All Homework

Title: Lesson 11: use repeated addition to solve problems 

Objective: the student will be able to use repeated addition to solve word problems.

Essential question: how can you use repeated addition to solve problems? 

 I do: explain and model how to solve word problems using repeated addition as a strategy. Use CUBES to identify clue words related to addition and important numbers of the problem. For example, the word EACH indicated the repeated addition that later can be related with multiplication. EACH represents the amounts of equal groups that need to be created. (model and draw, page 271)

We do: we will draw a model and write an addition sentence to solve word problems. (share and show, page 271)

• getting ready for 2nd grade-2 (3.01 MB)

Title: Lesson 10: repeated addition

Objective:  the student will be able to use repeated addition to find the total amount in equal groups. 

Essential question: how can you find total amount in equal groups? 

 I do: begin by explaining to the students the concept of equal groups (groups having the same amount of items). To find the total amount of equal groups, we can do repeated addition because the addend will be the same number. First step count the total amount of groups; second step, count how many items on each group (they should be the same number). Last step, make an addition sentence to find total amount. (model and draw, page 269)

We do: we will find total amount from equal groups completing a chart. (share and show, page 269)

You do: students will complete a chart to find total amount of equal groups. (on your own, page 270)

• getting ready for 2nd grade-2 (3.01 MB)

Title: Lesson 9: add two-digit numbers

Objective:  the student will be able to find the sum of 2 two-digit numbers.

Essential question: how can you find the sum of two 2-digit numbers? 

I do: review first place value strategy used the day before to make connections with the new lesson in which students will add 2 two-digit numbers. Remind students that addition begins from left to right (ones to tens place). Numbers should be aligned according to value. (model and draw, page 267)

We do: we will add 2 two-digit numbers using place value strategies. (share and show, page 267)

You do: students will find the sum of 2 two-digit numbers. (on your own, page 268)

• getting ready for 2nd grade-2 (3.01 MB)

Title: Lesson 8: add a one-digit number to a two-digit number

Objective:  the student will be able to find the sum of a 1-digit and a 2-digit number. 

Essential question: how can you find the sum of a 1-digit number and a 2-digit number? 

I do: explain and model how to find the sum of two numbers using place value strategies as identifying the number of tens and ones on your addends. IMPORTANT REMINDER: alignment of numbers. Digits should be aligned according to value: ones together, tens together. (model and draw, page 265)

We do: using place value, we will find the sum of two addends. (share and show, page 265)

You do: students will find the sum of two addends. (on your own, page 266) TO BE GRADED as classwork.

Homework: GRP8 on PDF page 56

• getting ready for 2nd grade-2 (3.01 MB)

Title:  Lesson 7: Add three numbers 

Objective:  the student will be able apply properties of operations of addition to add three numbers. 

Essential question: how can you choose a strategy to help add three numbers? 

 I do: teacher will explain and model how addition strategies can be used to find the sum of three numbers. Remind students about properties of operations as commutative and associative to help find sums. In like manner strategy of making a 10, use doubles or count on can be apply to find answers. (model and draw, p. 263)
We do: we will find the sum of three numbers or addends using desire strategy. (share and show, p. 263)

You do: students will apply addition strategies to find the sum of three addends. (on your own, p. 264) As extra practice, you can use add three numbers worksheet. 

• Getting ready for 2nd grade (3.39 MB)

Title: Lesson 6:  Follow the rule

Objective:  the student will be able to complete a function table following addition or subtraction rule. 

Essential question: how can you follow a rule to complete an addition or subtraction function table?

 I do: teacher will review how to complete a function table following addition or subtraction rules. Remind to the students that addition increases answers while subtraction decreases. (model and draw, p. 261)
We do: we will follow a rule to complete an addition or subtraction function table. (share and show, p. 261)

You do: students will complete an addition or subtraction function table following given rule. (on your own, p. 262) TO BE GRADED as quiz 

• Getting ready for 2nd grade (3.39 MB)

Title: Lesson 5: subtraction function tables 

Objective:  the student will be able to complete a subtraction function table.

Essential question: how can you follow a rule to complete a subtraction function table? 

 I do: teacher will explain and model how to complete a function table following a subtraction rule. Show students how they can apply place value strategies as use of ten block representations to find the answers.  Review with students, vocabulary words related to subtraction: minuend (bigger number), subtrahend (smaller number), and difference (answer of subtraction). (model and draw, p. 259)

We do: we will follow a subtraction rule to complete a function table. (share and show, p. 259)

You do: students will complete a function table following a subtraction rule and using place value strategies. (on your own, p. 260)

• Getting ready for 2nd grade (3.39 MB)

Title: Lesson 4: addition function tables

Objective:  the student will be able to complete an addition function table. 

Essential question: how can you follow a rule to complete an addition function table? 

I do: teacher will explain and model how to complete a function table following specific rules. Explain to students a function table include three components: original number (in), rule and new number (out). New number is created by combination of original number and rule. In this case, the major rule to follow is addition; therefore, new number is greater than original. Emphasis to the students, vocabulary words related to addition: addends (numbers we add), sum (answer of addition). (model and draw, p. 257)
We do: together, we will follow a rule to complete an addition function table. (share and show, p. 257)

You do: students will complete an addition function table following specific rule. (on your own, p. 258) TO BE GRADED as classwork.  

Homework: GRP4 on PDF page 52

• GRP4 (60 KB)

Title: checkpoint

Objective:  student will be able to ID value of digits on hundred numbers and compare based on value.

Essential question: how can you use place value to compare and ID value of digits?

 I do: review with students how to ID value of digits and compare numbers. 
We do: we will begin completion of checkpoint, working on questions 1 to 4. 

You do: students will complete checkpoint that includes concepts from lesson 1 to 3 from getting ready to 2^nd grade. TO BE GRADED 

Title: compare numbers extra practice 

Objective:  the student will be able to apply place value strategies to compare three-digit numbers.

Essential question: How can you use place value to compare numbers?

 I do: review with students how to compare two or three-digit numbers using comparison symbols.
We do: we will compare two-digit numbers using comparison symbols (PDF compare numbers we do May 20)

You do: students will complete a Mastery Connect assessment in which they have to solve 20 comparison problems of two-digit numbers. TO BE GRADED

• CPalms Comparing Numbers (124 KB)
• compare numbers we do May 20 (217 KB)

Title: use place value to compare numbers

Objective:  the student will be able to apply place value strategies to compare three-digit numbers.

Essential question: How can you use place value to compare numbers? 

 I do: teacher will review with students strategies to compare numbers based on place value. Comparison can be made based on drawing of ten clocks or alignments of digits using a H chart. Comparison begins from the greatest place, in this case, hundreds to the least place, ones. Once ID of greater or least number is done, show to the students comparison symbols: > greater than, < less than and = equal to. (model and draw, p. 253)

We do: we will write numbers and compare them based on value of digits. (share and show, p. 253)

You do: students will compare hundred numbers using the correct comparison symbol (on your own, p. 254)

• Screenshot (288) (90 KB)

Title: identify place value extra practice 

Objective:  the student will be able to understand the value of a given digit applying place value strategies.

