* NO CLASS, FOUNDATION DAY *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson, the students will be able to break apart a large shape to make smaller shapes.

Language Objective:: At the end of the lesson the students will be able to identify plane shapes that make up the faces of threedimensional figures.

Main Activity:

Tell children that they had learned how to put shapes together, today they will learn how to break apart shapesto make a new shapes.On the board draw a pentagon that can be divided into a triangle and a square.

Tell children that “ I’m drawing a house. Where should I draw a line to show the bottom of the roof?
Have a volunteer draw the line on one of the shapes.

Tell them that there are now two new shapes, the triangle and the square.

Evaluation:: Break this shape to make 4 triangles.
Draw a line to show how you break the parallelogram.

Vocabulary:: parallelogram, pentagon

Homework:

Draw lines to make new shape.
Draw 1 line to make 1 1

Learning Objective:: At the end of the lesson the students will be able to break apart a large shape to make smaller shapes.

Language Objective:: At the end of the lesson the students will be able to identify plane shapes that make up the faces of threedimensional figures.

Main Activity:

More practice exercises.

Draw 1 line to make 2.

Evaluation:

Draw 1 line to make 2

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to flip, slide and rotate shapes.

Language Objective:: Demonstrate how each movement changes the position of a shape.

Main Activity:

Have children act out slide, flip, and turn movements.
Demonstrate the movements you ask children to perform.
Then have them mirror the positions example,
slide your left foot to the left.
Tell them that they will use the same movements with pattern blocks and see how a shape looks after it is moved.
Introduce the words slide, flip, turn.
Write these words on the board.
Demonstrate the movements with a trapezoid cut from construction paper.
Have children practice the movements with the trapezoid blocks.

This shape looks the same but it has moved from one place to another.

Slide the shape.

It is now upside down.
Flip the shape.

Turn the shape.

Evaluation:: Is it a slide, a flip, or a turn?

Slide, flip, turn.

Vocabulary:: flip, slide, turn

Homework:: Circle the answer.

Slide, flip,turn.

Learning Objective:: At the end of the lesson the students will be able to flip, slide and rotate shapes.

Language Objective:: Demonstrate how each movement changes the position of a shape.

Main Activity:: More exercises on breaking apart shapes to make shapes.

Slide, __(flip) _ , turn

Evaluation:: Worksheets on breaking shapes to make shapes.

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to:
- move objects, flip them, slide them, rotate or turn them.
- identify plane shapes that are the same size and the same shape.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
- recognize that moved shapes or objects are the same shape and size, just in a different position.
- draw shapes that have the same size and shape.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to slide, flip,rotate objects.

Language Objective:: At the end of the lesson the students will be able to demonstrate how an object can be slide, flip,rotate.

Main Activity:: Ask two children to stand in front.
Show their friends how the position of sliding, flipping and turning.
On the board, different shapes and letters are pasted.
Demonstrate to the children how does the position of objects when it slide, flip, rotate.
Examples:

Evaluation:: Worksheets on Moving shapes.

Vocabulary:

Homework:: Sample sheet.
Is it slide, a flip , or a turn?

Learning Objective:: At the end of the lesson the students will be able to identify plane shapes that are the same size and the same shape.

Language Objective:: At the end of the lesson the students will be able to draw figures that are the same shape and the same size.

Main Activity:: Introduce the new lesson.
Show the drawing on the board:

These shapes match.
They are the same size and the same shape.
Each triangle has sides that are 3 dots long.
Remind children that even the shapes are not in the same position, it will stay the same size.

Evaluation:: Worksheets on about Matching shape.

Vocabulary:

Homework:: Sample sheet.
Circle the shape that matches the shape on the left side.

Learning Objective:: At the end of the lesson the students will be able to draw figures that are the same shape and the same size.

Language Objective:: At the end of the lesson the students will be able to draw figures that are the same shape and the same size.

Main Activity:: More practice exercises worksheets.

Evaluation:: Seatwork same with the main activity.

Vocabulary:

Homework:: Sample sheet.
Which shape match this rectangle?

Learning Objective:: At the end of the lesson the students will be able to draw figures that are the same shape and the same size

Language Objective:: At the end of the lesson the students will be able to draw figures that are the same shape and the same size.

Main Activity:

Exercises on Congruent Shapes.

Are these figures congruent ?

Remind children that congruent shapes are shapes that are the same size and shape.

Evaluation:: More worksheet / exercises.
Example:
Circle the congruent figures.

Vocabulary:

Homework:: None

* CHRISTMAS *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to explain that a shape shows symmetry if it can be folded into two matching parts.
The students will be able to Make organized List to solve Problems.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to fold shapes to find it the shape has symmetry.
The students will be able to make a two-dimensional figure using pattern blocks and record the ways in an organized list.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson, the students will be able to show the symmetry of a shape by folding it into two matching parts.

Language Objective:: At the end of the lesson the students will be able to show a symmetrical shapes.

Main Activity:: Review about all the topic in Geometry, such as identifying shapes and their properties, making new shapes from a shape, breaking apart shapes, congruence.
Then set the purpose.
Tell children that today they are going to learn about Symmetry and line of symmetry.
Explain to the children that symmetry is if one shape becomes exactly like another when you move it in some way. And by folding it into congruent halves that match exactly.

And the line made by the fold is a line of symmetry.

Evaluation:: Give each child a cut out of a square.
Ask them to show a line of symmetry and the parts that shows symmetry.

Vocabulary:: symmetry and line of symmetry

Homework:: Draw a line of symmetry to make two matching parts.

Learning Objective:: At the end of the lesson, the students will be able to show the symmetry of a shape by folding it into two matching parts.

Language Objective:: At the end of the lesson the students will be able to make a symmetric shape and show that a shape can be has more than one line of symmetry.

Main Activity:: Ask the children to draw a circle. Then ask them to draw a vertical line of symmetry. Guide them to rotate the drawing to see that a line of symmetry can be oriented in any direction.

Evaluation:: Color the shapes if the parts will match when you fold on the line.

Vocabulary:

Homework:: Sample homework.
Check the shapes that shows symmetry.

Learning Objective:: At the end of the lesson the students will be able to make an organized list to solve problems.

Language Objective:: At the end of the lesson the students will be able to record the ways in an organized list.

Main Activity:

Recall the past lessons such as naming and describing plane shapes.
Ask children if they can name some objects that are made of more than one shape ?like window, it is made of 2 rectangles, a refrigerator door is made of square and another type of rectangle. A picture of a snowman is 3 circles.
Draw a table on the board that shows how to make an organized list for the shapes.

Shapes I used:

Evaluation:: Individually ask children to go on the board and fill the table same as in the main activity sheet.

Vocabulary:

Homework:: How many ways can you make this shape using pattern blocks?
Make a list.

Learning Objective:: At the end of the lesson the students will be able to make an organized list to solve problems.

Language Objective:: At the end of the lesson the students will be able to record the ways in an organized list.

Main Activity:: More exercises on Make an Organized List.

Sample worksheet.
Vicky has four squares. She draws a different line of symmetry for each square.
Use the squares to show the lines of symmetry that Vicky Drew.

Evaluation:: Check the works of the children and discuss it on the board.

Vocabulary:

Homework:: Review for a test about symmetry and organized list.

Learning Objective:: At the end of the lesson the students will be able to make an organized list to solve problems.

Language Objective:: At the end of the lesson the students will be able to record the ways in an organized list.

Main Activity:: Test on Symmetry.

Evaluation:: Read the test and ask each child to answer it on the board.

Vocabulary:

Homework:

Draw a line of symmetry to make two matching parts.

Make an organized list.

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to identify standard geometric solids.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to count the number of flat surfaces and vertices on geometric solids.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to identify geometric solids and recognize them in the environment.

Language Objective:: At the end of the lesson the students will be able to name some three-dimensional shapes and their mathematical names.

Main Activity:

Tell children that from the previous lessons they had learned about plane shapes…
Have them recall the different plane shapes.
Then connect the new lesson which is about the solid figures.
On the board are pictures of cube and rectangular prism.

Ask children to say the names of these two soild figures.
Ask children how do they describe the 2 solid figures. ( both have flat parts and they both have corners).
Have children give some examples of objects that have the same shape as cubes and rectangular prism.
(boxes, cartons, drawers, file cabinets, tables)
Then introduce another solid figure which is the sphere.

How is this sphere different from the cube? (There are no flat parts and no corners.)
Let them give some objects that have the same shape with the sphere. (ball. orange)
Then show another figures which are the cylinder and cone.

Have children describe the cone and give an object of the same shape.
Same as through with the cylinder.
Ask children to describe it (Children’s answer should include a description of flat parts).

Evaluation:: Show all the solid figures again to the children and have them say the names again.

Vocabulary:: solid figures

Homework:: Sample homework.
Look at the solid figure.
Then circle the objects that have the same shape.

Learning Objective:: At the end of the lesson the students will be able to identify geometric solids and recognize them in the environment.

Language Objective:: At the end of the lesson the students will be able to name some three-dimensional shapes and their mathematical names.

Main Activity:: Paste all the solid figures again from Monday.
Have children name them and describe.
Give children more worksheets in identifying solid figures.

Evaluation:: Color the spheres red. Color the cones blue.
Color the cylinders green. Color the cubes orange.
Color the rectangular prisms yellow.

Vocabulary:

Homework:: Enrichment.
Building shapes.
Use each of these solid figures below at least one time in your drawing.

Learning Objective:: At the end of the lesson the students will be able to count the number of flat surfaces and vertices on geometric solids.

Language Objective:: At the end of the lesson the students will be able to give the meaning of vertex ( vertices ), faces.

Main Activity:: Tell children that today they will learn how to describe solid figures according to the number of flat surfaces and corners they have.
Connect the lesson by asking the children how do they describe the plane shapes. (By the numbers of sides and corners they have.)
Explain to them that there are many ways to describe solid figures.
Show all the solid figures that they had learned like, sphere, cube, so on…
How can you describe a sphere …pointing to the image of a sphere. (invite volunteers to share their responses)
If we will set the sphere (like this marble / ball) on the table, it will probably roll. A sphere has no flat surfaces.
Unlike these solid figures, (rectangularprism,cylinder, cone, cube) they have "flat surfaces". And the flat surface on prisms are called faces.
And even you will set these figures facing down on a desk, they will not roll. Solid figures that don’t roll have vertices.
Point to a vertex on the cube. This corner is called "Vertex". When we have more than one vertex, we can call them "vertices". These are words that we can use to describe many solid figures.

