1TF Math with Nayram + Brianna
1
Week #34 5/10 - 5/14 Nayram + Brianna Unit
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
M - No Mrs. Cassutt in the morning
T - Session 2
W - Session
Th - Session
F - Last student day
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
M - No Mrs. Cassutt in the morning
T - Session 2
W - Session
Th - Session
F - Last student day
Week #33 Nayram 5/3 - 5/7 Nayram + Brianna Unit 7 Module 4 Sessions 1
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding that the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
M - Session 1: How Many Pennies in the Jar? After the warm-up activity, learners will decide how many pennies are in the jar and then solve riddles about their guesses. The class will then group the pennies by 10's up to 100 and then will decide how many pennies they have in their group. Then the learners will decide to exchange the 100 pennies into 1 dollar and 2 cups of 10 pennies in for 2 dimes.
T - Session 2: Two Turns to Win: The search starts with a warm-up of adding coins up to 20. Ecah team gets 2 turns to spin for dimes and pennies. The class determines the value of each coin and on the 100 chart wit the higher score determining the winner. I will introduce the game Coins Clocks.
W - Session 3: Pull, Count + Compare: Each girl will take a turn of pulling 2 coins out of a bag + recording and adding their values and comparing their totals. Each girl will get 3 more turns to pull out a coin while adding this new coin to the amount that you already have. The learner with the greatest amount after 4 tries is the winner.
Th - Session 4: Coins on Board #1: Finding + reading a location on a coordinate grid. Learners record the capture of each coin that they capture and to add each coin up. The winner again is the person who has the most money.
F - Play Target 100 using place value manipulatives
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding that the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
M - Session 1: How Many Pennies in the Jar? After the warm-up activity, learners will decide how many pennies are in the jar and then solve riddles about their guesses. The class will then group the pennies by 10's up to 100 and then will decide how many pennies they have in their group. Then the learners will decide to exchange the 100 pennies into 1 dollar and 2 cups of 10 pennies in for 2 dimes.
T - Session 2: Two Turns to Win: The search starts with a warm-up of adding coins up to 20. Ecah team gets 2 turns to spin for dimes and pennies. The class determines the value of each coin and on the 100 chart wit the higher score determining the winner. I will introduce the game Coins Clocks.
W - Session 3: Pull, Count + Compare: Each girl will take a turn of pulling 2 coins out of a bag + recording and adding their values and comparing their totals. Each girl will get 3 more turns to pull out a coin while adding this new coin to the amount that you already have. The learner with the greatest amount after 4 tries is the winner.
Th - Session 4: Coins on Board #1: Finding + reading a location on a coordinate grid. Learners record the capture of each coin that they capture and to add each coin up. The winner again is the person who has the most money.
F - Play Target 100 using place value manipulatives
Week #32 4/26 - 4/30 Nayram + Brianna Unit 7 Module 4 Sessions 1 - 4
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency: I value the feedback of others.
M - Session 1: How Many Pennies in the Jar? After the warm-up activity, learners will decide how many pennies are in the jar and then solve riddles about their guesses. The class will then group the pennies by 10's up to 100 and then will decide how many pennies they have in their group. Then the learners will decide to exchange the 100 pennies into 1 dollar and 2 cups of 10 pennies in for 2 dimes.
T - Session 2: Two Turns to Win: The search starts with a warm-up of adding coins up to 20. Ecah team gets 2 turns to spin for dimes and pennies. The class determines the value of each coin and on the 100 chart wit the higher score determining the winner. I will introduce the game Coins Clocks.
W - Session 3: Pull, Count + Compare: Each girl will take a turn of pulling 2 coins out of a bag + recording and adding their values and comparing their totals. Each girl will get 3 more turns to pull out a coin while adding this new coin to the amount that you already have. The learner with the greatest amount after 4 tries is the winner.
Th - Session 4: Coins on Board #1: Rinding + reading a location on a coordinate grid. Learners record the capture of each coin that they capture and to add each coin up. The winner is the person with the greatest amount of money.
F - continue with Thursday's assignment
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency: I value the feedback of others.
M - Session 1: How Many Pennies in the Jar? After the warm-up activity, learners will decide how many pennies are in the jar and then solve riddles about their guesses. The class will then group the pennies by 10's up to 100 and then will decide how many pennies they have in their group. Then the learners will decide to exchange the 100 pennies into 1 dollar and 2 cups of 10 pennies in for 2 dimes.
T - Session 2: Two Turns to Win: The search starts with a warm-up of adding coins up to 20. Ecah team gets 2 turns to spin for dimes and pennies. The class determines the value of each coin and on the 100 chart wit the higher score determining the winner. I will introduce the game Coins Clocks.
W - Session 3: Pull, Count + Compare: Each girl will take a turn of pulling 2 coins out of a bag + recording and adding their values and comparing their totals. Each girl will get 3 more turns to pull out a coin while adding this new coin to the amount that you already have. The learner with the greatest amount after 4 tries is the winner.
Th - Session 4: Coins on Board #1: Rinding + reading a location on a coordinate grid. Learners record the capture of each coin that they capture and to add each coin up. The winner is the person with the greatest amount of money.
F - continue with Thursday's assignment
Week #31 4/19-4/23 Nayram + Brianna Finish Unit 7 Module 3 Sessions 2, 4 + 5
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency:
M - Session 2: Dots, Patterns Blocks & Apples 2 pages / Learners will fill in the missing numbers to complete the addition facts and fill in the missing numbers for skip-countin by 2's and working on story problems.
T - Session 4: Path Game Boards Part 2 / Learners will complete the number strips with the missing number and then cut and glue the strips together.
W - Session 4: continue with Tuesday's assignment
Th - Session 5: Unit 7 Assessment / I modeled how to write the numbers 1-500 by skip counting by 10's. Learners were instructed to skip-count by 10 and write the numbers down in their Math Notebooks from 1-500. Then learners took a highlighter and marked every 50th number. Then with another bright marker, learners circled every 5th number. We practiced counting together while bouncing a tennis ball.
F - Session 5: complete the Unit 7 Assessment
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency:
M - Session 2: Dots, Patterns Blocks & Apples 2 pages / Learners will fill in the missing numbers to complete the addition facts and fill in the missing numbers for skip-countin by 2's and working on story problems.
