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Focus of the Week

 


Module 4: Number Pairs, Addition and Subtraction to 10

Week of 2/29- 3/04
Compositions and Decomposition
of 2,3,4, and 5

 

Lesson 3

The, students will begin to write numbers in the place of pictures when creating a number bond.


Lesson 4

The students will begin to consider decomposing as a whole separated into number pairs. 5 rabbits were hopping in a forest. When they heard a noise, 2 ran in a hole and 3 hid under a broken branch. From this statement students will create number bonds.

Lesson 5
Lesson 6

Lesson 7
 



 

Week of 2/29- 3/04
Compositions and Decomposition
of 2,3,4, and 5



The students will begin to compose and decompose numbers up to 5. This Topic will help students grasp number concepts, and add and subtract fluently within 5. Students will record the relationship between the quantities by drawing pictures in the number bond model

Lesson 1 and Lesson 2

The students will be shown a group of pictures: 2 cats and 3 dogs. They will have to understand that there are 5 animals: 2 are cats and 3 are dogs. They will compose the number 5 as 5 is 2 and 3. They will also compose the number 5. 2 cats and 3 dogs make 5 animals.


Number Bonds



Click on the picture to play. Make number bonds to save the whale.


Click on the Rekenrek below to use the virtual tool.

(A Rekenrek is a tool that helps students generate a variety of addition and subtraction strategies,

including doubles, doubles plus 1, and making ten)




 



Module 1: Numbers to 10

 
Week of 9/28- 10/2
Decomposing 4-6


Image result for decomposing numbers  Image result for decomposing numbers

Focus: Students will decompose 4-6, correctly order, write and count 0-6.

Lesson 16:
EQ: How many objects/items?
Standard: Count to answer "how many" questions
Skill/Element: (a)Count to answer "how many?" questions up to 20

Performance level descriptors for the above skill/element.

Not Yet Demonstrated The student does not correctly count to answer 'how many?' questions about objects that are arranged in a variety of ways or count out a specified number of objects.

Emerging

The student correctly counts to answer 'how many?' questions with 10 objects or fewer arranged in a line and can count out a single-digit number of objects but does not correctly count objects given a number of 10 or more or when objects are arranged in m
Progressing The student correctly counts to answer 'how many?' questions with at least 10 objects when the objects are arranged in a variety of ways and can count out at least that many objects (10).
Meets The student consistently and correctly counts to answer 'how many?' questions about 20 objects arranged in a variety of symmetrical patterns or up to 10 objects in a scattered configuration AND if given a number from 1-20, can count out that many objects.
Exceeds The student consistently and correctly counts to answer 'how many?' questions about at least 20 objects arranged in a variety of ways (including scattered) AND if given a number more than 20, can count out that many objects.

Lesson 17:
EQ: Can you find the number partners?
Standard: Decompose numbers less than or equal to 10
Skill/Element: Decompose numbers less than or equal to 10 into pair

Performance level descriptors for the above skill/element.

Not Yet Demonstrated The student does not decompose numbers less than or equal to 10 into a pair and record each decomposition by a drawing or equation.
Progressing The student correctly decomposes numbers less than or equal to 5 into pairs and records each decomposition by a drawing or equation.
Meets The student correctly and consistently decomposes numbers less than or equal to 10 into pairs in more than one way by using objects or drawings, and records each decomposition by a drawing or equation.

    
Decomposing 4-5
Week of 9/21-9/25

Focus: Students will decompose 4-5, write and count 4-5.
               Image result for decomposing numbers       Image result for decompose numbers

Lesson 13

Lesson 14

Lesson 15

    Week of 9/14 - 9/18
Decomposing 3 | Zero

     Image result for decomposing numbers

Focus: Students will decompose 3, understand zero and write numeral zero.

Lesson 11: Model decompositions of 3 with materials, drawings, and expressions. Represent the decomposition as 1 + 2 and 2 + 1.
Students will begin to work out story problems.

Example: There are 2 yellow blocks and 1 blue block. Draw the blocks.

 


 

There are 2 + 1 blocks. Count the blocks

There are 3 blocks.
 

2 + 1 is an expression.

Lesson 12: Understand the meaning of zero. Write the numeral 0.
Student will count objects and circle the correct number

    

 Hidden Partners

Week of 9/7 - 9/11
Focus: Students will learn about hidden partners.

Lesson 9 & Lesson 10: Students will count the objects. Students will circle the number of objects. Color 1, 2, or 3 of the objects to see the hidden partners.



Configurations of the Number 5  

Week of 8/31 - 9/4
Focus: Numbers to 5 in different configurations, math drawings, and expressions

Lesson 7 & Lesson 8: Students will count the objects and match numeral with the object.



Classify and Count
Week of 8/24 - 8/28


Focus: Classify and sort to make categories and count.

Lesson 4: Students will classify categories and count. Students will sort pictures into to two different categories. Students would divide pictures into categories of boys and girls.



Lesson 5: Students will classify items into 3 different categories, count the amont in each category, and then understand the last number counted is the total.



Lesson 6: Students will sort categories by counting. They will identify objects as two, three, and four objects in a given problem.

 




Exactly the Same or Different

Week of 8/17-8/21

Focus: exactly the same or different(finding the attributes of two related objects),
continue practicing to "count the math way"; counting numbers 0 -5,

and writing numbers 0 - 5.

MCCK.CC.4 Understand the relationship between numbers and quantities; connect couting to cardinality.

 

 We are beginning to realize how things are exactly the same or different. If they are different, we will learn how to describe how they are different.


Words to Know

attribute: attribute is a characteristic or way to describe an object usually within a
pattern. 
The attribute usually refers to the shape, size, or color.

exactly: same color, size, shape, same position

not exactly: look alike, but not the same color, size, shape, not the same position


same: look alike in every attriubte.

different: do not look alike


                      Below are some games to practice the skills we are learning in class


exactly | not exactly | same | different
Games

Same
Different

Classify by color

Lesson 3:
Students will find two objects that share a visual pattern, color, and use.

These hats have the same pattern.

These objects are used together.


Lesson 2:
Students will learn to tell how two objects that are the same look different by filling in the blanks in this statement

"These are the same but this one is __ and this one is __."

These kittens are the same but one is facing left and one is facing right.


Lesson 1:
Students learn about objects that are exactly the same which are the same color, size, shape, and in the same position. They also learn that objects that are not exactly the same will look like each other but may not be the same color, size, shape, and in the same position.

The triangles are exactly the same shape and color.
The triangles are not the same
size.




SLO Testing: Pre - Test
Week of 8/17 - 8/21

 

Counting the Math Way

Week of 8/10 - 8/14

Focus: counting the math way; counting numbers; writing numbers



Remember to count the "Math Way".

 

Counting | Writing Numbers
Games


Count to 3
Count by typing - up to 3
Represent numbers - up to 3
Count to 5
Count by typing - up to 5
Represent numbers - up to 5
Count up - up to 5
Count up - with pictures
Count up - with numbers

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