K Title Math
Week #26 Dates: 3/30 - 4/3
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Week #25 Dates: 3/23 - 3/27
Standard(s): K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
M - PD DAY - NO SCHOOL
T - Practice playing "Whose Card Number is the Highest.
W - Using a deck of cards learners will concentrate on playing regular War with a Buddy but will be encouraged to be the first to add up both numbers on the given cards.
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Standard(s): K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
- K.CC.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. (one-to-one correspondence) K.CC.4.b Understand that the last number name said tells the number of objects counted. (cardinality) The number of objects is the same regardless of their arrangement or the order in which they were counted.
- K.CC.2 Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.
- K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
M - PD DAY - NO SCHOOL
T - Practice playing "Whose Card Number is the Highest.
W - Using a deck of cards learners will concentrate on playing regular War with a Buddy but will be encouraged to be the first to add up both numbers on the given cards.
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Week #24 Dates: 3/16 - 3/20 NO SCHOOL CLOSURE
Week #23 Dates: 3/9 - 3/13
Standard(s): K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
M - Worked on making tens and ones using counters and 2 ten frames.
T - Practice playing "Whose Card Number is the Highest.
W - Using a deck of cards learners will concentrate on playing regular War with a Buddy but will be encouraged to be the first to add up both numbers on the given cards.
Th - Played Sharks and Minnows like "Go Fish"
F - repeat of Thursday's activity
Standard(s): K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
- K.CC.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. (one-to-one correspondence) K.CC.4.b Understand that the last number name said tells the number of objects counted. (cardinality) The number of objects is the same regardless of their arrangement or the order in which they were counted.
- K.CC.2 Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.
- K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
M - Worked on making tens and ones using counters and 2 ten frames.
T - Practice playing "Whose Card Number is the Highest.
W - Using a deck of cards learners will concentrate on playing regular War with a Buddy but will be encouraged to be the first to add up both numbers on the given cards.
Th - Played Sharks and Minnows like "Go Fish"
F - repeat of Thursday's activity
Week #22 Dates:3/2 - 3/6
Standard(s): K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.
M - Worked on putting numbers in order from the least to greatest and then from the greatest to least as a whole group. 1-50
T - Reader's Cafe NO STUDENTS
W - Worked on ordering numbers from 0-50 as a whole group
Th - Worked on writing our numbers from 1-50 / worked on teen numbers using shapes and manipultives
F- Worked on teen numbers by modeling and using shapes to make 10 and ? mpre on 2 ten frames ? No Lola or Peyton
Standard(s): K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.
- K.CC.2 Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.
- K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
M - Worked on putting numbers in order from the least to greatest and then from the greatest to least as a whole group. 1-50
T - Reader's Cafe NO STUDENTS
W - Worked on ordering numbers from 0-50 as a whole group
Th - Worked on writing our numbers from 1-50 / worked on teen numbers using shapes and manipultives
F- Worked on teen numbers by modeling and using shapes to make 10 and ? mpre on 2 ten frames ? No Lola or Peyton
Week #21 Dates: 2/24 - 2/28 NO MRS. CASSUTT INFLUENZA A
Week #20 Dates: 2/24 - 2/28
Standard(s): K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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Standard(s): K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
- K.CC.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. (one-to-one correspondence) K.CC.4.b Understand that the last number name said tells the number of objects counted. (cardinality) The number of objects is the same regardless of their arrangement or the order in which they were counted.
- K.CC.2 Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.
- K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
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Week #19 Dates: 2/17 - 2/21
Standard(s): CCSS.MATH.CONTENT.K.CC.A.3 numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.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 object. CCSS.MATH.CONTENT.K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.
M - Learners will continue to work on the teen numbers and to count out loud one-on-one and to use manipulatives.
T - applesandabcs.blogspot.com Hot Cocoa Math using marshmallows to count the teen numbers
W - Graphing individual opinions using our 5 senses about hot cocoa
Th - Using the cocoa mats, learners will be able to count out marshmallows to add and to subtract up to 20
F- review strategies taught
Standard(s): CCSS.MATH.CONTENT.K.CC.A.3 numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.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 object. CCSS.MATH.CONTENT.K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.
M - Learners will continue to work on the teen numbers and to count out loud one-on-one and to use manipulatives.