T - Session 4: Path Game Boards Part 2 / Learners will complete the number strips with the missing number and then cut and glue the strips together.
W - Session 4: continue with Tuesday's assignment
Th - Session 5: Unit 7 Assessment / I modeled how to write the numbers 1-500 by skip counting by 10's. Learners were instructed to skip-count by 10 and write the numbers down in their Math Notebooks from 1-500. Then learners took a highlighter and marked every 50th number. Then with another bright marker, learners circled every 5th number. We practiced counting together while bouncing a tennis ball.
F - Session 5: complete the Unit 7 Assessment
Week #30 4/12-4/16 Nayram + Brianna Finish Unit 7 Module 4 Session
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency: I welcome new learning.
M - Session 1:
T - Session 2:
W - Session 3:
Th - Session 4:
F - Session 5:
Standards: .NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency: I welcome new learning.
M - Session 1:
T - Session 2:
W - Session 3:
Th - Session 4:
F - Session 5:
Week #29 4/5 - 4/9 Nayram + Brianna Unit 7 Module 2 Sessions 1-3
Standards: 1.NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency: I engage in conversations with others.
M - NO SCHOOL EASTER MONDAY
T - NO BRIANNA TODAY/ I introduced the activity Jelly Bean Math using jelly beans + a whole - part-part mat: Learners were practicing breaking down numbers from 10-25 using jelly beans for manipulatives on the mat and then writing number equations in their notebooks while practicing fact families
W - Session 1 Introducing Hansel & Gretel's Path = After the teacher relates the story of Hansel & Gretel, students will make a trail of unifix cubes. 1 cube per step taken. Within this context learners practice counting by 10's and 1's, and counting forward and backward's by 1's from any number within the range of 1-120. Today's activity sets the stage for counting and computing on the number line during the other sessions in this module and the next.
Th - Session 2 Two Turns to Build, Day 1 I will introduce a new game that I will play against the girls. Each team gets 2 turns to spin a Tens spinner, roll a 0-5 die, and collect the designated numbers of place value ten rods and ones. Each team will add their 2 sets of place value 10 rods and ones to compare their totals. Theteam with the highest number is the winner!!
F - Session 3 : Two Turns to Build, Day 2 I will play Two Turns to Build again with the class. This time I will demonstrate how to use sketches and numbers to show the results on a record sheet and then I will have the learners do the same. Learners will do the same using numbers.
Standards: 1.NBT.1 Count to 120, starting at any number less than 120. count by 10's to 100. Group and count objects by 10's. 1.NBT.2 Demonstrate an understanding tht the digits in a 2-digit number represent amounts of tens and ones. 1.NBT.4 Add with sums to 100. 1.MP.3. Construct viable arguments and critique the reasoning of others.
Learner Agency: I engage in conversations with others.
M - NO SCHOOL EASTER MONDAY
T - NO BRIANNA TODAY/ I introduced the activity Jelly Bean Math using jelly beans + a whole - part-part mat: Learners were practicing breaking down numbers from 10-25 using jelly beans for manipulatives on the mat and then writing number equations in their notebooks while practicing fact families
W - Session 1 Introducing Hansel & Gretel's Path = After the teacher relates the story of Hansel & Gretel, students will make a trail of unifix cubes. 1 cube per step taken. Within this context learners practice counting by 10's and 1's, and counting forward and backward's by 1's from any number within the range of 1-120. Today's activity sets the stage for counting and computing on the number line during the other sessions in this module and the next.
Th - Session 2 Two Turns to Build, Day 1 I will introduce a new game that I will play against the girls. Each team gets 2 turns to spin a Tens spinner, roll a 0-5 die, and collect the designated numbers of place value ten rods and ones. Each team will add their 2 sets of place value 10 rods and ones to compare their totals. Theteam with the highest number is the winner!!
F - Session 3 : Two Turns to Build, Day 2 I will play Two Turns to Build again with the class. This time I will demonstrate how to use sketches and numbers to show the results on a record sheet and then I will have the learners do the same. Learners will do the same using numbers.
Week #28 3/29 - 4/2 Nayram + Brianna Unit 7 Module 2 Sessions 1-4
Hansel + Gretel's Path on the Number LIne
Standards: Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I think about my progress as I'm learning.
M - Session 1 I introduced the game Race to Zero = learners were each given a record sheet, number cards, a crayon of their choice, and a 100 chart. Learners were to each draw 1 card and place it next to the 0 card. This number would indicate how many 10's to subtract from 90. Each time a player draws a card, both players are to document on their record sheet that amount. The learners will take turns playing until one of them gets down to 0. The first person who gets this 0 is the winner. We will replay this game again tomorrow. What fun we all had.
T -Session 2 Two Turns to Build Day 1 I play a new game against the learners. Each team gets two turns to spin the spinner and roll the 0-5 dice and collects that many sticks. The teams add their amount of sticks up and compare their numbers. Then each learner plays against each other.
W - Session 2 Two Turns to Build Day 2 The teacher plays Two Turns to Build again and demonstrates how to add sketches, numbers or words to demonstrate the number of craft sticks each team has. The players play against each other again.
Th - Session 3 Two Turns to Build Day 2 The teacher plays Two Turns to Build again and demonstrates how to add sketches, numbers or words to demonstrate the number of craft sticks each team has. The players play against each other again.
F - Session 4 Introducing Work Place 7A Race to Zero I will demonstrate how to play this game. Each team begins with 90 craft sticks. The first team to get to 0 is the winner. We will subtract multiples of 10 craft sticks from 90. Students will keep track using Unifix cubes or craft sticks and I will color in ten-strips on a record sheet to keep track of our scores.
Hansel + Gretel's Path on the Number LIne
Standards: Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I think about my progress as I'm learning.
M - Session 1 I introduced the game Race to Zero = learners were each given a record sheet, number cards, a crayon of their choice, and a 100 chart. Learners were to each draw 1 card and place it next to the 0 card. This number would indicate how many 10's to subtract from 90. Each time a player draws a card, both players are to document on their record sheet that amount. The learners will take turns playing until one of them gets down to 0. The first person who gets this 0 is the winner. We will replay this game again tomorrow. What fun we all had.
T -Session 2 Two Turns to Build Day 1 I play a new game against the learners. Each team gets two turns to spin the spinner and roll the 0-5 dice and collects that many sticks. The teams add their amount of sticks up and compare their numbers. Then each learner plays against each other.