Essential question: how can you understand value of a digit?

I do: review with students how to ID the value of digits from a hundred number. Reinforce identification of base ten blocks and use of H chart to organize order of digits. Use three different hundred numbers for modeling. 
We do: we will identify the value of each digit from a hundred number and use ten blocks drawing to represent them. (WS lesson 2 we do)

You do: students will ID the value of ten blocks to write down the hundred number represented by the model (WS lesson 2 I do) TO BE GRADED as classwork.

• Lesson 2 we do May 18 (3) (66 KB)
• Lesson 2 I do May 18 (93 KB)

Title: identify place value 

Objective:  the student will be able to understand the value of a given digit applying place value strategies.

Essential question: how can you understand value of a digit?

 I do: teacher will explain and model how to identify the value of the digits of a three digit number. Remember to students on 1^st grade, they worked with tens numbers. Beginning from right to left, we can ID the ones and tens place. The one having the least value, but every time you have a digit to the left, the value increases. Show or draw to the students the tens blocks representing ones ( small cubes), tens (longs) and hundreds (big square or flats). In addition to ten blocks, use the H chart strategy to place digit of a number in the correct unit of value. ( H – T – O ) model and draw, p. 251
We do: we will represent a hundred number with ten blocks and a H chart to identify value of each digit. (Share and show, p. 251)

You do: using H chart and drawings of ten blocks, students will ID value of digits. (on your own, p. 252)

Title: Getting ready for 2^nd grade lesson 1: ways to expand numbers 

Objective: the student will be able to write a two-digit number in different ways.

Essential question: explain how can you write numbers in different ways?

Strategies: place value, base-ten 

I do: teacher will review how to write two-digit numbers in different ways using base-ten blocks, place value and expanded form. 

We do: we will apply place value strategies as ten blocks, expanded form and value of digits to write two-digit numbers in different ways (share and show, p. 249)

You do: students will write two digit numbers in different ways (on your own, p. 250)

Title: chapter test two and three-dimensional shapes 

Objective: the student will be able to identify two-dimensional shapes on three-dimensional shapes.

Essential question: What two-dimensional shapes do you see on the fl at surfaces of three-dimensional shapes?

Students will complete chapter test using strategies learned through the lessons. Identify two and three- dimensional shapes, flat and curved surfaces. TO BE GRADED as quiz 

Title: chapter review 

Objective: the student will be able to identify two-dimensional shapes on three-dimensional shapes.

Essential question: What two-dimensional shapes do you see on the fl at surfaces of three-dimensional shapes?

I do: teacher will review with students type of three-dimensional shapes and how to create composite shapes. 

We do: we will work on questions 1 to 10. Page 477-478

You do: students will complete from question 11 to 15.  Page 478

Title: two-dimensional shapes on three-dimensional shapes

Objective: the student will be able to identify two-dimensional shapes on three-dimensional shapes.

Essential question: What two-dimensional shapes do you see on the fl at surfaces of three-dimensional shapes?

I do: teacher will explain and model how to identify and distinguish the shapes of the flat surfaces of three-dimensional shapes. Flat surfaces are like the faces of your shape; it could be a square, rectangle, circle or triangle. Do examples with a cube: how many flat surfaces?, what shape?, rectangular prism, how many flat surfaces, what shapes? (model and draw, p. 474)

We do: we will identify flat surfaces on three-dimensional shapes. (Share and show, p. 474)

You do: identify flat surfaces on three dimensional shapes. (on your own, p. 475-476)

Title: make new three-dimensional shapes and mid-chapter checkpoint

Objective: Use composite three-dimensional shapes to build new shapes

Essential question: How can you use a combined shape to build new shapes?

I do: following lesson of combined three dimensional shapes, teacher will explain and model how we can make new shapes using composite shapes. The rule is we cannot change the size and location of the original composite shape. You can change orientation. It is like following a pattern. (model and draw, p. 466)

We do: having a composite shape, we will combine two or more to get a new one. (share and show, p.466)

You do:  students will ID the new composite three dimensional shape after combining. (On your own, p. 467)

Students will complete the mid-chapter checkpoint page 468. Read questions and possible answers. TO BE GRADED as quiz. 

Title: combine three dimensional shapes 

Objective: Compose a new shape by combining three-dimensional shapes.

Essential question: How can you combine three-dimensional shapes to make new shapes?

 I do: explain and model to the students how three dimensional shapes can be combined to make new ones. For example, you can stack cubes with rectangular prism, combined a cube with a cylinder. Main idea is to ID the shapes included into the combined shape. (model and draw, p. 462)

We do: we will ID the new shapes after combining two three-dimensional shapes. (share and model, p. 462) As students ID the new shapes, ask questions like does the new shape stack or roll? Point to the flat surfaces and curved surfaces. 

You do: students will combined three-dimensional shapes and ID the new shape. (On your own, p. 463-464)

: math EOY assessment part 2 

Objective: the student will be able to apply mathematical strategies learned through the year to solve problems related to number sense, measurement and data, geometry and algebraic thinking.

Essential question: explain how strategies can be apply to solve math problems?

 Completion of math EOY. Again read carefully each question and possible answer to the students. Make sure students work each problem to find correct answer. 

Homework: Istation 30min

Title: math EOY assessment part 1

Objective: the student will be able to apply mathematical strategies learned through the year to solve problems related to number sense, measurement and data, geometry and algebraic thinking.

Essential question: explain how strategies can be apply to solve math problems?

Students will begin the first part of math EOY. Teacher will provide directions to the students. Make sure students STOP on question 20 the first day. Read each question and possible answer carefully; provide enough time to the students to work each problem.

Homework: istation 30min

Title: three dimensional shapes

Objective:  Identify and describe three-dimensional shapes according to defining attributes.

Essential question: How can you identify and describe three-dimensional shapes?

I do: teacher will introduce the basic three dimensional shapes that be can find around as cones, spheres, cylinder, rectangular prism and cube. Explain to students these are called three dimensional because you can see more than one face of the shape. You can classify the shapes as flat surface, straight lines all around or curved surface, round edges. Other style to ID flat surface is by seeing the front, back, sides, top and bottom of the shape. Model example with a cube and count the flat surfaces. Explain to students that flat surfaces can be stack on top of each other while curved surfaces roll. 

We do: students will classify three dimensional shapes as flat surface, curved surface or both. (share and show, p. 458)

You do: students will ID number of flat surfaces on three dimensional shapes and write their names. (On your own, p. 459-460) TO BE GRADED as classwork. 

Title: fourths

Objective: the student will be able to partition shapes into four equal parts.

Essential question:  how can you separated a shape into four equal parts?

I do: teacher will explain and model how to divide or partition a shape into four equal parts. Those fourths parts can be put together again to make a whole. Each part of the whole becomes one fourth or 1 / 4 . Other word for the term fourth is quarter like the money having 25 cents. Show students how two fourths of a whole make a halve. (model and draw, p. 522)

We do: we will identify fourths or quarters from a shape (share and show, p. 522)

You do: students will identify shapes that have fourths (on your own, p. 523) TO BE GRADED 

Title: halves

Objective: the students will be able to partition two-dimensional shapes (circles-rectangles) into two equal parts.