T - applesandabcs.blogspot.com Hot Cocoa Math using marshmallows to count the teen numbers
W - Graphing individual opinions using our 5 senses about hot cocoa
Th - Using the cocoa mats, learners will be able to count out marshmallows to add and to subtract up to 20
F- review strategies taught
Week #18 Dates: 2/10 - 2/14
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Worked on teen numbers using white boards and also in our Number Book 1-20 (Henry, Marietta and Amyah)
T - Number Bond review
W - Completed our Counting Number Books 0-20 and sent them home. Those learners who have missed a day or more can complete the books at home. Ipad game Friends of Ten: tell me how many more to make 10 and put the correct number of counters out to match the given number.
Th - Number Bonds to 20 using manipulatives, marker boards and markers
F-NO SCHOOL
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Worked on teen numbers using white boards and also in our Number Book 1-20 (Henry, Marietta and Amyah)
T - Number Bond review
W - Completed our Counting Number Books 0-20 and sent them home. Those learners who have missed a day or more can complete the books at home. Ipad game Friends of Ten: tell me how many more to make 10 and put the correct number of counters out to match the given number.
Th - Number Bonds to 20 using manipulatives, marker boards and markers
F-NO SCHOOL
Week #18 Dates: 2/3 - 2/7
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Worked on teen numbers using white boards and also in our Number Book 1-20 (Henry, Marietta and Amyah)
T - Number Bond review
W - Completed our Counting Number Books 0-20 and sent them home. Those learners who have missed a day or more can complete the books at home. Ipad game Friends of Ten: tell me how many more to make 10 and put the correct number of counters out to match the given number.
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Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Worked on teen numbers using white boards and also in our Number Book 1-20 (Henry, Marietta and Amyah)
T - Number Bond review
W - Completed our Counting Number Books 0-20 and sent them home. Those learners who have missed a day or more can complete the books at home. Ipad game Friends of Ten: tell me how many more to make 10 and put the correct number of counters out to match the given number.
Th -
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Week #17 Dates: 1/27 - 1/31
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Today only 3 learners came so they played Friends of Ten and Starfall Math.
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Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Today only 3 learners came so they played Friends of Ten and Starfall Math.
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Week #16 Dates: 1/20 - 1/24
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - NO SCHOOL - PD DAY
T - Introduced Place Value rods and cubes / allowed all learners to experiment with them. Worked on teen numbers.
W - Using manipulatives learners grouped items into groups of five and tens. Worked on our Number Books on the #12 + # 13.
Th - Practiced counting by 5's and 10's to 100. Worked on the #12 in our Number Books: tally marks, ten frames, tracing numbers, etc.
F- In our Number Book, learners worked on the #14 using Place Value rods and cubes. Learners also worked on Place Value with various numbers again using rods and cubes.
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - NO SCHOOL - PD DAY
T - Introduced Place Value rods and cubes / allowed all learners to experiment with them. Worked on teen numbers.
W - Using manipulatives learners grouped items into groups of five and tens. Worked on our Number Books on the #12 + # 13.
Th - Practiced counting by 5's and 10's to 100. Worked on the #12 in our Number Books: tally marks, ten frames, tracing numbers, etc.
F- In our Number Book, learners worked on the #14 using Place Value rods and cubes. Learners also worked on Place Value with various numbers again using rods and cubes.
Week #15 Dates: 1/13 - 1/17
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Learners will work on understanding and playing the 2 card games: Trash and Snap It. Directions and cards were sent home for learners to teach and practice with their parents.
T - Reviewed the 2 card games: Trash and Snap It. Worked on number sense and practiced counting to 100 orally.
W - Using manipulatives learners grouped items into groups of five and tens. Worked on our Number Books on the #11.
Th - Practiced counting by 5's and 10's to 100. Worked on the #12 in our Number Books: tally marks, ten frames, tracing numbers, etc.
F- NO SCHOOL - SNOW DAY
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Learners will work on understanding and playing the 2 card games: Trash and Snap It. Directions and cards were sent home for learners to teach and practice with their parents.
T - Reviewed the 2 card games: Trash and Snap It. Worked on number sense and practiced counting to 100 orally.
W - Using manipulatives learners grouped items into groups of five and tens. Worked on our Number Books on the #11.
Th - Practiced counting by 5's and 10's to 100. Worked on the #12 in our Number Books: tally marks, ten frames, tracing numbers, etc.