Evaluation:: Ask children to count on the vertex of a cone, rectangular prism, cylinder, cube.

Vocabulary:: flat surface, vertex, vertices, faces

Homework:: Flat Surface and Corners.
How can we describe solid figures.
Flat surface Vertices ( corners )

Learning Objective:: At the end of the lesson the students will be able to count the number of flat surfaces and vertices on geometric solids.

Language Objective:: At the end of the lesson the students will be able to give the meaning of vertex ( vertices ), faces.

Main Activity:: More worksheets about flat surfaces and Corners.
Review the lesson. Have children say the names of each solid figures.

Evaluation:: Solid figure / number of flat surfaces / number of vertices

Vocabulary:

Homework:: Review for a test about solid figures and counting the flat surfaces and the vertices.

Learning Objective:: At the end of the lesson the students will be able to count the number of flat surfaces and vertices on geometric solids.

Language Objective:: At the end of the lesson the students will be able to give the meaning of vertex (vertices), faces.

Main Activity:

Test. 1. Match the names of the solid figures. Draw a line.

2. These solid figure has flat surfaces. Circle your answer.

3. Circle the solid figure that answers each questions.
Which solid figure has 2 flat surfaces and 0 vertices?

Evaluation:: Check the answers of the children on their test.

Vocabulary:

Homework:: Sheets on identifying solid figures and flat surfaces and corners.

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to:
- count the number of flat surfaces and vertices on geometric figures.
- identify geometric solids and sort by various attributes.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
- point out the flat surfaces and vertices of solid figures.
- sort out shapes based on their similarities and differences.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to show the flat surfaces of cube, rectangular prism, cone, cylinder.

Language Objective:: At the end of the lesson the students will be able to count the number of vertices and flat surfaces of cube, rectangular prism, cone, cylinder.

Main Activity:: Review the lesson from the past days.
Have children name again the solid figures such as cone, rectangular prism, cube, cylinder.
Show to the children that these solid figures has a flat surfaces and vertices or corners.
Tell them that solid figures that don’t roll have vertices. Likes the cube and rectangular prism.
Some solid figures that roll do not have vertices like cylinder, sphere.
Remind children that a vertex is where the flat surfaces meet.

Evaluation:: Worksheets on flat surfaces and vertices. Workbook.

Vocabulary:

Homework:: Solid figure / number of flat surfaces / number of vertices

Learning Objective:: At the end of the lesson, the students will be able to identify geometric solids.

Language Objective:: At the end of the lesson the students will be able to sort out solid figures from plane figures.

Main Activity:: On the board, Ask children to name all the solid figures that we had been discussed such as sphere, rectangular prism, cylinder, cube, pyramid.
The on the other part of the board show all the plane shapes.
Ask children to give the name of the plane shapes.
Then by illustrating hold up a ball as representation of a sphere, and hold up a circle shape.
Roll the ball, ask children, does the ball roll? YES
Then try to roll the circle shape… did it roll? NO
Show the difference of a plane shape and solid figures.
Solid figures has 3 dimensions and plane shape has 2 dimensions.

Evaluation:

List out the names of 2D and 3D names.

Vocabulary:

Homework:: On solid ground,
Write how many of each solid figure you find in the structure.

Learning Objective:: At the end of the lesson the students will be able to follow the sorting rule.

Language Objective:: At the end of the lesson the students will be able to sort out solid figures by following the rules.

Main Activity:: Ask children to identify the solid figures on the board.
Then explain to them that in sorting solid figures they have to look at the similarities and differences of each figure.
They have to sort solid figures by various attributes, including color, number of flat surfaces and vertices. And whether or not the solid can roll.

Example, a cone and a cylinder roll and have a flat surfaces.
A cube and a rectangular prism have vertices and flat surfaces.

Evaluation:: Ask the children which solid figure has flat surfaces, and cannot roll. CUBE
Can roll, no flat surfaces. SPHERE

Vocabulary:

Homework:: Sample homework:
Read the sorting rule.
Circle the solid that follows the rule.

Learning Objective:: At the end of the lesson the students will be able to follow the sorting rule.

Language Objective:: At the end of the lesson the students will be able to sort out solid figures by following the rules.

Main Activity:: Review the previous lessons, about solid figures.
Then remind children that these solid figures has attributes such as number of vertices, number of flat surfaces and number of edges and whether it rolls or not.
So by looking at these attributes, we can sort them out.

For example,
Which shape has 6 flat surfaces and 8 vertices? cube
Solid figure that rolls - cylinder

Evaluation:: Sample worksheet.
Draw a line to match the shape to its description.

Vocabulary:

Homework:

* SEMESTER 1 EXAMS, END OF 1ST SEMESTER *

Learning Objective:: At the end of the week the students will be able to identify all the solid figures such as cube, sphere, cylinder, rectangular prism, pyramid.

Language Objective:: At the end of the lesson the students will be able to sort out solid figures according to their attributes.

Main Activity:: Test in, identifying solid figures, flat surfaces and corners, sorting solid figures.

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to know:
- How to create their own pattern.
- That patterns come in many forms, including repeated colors, shapes, objects, and letters.
- How to predict what comes next in a pattern.
- How to find a pattern to solve problems.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
- Describe elements in repeating patterns and the part of the pattern that repeats.
- Use different forms to show pattern.
- Extend shape, and color patterns.
- Work with patterns as they identify and extend patterns involving pictures, shapes and numbers.

Monday

Tuesday

Wednesday

Thursday

Friday

* START OF 2nd SEMESTER *

Learning Objective:: At the end of the lesson the students will be able to describe elements in repeating patterns.

Language Objective:: At the end of the lesson the students will be able to create a list of the different types of patterns.

Main Activity:: On the board, show the shapes pattern.

________
Ask the children what is their idea about this … most of them will say pattern.
Yes, this is a pattern. A repeating Design is called a pattern.
And when something happens over and over again, it repeats.
So this pattern is a shape pattern. Because it consist of shapes.
What shapes do you see in the pattern ? SQUARE, TRIANGLE
Look at the pattern, Ask children to say the shapes in the pattern, square, triangle, square,triangle then what is next? ______ square.
Another example. Color pattern.
Yellow, red, yellow, red, _____?

Evaluation:: Sample worksheet.
Circle the part that repeats.

Vocabulary:

Homework:: Circle the parts that repeats. Fill in the letters.

Learning Objective:: At the end of the lesson the students will be able to identify the pattern unit in a pattern to predict what comes next.

Language Objective:: At the end of the lesson the students will be able to predict and draw the next coming pattern.

Main Activity:: Recall the lessons in pattern.
Then tell children that they can predict what comes next in a pattern.
Show examples on the board and ask each child to predict and draw the next pattern.

Evaluation:: Find the pattern. Circle which comes next.
Green, green, blue, green, green ______ green, blue

Vocabulary:

Homework:

Learning Objective:: At the end of the week the students will be able to extend shape patterns.

Language Objective:: At the end of the lesson the students will be able to draw and make a shape pattern go on.

Main Activity:

Show this on the board:

Ask children, what is different about the parts of this pattern? (Different shapes)
What are the shapes in this pattern? (triangle and circle)
What other pattern do you see? (A letter pattern)
Ask children, which part repeats?

A / B Tell children that they can use the part that repeats to tell what comes next.

Evaluation:: Draw the shape that comes next. Then write the letter that comes next.

Vocabulary:

Homework:: Sample homework:
Which part repeats?
A B C A B C A B C

Learning Objective:: At the end of the lesson the students will be able to solve problems looking for a pattern.

Language Objective:: At the end of the lesson the students will be able to create, identify, and extend color patterns.

Main Activity:: Tell children that today they will learn to solve problems by looking for patterns that involves pictures, shapes, numbers, letters and colors.
Set the lesson by asking the children to clap their hands twice and stomp their feet once.
Then ask them, is that a pattern? YES, it’s a sound pattern.
Then show the word problem on the board, ask a volunteer to read it.
Tyler’s mom is making a blanket with a pattern. What colors will the next stripes be?

Then ask children how do they know what comes next in a pattern? By looking at the pattern to see what part repeats, then we can figure out what comes next.

Evaluation:: Workbook activity.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to:
- identify the pattern unit in a pattern to predict what comes next.
- predict and draw the next coming pattern.
- solve problems looking for a pattern.

Language Objective:: At the end of the lesson the students will be able to:
- draw the next coming pattern.
- make a shape pattern go on.
- create, identify, and extend color patterns.

Main Activity:: Recall all the lessons for the whole week, then give an exercises with examples of each topic. Circle the parts that repeats.
O O Y O O Y O O Y ________

Look at the patterns.What comes next?

Evaluation:: Answer and check their exercises.

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will be able to know:
-- That numbers 11 to 20 have names.
-- How to show in ten frame a group of 10 and up to 10 more.
-- Why counting by 10’s is faster rather than counting by 1’s.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Write the number names of numbers 11 to 20.
-- Count and read numbers 11 to 20.
-- Recognize numbers 11 through 20 as shown in a ten–frame.
-- Count by 10’s and record the numeral and write how many 10’s.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the student will be able to read the number names of numbers 11 to 20.

Language Objective:: At the end of the lesson the students will be able to write the number names of numbers 11 to 20.

Main Activity:: Show on the board numbers 11 to 20.
Ask each child to count or recognize the numbers.
Tell them that each number has a name too, and this is the number words or number names.
Write on the board the number names opposite of the numerals.
Then ask children to read each names.
Explain to them that numbers 11 to 19 all start with 1 in ones place.
And the words next to the numbers 13-19 all end with teen.
And 14, 16-19 have the number of ones in the word.

Evaluation:: On the board, individually ask the children to connect the number names to their numerals.

Vocabulary:: number names, number words

Homework:: Complete the names.
-- Tw__ lve
-- Twe_n_y
-- Thir_e_n

Learning Objective:: At the end of the lesson the students will be able to make a number from 11 through 19 with one group of 10 and some ones.

Language Objective:: At the end of the lesson, the students will be able to show and recognize numbers without counting by looking at the ten frame.

Main Activity:: Show an empty ten frame.
Ask children if they still remember the name of this ten-frame.
Then recall how to fill up a ten-frame.
Explain to them that without counting we can tell the numbers.