W - Session 2 Two Turns to Build Day 2 The teacher plays Two Turns to Build again and demonstrates how to add sketches, numbers or words to demonstrate the number of craft sticks each team has. The players play against each other again.
Th - Session 3 Two Turns to Build Day 2 The teacher plays Two Turns to Build again and demonstrates how to add sketches, numbers or words to demonstrate the number of craft sticks each team has. The players play against each other again.
F - Session 4 Introducing Work Place 7A Race to Zero I will demonstrate how to play this game. Each team begins with 90 craft sticks. The first team to get to 0 is the winner. We will subtract multiples of 10 craft sticks from 90. Students will keep track using Unifix cubes or craft sticks and I will color in ten-strips on a record sheet to keep track of our scores.
Week #26 3/22 - 3/26 Nayram + Brianna Unit 7 Module 1 Sessions 1-4 One Hundred and Beyond
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I am energized by my learning and want more.
M - NO SCHOOL
T -Session 1 Estimating and Counting Popsicle Sticks Learners estimate the total number of craft sticks into a clear bag. Then I will divide the sticks up into smaller amounts and distributes them to the learners. Each learner makes as many groups of tens as possible. When they are done, the teacher helps them group the sticks into hundreds, tens and ones.
W - Session 2 Two Turns to Build Day 1 I play a new game against the learners. Each team gets two turns to spin the spinner and roll the 0-5 dice and collects that many sticks. The teams add their amount of sticks up and compare their numbers. Then each learner plays against each other.
Th - Session 3 Two Turns to Build Day 2 The teacher plays Two Turns to Build again and demonstrates how to add sketches, numbers or words to demonstrate the number of craft sticks each team has. The players play against each other again.
F - Session 4 Introducing Work Place 7A Race to Zero I will demonstrate how to play this game. Each team begins with 90 craft sticks. The first team to get to 0 is the winner. We will subtract multiples of 10 craft sticks from 90. Students will keep track using Unifix cubes or craft sticks and I will color in ten-strips on a record sheet to keep track of our scores.
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I am energized by my learning and want more.
M - NO SCHOOL
T -Session 1 Estimating and Counting Popsicle Sticks Learners estimate the total number of craft sticks into a clear bag. Then I will divide the sticks up into smaller amounts and distributes them to the learners. Each learner makes as many groups of tens as possible. When they are done, the teacher helps them group the sticks into hundreds, tens and ones.
W - Session 2 Two Turns to Build Day 1 I play a new game against the learners. Each team gets two turns to spin the spinner and roll the 0-5 dice and collects that many sticks. The teams add their amount of sticks up and compare their numbers. Then each learner plays against each other.
Th - Session 3 Two Turns to Build Day 2 The teacher plays Two Turns to Build again and demonstrates how to add sketches, numbers or words to demonstrate the number of craft sticks each team has. The players play against each other again.
F - Session 4 Introducing Work Place 7A Race to Zero I will demonstrate how to play this game. Each team begins with 90 craft sticks. The first team to get to 0 is the winner. We will subtract multiples of 10 craft sticks from 90. Students will keep track using Unifix cubes or craft sticks and I will color in ten-strips on a record sheet to keep track of our scores.
Week #25 3/15 - 3/19 Nayram + Brianna continue with Unit 6 Module 2 Sessions 1-3 SPRING BREAK
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I find my mind fully involved in learning.
M - Session 3 Work Place True or False: In this cooperative game, partners take turns drawing 2 cards each and recording the numbers on either side of an equation. Together they do the computations, record them on the record sheet, and determine if the equation is true or false. We play 6 rounds, If we get any equations true we record them on a chart.
T - Session 4 Comparing Penguins: Today, the learners and myself will solve a collection of story problems that involve comparing quantities of penguins standing on the ice and swimming in the water. Students model each situation on their number racks, solve one or more related problems, and record equations on their whiteboards to represent their work. Learners will complete Equations & Fact Practice pages 1 + 2.
W - Session 5 Unit 6 Assessment: I will begin with a warm-up exercises to review problems that we have covered in this module. Using the larger rekenrek, I will cover ? beads and the learners will need to whisper how many beads are covered out of 20.
Th - SPRING BREAK
F - SPRING BREAK
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I find my mind fully involved in learning.
M - Session 3 Work Place True or False: In this cooperative game, partners take turns drawing 2 cards each and recording the numbers on either side of an equation. Together they do the computations, record them on the record sheet, and determine if the equation is true or false. We play 6 rounds, If we get any equations true we record them on a chart.
T - Session 4 Comparing Penguins: Today, the learners and myself will solve a collection of story problems that involve comparing quantities of penguins standing on the ice and swimming in the water. Students model each situation on their number racks, solve one or more related problems, and record equations on their whiteboards to represent their work. Learners will complete Equations & Fact Practice pages 1 + 2.
W - Session 5 Unit 6 Assessment: I will begin with a warm-up exercises to review problems that we have covered in this module. Using the larger rekenrek, I will cover ? beads and the learners will need to whisper how many beads are covered out of 20.
Th - SPRING BREAK
F - SPRING BREAK
Week #24 3/8 - 3/12 Nayram + Brianna continue with Unit 6 Module 2 Sessions 1-6
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I set goals to match my interests.
M - Session 1: Double - Flap Dot Cards Ten to Twenty: After a short warm-up, the teacher shows learners a Double-Flap Dot Card and it's total number of dots. Then I will open the flaps one at a time and work with the learners to generate addition equations. Next, they start both flaps open and repeat the process for subtraction. Learners make their own dot cards and write their own fact family of equations.
T - Session 2:Following a quick warm-up, the teahcer introduces Double -Flap Penguin Picture Cards. Learners are shown penguins under one flap, determine how many are under the other flap, and write a story problem and generate addition equations. They repeat the process for subtraction. The learners make their own picture cards, write their own fact family of equations, and write a story problem for one of their equations.
W - Penguins Marching Two by Two: This session focuses on Doubles and Doubles Plus or Minus One addition facts as learners work together to determine whether different quantities of penguins can march in pairs or not. After a whole - group investigation, learners work on a related assignment in their Student Books.