Essential question: how can you separated a shape into two equal parts? 

I do: teacher will begin with explanation of the vocabulary word halve: meaning two. Then remind students that a shape its seen as a whole (one piece), but it can be divided into two or more parts always keeping same size and shape. The cuts of the shape can be horizontal (side to side), vertical (up and down) or diagonal.  When you separated a shape into two parts, you can put it together again and make a whole (model and draw, p. 517-518)

We do: we will draw lines to separated a shape into two parts or halves (share and show, p. 518)

You do: students will identify shapes divided into halves (on your own, p. 519-520)

Title: equal or unequal parts

Objective: the student will be able to identify equal or unequal parts on two-dimensional shapes

Essential question: how can you identify equal and unequal parts?

I do: teacher will explain the concept of equal and unequal parts as an introduction to fractions. Equal means divide or cut something into parts that look the same. Same size and shape. Unequal means different (model and draw 514)
We do: we will identify shapes that were divided into equal and unequal parts (share and show, p. 514)

You do: students will see two-dimensional shapes and determine if they see equal or unequal parts (on your own, p. 515-516 TO BE GRADED) as classwork. 

Title: take apart two-dimensional shapes

Objective: the student will be able to decompose two-dimensional shapes into parts.

Essential question: how can you take apart two-dimensional shapes? 

I do: teacher will model how to decompose two-dimensional shapes recognizing the attributes of its parts. From the listen and draw example, show how a trapezoid can be made using a square and two triangles. From a 4 sides shapes, you can have two with three sides and one with four. (p. 509-510)

We do: we will decompose two-dimensional shapes and identify the new parts and attributes (share and show, p. 510)

You do: students will draw lines to decompose shapes according to the parts provided to them (on your own, p. 511-512)

Title: combine more shapes 

Objective: the student will be able to use objects to compose new two-dimensional shapes.

Essential question: how can you put two-dimensional shapes to make a new two-dimensional shape?

I do: teacher will continue explanation and modeling of combination of two-dimensional shapes to make new two-dimensional shapes. This time show students combination of two different types of shapes. For example, two rectangles can make a plus sign (model and draw, p. 498)
We do: students will identify shapes that can be combined to make a new two-dimensional shape (share and show, p. 498)

You do: given a new two-dimensional shape, students will identify the type of shapes used (on your own, p. 499-500)

Title: combine two-dimensional shapes

Objective: the student will be able to use objects to compose new two-dimensional shapes.

Essential question: how can you put two-dimensional shapes to make a new two-dimensional shape? 

I do: teacher will explain and model that two-dimensional shapes can be combined to make new two-dimensional shapes. For example, draw two triangles to make a rhombus. Then, draw three triangles going up, down, up. What is the new shape? Trapezoid (model and draw, p.494)

Make relationship of combination of two-dimensional shapes with signs students can see on the street. Stop sign: hexagon= two trapezoids     crossing sign: pentagon= triangle and rectangle    yield sign: two triangles

We do: we will combine two or more two-dimensional shapes of the same type to make a new one and identify the number of shapes used (share and show, p. 494)

You do: students will identify the number of shapes used to make new two-dimensional shapes (on your own, p.495-496)

Title: describe two-dimensional shapes

Objective: the student will be able to describe attributes of two-dimensional shapes.

Essential question: what attributes can you use to describe two-dimensional shapes?

I do: teacher will explain and model how to sort shapes according to curved or straight lines. Curved shapes are round while straight sides are not rounded. One more time, emphasis how to recognize the sides on a shape and the location of vertices. Provide a list of the most common shapes: circle, triangle, rectangle, square and trapezoid. **circle: no sides, no vertices** (model and draw, p. 490)
We do: we will describe the attributes of specific two-dimensional shapes ID number of sides and vertices (share and show, p. 490)

You do: students will draw shapes by connecting points, then describe according to number of sides and vertices (on your own, p. 491) TO BE GRADED classwork

• Screenshot (77) (95 KB)

Title: sort two-dimensional shapes

Objective: the student will be able to sort shapes according to defining or non- defining attributes. 

Essential question: how can you use attributes to sort two-dimensional shapes? 

I do: teacher will explain and model how to sort shapes according to attributes. Begin explaining difference between defining and non-defining. Defining refers to number of sides and close-open shape. Non defining attributes include color, size, and orientation. Draw examples on the board to the sorting. In explanation, model to the students how to ID sides on the shapes and location of vertices (point where two lines or sides meet) (model and draw, p. 486)

We do: we will sort shapes according to the rule provided (share and show, p. 486)

You do: following a specific rule, students will sort shapes (on your own, p.487-488)

Title: Istation

Objective: the student will be able to practice math skills on Istation. 

I do: teacher will provide instructions to the students to complete Istation activities. 
 

• 2D&3D Shapes Sort (95 KB)

Title: SAT review 

Objective:  The student will be able to distinguish between two and three dimensional shapes. 

I do: teacher will review attributes of two and three dimensional shapes. 

We do: together, we will sort shapes according to attributes: number of sides, flat or curved surface. (performance matters, problems 1 to 8)

Title: SAT review 

Objective: The student will be able to organize, represent and interpret data up to three categories using tally charts, pictographs or bar graphs.

I do: teacher will review how to organize, represent and interpret data using a tally chart, pictograph or bar graph. 

We do: we will organize, represent and interpret data using some types of charts. (Performance matters, work problems 1 to 6)

Title: bar graphs Lesson 10.4

Objective: the student will be able to make a bar graph and interpret the information. 

Essential question: how does a bar graph help you to compare information? 

I do: teacher will explain and model how to make a bar graph and compare the information presented. (model and draw, p. 426)

We do: we will complete the survey: hand we use to write; then, we will make a bar graph using the responses and answer a few questions. (share and show, p. 426)

Title: Picture graphs Lesson 10.2

Objective: the student will be able to make a picture graph and interpret the data. 

Essential question: how does a picture graph helps to interpret data?

I do: Teacher will explain and model how to make and use a picture graph to interpret data. Main point on a picture graph a key is use to stand for a value. A key is a symbol that replaces tally marks and numbers. For example, using the survey from Monday tell students that the symbol to use in the picture graph will be a cone. Each cone draw on the graph stands for 1 student. (model and draw, p. 418, example of sheep)

We do: we will create a picture graph using data from ice cream flavor survey. As mentioned before, the key of graph will be a cone that stands for 1 student. Make sure to include title to the graph. Then, we will create and answer three questions:

How many students chose favorite ice cream flavor?

What is the meaning of the key?

How many students chose chocolate and vanilla?

Title: money test

Objective: the student will be able to identify the value of a group of coins including pennies, nickels, dimes and quarters.

Essential question: explain, what strategies can you use to count a group of coins?

We do: make sure all 8 questions are visible to the students with corresponding bubble space.

You do: using strategies for skip counting, students will complete on Mastery Connect money assessment.