Show an examples:

Ask children what number do they see from the ten-frame. 12
Ask them how do they know?
Because the frame is filled so we know that we have 1 group of ten, and the left over in the bottom frame is 2.
So 12 is 10 and 2.

Evaluation:: Workbook activity

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to use counters to find 1 or 2 more or fewer than relationships among numbers 11 through 20.

Language Objective:: At the end of the lesson the students will be able to show 1 more, 2 more, 1 fewer, 2 fewer than a number.

Main Activity:: On the board draw a 2 ten–frames with 16 counters.
Then ask children what number do they see in the frames.
They will answer 1 group of ten and 6 left over.
Then ask them how many counters do they see on the first 3 rows? 15
And how many in the fourth row? 1
So 1 more than 15 is 16.
What if I will take 1 away from 16,
16, 1 fewer is 15.
Another example,
13, 2 more is15, and 2 fewer is 11
If the children doesn’t understand show it in the number line with an arrow on the top pointing to the right with the word more, draw a second arrow on the bottom pointing to the left with the word fewer.

Evaluation:: Write the numbers.
Thirteen ____, 2 more ____, 2 fewer _____, Seventeen ____, 2 more ____, 2 fewer _____

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to count groups of 10.

Language Objective:: At the end of the lesson the students will be able to record the numeral and write how many 10’s.

Main Activity:: Ask children if they know how to count by 10. Some will say yes, others will say no.
Lets count by 10s.

Ask children how many tens do you see?10, 20, 30,…..
How many counters are there in 2 ten-frames? ( 20 )
Then revise the question, How many group of tens can we make in 50? 5
In 70? 7
In 40? 4

Evaluation:: Workbook pages 272-274

Vocabulary:

Homework:: Count by 10s. Then write the numbers.
10, 20, 30, 40, 50, ____ group of tens, _____ forty.

Learning Objective:: At the end of the lesson the students will be able to count groups of 10.

Language Objective:: At the end of the lesson the students will be able to record the numeral and write how many 10’s.

Main Activity:: Recall the past lessons on counting by 10s. Then have them work on page 264–266, 267–270 of workbook as review exercises of all the topics that were discussed.

Evaluation:: Checking of their works in the workbook.

Vocabulary:

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- How to use the hundred chart as they explore skip counting.
-- To find number patterns and visual patterns on a hundred chart.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to:
-- Count using the hundred chart.
-- Make patterns as they skip count by 2s, 5s,10s.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to find number patterns on a hundred chart by skip counting with 2s, 5s,10s.

Language Objective:: At the end of the lesson the students will be able to use a hundred chart as they do skip counting.

Main Activity:: On the board, show an image and drawing of a hundred chart.
Then ask children if they know what chart is this?
If nobody knows, tell them this is a hundred chart.
Ask the children why do they think its called hundred chart. (most of the answer is, it has 100 numbers.)
Tell them yes, it’s a hundred chart because it has a numbers of 1 to 100.
Show on the big screen a hundred chart for better understanding and wide visual aid.
Explain to the children that they can use this in skip counting.
What is skip counting? Counting in which the same amount of numbers are skipped each time a number is said.
Show to the children how to use the hundred chart if we skip count by 10s.

Lets skip count by 10, 20, 30,40, shade the numbers as they say it.
Ask the children, what numbers are shaded? 10, 20, 30, 40
How are these numbers arranged?in a column at the end of each row.
What patterns do you see? The first digit goes up by 1 in each number, and the second digit in each number is 0.

Evaluation:: Ask each child to skip count by 10 as they point it out in the hundred chart.

Vocabulary:: Hundred chart, skip counting

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to find number patterns on a hundred chart by skip counting with 2s, 5s,10s.

Language Objective:: Use a hundred chart as they do skip counting.

Main Activity:: In the hundred chart, ask the class to skip count by 2s.
Ask what number is being used to skip count on the chart? (2)
Where are the shaded numbers? (Every other column)
Which numbers are shaded? (2, 4, 6, 8, 10 ……20)
Do the same thing on skip count by 5s.
Ask the children on what pattern do they see? (the second digit is either 5 or 0)

Evaluation:: Continue the pattern.
-- Skip count by 10s
-- 0, 10, 20, 30, 40 , _____, _____ , _____ ,_____

Vocabulary:

Homework:: Skip count by 5s, use the hundred chart. Color the numbers you say.

* FIELD TRIP *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

* NO CLASS, CHINESE NEW YEAR *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

* NO CLASS, CHINESE NEW YEAR *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- To find the total number of items arranged in sets of 2s,5s,10s by skip counting.
-- How to use information in the problem and pictures to determine what number they should skip count.
-- That even numbers can be broken into two equal parts and odd numbers can not.
-- How to identify even and odd numbers by the use of pattern.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Count by 2s, 3s, 4s, 5 s, 10s and write the total number of objects in a group.
-- Arrange objects into group of 2s, 5s, so on …as they do skip counting.
-- Show in a pattern the even numbers and odd numbers.
-- Demonstrate by the use of counters how could a number be an even or odd number.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to count by 2s, 3s, 4s, 5s and 10s to find the total number of objects.

Language Objective:: At the end of the lesson the students will be able to use pictures to determine what number they should skip count.

Main Activity:: Review the lesson on skip counting in a hundred chart.
Then explain to the children that by skip counting they will be able to find the total number of objects in a collection of equal groups.
Write a word problem on the board.
Lucy wants to make 5 robots.
Each robot has 10 buttons, 5 wheels, and 2 mittens.
Then ask the children, how many buttons does each robot have? ( 10 )
Show on the board 5 groups of tens.
Ask children what number do they skip count? 10
So, 10,20,30,40,50.
50 buttons for 5 robots.

How many wheels does each robot have? ( 5 )
Draw on the board 5 groups of 5 Wheels.
Then skip count by 5. 5,10, 15, 20, 25
25 wheels for 5 robots.
How many mittens does each robot have? ( 2 )
Draw 5 sets of 2 mittens.
Then skip count by 2s.
2, 4, 6, 8, 10
10 mittens for 5 robots.

Evaluation:: Workbook activity.

Vocabulary:

Homework:: Use the picture to skip count.
How many ears are there? ( images of 5 rabbits are included.)
1. Count by 2s.
2, _________, _________, __________, __________

Learning Objective:: At the end of the lesson the students will be able to identify even numbers and odd numbers. Draw a counters to show each number. Then circle odd or even.

Language Objective:: At the end of the lesson the students will be able to use counters to determine whether a number is odd or even.

Main Activity:: Draw a ten frame on the board with different numbers of counters.
Then have children count the counters on each frame.
Like first frame is 4.
Second frame is 5.
Third frame is 7.
Fourth frame is 8.
Ask children what they can say about the numbers and the counters on the frame.
Accept all responses.
Then show each frame, 4 all the counters are in pairs 2 and 2.
Then look at the second frame, 5 counters, one counter is not in pair.
Therefore the numbers with pairs are called even numbers.
The number is odd number when one counter is not in a pair.
And tell children that even numbers end with 2,4,6,8 or 0.
And odd numbers end with 1,3,5,7 or 9.

Evaluation:

Vocabulary:

Homework:: Write even or odd.
1. 67 –
2. 48 –

* NO CLASS, LOCAL HOLIDAY *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to identify even and odd numbers.

Language Objective:: At the end of the lesson the students will be able to use counters to show even and odd numbers.

Main Activity:: Review what are even numbers and odd numbers.
Ask children to say even or odd as The teacher says the number.
7 – odd
13 – odd
28 – even
40 – even
Then ask children why it is 28 & 40 are even numbers and 7 & 13 are odd numbers.

Evaluation:: Workbook activity.

Vocabulary:

Homework:: Pat is having a party.
He decorates with 9 stars.
Draw counters to show the decorations. Then circle odd or even.

* ELEMENTARY SPORTS DAY *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- How to use the ordinal numbers to identify position of items.
-- That numbers can tell position.
-- How to solve problems by finding patterns in a table of related number pairs.
-- How to extend patterns of numbers presented in tables.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Find patterns by skip counting.
-- Read the ordinal words such as eighth, ninth…
-- Identify and extend patterns of numbers presented in tables.
-- Apply their skip counting skills to complete the patterns in the table.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to identify odd and even numbers.

Language Objective:: At the end of the lesson the students will be able to draw counters to show the odd numbers and even numbers.

Main Activity:: Review the lesson about odd and even numbers.
Ask children how will they know if the number is odd or even.
The numbers the ends with 2, 4, 6, 8, 0 are even numbers and they are numbers with pairs.
The numbers the ends with 1, 3, 5, 7, 9 are odd numbers, and they have one more left or no pair.
Have children draw counters to show the odd numbers and even numbers.

Evaluation:: Odd and even numbers.
Color the odd numbers red.
Color the even numbers blue.

Vocabulary:

Homework:: In a hundred chart color all the even numbers.

Learning Objective:: At the end of the lesson the students will be able to identify the positions of an object from 1st to 20th.

Language Objective:: At the end of the lesson the students will be able to determine the ordinal positions by counting.

Main Activity:: Ask 5 children to stand in front in a line.
Then have the children who are seated to count those who are standing as I point every child.
Write the numbers on the board.
Then tell children that by counting we can determine o know the position of each child.
Number 1 is the first person,
Number 2 is the second,
Number 3 is the third,
Number 4 is the fourth.
Number 5 is the fifth.
Provide each child a copy of the ordinal numbers.
Explain to the children that these numbers 1, 2,3, 4, 5, have st, nd, rd,th on the end.
So these numbers tell where each person is standing in the line.
It tells the position.

Evaluation:: Worksheet. Use the apples to complete the items below.

1. The seventh apple is ______.
2. Circle the 3rd apple.
3. How many apples are before the 5thapple?

Vocabulary:

Homework:: Use the pictures to tell the position.

Learning Objective:: At the end of the lesson the students will be able to identify the positions of an object from 1st to 20th.

Language Objective:: At the end of the lesson the students will be able to determine the ordinal positions by counting.

Main Activity:: Review the previous lesson about ordinals.
Have children read the ordinal numbers.
Have them recognize the words and how to write them by giving them more exercises on the board.

Evaluation:: Color to show the positions of the turtles. Images provided.

Vocabulary:

Homework:: Ordinal numbers tell position.
Images of boys and girls in line.
1. Circle the first in line.
2. Cross out the 18th in line.

Learning Objective:: At the end of the lesson the students will be able to Find patterns in a table by skip counting.