Th - Session 4: Addition Facts Flash This session opens up\with a short warm-up in which learners build different quantities on thier number racks. Review addition fact strategies. The teacher will flash a combination on the rack, students will record an equation to match on their whiteboards, and I will work with them to classify the fact as a Double, Double Plus or Minus One, Add Nine, or Make Ten.
F - Session 5: Pick Two to Make Twenty This session introduces a game the teacher plays against the students. You will pick 2 numbers that, when added, are as close to 20 as possible without going over. Record the difference between 20 and the sum of the numbers. After 5 rounds, the team with the lowest combined differences is the winner.
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I set goals to match my interests.
M - Session 1: Double - Flap Dot Cards Ten to Twenty: After a short warm-up, the teacher shows learners a Double-Flap Dot Card and it's total number of dots. Then I will open the flaps one at a time and work with the learners to generate addition equations. Next, they start both flaps open and repeat the process for subtraction. Learners make their own dot cards and write their own fact family of equations.
T - Session 2:Following a quick warm-up, the teahcer introduces Double -Flap Penguin Picture Cards. Learners are shown penguins under one flap, determine how many are under the other flap, and write a story problem and generate addition equations. They repeat the process for subtraction. The learners make their own picture cards, write their own fact family of equations, and write a story problem for one of their equations.
W - Penguins Marching Two by Two: This session focuses on Doubles and Doubles Plus or Minus One addition facts as learners work together to determine whether different quantities of penguins can march in pairs or not. After a whole - group investigation, learners work on a related assignment in their Student Books.
Th - Session 4: Addition Facts Flash This session opens up\with a short warm-up in which learners build different quantities on thier number racks. Review addition fact strategies. The teacher will flash a combination on the rack, students will record an equation to match on their whiteboards, and I will work with them to classify the fact as a Double, Double Plus or Minus One, Add Nine, or Make Ten.
F - Session 5: Pick Two to Make Twenty This session introduces a game the teacher plays against the students. You will pick 2 numbers that, when added, are as close to 20 as possible without going over. Record the difference between 20 and the sum of the numbers. After 5 rounds, the team with the lowest combined differences is the winner.
Week #23 3/1 - 3/5 Nayram + Brianna continue with Unit 6 Module 2 Sessions 3-5
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I play an active role in setting my goals.
M - I will work on adding doubles with the girls using manipulatives, number lines and dry erase board and markers.
T - Unit 6 Module 2 Session 3: This session focuses on Doubles + Doubles Plus One addition facts as learners work together to determine whether different quantities of penguins can march in pairs or not.
W - Session 4: Addition Facts Flash This session opens u\with a short warm-up in which learners build different quantities on thier number racks. Review addition fact strategies. The teacher will flash a combination on the rack, students will record an equation to match on their whiteboards, and I will work with them to classify the fact as a Double, Double Plus or Minus One, Add Nine, or Make Ten.
Th - Session 5: Pick Two to Make Twenty This session introduces a game the teacher plays against the students. You will pick 2 numbers that, when added, are as close to 20 as possible without going over. Record the difference between 20 and the sume of the numbers. After 5 rounds, the team with the lowest combined differences is the winner.
F - Worked on adding doubles and doubles plus one.
Standard(s): Solve addition story problems with sums to 20 involving situations of adding to and putting together (1.0A.1) / Solve story problems involving addition of 3 whole numbers whose sum is less that or equal to 20 (1.0A.2) Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I play an active role in setting my goals.
M - I will work on adding doubles with the girls using manipulatives, number lines and dry erase board and markers.
T - Unit 6 Module 2 Session 3: This session focuses on Doubles + Doubles Plus One addition facts as learners work together to determine whether different quantities of penguins can march in pairs or not.
W - Session 4: Addition Facts Flash This session opens u\with a short warm-up in which learners build different quantities on thier number racks. Review addition fact strategies. The teacher will flash a combination on the rack, students will record an equation to match on their whiteboards, and I will work with them to classify the fact as a Double, Double Plus or Minus One, Add Nine, or Make Ten.
Th - Session 5: Pick Two to Make Twenty This session introduces a game the teacher plays against the students. You will pick 2 numbers that, when added, are as close to 20 as possible without going over. Record the difference between 20 and the sume of the numbers. After 5 rounds, the team with the lowest combined differences is the winner.
F - Worked on adding doubles and doubles plus one.
Week #23 2/22 - 2/26 Nayram + Brianna Module 1 Unit 6 Sessions
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I see the input and ideas of others.
M - Unit 5 Module 1 Session 3: Learners will work on doubles by skip counting by 2's. Penguin Egg Doubles Worksheet
T - Session 4: Nine Fish, Ten Fish activity Learners will use their number racks to model and solve story problems about penguins who love to catch and eat fish. Learners will start out with situations that involve adding different 1-digit numbers to 10, and then move to closely related situations in which 1-digit numbers are added to 9. Spin to Win Bingo : Display 2 record sheets. Learners take rurns drawing a Number Card, Then they spin a Nines + Tens spinner to see how much to add. They locate the correct answer on their bingo record sheet and write an expression in the square to show the numbers they added. the first player to get 4 in a row horizontally, vertically, or diagonally is the winner.
W - Session 5: Fishing for Subtraction Strategies = Using number racks, learners will model and solve subtraction story problems. I will use the take away strategy, finding the difference and counting up from the smaller of the 2 numbers.
Th - Module 2 Unit 6 Session 1: Double -Flap Dot Cards Ten to Twenty Learners will be shown a Double-Flap dot Card and its total number of dots. The learners will then generate an addition equations. Next, they will view both flaps open and repeat the process for subtraction. / Worked on adding doubles in addition up to 100 in our Purple Math Notebook. I introduced the game Hearts Bump Game Adding Doubles: The learners will take turns to pick a number card from 0-10 and then will double that number and find it on the game board. If you are luck enought to grab a card that says "Go Again", you get an extra turn. If you pick a number that someone else has a counter on, you may bump them off if that number is not frozen.
F - Session 2: Double - Flap Penguin Picture Cards
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . Represent a number of objects with a written numeral up to 120, count by 2's to 20 and group and count objects by 2s (1NBT.1). Reason abstractly and quantitatively (1.MP.2) Look for and make use of structure (1.MP.7) Look for and express regularity in repeated reasoning (1.MP.8)
Learner Agency: I see the input and ideas of others.
