Math Calendaring
January
*Our next writing unit on informational writing
starts 2 weeks after our previous unit (opinion writing) ended. During this two
weeks we are given time to work on whatever our class needs*
**I will Start Unit
4 of math during two week of grace period between writing units. Data
unit in math ties in with informational writing unit. Using data to create
shared writing for mini lessons**
Date
|
Day
|
Lesson
Overview
|
Pages
|
1-23-17
|
Monday
|
2.4 – 2 digit addition strategy – Keep 1 number whole. Discussion
about which number changes when adding or subtracting 10.
(During writing) U4 1.1 -
Students play Guess My Rule with People, sorting people into two
groups according to a secret attribute or rule. They make representations of
the data for one rule, compare different representations, and are introduced
to the conventions of picture graphs.
|
199, 200, 201
|
1-24-17
|
Tuesday
|
Strategy discussion for addition. Talk about place value and adding
by place value. Place value mat & you tube place value video.
(During writing) U4 1.2 - Students are introduced to the conventions
of bar graphs. Then, they sort and classify Yekttis, fictional creatures
related by common attributes, and use them to play Guess My Rule.
|
203
204 |
1-25-17
|
Wednesday
|
Collect 1.00 game – Introduce game and allow students time to explore
and play it
(During Writing) U4 1.3 - Students are introduced to Venn diagrams as
they use Yekttis to play Guess My Rule with Two Rules. Discussion focuses on
figuring out the rule, and naming the four categories, given what the data
looked like at the end of one game. The class ends with a brief data
collection about students’ favorite weekend activities.
|
No pages
|
1-26-17
|
Thursday
|
Strategies for subtracting - Students add amounts up to 100. At the
end of the session, they share and discuss strategies for subtracting two
2-digit numbers.
(During writing) U4 1.4 - The class plays Guess My Rule with People,
generating data that falls into three or four categories. Students make their
own representation of the data, and then use a bar graph to represent the
same set of data. Students answer questions about the data during the class
discussion.
|
213
215 216 |
1-27-17
|
Friday
|
Spend a dollar assessment - Students solve problems about shopping in
a class store in which items are priced in multiples of 5¢. They find two
different ways they could spend a dollar. If they do not spend all $1.00,
they determine how much money they would have left.
(During Writing) U4 – 1.5 - The class discusses different ways to
categorize the data about their favorite weekend activities. They look at two
different ways to sort, thinking about what each way highlights about the
data. Then, students identify categories and make their own representation of
the data. They also show the data on a bar graph. Discussion focuses on the
categories students used, and matching bar graphs to representations.
|
Online
Assessment |
1-30-17
|
Monday
|
Students visualize and retell stories about an unknown change. They
solve unknown change story problems and record their solutions so that
someone else can understand their strategy. Discussion focuses on strategies
for solving an add to story problem with unknown change.
(During Writing) U4 1.6 The class discusses different ways to
categorize the data about their favorite weekend activities. They look at two
different ways to sort, thinking about what each way highlights about the
data. Then, students identify categories and make their own representation of
the data. They also show the data on a bar graph. Discussion focuses on the
categories students used, and matching bar graphs to representations.
|
220
221 222 |
1-31-17
|
Tuesday
|
3.2 Students discuss the relationship between 1, 10, and 100, and are
introduced to sheets of 100 stickers. In Math Workshop they solve problems
about sheets of 100 stickers, and continue to solve problems about unknown
change. Discussion focuses on what happens to the total number of stickers
when sheets of 100 are added.
(During Writing) U4 2.1 Students collect data about the number of
pockets they are wearing and represent the pocket data in two ways: with cube
towers and with self-stick notes. They compare the representations, identify
how the same information appears in each representation, and answer numerical
questions about the data. They are introduced to line plots used to represent
the same set of data.
|
223
224 225 |
February
** Presidents day
2-20-17 **
Date
|
Day
|
Lesson
Overview
|
Pages
|
2-1-17
|
Wednesday
|
3.3 - Numbers to 500 - Students are introduced to a Book of 500, and
use it to play Guess My Number. Math Workshop continues, and the session ends
with a discussion about a story problem with unknown change
(During writing) U4 2.2 Students then compare two representations of
the number of teeth lost by students in the class and describe what they can
find out from these data representations. Students then make a plan for
collecting teeth lost data from students in other classes.
|
229
230 |
2-2-17
|
Thursday
|
3.4 – Problems with an unknown start - Students visualize and retell
stories with an unknown start. They solve unknown start story problems and
record their solutions so that someone else can understand their strategy.
Discussion focuses on strategies for solving an add to story problem with an
unknown start.