F- NO SCHOOL - SNOW DAY
Week #14 Dates: 1/6 - 1/10
Standard(s): CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
M - Learners will work with a partner and play a concentration game with matching the word, picture and number. Learners will count by 10's up to 100. Send activity home for practice.
T - Learners will be participating in making towers by rolling a die or dice to create towers using unifix cubes. (Cubes were to hard to put together or snap apart / Using their Math Journals, each learner will trace and count up to the number 11 using markers or crayons.
W -Learners will review math games with a regular deck of playing cards.
Th - Mrs. Fossum's learners explained the Savvy Subitizing Cards game to the group. All learners had fun playing this. It is all about subitizing numbers.
F- Only Marietta, Amyah and Henry came... We had fun playing the Savvy Subitizing game and reviewing numbers. These 3 were very productive and I had great engagement from these learners!
Week #13 Dates: 12/16 - 12/20
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
M - Learners worked on Card Games and showing numbers in more than 1 way.
T - Only Henry, Lola and Braylin came today so I had to have a change of heart in my lesson plans. I allowed the 3 learners to use IPad's for the first time and work on Number Bonds 1-10 and Letter Matching. They had a blast since this was the first time for them with me on IPad's.
W -Learners will work on making the number 10 by adding numbers using counters and or manipulatives. (Short class today).
Th - NO GROUP
F- NO GROUP
Week #12 Dates: 12/9 - 12/13
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
M - Learners will work on Number Bonds up to 10 suing pom poms and colored frogs. Orally count from 1-50 and from 1-100 by 5's and 10's.
T - Learners will work on Number Bonds up to 10 / Learners will practice writing their numbers from 1-20./ Learners will continue to count on from a given number between 1-20. / Review Domino Math Addition with learners / Introduce 2 simple card games with a basic deck of cards
W - Learners will work on Number Bonds up to 10 / Learners will practice counting on from the number 1 with one-to-one rote counting Learners will also play the game Count 1 More..
Th - Learners will write their numbers from 1-20 without looking at the poster. We will play 'Roll and Find 1 More' on the gameboard.
F- Review the game 'Roll and Find 1 More' and Make 10 using the Pom Pom Workmats. I want the learners to feel comfortable with explaining the games to their parents so that they can play the game once they go home with thier Homework Bags on Monday.
Week #11 Dates: 12/2 - 12/6
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
M - Learners will work on Number Bonds up to 10 suing pom poms and colored frogs. = sent Homework bags home.
T - Learners will work on Number Bonds up to 10 / Learners will practice writing their numbers from 1-20./ Learners will continue to count on from a given number between 1-20. / Domino Math Addition
W - Learners will work on Number Bonds up to 10 / Learners will practice counting on from the number 1 with one-to-one rote counting Learners will also play the game Count 1 More..
Th - Learners will write their numbers from 1-20 without looking at the poster. We will play 'Roll and Find 1 More' on the gameboard.
F- Review the game 'Roll and Find 1 More' and Make 10 using the Pom Pom Workmats. I want the learners to feel comfortable with explaining the games to their parents so that they can play the game once they go home with thier Homework Bags on Monday.
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
M - Learners will work on Number Bonds up to 10 suing pom poms and colored frogs. = sent Homework bags home.
T - Learners will work on Number Bonds up to 10 / Learners will practice writing their numbers from 1-20./ Learners will continue to count on from a given number between 1-20. / Domino Math Addition
W - Learners will work on Number Bonds up to 10 / Learners will practice counting on from the number 1 with one-to-one rote counting Learners will also play the game Count 1 More..
Th - Learners will write their numbers from 1-20 without looking at the poster. We will play 'Roll and Find 1 More' on the gameboard.
F- Review the game 'Roll and Find 1 More' and Make 10 using the Pom Pom Workmats. I want the learners to feel comfortable with explaining the games to their parents so that they can play the game once they go home with thier Homework Bags on Monday.
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Week #10 Dates 11/25 - 11/29 Thanksgiving Week
Standards: K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
M - Learners worked individually sorting and counting 1 by 1 using a variety of manipulatives.
T - Learners worked with a partner sorting colored erasers in as many different ways as they can come up with.
W - Learners played Roll and Add 1 More using the game boards. With time remaining we played War with a partner. The person with the highest numbered card gets to keep both cards drawn. Worked on taking turns and following directions.