M - Unit 5 Module 1 Session 3: Learners will work on doubles by skip counting by 2's. Penguin Egg Doubles Worksheet
T - Session 4: Nine Fish, Ten Fish activity Learners will use their number racks to model and solve story problems about penguins who love to catch and eat fish. Learners will start out with situations that involve adding different 1-digit numbers to 10, and then move to closely related situations in which 1-digit numbers are added to 9. Spin to Win Bingo : Display 2 record sheets. Learners take rurns drawing a Number Card, Then they spin a Nines + Tens spinner to see how much to add. They locate the correct answer on their bingo record sheet and write an expression in the square to show the numbers they added. the first player to get 4 in a row horizontally, vertically, or diagonally is the winner.
W - Session 5: Fishing for Subtraction Strategies = Using number racks, learners will model and solve subtraction story problems. I will use the take away strategy, finding the difference and counting up from the smaller of the 2 numbers.
Th - Module 2 Unit 6 Session 1: Double -Flap Dot Cards Ten to Twenty Learners will be shown a Double-Flap dot Card and its total number of dots. The learners will then generate an addition equations. Next, they will view both flaps open and repeat the process for subtraction. / Worked on adding doubles in addition up to 100 in our Purple Math Notebook. I introduced the game Hearts Bump Game Adding Doubles: The learners will take turns to pick a number card from 0-10 and then will double that number and find it on the game board. If you are luck enought to grab a card that says "Go Again", you get an extra turn. If you pick a number that someone else has a counter on, you may bump them off if that number is not frozen.
F - Session 2: Double - Flap Penguin Picture Cards
Week #22 2/15 - 2/18 Nayram + Brianna Late Start today Module 5 Unit 1 Sessions 1-4
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6) 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Learner Agency: I am the owner of my own learning.
M - NO SCHOOL PRESIDENT'S DAY
T - We played Race to 100 and worked on adding and subtracting with colored tiles to 50. / Took a 2 + 3D Assessment.
W - We worked on counting numbers and adding. / Session 4: Pattern Block Puzzles: Learners will be able to choose which pattern block page they would like to work with. Each learner will take some foam pattern block pieces and see how many of each shape can they use to fill in that shape. They will then record their answers on the recording sheet.
Th - Shapes Checkpoint pgs 1 + 2 / Played Heart Battleship using a 100 chart
F -Learners will work on their Word Problems in their Purple Math Notebooks and then will share their findings and shat strategy that they used.
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6) 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Learner Agency: I am the owner of my own learning.
M - NO SCHOOL PRESIDENT'S DAY
T - We played Race to 100 and worked on adding and subtracting with colored tiles to 50. / Took a 2 + 3D Assessment.
W - We worked on counting numbers and adding. / Session 4: Pattern Block Puzzles: Learners will be able to choose which pattern block page they would like to work with. Each learner will take some foam pattern block pieces and see how many of each shape can they use to fill in that shape. They will then record their answers on the recording sheet.
Th - Shapes Checkpoint pgs 1 + 2 / Played Heart Battleship using a 100 chart
F -Learners will work on their Word Problems in their Purple Math Notebooks and then will share their findings and shat strategy that they used.
Week #21 2/8 - 2/12 Nayram + Brianna Perez begins on Wednesday
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
Learner Agency: I am the owner of my own learning.
M - Shape game: See who can fill in the shape and be the last person to place the shape on the mat.
T - Repeat Monday's game Shape game: Number Sense: adding and subtracting practice - place value
W - Number Sense: continue with Tuesday's practice
Th - Number Sense with breaking numbers down to make another number
F - NO SCHOOL
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
Learner Agency: I am the owner of my own learning.
M - Shape game: See who can fill in the shape and be the last person to place the shape on the mat.
T - Repeat Monday's game Shape game: Number Sense: adding and subtracting practice - place value
W - Number Sense: continue with Tuesday's practice
Th - Number Sense with breaking numbers down to make another number
F - NO SCHOOL
Week #20 2/1 - 2/5 Nayram
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
Learner Agency: I am the owner of my own learning.
M - Unit 4 Module 3
T - Number Sense: adding and subtracting practice - place value
W - Number Sense: continue with Tuesday's practice
Th - NO LEARNER - TESTING WITH MRS. EHLKE
F - NO LEARNER - TESTING WITH MRS. EHLKE
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
Learner Agency: I am the owner of my own learning.
M - Unit 4 Module 3
T - Number Sense: adding and subtracting practice - place value
W - Number Sense: continue with Tuesday's practice
Th - NO LEARNER - TESTING WITH MRS. EHLKE
F - NO LEARNER - TESTING WITH MRS. EHLKE
Week #19 1/25 - 1/29 Unit 4 Module 2
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
Learner Agency: I reflect on my learning.
M - Unit 4 Module 3 Session 1: Frog Path game Leapfrogs on the Number Line
T - Super Frogs Game: Session 4 Each player spins the 3 spinners and creates a number sentence and a story problem. They move that many places. Then the next person goes. After both players have had a turn, they see whose frog is farther along on the number line. That player gets a Unifix cube in his color for a point. They put both frogs back on 0 to start over. If both players land on the same spot, they each get a point. The game is over when one player gets five points.
W - Session 4: The Frog Jump Game: This activity is for 2 players at a time. Learners take turns drawing 2 #cards from a face-down deck and take turns spinning the Add or Subtract Spinner to form an expression. They hop their frog along the number line to model and solve the combination. The player with the greatest sum or difference wins all 4 cards. Play continues until all cards are used. The partner with the greater number of cards is the winner. Number line addition + subtraction sheet. / Played a math game with adding numbers from 1-10 to 10.
Th - Session 5: Hit the Pad / I introduced the game Addition War where all cards are dealt out between 2 players and they each take a turn flipping 1 card over at a time and the fastest player who can add up both cards is the winner of that round. Play continues until all cards have been used.
F - continue with Thursday's activity
Week #19 1/25 - 1/29 Unit 4 Module 2
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
Learner Agency: I reflect on my learning.
M - Unit 4 Module 3 Session 1: Frog Path game Leapfrogs on the Number Line
T - Super Frogs Game: Session 4 Each player spins the 3 spinners and creates a number sentence and a story problem. They move that many places. Then the next person goes. After both players have had a turn, they see whose frog is farther along on the number line. That player gets a Unifix cube in his color for a point. They put both frogs back on 0 to start over. If both players land on the same spot, they each get a point. The game is over when one player gets five points.