Homework: istation math

• Money homework SE (2.09 MB)
• p   (32 KB)
• money book SE (5.63 MB)

Title: One dollar (Lesson 9.9d) 

Objective: the student will be able to show the value of one dollar using coins.

Essential question: explain, how can you show the value of one dollar using coins?  

https://www-k6.thinkcentral.com/content/hsp/math/gomath/na/gr2/online_interactive_teacher_book_9780544349070_/G2_Chp7_L5/launch.html?edition=student

Amounts in different ways:

https://www-k6.thinkcentral.com/content/hsp/math/gomath/na/gr2/online_interactive_teacher_book_9780544349070_/G2_Chp7_L4/launch.html?edition=student
We do:  we will draw quarters and dimes to represent the value of one dollar. (share and show, FL30)

You do: from a group of coins, students will circle the amount that makes one dollar, and complete a set to make one dollar. (On your own, FL31-32)

Homework: standard practice book, p. FL 15-16

• Money homework SE (2.09 MB)
• p   (32 KB)
• money book SE (5.63 MB)

Title: Review ID of coins

Objective: the student will be able to identify the value of coins and describe their characteristics.

Essential question: explain, how can you differentiate the value of coins?

We do: we will count coins and write the total amount; then, show amounts on two different ways. (Wednesday WS) Complete question 1 and 2 with students and one of the boxes. Online students will have the worksheet available on Mastery Connect. ID  986583

You do: students will complete WS counting coins and writing total amount. (To be graded)

Homework: standard practice book, p. FL 11-12

• Money homework SE (2.09 MB)
• Review ID of coins Wednesday  (129 KB)
• p    (30 KB)

Title: quarters

Objective: the student will be able to identify and count quarters.

Essential question: explain, how you can identify quarters and count a group of them.

We do: we will identify coins to count them and write their values. (Share and show, p. FL26)

You do: students will count coins and write total amount. (On your own, p. FL27-28)

Homework: standard practice book, p. FL 13-14

• Money homework SE (2.09 MB)
• money book SE (5.63 MB)
• p    (30 KB)

Title: Identify value of coins (Lesson 9.9A)

Objective: the student will be able to identify the value of coins and describe their characteristics.

Essential question: explain, how can you differentiate the value of coins?

 
We do: students will identify value of coin and count to tell how many. (share and show, p. FL18)

You do: students will write the total amount of coins by identifying their values. (on your own, p.FL19)

Homework: standard practice book, p. FL9-10

• Money homework SE (2.09 MB)
• money book SE (5.63 MB)
• p    (30 KB)

Title: Practice time to the hour and half hour

Objective: the student will be able to tell and write time to the hour and half hour using an analog and digital clock.

Essential question: explain, how can you recognize time to the hour and half hour?

We do: we will practice time to the hour and half hour using handmade clocks. Teacher will walk around the classroom to check students’ responses. (share and show, p.402)

You do: students will write time to the hour and half hour on an analog clock. (on your own, p. 403)

Homework: standard practice book page 189-190

• Chapter 9 SE homework (2.37 MB)
• Chapter 9 SE (10.51 MB)
• p    (37 KB)

Title: time to the hour and half hour

Objective: the student will be able to tell and write time to the hour and half hour using an analog and digital clock.

Essential question: explain, how can you recognize time to the hour and half hour?

We do: we will identify time to the hour and half hour on an analog clock and then write the time on a digital clock. (share and show, p. 398)

You do: students will complete on Mastery Connect a quiz about time to the hour and half hour. Test ID will be provided during class. 

Homework: standard practice book page 187-188

• Chapter 9 SE homework (2.37 MB)
• Chapter 9 SE (10.51 MB)
• p    (38 KB)

Title: time to the half hour

Objective: the student will be able to tell and write time to the half hour using an analog and digital clock.

Essential question: explain, how can you tell time to the half hour in an analog clock?

We do: we will identify time on an analog clock and write time choosing from the following options:

 is hour hand directly on a number?

Is the hour hand between two numbers?

(share and show, p. 394)

You do: from an analog clock, students will write and tell time to the half hour. They can use the clocks made in class to find answers. (on your own, p. 395)

Homework: standard practice book page 185-186

• Chapter 9 SE homework (2.37 MB)
• Chapter 9 SE (10.51 MB)
• p    (25 KB)

Title: time to the hour

Objective: The student will be able to tell and write time in hours using analog and digital clocks.

Essential question: explain, how can you tell time to the hour in an analog clock?

We do: using the clocks made the day before; we will practice time to the hour. Teacher will say aloud different times and students will show on their clocks. In like manner, we will complete problems from the book identifying time to the hour. (share and show p. 390)

You do: students will identify time to the hour in an analog clock and write the time. (On your own, p. 391)

Homework: standard practice book page 183-184

• Chapter 9 SE homework (2.37 MB)
• Chapter 9 SE (10.51 MB)
• p    (139 KB)

Title:  Intro to time

Objective:  the student will be able to recognize and differentiate a digital and analog clock.

Essential question: explain, how you can differentiate between a digital and analog clock.

Materials you need:

Paper plates and paper pins

We do: we will build an analog clock using paper plates. Students will write the numbers around the border from 1 to 12, leaving equal spaces in between. Once completed, we will practice how to tell time to the hour.

You do: students will continue practice of telling time to the hour using handmade analog clock. Teacher will write on the board different time to the hour for students to do on clock.

Homework:

Complete the worksheet time to the hour

• time to the hour homework March 8 (151 KB)
• p    (257 KB)

Title: DI Day (Mid-chapter checkpoint)

Objective: the student will be able to compare, order and measure objects using nonstandard units.

Essential question: explain, how you can compare, order and measure objects.

Strategies: nonstandard units​​​​​​​

We do: we will draw three lines of different length and order from shortest to longest. (p. 388)

You do: students will measure objects with nonstandard units big clips, small clips (nonstandard measure WS) Please submit to Educational Network.

Homework: standard practice book p. 180

• Chapter 9 SE homework (2.37 MB)
• Chapter 9 SE (10.51 MB)
• nonstandard units WS Wednesday (119 KB)
• p    (49 KB)

Title: Use of a ruler (Measure inches from wholes)

Objective: the student will be able to measure the lengths of objects to the nearest inch using an inch ruler beginning from a whole number.

Essential question: explain, what is the main use of a ruler?

Strategies: inch ruler

We do: we will measure the length of object beginning from a whole number different from 0. (measure from any whole, we do Friday WS)

You do: students will identify the measure in inches of given objects beginning from any whole number. (measure from any whole WS Friday)

Homework: istation math for 30 minutes. 

• measure inches from any whole WS Friday (1.59 MB)
• p    (28 KB)
• measure from any whole we do Friday (133 KB)

Title: Intro to use of a ruler (Lesson 9.5c)

Objective: the student will be able to measure the lengths of objects to the nearest inch using an inch ruler beginning from zero.

Essential question: explain, what is the main use of a ruler?

Strategies: inch ruler

We do: using an inch ruler, we will measure the length of objects beginning on the number 0. (measure inches WS).

You do: students will complete the measure of objects using an inch ruler. Worksheet will be share through Mastery Connect for online students. 

Homework: complete the measure to inch Thursday worksheet homework.