Language Objective:: At the end of the lesson the students will be able to identify number patterns found in a table.

Main Activity:: Recall the past lesson about looking patterns using a hundred chart.
Then tell the children that today they are going to learn how to identify number patterns found in a table.

Call 3 volunteers to stand in front.
How many eyes do you see from these 3 children? 6
How many eyes does each person have? 2
Let’s skip count by 2s to find out how many, 2, 4, 6.
So if there are 3 children, then there are 6 eyes.
Give another example.
Each classroom has 10 windows.
There are 6 classrooms.
How many windows are there in all?
Draw an image that looks like a classroom with 10 windows each.
Show the table and ask children to complete it by looking at the patterns and do skip counting.

Evaluation:: Workbook activity pages 291-294.

Vocabulary:

Homework:: Find the pattern. Complete the table.

Learning Objective:: At the end of the lesson the students will be able to:
-- Identify odd and even numbers.
-- Give the ordinal numbers.
-- Skip count to find the pattern.

Language Objective:: At the end of the lesson the students will be able to: -- Show by the use of counters the odd and even numbers.
-- Write the ordinal numbers.
-- Solve problem by looking at the pattern and do skip counting.

Main Activity:: Review all the lessons for the whole week.
Site an example for each topic.
Have children do the drill on the board.

Evaluation:: Worksheets on odd and even numbers, ordinal numbers and pattern in tables.

Vocabulary:

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- How to count concrete objects by ones, then form groups of 10 and leftovers.
-- How to show numbers as groups of tens and ones.
-- How to use group of tens to name and count numbers.
-- How to use objects to show the tens and ones in a two- digit number and then write the number.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Show two – digit numbers as groups of ten and leftover ones.
-- Discuss the relationship between the number of tens and its decade number.
-- Count group of ten, up to 10 tens and write how many.
-- Write two – digit number to describe how many.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to read and write two – digit numbers as groups of 10 and some left over.

Language Objective:: At the end of the lesson the students will be able to count concrete objects by ones, then form groups of 10 and leftovers.

Main Activity:: Ask children to count 23 wooden butterflies on the table.
How can you count the wooden butterflies? By 1s.
How many are there? 23
Then ask the children how can they find out how many groups of 10 and leftover ones there are? Answers will vary.
Have children make groups of 10. How many groups of 10 you can make? 2
Have them separate the 2 groups of 10.
Then count how many are left over. 3
Show another example on the board.
Circle the groups of 10 so it will be easier to see the groups and the left over and it makes it quicker to count.

Evaluation:: Workbook activity pages 304-305.

Vocabulary:

Homework:: Circle groups of 10. Write the number.
Image provided.. 3 groups of 10 and 5 left over is 35.

Learning Objective:: At the end of the lesson the students will be able to read and write two–digit numbers as groups of 10 and some leftover.

Language Objective:: At the end of the lesson the students will be able to count concrete objects by ones to form groups of 10s. And leftovers.

Main Activity:: Review the lesson from yesterday.
Then ask children to answer the exercises on the board.
Give the children different counters and have them demonstrate how many groups of ten they can make,with many leftovers. Then ask them to write their total on the board.

Evaluation:: Circle groups of 10. Write the numbers.
Images provided.
25 counters.
.? is.? groups of 10 and? Left over.

Vocabulary:

Homework:: Enrichment master sheet.

Learning Objective:: At the end of the lesson the students will be able to count groups of ten, up to 10 tens and write how many.

Language Objective:: At the end of the lesson the students will be able to show groups of tens with connecting cubes or models and discuss the relationship between the number of tens and its decade number.

Main Activity:: Draw cubes in 4 group of tens. Have children count the cubes in one of the tens to see that it is made up of 10 cubes.
1 tens, 2 tens, 3 tens, 4 tens
How many groups of 10 are in this picture? 4
Skip count by 10s to find the number of cubes.
10, 20, 30, 40
So how many cubes in all? 40
And 40 is 4 tens.

Evaluation:: Worksheet sample.
Count by 10s. Draw the cubes. Write the numbers.
Image included:
2 groups of 10s. 2 tens is ______.
7 groups of 10s. 7 tens is ______.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to use groups of tens and ones to show and write a given two-digit number.

Language Objective:: At the end of the lesson the students will be able to find the number of cubes they have by forming groups of tens and ones, counting tens and ones, and recording the number of cubes in all.

Main Activity:: Write the number 32 on the board.
Explain to the children that the symbols that make up a number are called digits.
And 32 has 2 digits, a3 and a 2.
Then tell children that 3 shows the tens and 2 shows the ones.
The number on your left is the number for tens and the number on your right shows the ones.

Show another example,
Write 35.
What numbers make up 35? 30 and 5.
Ask the children, which number in 35 is the tens digit? 3
And which number in 35 is the ones digit? 5
Show to the children how to put the tens in the tens place on the place value mat. And the left over cubes are called ones.
Tens. Ones
3. 5

The 3 in the tens place means there are 3 tens.
And the 5 in ones column means there are 5 ones.

Evaluation:: Sue has juice boxes for her party.
She has 3 packages of 10.
She has 7 extra boxes.
How many juice boxes does Sue have?
Write the number of tens and ones.
Write the total number of juice boxes.

Vocabulary:: Tens, ones, place value mat

Homework:: Count the tens and ones. Then write the numbers.
Tens / Ones
2 groups of tens / 3 loose cubes of connecting cubes

Learning Objective:: At the end of the lesson the students will be able to use groups of tens and ones to show and write a given two- digit numbers.

Language Objective:: At the end of the lesson the students will be able to find the number of cubes they have by forming groups of tens and ones, counting tens and ones, and recording the number of cubes in all.

Main Activity:: Review the previous lessons and give more exercises on the board about Tens and Ones.

Evaluation:: Worksheets sample.
Count the tens and ones. Then write the numbers.
Tens and ones columns for the counters. And tens and ones column for the numbers. Total?

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to know:
-- That numbers can be written in different ways.
-- How to identify and record two-digit numbers in expanded and standard forms.
-- How to break apart a ten to make 10 ones.
-- How to find 1 more than, 1 less than, 10 more than and 10 less than a given number.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Write two-digit numbers in a new way such as expanded form.
-- Use tens and ones to make numbers in different ways.
-- Make an organized list in a table using tens and ones to solve a problem.
-- Add or take away 1 or 10 from a two –digit number.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to model a two- digit number and write its expanded form.

Language Objective:: At the end of the lesson the students will be able to show a two – digit number as the value of the tens plus the value of the ones.

Main Activity:: Recall the lesson of tens and ones.
Ask the children, which one is the tens and which one is the ones.
Then on the board write 53, and draw 5 groups of tens and 3 ones.
Show a place value table.
Ask a volunteer to write how many tens and ones are there in 53 and write it on the place value table.
Have children count how many counters are shown on the board, ( 53 )
How are the counters grouped? By tens and ones.
then show also the value of tens and ones.
5 tens = 50
3 ones = 3
50 + 3 = 53
The same as 5 tens + 3 ones = 53

Evaluation:: Draw the tens and the ones. Then write the numbers.
37 = 3 tens + 7 ones = 37
30 + 7 = 37

Vocabulary:

Homework:: Draw the tens and ones. Then write the numbers.
35
____ tens + ____ ones = _____
_____ + ____ = ______

Learning Objective:: At the end of the lesson the students will be able to break apart a ten to make 10 ones and new representations in expanded form.

Language Objective:: At the end of the lesson the students will be able to record the numbers in expanded form.

Main Activity:: Review the previous lesson about expanded form using tens and ones.
Then tell children that they can use tens and ones to make numbers in different ways.
Write on the board 37.
Show 3 groups of tens ( counters ) and 7 ones ( counters ) under the place value table.
Then ask children how many tens do we have? 3
Show to the children that one tower from the tens column can be beak apart and put into ones column.
Now ask them, how many are there in tens? 2
How many are there in ones? 17
So 37 can be 20 + 17.
Show another way,
Break apart another 10 in the tens column, how many left? 1
Add the 10 in the ones column, how many are there now in onescolumn? 27
So, 37 can be 10 + 27

Evaluation:: Ask each child to do the drill on the board.
68 = ____ + ____
68 = ____ + ____

Vocabulary:

Homework:: Show a different way to make the number.

Learning Objective:: At the end of the lesson the students will be able to use group of tens and ones to show and write a given two-digit number.

Language Objective:: At the end of the lesson the students will be able to make an organized list in a table to track solutions to a problem.

Main Activity:: Ask children how many ways can you show the number 38 with tens and ones?
First tell children they must have a plan.
Think of all the ways they can make 38.
Then solve.
There are 4 ways to show 38 with tens and ones.
38 = 3 tens and 8 ones.
= 2 tens and 18 ones
= 1 ten and 28 ones
= 0 ten and 38 ones

Evaluation:: Workbook exercises, pages 324-325.

Vocabulary:

Homework:: 1. Kelly shows all the ways to make 49 as tens and ones.
2. What ways does she show?

Learning Objective:: At the end of the lesson the students will be able to find 1 more than, 1 less than, 10 more than and 10 less than a given number.

Language Objective:: At the end of the lesson the students will be able to write the numbers that are 1 more, 1 less and 10 more or 10 less than a two-digit number.

Main Activity:: Review the lesson about making an organized list using tens and ones.
Remind children that they already learned how to skip count by 10s.
And this lesson will help them to continue their identifying number patterns as they use models to name numbers that are 1 more, 1 less, 10 more, and 10 less than a given number.
On the board, draw 2 groups of tens and 5 ones = 25.
And another 2 group of tens and 6 ones = 26 to show 1 more.
Show children that 1 more than 25 is 26.
Draw another example like 1 more than 45 is? _____
Ask a volunteer to answer, 1 more than 37 is? _____
Next, show 2 groups of tens and 5 ones = 25.
Then next to it draw 2 groups of tens and 4 ones = 24 to show 1 less.
Explain to the children that when you take 1 away from 25, the number of tens does not change.
And the ones change because one is taken away.
On the board, show 10 more of 25 = 35.
When you add 10 more to 25 the ones does not change but the tens changed.
Show on the board 10 less.
When you take away 10 from the tens, the tens value changed but the ones does not change.

Evaluation:: Write the numbers.
11
1 more than ____ is ____.
1 less than ____ is ____.
10 more than ____ is ____.
10 less than ____ is ____.