W - Session 4: The Frog Jump Game: This activity is for 2 players at a time. Learners take turns drawing 2 #cards from a face-down deck and take turns spinning the Add or Subtract Spinner to form an expression. They hop their frog along the number line to model and solve the combination. The player with the greatest sum or difference wins all 4 cards. Play continues until all cards are used. The partner with the greater number of cards is the winner. Number line addition + subtraction sheet. / Played a math game with adding numbers from 1-10 to 10.
Th - Session 5: Hit the Pad / I introduced the game Addition War where all cards are dealt out between 2 players and they each take a turn flipping 1 card over at a time and the fastest player who can add up both cards is the winner of that round. Play continues until all cards have been used.
F - continue with Thursday's activity
Week #18 Dates: 1/ 18 - 1/22 Module 1 Unit 4 Session 4 Treveon Robinson started on Wednesday from 2E
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
M - NO SCHOOL
T - Add 10 to any number other than 10 and write on / Jumping Froggies activity
W - Math Fact Fun activity ( copy pages T2 + )
Th - Leagfrog on a Number Line: Each learner will pick 2 cards from the pile. They will spin a spiner with either Add or Subtract on it. depending on what they spin, they will either add the 2 cards together or subtract them and move that many numbers on the number line. The first person to the other end of the number line is the winner!
F - Super Frogs Game: Each player spins the 3 spinners and creates a number sentence and a story problem. They move that many places. Then the next person goes. After both players have had a turn, they see whose frog is farther along on the number line. That player gets a Unifix cube in his color for a point. They put both frogs back on 0 to start over. If both players land on the same spot, they each get a point. The game is over when one player gets five points.
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b) Represent addition and subtraction on a number line (supports 1.OA) Read numerals to 120 (1.NBT.1) Count by 10s to 100 (supports 1.NBT) Demonstrate an understanding that multiples of 10 from 10 to 90 refer to some number of tens and 0 ones (1.NBT.2c) Add a multiple of 10 (up to 80) and another 2-digit number (1.NBT.4) Subtract a 2-digit multiple of 10 from an equal or greater 2-digit multiple of 10 (1.NBT.6)
M - NO SCHOOL
T - Add 10 to any number other than 10 and write on / Jumping Froggies activity
W - Math Fact Fun activity ( copy pages T2 + )
Th - Leagfrog on a Number Line: Each learner will pick 2 cards from the pile. They will spin a spiner with either Add or Subtract on it. depending on what they spin, they will either add the 2 cards together or subtract them and move that many numbers on the number line. The first person to the other end of the number line is the winner!
F - Super Frogs Game: Each player spins the 3 spinners and creates a number sentence and a story problem. They move that many places. Then the next person goes. After both players have had a turn, they see whose frog is farther along on the number line. That player gets a Unifix cube in his color for a point. They put both frogs back on 0 to start over. If both players land on the same spot, they each get a point. The game is over when one player gets five points.
Nayram and Dallas taught their new friend Treveon how to play Trash
Week #17 Dates: 1/11 - 1/15
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
M - Plus What? Activity = Adding and Subtracting to 20 using a number line.
T - Adding 10 on beginning with any number other than 10. / Roll and Count On!
W - Number Sense activity
Th - Math Fact Fun /Adding 10 on beginning with any number other than 10.
F - Teen Numbers Group 10
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
M - Plus What? Activity = Adding and Subtracting to 20 using a number line.
T - Adding 10 on beginning with any number other than 10. / Roll and Count On!
W - Number Sense activity
Th - Math Fact Fun /Adding 10 on beginning with any number other than 10.
F - Teen Numbers Group 10
Week #16 Dates: 1/4 - 1/8
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module
M -Snowball 10 Frame + Number Bonds in Black Math Notebooks
T - No Dallas / Snowball Addition to 20
W - Practice writing numbers beyone 25 or 30 / Use a number line to determine how many jumps it takes to get to a certain number.
Th - continue with Wednesday's activity
F - Subitizing numbers 1-20
Standard(s): Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module
M -Snowball 10 Frame + Number Bonds in Black Math Notebooks
T - No Dallas / Snowball Addition to 20
W - Practice writing numbers beyone 25 or 30 / Use a number line to determine how many jumps it takes to get to a certain number.
Th - continue with Wednesday's activity
F - Subitizing numbers 1-20
Guess My Number Activity
Week #15 Dates: 12/21- 12/22 CHRISTMAS BREAK
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M - Teen Number Bingo
T - No Learners
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M - Teen Number Bingo
T - No Learners
Week #14 Dates: 12/14 - 12/18
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M - Review Domino Dot Cards to 20 / Using a number line, learners will be able to count on to add a number or to cound backwards to subtract a number by jumping one number at a time.
T - Different Ways to Make 20 using a deck of playing cards
W - Continue with Tuesday's activity /
Th - Guess My Mystery Number - Learners are to guess what number I have 1-50 by asking me questions and me giving them clues.
F - continue with Guess My Mystery Number activity
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M - Review Domino Dot Cards to 20 / Using a number line, learners will be able to count on to add a number or to cound backwards to subtract a number by jumping one number at a time.
T - Different Ways to Make 20 using a deck of playing cards
W - Continue with Tuesday's activity /
Th - Guess My Mystery Number - Learners are to guess what number I have 1-50 by asking me questions and me giving them clues.
F - continue with Guess My Mystery Number activity
Week #13 Dates: 12/7 - 12/11
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M -" Who has More" using unifix cubes
T - Find the Difference using unifix cubes and white boards
W -Find the Missing Number on the Number Line
Th -
F -
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M -" Who has More" using unifix cubes
T - Find the Difference using unifix cubes and white boards
W -Find the Missing Number on the Number Line
Th -
F -
Week #12 Dates: 11/30 - 12/4
Standard(s): 1.0A; Represent subtraction on a number line / 1.0A.5: Solve subtraction problems by counting back. / 1/0A.6: Use strategies to subtract with minuends to 20.