• measure to nearest inch WS Thursday (201 KB)
• measure to inch WS Thursday homework (137 KB)
• p    (28 KB)

Title: Use nonstandard units to measure length (Lesson 9.3)

Objective: The student will be able to measure length using nonstandard units.

Essential question: explain, how can you measure length of objects using nonstandard units.

Strategies: nonstandard units

We do: using color tiles as nonstandard unit, we will measure the length of diverse objects. (share and show, p. 378)

You do: student will measure objects using nonstandard units as color tiles. (on your own, p. 379)

Homework: standard practice book p. 177-178

• Chapter 9 SE homework (2.37 MB)
• Chapter 9 SE (10.51 MB)
• p    (49 KB)

Title: Indirect measurement (Lesson 9.2)

Objective: The student will be able to compare lengths of three objects to put them in order.

Essential question: explain, how you can compare and order three objects.

Strategies: measurement comparison

 
We do: we will draw three lines of different lengths using the clues provided to compare and order. (share and show, p. 374).

You do: students will compare and order lengths of three objects following clues and relationships among objects. (on your own, p. 375)

Homework: standard practice book p. 175-176

• Chapter 9 SE homework (2.37 MB)
• Chapter 9 SE (10.51 MB)
• p    (84 KB)

Title: Order length (Lesson 9.1)

Objective: The student will be able to order objects by length.

Essential question: explain, how you can order objects by length.

I do: teacher will introduce vocabulary words shortest and longest with explicit examples. Then using objects of different sizes, teacher will model comparison between three objects to identify the shortest and longest. Use a pencil, crayon and clip. Then draw three rectangles of different length and order them from longest to shortest or shortest to longest.
We do: we will identify shortest and longest object from a selection of three; then, we will order them from longest to shortest or shortest to longest.

Submit to Educational Network

You do: students will draw three objects in order from shortest to longest. (on your own, p. 371) classwork.

HOMEWORK: standard practice book page 173-174

• p    (48 KB)

Title: Ch 8 test: addition and subtraction strategies

Objective: the student will be able to add and subtract two two-digit numbers using concrete models and place value strategies.

Essential question: explain, how you can add and subtract two two-digit numbers.

Strategies: concrete models, place value.

I do: teacher will provide instructions to students for completion of ch 8 test using Mastery Connect.
We do: Before assessment, teacher will answer any question from students related to the topic of addition and subtraction.

Mastery Connect test ID will be provided during class

You do: students will complete assessment on Mastery Connect using best strategies to find the sum or difference between two numbers.

HOMEWORK: I-station math

• Mastery Connect (1) (41 KB)

Title: DI Day (Review ch 8 addition and subtraction two-digit numbers)

Objective: the student will be able to add and subtract two-digit numbers using concrete models and place value strategies.

Essential question: explain, how you can add and subtract two-digit numbers.

Strategies: concrete models, place value.

I do: using the ch 8 review test, teacher will review strategies to add and subtract two two-digit numbers. Emphasis on the use of ten blocks to represent numbers, hundred chart and CUBES strategy for word problems. (p. 353-354)

We do: we will find the sum and difference of two two-digit numbers and solve word problems using CUBES strategy. (p. 353-354)

You do: students will find the sum of two two-digit numbers (p. 355 problems 11 to 15).

HOMEWORK: standard practice book page 169-170

• p  (62 KB)

Title: Practice addition and subtraction (Lesson 8.9)

Objective: the student will be able to add and subtract two-digit numbers using concrete models and place value strategies.

Essential question: explain, how you can find the sum or difference of two numbers. ​​​​​​​

Strategies: base-ten models

I do: teacher will review strategies of how to add two numbers as making a ten, ID of number of tens or drawing number of tens and ones. (model and draw, p. 350)
We do:  we will find the sum or difference of two numbers using best strategy making a ten, ID number of tens or drawing tens and ones. (share and show, even problems, p. 350)

You do: student will use desire strategy to add and subtract two numbers. (on your own, odd problems, p.351)

HOMEWORK: standard practice book page 167-168

• p   (41 KB)

Title: Addition word problems (Lesson 8.8)

Objective: the student will be able to solve addition word problems with two-digit numbers using place value strategies.

Essential question: explain, how you can solve addition word problems within 100.

Strategies: concrete models.

I do: Teacher will explain and model how to solve addition word problems using CUBES strategies and place value. Identify numbers and clue words indicating addition as altogether, in all, how many, sum. (unlock the problem, p. 345-346)
We do: using CUBES and place value strategies, we will solve addition word problems. (share and show, p. 347)

You do: students will solve addition word problems within 100 using CUBES and place value strategies. (on your own, p. 348).

HOMEWORK: standard practice book page 165-166

• p    (53 KB)

• p    (57 KB)

• pd (32 KB)

Objective: Students will be able to model and compare two-digit numbers using comparison symbols

Essential question: Explain how you can compare numbers

Strategies: place value, comparison symbols.

I do: Model strategies of how to compare two two-digit numbers to find the answer to word problems.(teacher led ppt)

We do: Using number cards, use strategies of how to compare two two-digit numbers to find the answer to word problems. (teacher led ppt Students will work in journal)

You do: Use comparison rules to find the answer of word problems. (standard practice book p.P143-P144).

Google Form Quiz: Lesson 7.1-7.3 Comparison of Numbers

Objective: Students will be able to model and compare two-digit numbers using comparison symbols.

Essential question: Explain how you can compare numbers. 

Strategies: place value, comparison symbols.  

I do: Explain and model how to use the comparison symbols greater than, less than and equal to by using place value strategies to represent the given numbers. (teacher led ppt)

We do: Represent numbers using place value strategy; then determine if the first number is greater than, less than or equal to the second one. (teacher led ppt Students will work on their journals)

You do: Compare two numbers to identify if the first number is greater than, less than or equal to the second number. (Standards Practice book p. P141-P142)

HW: Thinkcentral PMT: Lesson 7.3

Objective: I can add and subtract within 20 and solve word problems.

Essential question: What strategies can you use to add and subtract?

TLC:  Teacher will review addition and subtraction problems/Review Ch. 6 test

Students will work on addition and subtraction problems.

   Based on group, using technology programs or worksheets.

     Low: addition and subtraction with manipulatives.

     On-level: addition and subtraction problems

     Above: Addition and subtraction word problems

Once complete, students will complete skip counting mazes or skip counting problems

Technology:  Istation

Objective: Students will be able to model and compare numbers to determine which one is less.

Essential question: Explain how you can compare numbers and identify the least value.

Strategies: base ten blocks, hundred chart, place value.

I do: Model how to compare two numbers to identify which is less by modeling their values; then, compare the amount of tens and ones of each drawing.  (teacher led ppt)

We do: Represent the value of two numbers to identify which is less and the place value indicating the difference. (Teacher led ppt. Work in journal).

You do: Compare two numbers to identify the one with less value. (Standards Practice book p. P139-140)

Objective: Students will be able to model and compare numbers to determine which one is greater.

Essential question: Explain how you can compare numbers and identify the greater value.