Vocabulary:: less than, more than

Homework:: Write the numbers.
72
1 more than ____ is _____.
1 less than ____ is ____.
10 more than ____ is ____.
10 less than _____ is _____.

Learning Objective:: At the end of the lesson the students will be able to find 1 more than, 1 less than, 10 more than and 10 less than a given number.

Language Objective:: At the end of the lesson the students will be able to write the numbers that are 1 more, 1 less and 10 more or 10 less than a two-digit number.

Main Activity:: Recall the lesson about 1 more, 1 less, 10 more, 10 less.
Give them a drill on the board.

Evaluation:: Workbook, pages 332-333.

Vocabulary:

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will know:
-- How to find 1 more than, 1 less than, 10 more than, 10 less than a given number.
-- How to add and take away 1 and 10 from 1 two-digit number.
-- How to look the patterns in the sequence of numbers.
-- That numbers to the left are one less than and numbers to the right are one more than, and those above are ten less and below are 10 more than a given number.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Write numbers that are 1 more, 1 less, 10 more,10 less.
-- Add 1 more, and 10 more then take away 1 and 10 to a given number.
-- Use a hundred chart to show the relationships of 1 more than, 1 less than, 10 more than, and 10 less than a given number.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to find 1 more than, 1 less than, 10 more than and 10 less than a given number.

Language Objective:: At the end of the lesson the students will be able to write the numbers that are 1 more, 1 less and 10 more or 10 less than a two-digit number.

Main Activity:: Review the lesson about making an organized list using tens and ones.
Remind children that they already learned how to skip count by 10s.
And this lesson will help them to continue their identifying number patterns as they use models to name numbers that are 1 more, 1 less, 10 more, and 10 less than a given number.
On the board, draw 2 groups of tens and 5 ones = 25
And another 2 group of tens and 6 ones = 26 to show 1 more.
Show children that 1 more than 25 is 26.
Draw another example like 1 more than 45 is? _____
Ask a volunteer to answer, 1 more than 37 is? _____
Next, show 2 groups of tens and 5 ones = 25
Then next to it draw 2 groups of tens and 4 ones = 24 to show 1 less.
Explain to the children that when you take 1 away from 25, the number of tens does not change.
And the ones change because one is taken away.
On the board, show 10 more of 25 = 35
When you add 10 more to 25 the ones does not change but the tens changed.
Show on the board 10 less.
When you take away 10 from the tens, the tens value changed but the ones does not change.

Evaluation:: Write the numbers.
11
1 more than ____ is ____.
1 less than ____ is ____.
10 more than ____ is ____.
10 less than ____ is ____.

Vocabulary:: 1 less than, 1more than, 10 more than, 10 less than

Homework:: Write the numbers.
72
1 more than ____ is _____.
1 less than ____ is _____.
10 more than ____ is ____.
10 less than _____ is _____.

Learning Objective:: At the end of the lesson the students will be able to find 1 more than, 1 less than, 10 more than and 10 less than a given number.

Language Objective:: At the end of the lesson the students will be able to write the numbers that are 1 more, 1 less and 10 more or 10 less than a two-digit number.

Main Activity:: Review the lesson from yesterday.
Remind children that when we add 1more the tens does not change, but the ones change because one more is added.
When we take away 1 or 1 less than,
the digit in ones place is 1 less so, the ones change because 1 is taken away.
When you add 10 more, the tens change, because 10 more is added, the number of ones does not change.
When you take away 10 the tens change because one ten is taken away.
The number of ones does not change.

Examples on the board given. Ask volunteers to do it.
40 1 more than 40 is ______.
1 less than 40 is ______.
10 more than 40 is ______.
10 less than 40 is ______.

Evaluation:: Worksheets

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to use a hundred chart to show the relationships of 1 more than, 1 less than, 10 more than, 10 less than a given number.

Language Objective:: At the end of the lesson the students will be able to demonstrate how to identify on the hundred chart 1 more, 1 less, 10 more, 10 less.

Main Activity:: Recall the previous lessons.
Show to the children the hundred chart.
Tell them that today they are going to learn how to use it to show 1 more, 1 less, 10 more, 10 less than a given number.
Show to the children that numbers in the hundred chart shows patterns.
Explain that if the given number is 47, find it in the hundred chart.
Then look at the numbers around 47, remind children that the numbers below are getting higher as you count in the hundred chart, and the numbers on the top are lower, since these are the beginning numbers.
When they find 47 on the chart show how to look for 1 more than 47 is 48. It moves to the right.
And 1 less than 47 is 46 it moves to the left.
Then show how is 10 more than 47, is 57 the next number below 47.
And 10 less than 47 is 37 the number on the top of 47, so the direction is going up.

Evaluation:: Workbook, pages 336-337.

Vocabulary:

Homework:: Re-teaching 12-2.

Learning Objective:: At the end of the lesson the students will be able to use a hundred chart to show the relationships of 1 more than, 1 less than, 10 more than, 10 less than a given number.

Language Objective:: At the end of the lesson the students will be able to demonstrate how to identify on the hundred chart 1 more, 1 less, 10 more, 10 less.

Main Activity:: Review the lesson about making numbers on a hundred chart.
Give more exercises on the board.

Evaluation:: Practice 12–2 worksheet.

Vocabulary:

Homework:: Enrichment 12-2.

* PARTY FOR ELEMENTARY STUDENTS *

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- How to compare 2 two- digit numbers using concrete materials and pictures.
-- How to compare two – digit numbers using symbols.
-- How to order numbers using a hundred chart.
-- How to use patterns to identify missing numbers on parts of a hundred chart.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Use tens and ones places to compare two- digit numbers.
-- Use symbols to show that one number is greater than, less than, or equal to another number.
-- Find the missing number on a hundred chart.
-- Use patterns to identify the missing number of a hundred chart.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to compare two-digit numbers using symbols.

Language Objective:: At the end of the lesson the students will be able to identify the symbols >, <, =.

Main Activity:: Review the previous lesson, making numbers on a hundred chart.
Review also the place value tens and ones.
Connect the new lesson by asking 5 children to stand in front.
Have them stand as a group of 3 and group of 2.
Then ask those who are seated, which group has more children? Group of 3.
Which group has fewer children? Group of 2.
Have children go back on their seat.
Then write on the board,
3 is greater than 2.
2 is less than 3.
Have them read the statements.
Draw the symbols > and < on the board.
Ask the children if they know these symbols.
Explain that these represent another way to write greater than > and less than < statements.
Then write 3 > 2.
Have children read it…
And 2 < 3.
Ask them to read it.
Explain that the open part of the symbol always faces the greater number.
Write 34 and 24 on the board.
Which is the greater number? 34
How do they know? Draw the tens and ones on the place value chart.
To show that 34 has 3 tens and 24 has only 2 tens.
Ask the children what symbol they are going to use to show that 34 is greater than 24. ( > ).
Then explain that if the numbers given are the same, we use the = equal sign and read as equal to.
Example, 12 and 12.
Show in the place value chart.
Both numbers has 1 tens and 2 ones.
Therefore, 12 = 12 read as twelve is equal to 12.

Evaluation:: More exercises on the board, ask each child to write the correct symbol.

Vocabulary:: greater than, less than, equal to

Homework:: Practice 12-3 and re-teaching 12-3 worksheets.

Learning Objective:: At the end of the lesson the students will be able to order numbers with a hundred chart.

Language Objective:: At the end of the lesson the students will be able to use patterns to identify the missing number on a hundred chart.

Main Activity:: Review the lesson about comparing numbers using symbols.
Show a hundred chart to the children. Ask them if they still remember what this is.
Give each child a copy of enlarged hundred chart.
Then draw 5 x 5 grid on the board.
Write 53 in the middle of the grid.
Ask children to look on their hundred chart.
What patterns can they find in the numbers around 53?
Invite them to discuss their answers.
Emphasize that within a row ( point it out on the hundred chart ), the ones digit changes by 1, while within a column, the tens digit changes as the amount of 10s changes.
Demonstrate on the board, what is the number before 53? ( 52 )
How do they know? 1 less than 53 is 52, and the pattern is, the ones digit changes by 1.
Then review counting by 10s..what is the pattern? The number increase by 10.
Ask, where does this happen on the hundred chart? ( the numbers in the columns change by 10 )
So what is the number above 53? ( 43 ). How do they know? The number is 10 less than 53.

Evaluation:: Workbook exercises, pages 344-345.

Vocabulary:

Homework:: Practice master 12-4 and re-teaching 12-4 worksheets.
Be ready for a test tomorrow. On 1more, 1 less, 10 more, 10 less,
Making numbers on a hundred chart,
Comparing numbers with >,<, =.

Learning Objective:: At the end of the lesson the students will be able to compare numbers using symbols, and order numbers with a hundred chart.

Language Objective:: At the end of the lesson the students will be able to practice using patterns in identifying missing numbers on a hundred chart.

Main Activity:: Test. Review the whole week lessons.

Evaluation:: Exercises on the board.

Vocabulary:

Homework:: Mix exercises on comparing numbers using symbols and ordering numbers with a hundred chart?

* NO CLASS, LOCAL HOLIDAYS *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

* NO CLASS, LOCAL HOLIDAYS *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- How to estimate the position of numbers on a number line marked only in multiples of 10.
-- How to identify numbers that come before or after given numbers.
-- How to order 3 two- digit numbers from least to greatest.
-- How to solve number riddles by making lists of possible answers.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Show to use the closest ten to order two-digit numbers on a number line.
-- Use a hundred chart to identify numbers that are before, after and between other numbers.
-- Put three numbers in order from least to greatest.
-- Use their knowledge of place value as they create the list and solve the problems.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to identify numbers on the number line.

Language Objective:: At the end of the lesson the students will be able to estimate the position of the numbers in the number line.

Main Activity:: Show on the board a number line.
Ask children if they know what is it?
And explain that we can use number line to locate or find the location or position of the number in the number line.
Give an example.
Order the number 45, 42, 47 on the number line.
Tell them that they have to look at the tens comes before 45. ( 40 )
And what is the next ten after 47? ( 50 )
Encourage the children to write 40 and 50 at the beginning and end of the number line.
Then ask the children why 45 is in the middle of between 40 and 50?
Explain that there is an equal amount of space from 45 to both 40 and 50.
Then write 42 closer to 40 , because 42 is less than 45.
And write 47 closer to 50 because 47 is greater than 45 and less than 50.