(During Writing) U4 2.3 - Students make predictions about what they
will find out when they collect teeth data from students in other classes.
After a quick review of their data plans, pairs of students go to other
classrooms to collect teeth data. The session ends with a short discussion
about the experience of collecting data.
|
231
232 |
2-3-17
|
Friday
|
3.7 – Story problems with an unknown change or unknown start -
Students complete an Assessment as they solve story problems about an Unknown
Change or an Unknown Change.
(During Writing) U4 2.4 - Pairs of students create their own
representations of the teeth data that they collected. They describe what
they notice about their own data and then answer questions about the data in
other students’ representations.
|
Game
|
2-6-17
Revised: 2-13-17 |
Monday
|
Start Unit 5 – How Many Tens How Many Hundreds - Investigation
1 (Combinations of 100) - Students think about the relationship
between adding 10 and adding 9 to a number and the relationship between
subtracting 10 and subtracting 9 from a number. They learn and play a new
game, Plus 9 or Minus 9 Bingo, and then add these fact cards to their sets.
|
Delayed 1 week: Reviewed more graphing @ student needs. Starts 2/13 all subsequent lessons adjusted by a week.
|
2-7-17
|
Tuesday
|
1.2 Adding and Subtracting Tens and Ones - Students learn, play, and
discuss Capture 5, a game that provides practice adding and subtracting tens
and ones.
|
|
2-8-17
|
Wednesday
|
1.3 Students solve 2-step problems that involve adding two 2-digit
numbers and then finding the difference between that sum and 100. Math
Workshop focuses on these problems, Capture 5, and the Plus 9 and Minus 9
Facts. Discussion focuses on one set of sticker story problems, with a
particular focus on adding two 2-digit numbers with more than 10 ones between
them.
|
|
2-9-17
|
Thursday
|
1.4 Students review coin values and equivalencies and find and record
combinations of coins that equal one dollar.
|
|
2-10-17
|
Friday
|
1.5 Students discuss strategies for playing Capture 5. In Math
Workshop, they play Make a Dollar, Capture 5, and Plus 9 or Minus 9 Bingo and
solve 2-step problems about combining two amounts of money and finding the
difference between the sum and $1.00. Discussion focuses on strategies for
solving these problems.
|
|
2-13-17
|
Monday
|
Start Unit 5
Investigation 2 (Adding within 100 and counting to 1,000) - Students
generate the two-addend combinations of 10 and the related combinations of
100 and think about the relationship between them. They use knowledge of
place value and known combinations of sums of 100 (20 + 80, 25 + 75, 50 + 50,
etc.) to find pairs of 2-digit numbers that add to 100 or close to 100.
|
|
2-14-17
|
Tuesday
|
2.2 Students are introduced to a 1,000 Book made of 200 charts and
use it to play Guess My Number. Math Workshop continues, and discussion
focuses on Close to 100.
|
|
2-15-17
|
Wednesday
|
2.3 Students consider the composition of 3-digit numbers as hundreds,
tens, and ones. Math Workshop continues with a new activity: using sticker
notation and expanded form to represent a range of 3-digit numbers.
Discussion focuses on the place value of 3-digit numbers.
|
|
2-16-17
|
Thursday
|
2.4 Students learn and play Plus or Minus 10 or 100. Math Workshop
continues, and discussion focuses on strategies for playing Close to 100.
|
|
2-17-17
|
Friday
|
2.5 Students discuss what they are learning about adding and
subtracting 10 and 100 from numbers to 1,000. Math Workshop continues, and
discussion focuses on the place value of 3-digit numbers.
|
|
2-20-17
|
Monday
|
No school – President’s Day
|
|
2-21-17
|
Tuesday
|
2.6 Students complete a
brief assessment, and then Math Workshop continues. Discussion focuses on the
relationship between 1, 10, 100, and 1,000.
|
|
2-22-17
|
Wednesday
|
Start Unit 5
Investigation 3 (Fluency Within 100) – 3.1 Students solve addition
problems and record their work. Class discussion focuses on strategies for
adding 2-digit numbers.
|
|
2-23-17
|
Thursday
|
3.2 Students are introduced to comparison problems with a bigger
amount unknown. They solve these and other story problems and show their work
on paper. Discussion focuses on solution strategies.
|
|
2-24-17
|
Friday
|
3.3 Students solve
comparison story problems with the bigger amount unknown, play Close to 100,
or play Capture 5 on any chart in their 1,000 Books. The session ends with a
short discussion about skip counting by 5s and 10s.
|
|
2-27-17
|
Monday
|
3.4 Students discuss the strategy of adding tens and ones and
practice using this strategy to solve problems. During Math Workshop, in
addition to story problems, students can choose to play Close to 100 or
Capture 5 on any chart in the 1,000 Book.