Th- NO SCHOOL THANKSGIVING DAY
F- NO SCHOOL THANKSGIVING BREAK
Week #9 Dates: 11/18 - 11/22
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
M - Talk about the #10. Using our Counting Books the learners are to trace over the number 10 and then to write their own to the end of the paper using a 2 finger space as a guide. Using colored teddy bear counters each learner will help sort and count bears for the Number Bond activity.-
T -: How many ways can we make the number 10 using colored pom pom manipulatives.
W - Fine Motor using playdough. Number Bonds up to 10 / Roll and Cover 1 More
Th - Fine Motor Pom Pom Addition
F - NO SCHOOL - MCGOVERN DEBATE
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
M - Talk about the #10. Using our Counting Books the learners are to trace over the number 10 and then to write their own to the end of the paper using a 2 finger space as a guide. Using colored teddy bear counters each learner will help sort and count bears for the Number Bond activity.-
T -: How many ways can we make the number 10 using colored pom pom manipulatives.
W - Fine Motor using playdough. Number Bonds up to 10 / Roll and Cover 1 More
Th - Fine Motor Pom Pom Addition
F - NO SCHOOL - MCGOVERN DEBATE
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Week #8 Dates: 11/11 - 11/15
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
M - NO SCHOOL - VETERAN'S DAY
T - Fill in the missing numbers. / Learners worked on their Counting Books up to the #9. We added colored stickers to the ten frames to show nine and ten things.
W - Fine Motor / Using manipulatives, each learner had to show how many colored frogs equaled the number I rolled. Then we talked about 1 more and 1 less.
Th - Learners were given various math manipulatives and showed the different ways to make the number that was written on the board.
F- Fine Motor
Standard(s): K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
M - NO SCHOOL - VETERAN'S DAY
T - Fill in the missing numbers. / Learners worked on their Counting Books up to the #9. We added colored stickers to the ten frames to show nine and ten things.
W - Fine Motor / Using manipulatives, each learner had to show how many colored frogs equaled the number I rolled. Then we talked about 1 more and 1 less.
Th - Learners were given various math manipulatives and showed the different ways to make the number that was written on the board.
F- Fine Motor
Week #7 Dates: 11/4 - 11/8
Standard(s): K.CC.A.1 Count to 100 by ones and by tens. K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M - Fine Motor / Skittles: Sort and Count / Dot Cards 1-8
T - Work on Roll It, Write it, Tally it, Show It activity up to #8 using 2 die / Write the numbers 1-10./ Counting Cards from
www.k-5mathteachingreources.com
W - Fine Motor / Missing Numbers 1-10 / Worked in our Racing to 10 Booklets up to #8 and in My Counting Book up to #8.
Th - Complete the Skittles: Sort and Count activity
F - NO MRS. CASSUTT - Dyslexia Workshop in SF
Standard(s): K.CC.A.1 Count to 100 by ones and by tens. K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M - Fine Motor / Skittles: Sort and Count / Dot Cards 1-8
T - Work on Roll It, Write it, Tally it, Show It activity up to #8 using 2 die / Write the numbers 1-10./ Counting Cards from
www.k-5mathteachingreources.com
W - Fine Motor / Missing Numbers 1-10 / Worked in our Racing to 10 Booklets up to #8 and in My Counting Book up to #8.
Th - Complete the Skittles: Sort and Count activity
F - NO MRS. CASSUTT - Dyslexia Workshop in SF
Week #6 Dates: 10/28 - 11/1 Red Ribbon Week
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Using white boards and markers we attempted to individually work on Addition Grab Bags from #1-7. We did better with doing this as a whole group and not individually. We took turns writing on the big white board.
T - Fine Motor / Verbally worked on counting from 1-20 around the circle. Attempted to count by 5's but was not very successful. Worked in our Racing to 10 Booklets up to #6.
W - Work on #6 + #7 in My Counting Book and on the #6 + #7 on our Number Tracing Card
Th - Fine Motor / Work on Addition Grab Bags from #1-7 using clear writing pockets.
F- Brainstorm all of the different ways to make the # 1-7.
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Using white boards and markers we attempted to individually work on Addition Grab Bags from #1-7. We did better with doing this as a whole group and not individually. We took turns writing on the big white board.
T - Fine Motor / Verbally worked on counting from 1-20 around the circle. Attempted to count by 5's but was not very successful. Worked in our Racing to 10 Booklets up to #6.