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects./ 1.NBT.2b: Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s
Module 1 Unit 1 Review
M - Domino Dots to 20 / Unit 2 Module 3 Session 2: Double It Dominoe Pictures / Flip Say Cover Teen Numbers activity
T - Session 2: Dots, Apples and Shapes = learners will work on Fact Families
W - Session 3: Spin and Add activity = learners will play against the teacher before they play against each other.
Th - Session 4: Spin and Subtract
F - Adding and Subtracting up to 20 using number cubes and a number line
Standard(s): 1.0A; Represent subtraction on a number line / 1.0A.5: Solve subtraction problems by counting back. / 1/0A.6: Use strategies to subtract with minuends to 20.
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects./ 1.NBT.2b: Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s
Module 1 Unit 1 Review
M - Domino Dots to 20 / Unit 2 Module 3 Session 2: Double It Dominoe Pictures / Flip Say Cover Teen Numbers activity
T - Session 2: Dots, Apples and Shapes = learners will work on Fact Families
W - Session 3: Spin and Add activity = learners will play against the teacher before they play against each other.
Th - Session 4: Spin and Subtract
F - Adding and Subtracting up to 20 using number cubes and a number line
Week #11 Dates: 11/23 - 11/27
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M - Domino Dots to 20 / Brainstorm ways to make 13 using our Black Math Journals: Fact Families / Math Number Books
T - Review the ways to make the number 13 from Monday / Google Classroom Assignment
W - Math Games; Trash, War, Addition War
Th -THANKSGIVING BREAK
F -THANKSGIVING BREAK
Week #10 Dates: 11/16 - 11/20
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M - Domino Dots to 20 / Practice our Teen Number Puzzle / Have each learner write their numbers as high as they can on paper. / Using manipulatives practice adding.
T - Fine Motor Activity / Introduce Add and Compare activity / Number Workbook / Dominoes
W - Review Domino Dots
Th - Fine Motor Activity / Story Problem in our Math Notebook
F - Fine Motor Activity / Review Domino Dot Cards
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) . • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M - Domino Dots to 20 / Practice our Teen Number Puzzle / Have each learner write their numbers as high as they can on paper. / Using manipulatives practice adding.
T - Fine Motor Activity / Introduce Add and Compare activity / Number Workbook / Dominoes
W - Review Domino Dots
Th - Fine Motor Activity / Story Problem in our Math Notebook
F - Fine Motor Activity / Review Domino Dot Cards
Week #9 Dates: 11/9 - 11/13 (Nayram will be absent all week)
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.0A Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) • • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M -Fine Motor Activity / Domino Dots to 20 /Ten and More activity pgs. 23+24
T - Introduce Add and Compare activity / Number #13 in Workbook / Dominoes / Google Classroom Assignment
W -NO SCHOOL VETERAN'S DAY
Th - Fine Motor Activity / Story Problem in our Math Notebook
F - Review Domino Dot Cards / Continue with Story Problems in Math Journals / Google Classroom Assignment
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.0A Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) • • Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M -Fine Motor Activity / Domino Dots to 20 /Ten and More activity pgs. 23+24
T - Introduce Add and Compare activity / Number #13 in Workbook / Dominoes / Google Classroom Assignment
W -NO SCHOOL VETERAN'S DAY
Th - Fine Motor Activity / Story Problem in our Math Notebook
F - Review Domino Dot Cards / Continue with Story Problems in Math Journals / Google Classroom Assignment
Week #8 Dates: 11/2 - 11/6 (Nayram was absent W-F)
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) • ) Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M -Fine Motor Activity / Domino Dot Cards 0- 20 / Flip and Write activity / Work on Teen Numbers with counting and writing dots
T - Introduce Add and Compare activity / Number Workbook / Dominoes
W -Fine Motor Activity / Review Domino Dot Cards / Before and After Version B
Th - Number Workbook on 11 + 12 / Review Domino Dot Cards / Teen Number Puzzle
F - Fine Motor Activity / Review Domino Dot Cards 0 - 20 / Continue with Story Problems in Math Journals
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve addition problems by counting on (1.OA.5) • Add with sums to 20 (1.OA.6) • ) Demonstrate an understanding that numbers from 11 to 19 are composed of a 10 and some more 1s (1.NBT.2b)
Module 1 Unit 1 Review
M -Fine Motor Activity / Domino Dot Cards 0- 20 / Flip and Write activity / Work on Teen Numbers with counting and writing dots
T - Introduce Add and Compare activity / Number Workbook / Dominoes
W -Fine Motor Activity / Review Domino Dot Cards / Before and After Version B
Th - Number Workbook on 11 + 12 / Review Domino Dot Cards / Teen Number Puzzle
F - Fine Motor Activity / Review Domino Dot Cards 0 - 20 / Continue with Story Problems in Math Journals
Week #7 Dates: 10/26 - 10/30 Focus on Teen Numbers 1TF Anielys + Nayram
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects.
Learner Agency: I can search for solutions to problems.
Volume 1 Module 5
M - Review Domino Dot cards up to 20 (cards are located in the drawers labeled Math) / Using Number Racks (found on the top bookshelf in my little room) learners will need to move over beads to make a number.
T - Fine Motor Activity with Dice for 3 minutes / New Story Problem in Purple Math Notebook - model on the board / Count the Spots Version A worksheet
W - Review Domino Dot Cards 0 - 20 / Ten and More Record Sheet
Th - Fine Motor Activity with Dice / Story Problem in our Math Notebook
F - Google Classroom Assignment
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects.
Learner Agency: I can search for solutions to problems.
Volume 1 Module 5
M - Review Domino Dot cards up to 20 (cards are located in the drawers labeled Math) / Using Number Racks (found on the top bookshelf in my little room) learners will need to move over beads to make a number.