|
|
2-28-17
|
Tuesday
|
3.5 Students discuss the strategy of keeping one number whole and
adding the other on in parts and practice using this strategy to solve
problems. Math Workshop continues. Counting by 5s Strips are added to Math
Workshop.
|
March
**Doubling up with 2 week grace period in writing for
unit 7 in last week of march and first week of April**
Date
|
Day
|
Lesson Overview
|
Pages
|
3-1-17
|
Wednesday
|
3.6 Students revisit and extend a familiar context, Enough for the
Class, as they solve 1- and 2-step story problems that ask instead whether
there are Enough for the Grade? These problems are added to Math Workshop,
and discussion focuses on what went wrong on sample Counting Strips.
|
|
3-2-17
|
Thursday
|
3.7 Students discuss efficient ways to notate their addition
strategies. Math Workshop continues, and the session ends with a short
assessment.
|
|
3-3-17
|
Friday
|
3.8 As an assessment, students solve two story problems—: comparison
problem with a bigger unknown and an add to problem with result unknown—They
also solve an addition problem presented only with numbers and notation.
Students also complete four skip counting strips.
|
|
3-6-17
|
Monday
|
Start Unit 6 - How far can you Jump? - Investigation 1 (The Land of the Inch)
- Students make three different types of jumps and measure each of these
jumps with nonstandard units (e.g., shoe-lengths, craft sticks, paper clips).
Discussion focuses on strategies for accurate measurement.
|
|
3-7-17
|
Tuesday
|
1.2 Students continue to measure the length of their jumps. For each
measurement unit, they find the difference between their longest and shortest
jumps. Discussion focuses on comparing jumps and the need for a common unit
to compare different students’ jumps.
|
|
3-8-17
|
Wednesday
|
Students use cubes to remeasure their longest and shortest jumps.
They examine the class results in a table and on line plots, and explain why
they can now compare their jumps.
|
|
3-9-17
|
Thursday
|
1.3 Students use cubes to remeasure their longest and shortest jumps.
They examine the class results in a table and on line plots, and explain why
they can now compare their jumps.
|
|
3-10-17
|
Friday
|
1.4 Students listen to a story that asks them to confront the need to
measure objects with a common unit. They address the difficulty of aligning
multiple units by creating a 12-inch measuring tool. They discuss strategies
for using the tool.
|
|
3-13-17
|
Monday
|
1.5 Discussion focuses on using a numbered tool to measure lengths.
During Math Workshop, students continue measuring objects with the inch-brick
measuring tool. The class discusses how to use the inch-brick measuring tool
to measure lengths longer than 12 inches.
|
|
3-14-17
|
Tuesday
|
1.6 Students complete and discuss an assessment about a measurement
disagreement and why it might have occurred.
|
|
3-15-17
|
Wednesday
|
Start Unit 6 – Investigation
2 (Two Measurement Systems)
- Students look carefully at a 12-inch ruler, explore how their inch-brick
measuring tools compare to it, and discuss what they find. In Math Workshop,
students use rulers to measure familiar objects in the classroom and locate
benchmark measurements on their bodies.
|
|
3-16-17
|
Thursday
|
2.2 Students discuss strategies for how to measure objects that are
longer than one foot. Math Workshop continues, with added activities:
measuring the width (or length) of the classroom and the length of students’
longest and shortest jumps. Discussion focuses on comparing two measurements.
|
|
3-17-17
|
Friday
|
2.3 Students are introduced to centimeters and meters as another
system of measurement that is used by most of the world. They begin to
develop centimeter awareness by making their own centimeter and meter
measuring tools. In Math Workshop, they use these tools to identify objects
that are about 1 meter and about 1 centimeter long, and they compare inches
and centimeters on a ruler. Discussion focuses on measurements of the
classroom.
|
|
3-20-17
|
Monday
|
2.4 Students briefly discuss the results of their metric scavenger
hunt at home and their comparisons of the two sides of their rulers. They
remeasure their longest and shortest jumps, first predicting whether it will
take more or fewer centimeters than inches to measure the same length. The
class plots the data about their longest jump on a line plot.
|
|
3-21-17
|
Tuesday
|
2.5 Students make a line plot for a set of data and answer questions
about the data displayed in line plots. They then measure a variety of
objects in inches and in centimeters and discuss their results.
|
|
3-22-17
|
Wednesday
|
2.6 Students estimate and measure a length in inches and centimeters
and explain which gives the larger number of units and why. They also measure
a paper strip in inches and solve story problems about lengths.