Evaluation:: Re-teaching 12-5 worksheet.

Vocabulary:

Homework:: Practice 12–5 worksheets.

Learning Objective:: At the end of the lesson the students will be able to use the words before, after, and between to order numbers up to 99.

Language Objective:: At the end of the lesson the students will be able to identify the number that comes before or after a given number.

Main Activity:: Review the lesson about number line estimation.
Then relate the new lesson, show the children the number written on the board.
Ask a volunteer to point it out from the number line.
Ask them what is the number that comes before the given number. It is 1 less than the number.
Then which number comes after the given number… this is 1 more than the given number.
Explain to the children that they can also use hundred chart to find the number that is one before and one after.
Show more examples and ask a volunteers to do it on the board.

Evaluation:: Workbook pages 352-353.

Vocabulary:

Homework:: Re-teaching 12-6 and Practice 12-6.

Learning Objective:: At the end of the lesson the students will be able to order numbers from least to greatest, given 3 two–digit numbers.

Language Objective:: At the end of the lesson the students will be able to show and explain how do they order numbers from least to greatest.

Main Activity:: 76, 37, 73 are written on the board.
Explain to the children that today they will order numbers from least to greatest.
And when we say least, it the lowest or smallest number, and when we say greatest, it is the biggest, more or highest number.
From the numbers on the board ask the children which one is the least? ( 37 )
Then which one is the greatest? ( 76 )
So 73 will be in the middle.
Explain that to order numbers from least to greatest they have to look at the numbers on the tens place value, the number with fewest tens is the least. When the tens are the same, look at the ones, the number with the most ones is greater.

Evaluation:: Workbook pages 356 - 357.

Vocabulary:: least, greatest

Homework:: Practice master 12-7 and re-teaching 12-7.

Learning Objective:: At the end of the lesson the students will be able to order numbers from greatest to least numbers, given 3 two – digit numbers.

Language Objective:: At the end of the lesson the students will show and explain how to order numbers from greatest to least number.

Main Activity:: Review the lesson on ordering numbers from least to greatest.
Then tell children today they will learn how to order numbers from greatest to least.
Review what do we mean by greatest and least.
Recall the rules in ordering numbers from least to greatest.
In ordering numbers from greatest to least, we will also follows the same rule, first look at the tens digit, the greatest ten will be first.
Show some examples on the board and ask volunteers to solve it.

Evaluation:: Checking of their board work.Enrichment 12-7.

Vocabulary:

Homework:: None

* END OF GRADING PERIOD 3 *

Learning Objective:: At the end of the lesson the students will be able to solve problems by making a list of numbers based on clues given.

Language Objective:: At the end of the lesson the students will be able to make an organized list showing possible solutions.

Main Activity:: Recall the past lessons.
Tell children that today they will solve problems by reading and analyzing clues.
Like for example, ask them to have a look on the alphabet wall, then give them a clue,write it on the board.
I am the magic letter between s and u.
I am the first letter in the word train.
What letter am I?
Give more examples of clues using shapes and numbers.
Then group children into two.
Boys versus girls.
Tell them they have a competition, whoever scores high will get a small treat from the teacher.
Give them a white board, explain that they will write their answer in the board and once they finished they have to raise the board.

Sample problem.
Numbers written in different color such as red, blue and black.
Read the clues to the children.
I am a blue number.
I am greater than 45 but less than 60.
Which number am I?

Evaluation:: Looking at the children’s answers and declare the winner.

Vocabulary:

Homework:: Homework:Re-teaching 12-8 worksheet

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will know:
-- That coins have different values.
-- How to describe a Penny, Nickel, Dime and Quarter.
-- How to shift from one skip count to another like by 10’s, for Dime then by 5’s for Nickel and by 1’s for Penny.
-- How to find groups of coins that have the same value as a quarter.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week, the students will be able to:
-- Identify the value of combinations of Nickels and Pennies.
-- Identify the value of Dimes and describe the coin.
-- Identify the value of Quarter.
-- Choose coins whose values are equivalent to that of a quarter.

Monday

Tuesday

Wednesday

Thursday

Friday

* START OF GRADING PERIOD 4 *

Learning Objective:: At the end of the lesson the students will be able to identify a penny and a nickel.

Language Objective:: At the end of the lesson the students will be able count combination of pennies and nickels.

Main Activity:: Ask the children if they are going to a market, store, shops or malls.
Then have them share their ideas about it.
Ask them if they want to buy something what do usually mommies or daddies use to pay.
Then ask them do you know how to count money?
Tell them today they will learn two different coins, penny and nickel.
Introduce penny by showing it in the monitor.
Show how the front looks like and the back looks like and its color.
On the board write penny and its value is 1 cent.
Tell children that for every 1 penny it is 1 cent.
So in counting pennies we count by 1s.
Ask the children 2 pennies is how many cents? 2 cents …e pennies?....4pennies?
Next, introduce another coin which is nickel.
Show it in the monitor. Ask the children what do they notice about a nickel?
Show its front and its back side.
Write nickel on the board. Tell the children that 1 nickel is equal to 5 cents.
To count the value of nickel we skip count by 5s.
How much is 3 nickels worth? 15 …..4 nickels? 6 nickels?
Explain to the children that if we have to combine nickels and pennies.

Example on the board, 1 nickel, 1 nickel, 1penny, 1 penny, 1 penny.
We have to count first the value of nickels which is 5 cents, so skip count by 5 then shift by counting 1s for pennies.

Evaluation:: Worksheet on counting pennies and nickels.

Vocabulary:

Homework:: Re-teaching and practice worksheet 13-1.

Learning Objective:: At the end of the lesson the students will be able to identify penny and nickel.

Language Objective:: At the end of the lesson the students will be able to count the values of pennies and nickels.

Main Activity:: Review the previous lesson.
Review the children by showing the images of two coins penny and nickel, have them name it.
Ask the value of each coin.
Then give more exercises on penny and nickel for mastery.
Workbook pages 368-369.

Evaluation:: Checking of the workbook.

Vocabulary:

Homework:: Homework:Penny and nickel’s worksheet.

Learning Objective:: At the end of the lesson the students will be able to identify the value of Dime.

Language Objective:: At the end of the lesson the students will be able to give the value of combinations of dimes, nickels and pennies.

Main Activity:: Review the value of penny and nickel.
Introduce new coin which is the dime.
Show the image in the monitor.
Then combine it with penny and nickel.
Ask the children the difference of the three coins.
Dime is smaller than nickel and penny.
Write dime on the board. Give the value of dime.
1 dime is 10 cents, so in counting the value of dime, we skip count by 10s.
Dime is smaller but has bigger value than nickel and penny.
Tell children that we can put 10 pennies to make 1 dime and 2 nickels to make 1 dime.

Evaluation:: Workbook pages 372-373.

Vocabulary:: dime

Homework:: Re-teaching and practice worksheet 13-2.

Learning Objective:: At the end of the lesson the students will be able to identify a Quarter.

Language Objective:: At the end of the lesson the students will be able to find groups of coins that have the same value as a quarter.

Main Activity:: Recall all the values of coins, pennies, nickel, dimes.
Show in the monitor how a quarter looks like.
It is larger than the other coins, it is silver. A quarter is worth 25 cents.
Show that we can make 25 cents with 25 pennies. ( count the coins )
And 5 nickels to make 1 quarter. ( count the coins )
2 dimes and 1 nickel equal to the value of 1 quarter. ( count the coins )

Evaluation:: Board exercises.

Vocabulary:: quarter

Homework:: Practice sheet 13-3 and enrichment 13-3.

Learning Objective:: At the end of the lesson the students will be able to identify a penny, nickel, dime and quarter.

Language Objective:: At the end of the lesson the students will be able to make a combinations of coins to make a quarter.

Main Activity:: Have children give the values of coins as the teacher say the name of the coins. Then do some board practice.

Evaluation:: Each child will solve on the board. They will give the combinations of coins to make a quarter.

Vocabulary:: penny, nickel,dime,quarter

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- That coins has different values.
-- How to differentiate the coins base on their images.
-- How to count penny, nickel, dime, and quarter.
-- How to count coins that makes half dollar.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Give the value of Penny, Nickel, Dime and Quarter.
-- Count combination of penny, nickel, dime, quarter.
-- Make ways to make a quarter.
-- Make ways to make a half dollar.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to identify penny, nickel, dime and quarter.

Language Objective:: At the end of the lesson the students will be able to combine coins and give the value.

Main Activity:: Review the images of penny, nickel, dime.
Review the value of penny, nickel and dime.
Introduce quarter.
Show the image of a quarter to the children in the monitor and its difference from the other coins.
Give the value of quarter.
Then show to the children what are some ways to make a quarter.
Have children go to the board and write the collection of coins to make a quarter.

Evaluation:: Workbook activity.

Vocabulary:

Homework:: Homework:Practice 13 -2 sheet.

Learning Objective:: At the end of the lesson the students will be able to identify penny, nickel, dime and quarter.

Language Objective:: At the end of the lesson the students will be able to combine coins and give the value.

Main Activity:: Review the value of coins.
Penny, Nickels, Dimes and quarters.
Ask children to do more exercises on the board.
Have them master counting coins from penny, nickel, dime and quarter.

Evaluation:: Daily Spiral Review master sheet.

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to identify half dollar.

Language Objective:: At the end of the lesson the students will be able to count coins including half dollar.

Main Activity:: Recall the images of penny, nickel, dime, quarter.
Show a new image of coin, the half dollar.
Then give the value:
1 half dollar = 50 cents
Show how to count coins with half dollar.
Ask children to collect coins that makes half dollar.

Evaluation:: Ask a volunteer to go on the board and write different ways to show half dollar.

Vocabulary:

Homework:: Values of half dollar and dollar re-teaching 13-4 sheet

Learning Objective:: At the end of the lesson the students will be able to identify half dollar and dollar.

Language Objective:: At the end of the lesson the students will be able to give different ways to make half dollar and 1 dollar.

Main Activity:: Review the images, values of the coins.
Introduce dollar.
1 dollar = 100 cents
Describe the dollar image.
Show different ways to make a dollar.
Ask children to count and write different ways to make a dollar.

Evaluation:: Enrichment 13-4 sheet.