T - Fine Motor Activity with Dice for 3 minutes / New Story Problem in Purple Math Notebook - model on the board / Count the Spots Version A worksheet
W - Review Domino Dot Cards 0 - 20 / Ten and More Record Sheet
Th - Fine Motor Activity with Dice / Story Problem in our Math Notebook
F - Google Classroom Assignment
Week #6 Dates: 10/19- 10/23
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Module 1 Unit 1 Review
M -Fine Motor Activity / Domino Dots to 20 / Flip and Write activity
T -CORE Assessments with Nayram
W -Fine Motor Activity / Learners were given a bag of numbers from 1-30 and were instructed to be a TEAM and work together to put these numbers in order. / Play Match Me game
Th -Review the directions for Play Match Me and replay / Introduce the game
F - Fine Motor Activity / Review Domino Dot Cards 0 - 20 / Continue with Story Problems in Math Journals
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Module 1 Unit 1 Review
M -Fine Motor Activity / Domino Dots to 20 / Flip and Write activity
T -CORE Assessments with Nayram
W -Fine Motor Activity / Learners were given a bag of numbers from 1-30 and were instructed to be a TEAM and work together to put these numbers in order. / Play Match Me game
Th -Review the directions for Play Match Me and replay / Introduce the game
F - Fine Motor Activity / Review Domino Dot Cards 0 - 20 / Continue with Story Problems in Math Journals
Week #5 Dates: 10/12 - 10/16
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M -NO SCHOOL
T - Fine Motor Activity / Practice Writing the numbers 1-20 on paper / Introduce Add and Compare activity
W - Review Domino Dot Cards / Introduce the game Top Draw with a set of dominoes
Th - Story Problem in our Math Notebook / Practice Domino Dots
F - Review Domino Dot Cards / Continue with Story Problems in Math Journals / Add with Dominoes
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M -NO SCHOOL
T - Fine Motor Activity / Practice Writing the numbers 1-20 on paper / Introduce Add and Compare activity
W - Review Domino Dot Cards / Introduce the game Top Draw with a set of dominoes
Th - Story Problem in our Math Notebook / Practice Domino Dots
F - Review Domino Dot Cards / Continue with Story Problems in Math Journals / Add with Dominoes
Week #4 Dates: 10/5 - 10/9
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. KCC.1: Count forward to 10 and back by 1's. KCC.2: count forward from a given #, rather than starting at 1.
M - Fine Motor Activity / We reviewed our Domino Dot Cards by sight. We still have the tendency to want to count them out with pointing to each dot. We worked on the #7 in our Counting Book.
T - I introduced the yellow counting chips. We practiced counting and pushing a chip for each number. We need to work on the numbers better. Our attitude got in the way of work today.
W - Review Domino Dots by sight. As she recognized a number she had to show me that many fingers. She got a little frustrated with me asking her over and over again. Used colored 1 inch tiles to count with, sort and to make ABAB and AABB patterns.
Th - Reviewed expectations for Nayram. Introduced and played the game Roll It! Cover It! with recognizing the numbers 2-12.
F - Fine Motor Activity / Practice writing the numbers 1-20 on paper. Review the game that we played yesterday.
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects. KCC.1: Count forward to 10 and back by 1's. KCC.2: count forward from a given #, rather than starting at 1.
M - Fine Motor Activity / We reviewed our Domino Dot Cards by sight. We still have the tendency to want to count them out with pointing to each dot. We worked on the #7 in our Counting Book.
T - I introduced the yellow counting chips. We practiced counting and pushing a chip for each number. We need to work on the numbers better. Our attitude got in the way of work today.
W - Review Domino Dots by sight. As she recognized a number she had to show me that many fingers. She got a little frustrated with me asking her over and over again. Used colored 1 inch tiles to count with, sort and to make ABAB and AABB patterns.
Th - Reviewed expectations for Nayram. Introduced and played the game Roll It! Cover It! with recognizing the numbers 2-12.
F - Fine Motor Activity / Practice writing the numbers 1-20 on paper. Review the game that we played yesterday.
Week #3 Dates: 9/28- 10/2
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects.
M - We practiced the Domino Dot cards for memory. Worked on counting and showing numbers with different ways to make each number using our fingers and/or crayons. (Our behavior was an issue today). Played the Ten Frame Game using domino dot cards and dice.
T - Fine Motor Activity / Review how to make the # 5 and 6 / Play What Number is Bigger using a deck of playing cards. Teach Anielys how to access Google Classroom and to write what I like about math.
W - Bring Computer and pretend we are E-Learning and practice using Google Hangout.
Th - Story Problem in our Math Notebook / Practice Domino Dots
F - Introduce Domino's and play the game / also played the game Sharks and Minnows: play similar to the game Go Fish.
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects.
M - We practiced the Domino Dot cards for memory. Worked on counting and showing numbers with different ways to make each number using our fingers and/or crayons. (Our behavior was an issue today). Played the Ten Frame Game using domino dot cards and dice.
T - Fine Motor Activity / Review how to make the # 5 and 6 / Play What Number is Bigger using a deck of playing cards. Teach Anielys how to access Google Classroom and to write what I like about math.
W - Bring Computer and pretend we are E-Learning and practice using Google Hangout.
Th - Story Problem in our Math Notebook / Practice Domino Dots
F - Introduce Domino's and play the game / also played the game Sharks and Minnows: play similar to the game Go Fish.
Week #1 Dates: 9/21 - 9/25
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects.
M - Using dinosaur manipulatives, Anielys and Mrs. C wrote story problems on white boards using a marker.
T - Using her computer, Anielys used EPIC to search for some books related to math and counting objects. Read a variety of animal books that related to this same concept.
W - Review Domino Dot Cards through 12. Wrote Word Problems in her Math Journal. Used stickers for counting.
Th - Number Assessment 0-20
F - Domino Dots / Math the dice to the correct domino dot card.
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objects.
M - Using dinosaur manipulatives, Anielys and Mrs. C wrote story problems on white boards using a marker.
T - Using her computer, Anielys used EPIC to search for some books related to math and counting objects. Read a variety of animal books that related to this same concept.
W - Review Domino Dot Cards through 12. Wrote Word Problems in her Math Journal. Used stickers for counting.
Th - Number Assessment 0-20
F - Domino Dots / Math the dice to the correct domino dot card.
Week #1 Dates: 9/17 - 9/18
Standard(s): .K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Th - Day #1 / Practiced counting as high as she could. Did an Oral Math Assessment with numbers and counting. Sorted cards according to the number on each.
F - Using some manipulative's, I had Anielys put them into groups of 5 after counting them out one by one. After she was done, I then had her skip count by 5's to 30.
Standard(s): .K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. .
B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Th - Day #1 / Practiced counting as high as she could. Did an Oral Math Assessment with numbers and counting. Sorted cards according to the number on each.
F - Using some manipulative's, I had Anielys put them into groups of 5 after counting them out one by one. After she was done, I then had her skip count by 5's to 30.