|
|
3-23-17
|
Thursday
|
Start Unit 7 – Partners, Teams, and Other Groups - Investigation 1 (Is it Even
or is it odd?) Students use the context of partners and teams to
investigate numbers that can and cannot be made into groups of two and two
equal groups. The session ends with a discussion about even and odd numbers.
|
|
3-24-17
|
Friday
|
1.2 Students solve problems about even and odd numbers and
investigate whether a number that can be divided into 2 equal groups with no
leftovers can also be divided into pairs with no leftovers. The session ends
with the class developing definitions for even and odd.
|
|
3-27-17
|
Monday
|
1.3 Students solve problems and investigate questions about even and
odd numbers. The session ends with a discussion of the Linda and Ebony
problems.
|
|
3-28-17
|
Tuesday
|
(1.4 during writing): Students complete an assessment about even and
odd numbers. They return to Math Workshop to solve problems about odd and
even numbers. The investigation ends with a discussion of the two questions
they have been investigating. 1) whether a number, when divided into two
equal groups or into groups of two, could have three or four left over; 2)
whether any number that can make two equal teams also makes partners.
|
|
3-29-17
|
Wednesday
|
Start Unit 7 - Investigation 2 (Exploring Equal Groups) 2.1
- Students construct arrays that represent cube buildings with a fixed number
of “rooms” on each “floor.” They consider how to figure out the number of
rooms when they know the number of floors.
(2.2 during writing): Students build more cube buildings with equal
groups of different sizes. They consider how the total number of rooms in
their buildings changes as they add each new floor. They represent the equal
groups in tables and record addition expressions that represent their
buildings.
|
|
3-30-17
|
Thursday
|
2.3 After completing more
cube buildings, students compare the buildings with a 1 4 and 2 2 floor plan.
Students consider why the values in the tables for these two buildings are
the same.
|
|
3-31-17
|
Friday
|
(2.4 during writing): Students continue constructing cube buildings
and representing the accumulation of equal groups with addition equations.
They use partial information about the number of floors and total number of
rooms to construct cube buildings that match the given multiplicative
relationship and fill in missing values in the table.
|
April
Spring Break Friday,
April 14 – Monday, April 17
Date
|
Day
|
Lesson Overview
|
Pages
|
4-3-17
|
Monday
|
2.5 Students continue their work with equal groups using pattern
block shapes. They represent pattern block relationships using tables and
equations. In the Mystery Shapes activity, they determine how one kind of
pattern block shape can be covered with equal groups of another shape to
match the numbers in a table.
|
|
4-4-17
|
Tuesday
|
2.6 Students continue to work
with situations that represent equal groups. In a final discussion, students
compare different situations with the same equal group structure. The session
ends with an Assessment about equal groups.
|
|
4-5-17
|
Wednesday
|
Start Unit 8 – Enough for the Class – Investigation 1 –
Subtraction Fluency Within 100 Students are introduced to comparison
problems with a smaller unknown. Discussion focuses on strategies for
representing and solving such problems.
|
|
4-6-17
|
Thursday
|
1.3 The class discusses
hints for facts that are challenging to remember. Math Workshop continues,
and discussion focuses on comparison problems with a smaller unknown.
|
|
4-7-17
|
Friday
|
1.4 Students learn, play, and discuss Spend $1.00, a variation of
Collect $1.00 that focuses on subtraction.
|
|
4-10-17
|
Monday
|
1.5 Students learn and play Get To 0, a variation of Get To 100 that
involves subtracting multiples of 5. Math Workshop focuses on comparing and
subtracting from 100.
|
|
4-11-17
|
Tuesday
|
1.6 Students are introduced to Pinching Paper Clips, an activity that
involves subtracting amounts from 100. Math Workshop focuses on subtracting
from 100, and the Session ends with an assessment about comparison with a
smaller unknown.
|
|
4-12-17
|
Wednesday
|
1.7 The class discusses strategies for subtracting from 100 and
thinks about related problems (e.g., 100 - 13 and 100 - 14). Then, students
solve story problems that can be solved with subtraction and record their
work. Class discussion focuses on the strategy of subtracting in parts.
|
|
4-13-17
|
Thursday
|
1.8 Students generate a story for a problem presented as an equation
and with vertical notation. Math Workshop focuses on practice with
subtraction. Class discussion focuses on the strategy of adding up or
subtracting back to find the difference.
|
|
4-14-17
|
Friday
|
No School – Spring Break
|
|
4-17-17
|
Monday
|
No School – Spring Break
|
|
4-18-17
|
Tuesday
|
1.9 Students complete a brief assessment about telling time. Math
Workshop continues, and the session ends with a discussion about strategies
for subtracting 2-digit numbers.