Strategies: base ten blocks, hundred chart, place value.

I do: Model how to compare two numbers to identify the greater value by modeling their values; then, compare the amount of tens and ones of each drawing.  (use teacher led ppt)

We do: Represent the value of two numbers to identify the greater number and place value indicating the difference. (teacher led ppt, students word in journal).

You do: Compare two numbers and determine which is greater. (Standards Practice book p. P137-P138).

Objective: I can group objects to show numbers to 100 as tens and ones.

Essential question: How can you show numbers to 100 as tens and ones?

Strategies: place value chart, base ten blocks

I do: Model how to show tens and ones to write a number using teacher led ppt. Students will answer any questions in their journal.

We Do: Using place value chart and base ten blocks to show the tens and ones, write the numbers. (Use reteach/enrich 6.7) 

You do:  Determine the number when given a model (Standards Practice book p. P123-P124)

Objective: I can use objects, pictures, and numbers to model, read, and write numbers to 120.

Essential question: How do you use place value to model, read, and write numbers to 120?

I do: Read test questions to the students.

We do:

You do: Using mastery connect, answer the questions with the best choice.

Objective: I can use objects, pictures, and numbers to model, read, and write numbers to 120.

Essential question: How do you use place value to model, read, and write numbers to 120?

Strategies: Place Value chart, base ten blocks

I do: Using teacher led ppt, review how to use place value to model, read, and write numbers to 120. Student will use their journal to answer any questions.

We do: Review how to use place value to model, read, and write numbers to 120.

Objective: I can add and subtract within 20 and solve word problems.

Essential question: What strategies can you use to add and subtract?

TLC:  Teacher will review addition and subtraction problems.

Students will work on addition and subtraction problems.

   Based on group, using technology programs or worksheets.

     Low: addition and subtraction with manipulatives.

     On-level: addition and subtraction problems

     Above: Addition and subtraction word problems

Once complete, students will complete skip counting mazes or skip counting problems

Technology:  Istation

Objective: I can show numbers as tens and ones.

Essential question: How can you show numbers as tens and ones?

Strategies: Place Value chart

I do: Explain and model that a ten number is represent by two-digits.

     Ex.: Use riddle: I am thinking of a number that is the same as 1 ten and 9 ones = 19.

          I am thinking of a number that is the same as 3 tens and 2 ones = 32.

          I am thinking of a number that is the same as 2 tens and 0 ones = 20.

We do: In journal, students will write the tens and ones of a given number.

Objective: I can use objects, pictures, and numbers to represent tens and ones.

Essential question: How can you show numbers as tens and ones?

Strategies: place value chart, base ten blocks

I do: Model how to determine how many tens and ones are in a number using tens and ones chart. Show number in expanded and standard form (Toothy Place Value task cards p. 15, 17, 19)

We Do: Using a tens and ones chart, determine how many tens and ones. Show in expanded and standard forms. (Toothy Place Value task cards)

You do:  Determine how many tens and ones (Standards Practice book p. P119-P120)

HW: istation

• Place Value-task cards (27 KB)
• Tens_and_Ones_Chart (19 KB)

• lesson 6,3 (783 KB)
• Tens_and_Ones_Chart (19 KB)
• Ten_Frame (17 KB)

• Place Value-task cards (27 KB)
• Expanded Form-task cards (20 KB)

Objective: I can use models and write to represent equivalent forms of ten and ones.

Essential question: How can you use different ways to write a number as ten and ones?

TLC:  Teacher will review skip counting and place value, addition and subtraction problems

Independent: Students will work on addition and subtraction problems. Once complete, students will complete skip counting mazes

Technology:  Istation​​​​​​​ 

• Skip Counting Maze (812 KB)

Objective: I can use models and write to represent equivalent forms of ten and ones.

Essential question: How can you use different ways to write a number as ten and ones?

Strategies: ten frames, place value (ten and ones t-chart)

 I do: Model how to write a number as ten and ones. Mention that 1 ten can be shown by filling a ten frame with 10 connecting cubes. Any extra cubes outside the ten frame are ones. Show the amount of ten and ones, expanded form and standard form. (ex. Show 12 in double ten frames. 1­ ten 2 ones, 10 + 2, 12) 

 We do: Using a model, write a number as ten and ones, expanded and standard form. (Use reteach and enrich 6.3)

You do: Write a number as ten and ones, expanded form, and standard form. (Standards practice book p. P117-P118)

• Tens_and_Ones_Chart (19 KB)
• Ten_Frame (17 KB)

• Hundred_Chart (19 KB)

Objective: I can add and subtract within 20.

Essential question: How can addition and subtraction strategies help you find sums and differences?  

Strategies: CUBES, models

 I do: Math Jeopardy

We do: Math Jeopardy

Objective: I can determine if an equation is true or false 

Essential question: How can you decide if a number sentence is true or false?

Strategies: models

I do: Model how to determine if equations are the same  (Listen and Draw p. 303)

We do: Using a model, determine if an equation is true of false (Share and Show p. 304 #1-4)

You do: Determine if an equation is true or false. (On Your Own p. 305 #5-11)

Objective:  I can add and subtract facts within 20.

Essential question: How can addition and subtraction strategies help you find sums and differences?​​​​​​​

Strategies:  models

I do:  Model how to choose a strategy to add or subtract. (Listen and Draw p. 309)

We do:  Choose a strategy to add or subtract. (Share and Show p. 310 # 1-9)

You do:  Add and subtract facts within 20 (On Your Own p. 311 #19-30)

Objective: I can determine how to make an equation equal and find the missing number.

Essential question: How do you determine the missing number and make an equation equal?

Strategies: models

 I do: Model how can find missing addend and make an equation equal. (task cards)

 We Do: Find a missing addend and make the equations equal. (task cards)

• Objective: I can solve addition and subtraction problem situations using the strategy make a model and identify related facts 

• Essential Question: Solve addition and subtraction problems and identify related facts. 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 2 p. 3 #1-3 

  • I DO:  Model how to make a model to help solve an addition or subtraction problem and how to identify related facts. (task cards)  

  • WE DO:  Using a model, solve addition and subtraction problems and identify related facts. (task cards) 

  • YOU DO: task cards

• Objective: I can use related facts to determine unknown numbers. 

• Essential Question: How can you use related facts to find an unknown number? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 2 p. 4 #1-3 

  • I DO:  Model how to find an unknown number using connecting cubes or drawing cubes (Listen and Draw p. 279) 

  • WE DO:  Using a drawing/picture, find the unknown number of the problem (Share and Show p. 280 #1-6) 

  • YOU DO: Write the unknown number, use a drawing if needed (On Your Own p. 281 #7-12) 
    

  • MidChapter Review p. 276 

• HW: Thinkcentral PMT: Lesson 5.5  

• Objective: I can use related facts to determine unknown numbers. 

• Essential Question: How can you use related facts to find an unknown number? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 2 p. 4 #1-3 

  • I DO:  Model how to find an unknown number using connecting cubes or drawing cubes (Listen and Draw p. 279) 

  • WE DO:  Using a drawing/picture, find the unknown number of the problem (Share and Show p. 280 #1-6) 

  • YOU DO: Write the unknown number, use a drawing if needed (On Your Own p. 281 #7-12) 

• HW: Thinkcentral PMT: Lesson 5.5  

• Objective: I can choose an operation and strategy to solve an addition or subtraction word problem. 