Vocabulary:

Homework:: None

* NO CLASS, LABOR DAY *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week, the students will know:
-- That specific coins each have a unique value.
-- How to identify half dollars and dollars and groups of coins that have values of 50 cents and $1.00.
-- How to count collections of coins that include half dollars, quarters, dimes, nickels and pennies.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Identify a half dollar from other coins.
-- Use quarters,dimes, nickels and pennies to make half dollar or 50 cents and a dollar.
-- Find the value of a group of coins by starting with the coin of the greatest value.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to identify the half dollar from the collections of coins.

Language Objective:: At the end of the lesson the students will be able to count quarter, dimes, nickels, pennies to make a half dollar.

Main Activity:: Review the names, images, values of different coins such as quarter, dimes, nickels, pennies.
Ask children how they can identify each coin from other coins.
Then show another coin which is the half dollar.
Describe the half dollar coin.
Give the value of half dollar.
Ask children to count the coins to make 50 cents or half dollar.

Evaluation:: Drill on the board. Show different ways to make a half dollar.

Vocabulary:: half dollar

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to identify half dollar from the collections of coins.

Language Objective:: At the end of the lesson the students will be able count different coins to make 50 cents or half dollar.

Main Activity:: Recall all the coins and their values.
Have children give some ways to make a quarter, half dollar by using dimes, nickels and pennies.( for mastery)
Have them answer pages 376, 377, 380 and 381 in their workbook.

Evaluation:: Check the works of children.Have them share their answers in the class.

Vocabulary:: dollar and half dollar

Homework:: Re-teaching 13-4 and practice 13-4 worksheets.

Learning Objective:: At the end of the lesson the students will be able to identify half dollar and dollar.

Language Objective:: At the end of the lesson the students will be able to count different coins to make a half dollar and a dollar.

Main Activity:: Review the names, images and values of half dollar, quarter, dimes, nickel, penny.
Show in the monitor the image of a dollar.
Give the value of a dollar.
1 dollar is equivalent to 100 cents.
Show different ways to make a dollar.
Like, 4 quarters = 1 dollar.
2 half dollars = 1 dollar

Evaluation:: Workbook activity.

Vocabulary:: half dollar and dollar

Homework:: Quick check 13-4 review for a quiz on Friday.

* NO CLASS, Local Holiday *

Learning Objective:

Language Objective:

Main Activity:

Evaluation:

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to identify half dollar and dollar.

Language Objective:: At the end of the lesson the students will be able to count set of coins that include half dollars, quarters, dimes, nickels and pennies.

Main Activity:: Review all the values of coins.
Give more exercises and board drill for mastery especially counting mix coins.
Have children work in the board.
Give them competition each will have a white small board.
As the teacher gives the problem the children will mentally count and add the coins.
Write the answers on their board and raise their board as they were finished.

Evaluation:: Checking and discussion of their answers.

Vocabulary:

Homework:

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- That objects can be compared and ordered by length.
-- How to identify the longest object and the shortest objects in a group.
-- How to estimate, measure, and compare lengths of objects by using a non standard unit.
-- How to use connecting cubes and paper clips to measure the lengths of objects.
-- How to estimate and measure the lengths of objects in inches and feet.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Compare and order classroom objects of different length in order from longest to shortest. -- Use connecting cubes to estimate and measure the lengths of classroom objects. -- See and explain the difference of cubes and paper clips in measuring length of the same objects. -- Measure the object using two customary units for length, feet and inches.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to compare and order lengths of objects.

Language Objective:: At the end of the lesson the students will be able to put classroom objects of different lengths in order from longest to shortest.

Main Activity:: Review about the lesson in money.
Then ask children to order the money from greatest to least value.
Then introduce the new lesson on comparing and ordering length.
Then ask three girls to stand in front.
Ask the class whose hair is longer? And whose hair is shorter?
Ask them how to put the girls in order from longest to shortest hair.
Write the words on the board, longest and shortest.
Then take 3 different pencils with different length.
Then ask which is the longest?
Explain that the longest means having the greatest length.
The shortest means having the least length.
Length is how long an object is.

Evaluation:: Draw a line to the show which object is longest and which is shortest.

Vocabulary:: longest, shortest

Homework:: Practice master 14-1 and re-teaching sheet 14-1.

Learning Objective:: At the end of the lesson the students will be able to measure, estimate and compare lengths of objects by using a non standard unit.

Language Objective:: At the end of the lesson the students will be able to guess how ling something is and then measure to find its exact length.

Main Activity:: Review the previous lesson.
Introduce the new lesson by showing the children that I will take one step.
Ask them how many steps do they think it will take for me to walk across the room?
Write their answers on the board.
Explain that when they guessed how many steps it would take for me to walk across the room, they made an estimate.
Write the word estimate on the board. Then explain what is estimation.
And tell children that when they counted how many steps it really took,, they measured the length of the room in steps.
Then show how many steps will I take to walk across the classroom.
Check who is near on their guesses.
Then show a pencil, ask the children if I should use my steps to measure the pencil?
Ask children what they can use to measure the pencil.
Yes. We can use cubes or paper clips.
Have them estimate how long do they think the pencil is.
Then measure.

Evaluation:: Workbook pages 400-401.

Vocabulary:: estimate

Homework:: Quick check master sheet 14-2.

Learning Objective:: At the end of the lesson the students will be able to use non standard units to measure the length of different objects.

Language Objective:: At the end of the lesson the students will be able to explain that the sizes of cubes and paper clips affect how many they will need of each to measure an object.

Main Activity:: Review the past lesson.
Ask two students to stand in front and both of them will take a normal step to show the class the relative size of their steps.
Ask the class if they think the two girls will both take the same number of steps to walk across the room? No
Because one has a larger step and the other has a shorter step.
Relate this in the topic.
Explain how the two measuring tools, cubes and paper clip can have different measurement.

Show an example.
Measure a science book with a cube and paper clip.
Then compare the measurements.

Evaluation:: Quick check master sheet 14-3 and enrichment 14-2.

Vocabulary:

Homework:: Re-teaching and practice sheet 14-3.

Learning Objective:: At the end of the lesson the students will be able to estimate and measure an object to determine if they are about one foot or one inch long.

Language Objective:: At the end of the lesson the students will be able identify an inch/ inches, foot / feet in a ruler.

Main Activity:: Review the previous lessons.
Introduce the new lesson.
Show a ruler to the children.
Hold it up.
Explain that a ruler is a tool to measure the length of an object.
Point out the length of an inch and how many inches does a ruler have.
Point out the length of a foot.
The ruler is one foot long.
There are 12 inches in 1 foot.

Group children into two.
Ask each group to find any object that measures 1 inch long.
Then ask them also to find an object that measures 1 foot long.
Measure their objects.

Evaluation:: What are the two units of measurements that we can use for length?
What is the measuring tool?
How many inches equal to 1 foot?

Vocabulary:: feet, inches, customary units

Homework:: Re-teaching master, practice master sheet 14-4.
Review for a test on counting money and measurement, comparing and ordering by length.

Learning Objective:: At the end of the lesson the students will be able to:
-- compare and order objects by length
-- estimate and measure objects using paper clips and cubes
-- to measure objects in inches and feet

Language Objective:: At the end of the lesson the students will be able to:
-- show how to measure an object using paper clips and cubes.
-- show how to measure an object using inches and feet.

Main Activity:: Test.
Review of the lessons for the week.

Evaluation:: Individual recitation and drill on the board.

Vocabulary:

Homework:: Mix worksheets on measurement.

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will be able to know:
-- How to measure lengths using standard units.
-- The two customary units for length, Feet and Inches.
-- That a centimeter, like an inch and foot is a standard unit that when different people use centimeters to measure the same object their measurements will be the same.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Measure objects using feet and inches to measure length.
-- Compare the unit of measurements foot, inch and centimeter.
-- Determine if the objects are about, 1 centimeter less, less than 1 centimeter, or more than 1 centimeter long.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to identify inches and feet.

Language Objective:: At the end of the lesson the students will be able to estimate and measure the lengths of objects in inches and feet using a ruler.

Main Activity:: Review on measuring lengths using cubes and paper clips.
Then give more examples and exercises on the board.
Introduce the terms inch /inches and foot / feet. Write it on the board.
Hold up a ruler.
Tell children that a ruler is a tool to measure the length of an objects in inches and feet.
Then have children guess how long an inch do they is, and how long is one foot.
Show them that 1 ruler is 1 foot and there are 12 inches in one ruler.

Draw on the board how long a 1 foot is.
And show them what is an inch in a ruler.

Draw on the board how long an inch is.
Take pencil box, show the children how to measure it in inches.
Then get a math book, show how to measure the length using feet.

Evaluation:: Ask each child to measure an object using inches and feet.

Vocabulary:: ruler, inches, feet

Homework:: Quick check 14-4.

Learning Objective:: At the end of the lesson the students will be able to identify inches and feet.

Language Objective:: At the end of the lesson the students will be able to estimate and measure the lengths of objects in inches and feet using a ruler.

Main Activity:: Review the lesson on measuring length using inches and feet.
Then give more examples and exercises on the board.
Give each child a ruler, have them take an object in the classroom and measure it using inches and feet.

Evaluation:: Re-teaching 14-4.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to identify inches, feet and centimeters.

Language Objective:: At the end of the lesson the students will be able to draw their own object and show the measurement in inches and feet and centimeters.

Main Activity:: TEST.
Introduce the new lesson, another unit of measurement for length, the centimeter.
Show to the children in a ruler how short a centimeter.
Have them compare centimeter and inches.
And ask children to name objects that is about 1 centimeter.
Explain to them that it is important to tell which unit of measure they are using.
Give each child a ruler and a paper.
Have them draw their objects and give the measurements in inches, foot, centimeters.

Evaluation:: Checking and measuring their works.

Vocabulary:: centimeters

Homework:: Re-teaching and practice sheets 14-5.

Learning Objective:: At the end of the lesson the students will be able to identify inches, feet and centimeters.

Language Objective:: At the end of the lesson the students will be able to draw their own object and show the measurement in inches and feet and centimeters.

Main Activity:: Review the previous lessons.
Ask a volunteer to show in a ruler the units of measurements, inches, feet and centimeters.
Give each child a chance to draw on the board using a ruler to show how long the following:
20 centimeters
5 inches
2 feet
35 centimeters
11 inches

Evaluation:: Checking of their works.

Vocabulary:

Homework:

Learning Objective:: At the end of the lesson the students will be able to identify inches, feet and centimeters.

Language Objective:: At the end of the lesson the students will be able to determine if the objects are about 1 centimeter, less than 1 centimeter, or more than 1 centimeter.