|
|
4-19-17
|
Wednesday
|
1.10 Students continue to practice solving subtraction problem during
Math Workshop. The session ends with a discussion about strategies for
subtracting 2-digit numbers.
|
|
4-20-17
|
Thursday
|
1.11 As an assessment, students solve three subtraction problems and
record their work. Math Workshop provides practice with the facts and with
subtracting from 100.
|
|
4-21-17
|
Friday
|
2.1 Students use sticker notation to represent 3-digit quantities.
They think about how the adding by place strategy they know for adding
two-digit numbers translates to adding 3-digit numbers.
|
|
4-24-17
|
Monday
|
2.2 Students are introduced to a story context that involves pencils
that come in groups of hundreds, tens, or singly. They think about how the
familiar place-value model of sticker notation can represent this new
situation. They continue to solve 3-digit addition problems and then discuss
the strategy of adding by place.
|
|
4-25-17
|
Tuesday
|
2.3 Students revisit Enough for the Grade? problems. They determine
the total number of students in a grade by adding the number of boys and
girls, and compare that amount to a designated number of items to determine
if there are enough for each student in the grade to have one. Discussion
focuses on strategies for adding 3-digit numbers.
|
|
4-26-17
|
Wednesday
|
2.4 Students discuss how the place-value model of sticker notation
can represent any 3-digit quantity. They solve Enough for the Grade? problems
and discuss strategies for adding 3-digit numbers including adding by place,
adding one number on in parts, and changing and adjusting to make an easier
problem.
|
|
4-27-17
|
Thursday
|
2.5 Students practice their sets of addition and subtraction facts as
a final review for the assessment in Session 2.8. They work on more story
problems about adding 3-digit numbers. Discussion focuses on a problem that
requires regrouping tens and hundreds and noticing how the digits in the sum
change.
|
|
4-28-17
|
Friday
|
2.6 Students use sticker notation to represent 3-digit quantities.
They think about how subtracting one number in parts, a strategy they know
for subtracting two-digit numbers, translates to 3-digit numbers.
|
May
** May 26th is the final day of school this year.
We will use the majority of this month to reteach and assess. We will also use
a short portion towards the end for some STEM work (Science, Technology,
engineering and math). The last few days will be working on some fun end of the
year stuff **
Date
|
Day
|
Lesson Overview
|
Pages
|
5-1-17
|
Monday
|
2.7 Together, the class solves a problem where ten needs to be broken
into ones in order to subtract in parts. Students continue representing, and
solving problems about, 3-digit numbers. Discussion focuses on a problem
where a hundred needs to be broken into tens in order to subtract in parts.
|
|
5-2-17
|
Tuesday
|
2.8 The Session begins with a brief assessment about the facts.
Students continue representing, and solving problems about, 3-digit numbers.
They think about how the strategy of subtracting in parts works when a
hundred needs to be broken into tens and/or a ten needs to be broken into
ones
|
|
5-3-17
|
Wednesday
|
2.9 Students complete two story problems that assess their ability to
represent, add, and subtract 3-digit numbers. Final Lesson of curriculum.
|
|
5-4-17
|
Thursday
|
Reassess all standards for another data point for report cards
|
|
5-5-17
|
Friday
|
Reassess all standards for another data point for report cards
|
|
5-8-17
|
Monday
|
Reteach students in small groups based on gaps in achievement
|
|
5-9-17
|
Tuesday
|
Reteach students in small groups based on gaps in achievement
|
|
5-10-17
|
Wednesday
|
Reteach students in small groups based on gaps in achievement
|
|
5-11-17
|
Thursday
|
Reteach students in small groups based on gaps in achievement
|
|
5-12-17
|
Friday
|
Assess progress from standard work from week.
|
|
5-15-17
|
Monday
|
Reteach students in small groups based on gaps in achievement
|
|
5-16-17
|
Tuesday
|
Reteach students in small groups based on gaps in achievement
|
|
5-17-17
|
Wednesday
|
Reteach students in small groups based on gaps in achievement
|
|
5-18-17
|
Thursday
|
Reteach students in small groups based on gaps in achievement
|
|
5-19-17
|
Friday
|
Assess progress from standard work from week.
|
|
5-22-17
|
Monday
|
STEM Work - Makey Makey and
Programming instruction.
|
|
5-23-17
|
Tuesday
|
STEM Work - Makey Makey and
Programming instruction.
|
|
5-24-17
|
Wednesday
|
End of the year projects
|
|
5-25-17
|
Thursday
|
End of the year projects
|
|
5-26-17
|
Friday
|
Final Day of School
|
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