• Essential Question: How do you choose when to add and when to subtract to solve a problem? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 2 p. 6 #1-3 

  • I DO:  Model how to choose an operation to solve a word problem based on key words and using the CUBES strategy (Listen and Draw p. 291) 

  • WE DO:  Using the CUBES strategy, choose an operation to solve a word problem (Share and Show p. 292 #1-3) 

  • YOU DO: Choose an operation to solve a word problem (On Your Own p. 293 #4-7)

• Objective: I can apply the inverse relationship of addition and subtraction. 

• Essential Question: How can you use addition to check subtraction? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 2 p. 2 #1-3 

  • I DO:  Model why you can use addition to check subtraction. (Listen and Draw p. 197) 

  • WE DO:  Using a drawing, subtract and then add to check you work. (Share and Show p. 198 #1-4) 

  • YOU DO: Apply the inverse relationship of addition and subtraction. (On Your Own p. 199 #5-11) 

  • Related Facts Google form quiz 

• Objective: I can identify related addition and subtraction fact within 20. 

• Essential Question: How do you know if addition and subtraction facts are related? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 10 #1-3 

  • I DO:  Model how to identify related addition and subtraction facts using connecting cubes. (Listen and Draw p. 193) 

  • WE DO:  Using connecting cubes, identify related addition and subtraction facts. (Share and Show p. 194 #1-9) 

  • YOU DO: Identify addition and subtraction facts within 20. (On Your Own p. 95 #10) 

• HW: Thinkcentral PMT: Lesson 5.3 

• Objective: I can solve addition and subtraction problem situations using the strategy make a model and identify related facts 

• Essential Question: Solve addition and subtraction problems and identify related facts. 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 2 p. 1 #1-3 

  • I DO:  Model how to make a model to help solve an addition or subtraction problem and how to identify related facts. (task cards)  

  • WE DO:  Using a model, solve addition and subtraction problems and identify related facts. (task cards) 

  • YOU DO: Solve addition and subtraction problems and identify related facts. (task cards) 

• Objective: I can record related facts up to 20. 

• Essential Question: How do related facts help you find the missing numbers? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 9 #1-3 

  • I DO:  Model how one model can help you write four related facts (Listen and Draw p. 189) 

  • WE DO:  Using a model, write four related facts. (Share and Show p. 190 #1-3) 

  • YOU DO:  Record and complete the related facts.(On Your Own p. 191 #4-7) 

• HW: Thinkcentral PMT: Lesson 5.2 

• Objective: I can solve addition and subtraction problem situations using the strategy make a model. 

• Essential Question: How can making a model help you solve a problem? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 8 #1-3 

  • I DO:  Model how to make a model to help solve an addition or subtraction problem. (unlock the Problem p. 185) 

  • WE DO:  Using a model, solve addition and subtraction problems. (Share and Show p. 186-187 #1-5) 

  • YOU DO: Solve addition and subtraction problems using the strategy make a model. (On Your Own p. 188 #6-7) 

• HW: Thinkcentral PMT: Lesson 5.1 

• Activities: 

  • OPENING ROUTINE: Fluency: Counting forward and backward to 50 

  • I DO: Math review color by code addition 

  • WE DO:  Math review color by code addition 

  • YOU DO: Math review color by code addition 

• Objective: I can apply properties of operations and addition strategies to find the sum to 20 

• Essential Question: Explain how you can solve addition problems. 

• Activities: 

  • OPENING ROUTINE: Fluency: Counting forward and backward to 50 

  • I DO:   

  • WE DO:   

  • YOU DO: Chapter 4 test on Mastery Connect: 1st grade district Ch 4 math test 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 7 #1-3 

  • I DO: Model how to solve subtraction problems subtraction strategies (p. 177-179 #1-16) 

  • WE DO: We will review how to solve subtraction problems using subtraction strategies (p. 177-179 #1-16) 

  • YOU DO: Use subtraction strategies to solve subtraction problems. (p. 177-179 #1-16) 

• Optional HW: Standards book p.85-P86 

• Objective: I can apply properties of operations and subtraction strategies to find the difference. 

• Essential Question: Explain how applying subtraction strategies help to find the difference. 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 4 #1-3 

  • I DO:   

  • WE DO:  Review counting back and using addition to subtract (Standard book p. P73-P77 

  • YOU DO: MidChapter Review p. 164  

• Objective: I can use subtraction strategies to help me find the difference.  

• Essential Question: How can you use subtraction strategies to find the difference? 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 6 #1-3 

  • I DO:  Using CUBES strategy and subtraction strategies, model how to use the CUBES strategy and subtraction strategies to solve word problems (p. 173 Listen and Draw) 

  • WE DO:  We will use the CUBES strategy and subtraction strategies to solve word problems. (p. 174-175 #1-3) 

  • YOU DO: Students will use strategies to solve word problems. (p. 175 #4-5) 

• HW: Thinkcentral: PMT: Lesson 4.6 

• Objective: I can use addition as a strategy to subtract numbers within 20.  

• Essential Question: Explain how applying subtraction strategies help to find the difference. 

• Activities: 

  • OPENING ROUTINE: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 3 #1-3 

  • I DO: Model and explain how you can use addition fact to find the answer to a subtraction fact using counters. (p. 161 Listen and Draw) 

  • WE DO: Using counters and an addition fact, we will find the difference of subtraction problems.  (p. 162 #1-4) 

  • YOU DO: Students will find the answer of subtraction problems using counters and addition facts (p. 163 #5-15) 

• HW: Thinkcentral: PMT: Lesson 4.3 

• ​​​​​​​
  

• Activities: 

  • BELL RINGER: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 2 #1-3 

  • I DO: Using connecting cubes and part-part whole model, model and explain how you can use addition fact to find the answer to a subtraction fact. (p. 157 Listen and Draw) 

  • WE DO: Using connecting cubes and part-part whole model, explain how you can use addition fact to find the answer to a subtraction fact. (p. 158 #1-4) 

  • YOU DO: Solve problems by making a ten (p. 159 #5-7) 

• Activities: 

  • BELL RINGER: Lowest standard + SAT Dailies Quarter 1 Topic 1 p. 1 #1-3 

  • I DO:  Using a number line, model how to count backwards. (p. 153 Listen and Draw) 

  • WE DO:  Using a number line, model how to count backwards. (p. 154 #1-7) 

  • YOU DO: Using a number line or counters, count backwards. (p. 155 #13-22) 

• HW: Thinkcentral: PMT: Lesson 4.1 

Chapter 3 test 

• Objective: I can apply properties of operations and addition strategies to find the sum to 20 

• Essential Question: Explain how you can solve addition problems. 