W - Work on #6 + #7 in My Counting Book and on the #6 + #7 on our Number Tracing Card
Th - Fine Motor / Work on Addition Grab Bags from #1-7 using clear writing pockets.
F- Brainstorm all of the different ways to make the # 1-7.
w Week #5 Dates: 10/21 - 10/25
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Fine Motor / Counted one - on -one
T - NO MRS. CASSUTT
W - Fine Motor / Discussed what is in their Homework Bags and explained what I would like them to work on at home. Reviewed skills / Counted 1-20 or at least 1-10 for some learners.
Th - Counted up to 20 and some to 24 using counters, pushing counters up one-by-one.
F- Fine Motor /
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Fine Motor / Counted one - on -one
T - NO MRS. CASSUTT
W - Fine Motor / Discussed what is in their Homework Bags and explained what I would like them to work on at home. Reviewed skills / Counted 1-20 or at least 1-10 for some learners.
Th - Counted up to 20 and some to 24 using counters, pushing counters up one-by-one.
F- Fine Motor /
Week #4 Dates: 10/14 - 10/18
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Learners will work on Number Booklets / practice rolling die and identifying how many dots. / Number Dot Plates
T- Fine Motor Activities / Five frame Flash
W - NO MRS. CASSUTT
Th- Fine Motor Activities
F- Roll and Cover / Numbers 1-6
Standard(s): K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Learners will work on Number Booklets / practice rolling die and identifying how many dots. / Number Dot Plates
T- Fine Motor Activities / Five frame Flash
W - NO MRS. CASSUTT
Th- Fine Motor Activities
F- Roll and Cover / Numbers 1-6
Week #3 Dates: 10/7-10/11
Standard(s): K.0A.A5: Fluently add and subtract within 5. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Worked on different ways to make 5! www.k-5mathteachingresources.com
T - Fine Motor Skills / Worked on different ways to make 5: activities for the www.k-5mathteachingresources .com
W - NO MRS. CASSUTT THIS MORNING
Th - www.k-5mathteachingresources.com / Five Frame Flash with a partner and independently, Five Frame Numeral Math, Five Frame Concentration
F-Learners will practice the activities from Thursday so that they can teach their parents how to play next week.
Standard(s): K.0A.A5: Fluently add and subtract within 5. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M - Worked on different ways to make 5! www.k-5mathteachingresources.com
T - Fine Motor Skills / Worked on different ways to make 5: activities for the www.k-5mathteachingresources .com
W - NO MRS. CASSUTT THIS MORNING
Th - www.k-5mathteachingresources.com / Five Frame Flash with a partner and independently, Five Frame Numeral Math, Five Frame Concentration
F-Learners will practice the activities from Thursday so that they can teach their parents how to play next week.
Week #2 Dates: 9/30-10/4
Standard(s): K.0A.A5: Fluently add and subtract within 5. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M -Practiced identifying Dot Cards with combinations up to 5. The learners were given colored tiles and were instructed to make combinations of 5. We discussed each one and talked about the different ways to make 1-4 using our fingers and manipulatives.
T - Five Frame Flash and Five Frame Number Match from www.k-5mathteachingresources.com
W - NO MRS. CASSUTT
Th - Review Monday and Tuesday's activities. Next introduce and play 5 Frame Concentration.
F-Play Five Frame Match and if time permits play with Playdough Mats.
Standard(s): K.0A.A5: Fluently add and subtract within 5. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
M -Practiced identifying Dot Cards with combinations up to 5. The learners were given colored tiles and were instructed to make combinations of 5. We discussed each one and talked about the different ways to make 1-4 using our fingers and manipulatives.
T - Five Frame Flash and Five Frame Number Match from www.k-5mathteachingresources.com
W - NO MRS. CASSUTT
Th - Review Monday and Tuesday's activities. Next introduce and play 5 Frame Concentration.
F-Play Five Frame Match and if time permits play with Playdough Mats.
Week #1 Dates: 9/23-9/27
Standard(s):
M -
T -
W -
Th -
F- First day with learners... Go over rules and expectations. Play a Get Acquainted Activity with M & M's. Practice counting and making combinations of 5.
Standard(s):
M -
T -
W -
Th -
F- First day with learners... Go over rules and expectations. Play a Get Acquainted Activity with M & M's. Practice counting and making combinations of 5.