Main Activity:: Show all the units of measurement in length such as inches, feet and centimeters.
Ask children to identify each unit.
Then place 3 items on the table in different measurement, approximately 1 centimeter, more than I centimeter, less than 1 centimeter.
Have children measure each object and write their measurements on the board.
Then discuss which is 1centimeter long, more than 1 centimeter, or less than 1 centimeter long.

Evaluation:: Workbook 412-413.

Vocabulary:

Homework:: Quick check, enrichment, daily spiral review 14-6.

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): At the end of the week the students will know:
-- How to measure the distance around a shape.
-- How to estimate, measure and compare the capacities of containers.
-- How to compare a container that holds 1 pint, 1 cup, 1 quart.

Weekly Procedural Knowledge Overview - (Students will be able to...): At the end of the week the students will be able to:
-- Demonstrate counting the units around the edges to find the perimeter.
-- Compare two containers and determine which holds more or less.
-- Order three different- sized containers from which holds the most to which holds the less.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to count the number of inches around each shape.

Language Objective:: At the end of the lesson the students will be able to find the perimeter of a shape.

Main Activity:: Recall the previous lessons in inches, feet and centimeters.
Introduce the new lesson by writing the word perimeter on the board.
Draw a square with 12 inches long on top and bottom, then 4 inches on both sides.
Show the children how to count it by using a ruler.
Then explain that this is the perimeter of a shape.
The distance around the shape.
Give examples on the board and have children count the perimeter of the shapes drawn on the board.

Evaluation:: Quick check 14-6.

Vocabulary:: perimeter

Homework:: Practice sheet 14-6.

Learning Objective:: At the end of the lesson the students will be able to count the number of inches or centimeters around each shape.

Language Objective:: At the end of the lesson the students will be able to find the perimeter of a shape.

Main Activity:: Review the lesson on perimeter.
Draw different shapes.
Tell children that different shapes can have the same perimeter.
Ask individually to go on the board and count the perimeter of each shape.

Evaluation:: Worksheets on counting the perimeter.

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to estimate, measure the capacities of containers.

Language Objective:: At the end of the lesson the students will be able to estimate which containers hold the most and hold the least.

Main Activity:: Review the previous lessons then introduce a new lesson.
Tell children that not only the length of an object can be measured but also how much they can hold.
And this is the capacity of an object.
Show different containers to the children.
Demonstrate which container will hold most and least.
Have them guess.
Then show them by putting cubes in each container.
Ask the children to count the cubes as we put them in each container.
Then look who has the right guess.
Then remind children that the bigger or larger the container is, the most it will hold.

Evaluation:: Workbook pages 420-421.

Vocabulary:: capacity

Homework:: Re-teaching 14-7.

Learning Objective:: At the end of the lesson the students will be able to use cups, pints and quarts to measure the amounts that a containers can hold.

Language Objective:: At the end of the lesson the students will be able to compare cups, pints, quarts.

Main Activity:: Write cups, pints, quarts on the board.
Then ask children to read these words.
Tell the children that these are the units of measurement that we use in measuring capacity.
Demonstrate by pouring water in a cup, in a pint, and in a quart.
That 1 pint has 2 cups, 1 quart has 2 pints or 4 cups.
So explain to children that pint is more than a cup, quart is more than a pint.

Evaluation:: Workbook 424-425.

Vocabulary:: cup, pint, quart

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to use cups, pints and quarts to measure the amounts that a containers can hold.

Language Objective:: At the end of the lesson the students will be able to compare cups, pints, quarts.

Main Activity:

Evaluation:

Vocabulary:

Homework:: None

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): -- How to measure capacity using the metric unit, liter.
-- To compare the weights of different objects.
-- To compare the weights of objects to one pound.

Weekly Procedural Knowledge Overview - (Students will be able to...): -- Identify how liters are used to measure how much a container can hold.
-- Identify which object is the heaviest and which is the lightest.
-- Find objects that weigh more or less than 1 pound.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to describe that the amount of a container is a liter.

Language Objective:: At the end of the lesson the students will be able to compare a pint, quart and a liter.

Main Activity:: Recall all the previous lesson on measuring capacity.
Then demonstrate how much a liter in a container.
Pour some water in a container and show a liter container.
Then show 32 different containers, one that holds less than 1 liter and one that holds more than 1 liter.

Evaluation:: Workbook 428–429.

Vocabulary:: liter

Homework:: Re-teaching 14-9 sheet.

Learning Objective:: At the end of the lesson the students will be able to estimate the weights of different objects.

Language Objective:: At the end of the lesson the students will be able to order the objects from heaviest to lightest.

Main Activity:: Review previous lessons.
Then show a balance scale image or picture.
Tell them that this is one tool to know which object is heavy or light.
Explain how to use a balance scale.
Then bring the children outside in the playground.
Explain to them that a see saw is like a balance scale.
Ask 2 children to go on the seesaw to see who is heavy and who is light.
Record their data.

Evaluation:: Ask each child how do they explain if the child is heavy and light.

Vocabulary:: heavy, light, balance scale

Homework:: Practice 14-10.

Learning Objective:: At the end of the lesson the students will be able to estimate the weights of different objects.

Language Objective:: At the end of the lesson the students will be able to order the objects from heaviest to lightest.

Main Activity:: Review the lessons and give more exercises.
Show more objects that are heavy and objects which are light.
Have them put the objects in order from heaviest to lightest.
Then recall the activity on the see saw have children tell in the class who is among the children are heavy and light.

Evaluation:: Quick check 14-10.

Vocabulary:

Homework:: None

Learning Objective:: At the end of the lesson the students will be able to compare the weights of the objects to one pound.

Language Objective:: At the end of the lesson the students will be able to show in the weighing scale how heavy is a pound and how light is an ounce.

Main Activity:: Review the previous lessons.
Then show a weighing scale to the children.
Have each one of them to get a chance to see it.
Show where is a pound in the weighing scale.
Write the word pound and ounce on the board.
Then use different objects to show if this is less than 1 pound or more than 1 pound.
Give some exercises on the board.
Review the lessons for preparation to a test tomorrow.

Evaluation:: Quick check 14-11.

Vocabulary:: ounce and pound

Homework:: Re-teaching 14-11.

Learning Objective:: At the end of the lesson the students will be able to compare the weights of the objects to one pound.

Language Objective:: At the end of the lesson the students will be able to show in the weighing scale how heavy is a pound and how light is an ounce.

Main Activity:: TEST.
Review of all the lesson that were discussed for the whole week.

Evaluation:: Checking of the answers from the test.

Vocabulary:

Homework:: Practice 14–11 sheet.

Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): -- How much is gram and kilogram.
-- How to tell time to the hour.
-- To identify a digital clock and an analog clock.
-- How to tell and write time to the hour using digital and analog clocks.

Weekly Procedural Knowledge Overview - (Students will be able to...): -- Tell which objects measure in grams and kilograms.
-- Identify the minute hand and hour hand.
-- Write time to the hour using digital and analog clock.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: At the end of the lesson the students will be able to give recognize grams and kilograms.

Language Objective:: At the end of the lesson the students will be able to tell which objects weigh more than a kilogram or less than a kilogram.

Main Activity:: Recall all the unit of measurements in capacity.
Recall the units of pounce and ounces.
Then introduce another units of measurement in measuring weight, grams and kilograms.
Show a weighing scale to the children.
Then ask each child to come forward and see how heavy the objects weigh less than a kilogram and more than a kilogram.
Show the gram and kilogram unit in the weighing scale.
Have children weigh different objects and ask if it is in kilogram or gram.

Evaluation:: Quick check worksheet.

Vocabulary:: grams and kilograms

Homework:: Re-teaching and practice worksheets.

Learning Objective:: At the end of the lesson the students will be able to identify the hour and the minute hands on a clock.

Language Objective:: At the end of the lesson the students will be able to tell time to the hour.

Main Activity:: Tell children that time is another attribute that can be measured like length, capacity,weight.
Show a model of a clock to the children.
Test their knowledge about time.
Show different time using the model clock.
Then ask what do they see in the clock.
Explain that the long hand is the hour hand which shows what hour it is and the short hand is the minute hand which shows how minutes after the hour it is.
Tell them that for every one hour it is 60minutes.
And we count the minutes by 5, skip counting by 5s.
And the hour is counting by 1, read as it is.
Set the clock to 4 o’clock.
Ask the children what is the hour hand pointing to? 4
What is the minute hand pointing to? 12
Explain that when the minute hand is on 12, we say o’clock.

Evaluation:: Workbook pages 454-455.

Vocabulary:: hour, minute

Homework:: Practice master 15-1.
Re-teaching 15-1.

Learning Objective:: At the end of the lesson the students will be able to identify analog and digital clock.

Language Objective:: At the end of the lesson the students will be able to tell and write the time to the hour using analog and digital clock.

Main Activity:: Review the lessons about time.
What is the long hand for?
What is the short hand for?
How many minutes in 1 hour?
Then show the children the analog clock and the digital clock.
Ask them about their ideas on these two clocks.
Set the demonstration clock to 3 o’clock.
Draw a rectangle to use as the digital clock.
Write 3:00 inside it.
What time does each clock say? 3 o’clock.
When the digital clock shows 00 after the dots, the minute hand on the other clock, analog clock will point to 12.
So,what do we say when this clock shows 00? O’clock.
Are they just the same? Yes.

Evaluation:: Ask each child to go on the board and write in the digital clock what shows in the analog clock.
And also show in the analog clock what time is in the digital clock.

Vocabulary:: analog clock, digital clock

Homework:: Enrichment sheet 15-2.

Learning Objective:: At the end of the lesson the students will be able to tell time to the hour.

Language Objective:: At the end of the lesson the students will be able to write time to the hour.

Main Activity:: Review all the lessons.
Give more exercises on the board.
Ask each child to show the time as given on the board in the analog clock and show it in digital clock.

Evaluation:: Worksheets.

Vocabulary:

Homework:: Mixed exercises about telling time to the hour.

* NO CLASS, Local Holiday *

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Materials / Resources (including technology)

State of Minnesota Standards Covered

Weekly Informational Knowledge Overview - (Students will know...): * Review & Ending of 2nd Semester *

Weekly Procedural Knowledge Overview - (Students will be able to...)

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: * Review & Ending of 2nd Semester *

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State of Minnesota Standards Covered