• Activities: 

  ​​​​​​​BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO:   

  • WE DO:   

  • YOU DO: Chapter 3 test on Mastery Connect: 1st grade district Ch 3 math test 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO: Using addition strategies from Chapter 3, add. (p. 145-147 #1-3, 7-12) 

  • WE DO:  Using addition strategies from Chapter 3, add. (p. 145-147 #1-3, 7-12) 

  • YOU DO: Using addition strategies from Chapter 3, add. (p. 145-147 #1-3, 7-12) ​​​​​​​

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20 

  • I DO: Model how to solve addition word problems using CUBES strategy (p. 141) 

  • WE DO: Model how to solve addition word problems using CUBES strategy (p. 142-143 #1-3) 

  • YOU DO: Solve addition word problems using CUBES strategy (p. 143 #4-5) 

• HW: Thinkcentral PMT: Lesson 3.12 (Homework) 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO: Using connecting cubes or counters, model how to add three addends (p. 137 Listen and Draw)  

  • WE DO:  Model how to add three addends (p. 138 #1-4) 

  • YOU DO: Add three addends (p. 139 #5-13) 

• HW: Thinkcentral PMT: Lesson 3.11 (Homework) 

   

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO: Using connecting cubes or counters, model how to add three addends (p. 133 Listen and Draw)  

  • WE DO:  Model how to add three addends (p. 134 #1-2) 

  • YOU DO: Add three addends (p. 135 #3-5) 

• HW: Standards book p. P63-64 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO:  

  • WE DO:   

  • YOU DO: Solve and color 

• Color by Number sheet (1) (146 KB)

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20 

  • I DO: Using a ten frame, model how to make a ten to help add (p. 129 Listen and Draw) 

  • WE DO: Using a ten frame, model how to make a ten to help add (p. 130 #1-2) 

  • YOU DO: Quizziz Quiz: Chapter 3 Addition Review: 

  • Using a ten frame, make a ten to help add (p. 131 #3-5) 

• HW: Thinkcentral assignment: PMT: Lesson 3.9 (Homework) 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20 

  • I DO: Using a ten frame, model how to make a ten to help add (p. 125 Listen and Draw) 

  • WE DO: Using a ten frame, model how to make a ten to help add (p. 126 #1-3) 

  • YOU DO: Using a ten frame, make a ten to help add (p. 127 #4-5) 

  For extra practice, use Standard book p. P59-P60 

• HW: Thinkcentral assignment: PMT: Lesson 3.8 (Homework) 

​​​​​​​Monday October 26, 2020

Monday: Lesson 3.3 Add Doubles 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO:  Using connecting cubes or counters, model how to find the sum of double facts (p. 105 Listen and Draw) 

  • WE DO:  Using connecting cubes or counters, model how to find the sum of double facts (p. 106 # 1-4) 

  • YOU DO: Using connecting cubes or counters, find the sum (p. 107 #5-10) 

• HW: Standard book p. P49-P50

• Objective: Students will be able to count on 1, 2, or 3. 

• Essential Question: How do you count on 1, 2, or 3? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20 

  • I DO:  Model how to count on to add (p. 101 Listen) 

  • WE DO: Model how to count on to add (p. 102 #1-4) 

  • YOU DO: Count on to find the sum (p. 103 #7-16) 

• HW:  Standard books p. P47-P48 

• Objective: Students will be able to explain what will happen if they change the order of the addends. 

• Essential Question: What happens if you change the order of the addends when you add? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20 

  • I DO:  Model what happens when you change the order of the addends (p. 97 Listen) 

  • WE DO: Model what happens when you change the order of the addends (p. 98 #1-4) 

  • YOU DO: Add. Change the order of the addends. Add again. (p. 99 #7-16) 

• HW:  Standard books p. P45-P46 

• Objective:  

• Essential Question:  

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20  

  • I DO:  

  • WE DO:  

  • YOU DO: On Mastery Connect, GoMath Chapter 2 test  

  • Once done, iStation math 

• HW:​​​​​​​ No HW

• Objective: Students will be able to use different strategies to review subtraction. 

• Essential Question: How can we use strategies to subtract? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20  

  • I DO:  

  • WE DO: Using strategies from Ch. 2, subtract (p. 89-90) 

  • YOU DO: Using strategies from Ch. 2, subtract. (p. 90-91) 

• HW: Standard book p. P41-P42 

• Objective: Students will be able to explain why some subtraction facts are easy to subtract 

• Essential Question: Why are some subtraction facts easy to subtract? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO: Model and draw to show taking away (p. 85, Listen & Draw) 

  • WE DO:  Model taking away by crossing out (p. 86  #1-4 Share and show) 

  • YOU DO: Take away by crossing out (p. 87 #5-14) 

• Objective: Students will be able to how all the ways to take apart a number. 

• Essential Question: How can you show all the ways to take apart a number? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20 

  • I DO: Model by using connecting cubes and relate to whole part part frame, to show all the ways to take apart (p. 80) 

  • WE DO:  Model by using connecting cubes and relate to whole part part frame, to show all the ways to take apart (p. 81 #3-6) 

  • YOU DO: Use connecting cubes and relate to whole part part frame, to show all the ways to take apart (p. 82 #11-15) 

• HW: Standard book p. P37-P.38 odd (#1-7, 1-3) 

• Objective: Students will be able to tell what happens when you subtract 0 from a number 

• Essential Question: What happens when you subtract 0 from a number? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20 

  • I DO: . Model by using counters to show the problem(p. 76) 

  • WE DO: Using counters and whole part part frame, model how to subtract.  (p. 77 #1-4) 

  • YOU DO: MidChapter Review p. 76 

  Use the picture to complete the subtraction sentence (p. 78 #7-11) 

• HW: Standard book p. P35-P.36 odd (#1-7, 1-3) 

• Objective: Students will be able to use pictures to compare and subtract 

• Essential Question: How can you use pictures to compare and subtract? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20  

  • I DO: Model by drawing lines to match. Subtract to compare (p. 69/73, Listen & Draw) 

  • WE DO: Draw lines to match. Subtract to compare and use whole part part frame, model how to subtract  (p. 70/74 #1-2 Share and show) 

  • YOU DO: Draw lines to match. Subtract to compare (p. 71 #3-4, p. 75 # 5-8) 

HW: Standard book p. P31-P32 all 

• Objective: Students will be able to model taking away/apart? 

• Essential Question: How do you model taking apart? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 20  

  • I DO: Model by  using counters to model the problem and whole part part frame. (p. 61/65, Listen & Draw) 

  • WE DO:  using counters to model the problem and whole part part frame, model how to subtract (p. 62/66 #1-2/1-2 Share and show) 

  • YOU DO:  using counters to model the problem and whole part part frame(p. 63 #3-4, p. 67 # 4-5) 

• HW: Standard book p. P27-P.30 odd (#1-3) 

• Objective: Students will be able to show and model taking away from a group. 

• Essential Question: How can you show and model taking away from a group? 

• Activities: 

  • BELL RINGER: Fluency: Counting forward and backward to 30 

  • I DO: Model and draw to show taking away (p. 53/57, Listen & Draw) 

  • WE DO:  Model taking away by crossing out (p. 54/58  #1-2 Share and show) 

  • YOU DO: Take away by crossing out (p. 55/59 #3-5)