4 - Arnold Finch - Math Charts

Math Charts
Miranda Arnold and Kristi Finch
Legen
d
A Assessment
CC Collaboration with Colleagues
CI Community Involvement
CL Cultural Literacy and Diversity
CZ Citizenship
D Drama/Theater/Roleplay
DA Differentiation/Accommodation
F Forgiveness
G Group Activity
H Health
HS Collaboration with Families (Home/School Connection)
HW Homework
I Integrity
LI Listening
M Math
MA Manipulative Activity
ML Mount Liberty Mission Statement
MO Movement/Physical Education
MU Music
OL Oral Language/Public Speaking
P Perseverance
PS Problem Solving/Critical Thinking
PT Patriotism
R Reading
RT Respect
RY Responsibility
S Science
SS Social Studies
SW Stewardship
T Technology
V Visual Art
W Writing
Week 1
Day 1 MK4-MA.23 M/A The teacher will introduce the “problem of the day” routine
Math that will take place each day for the remainder of the year. Students
Foundations will complete and record the problems in their math journals. The
class will do a brief review of basic problems (addition, subtraction,
multiplication, and division). During this time, the teacher will be
able to informally assess students to observe their areas of strengths
and weaknesses.
Day 2 MK4-MA.23 M/HW/V The teacher will have a “problem of the day” on the
Math board for students to do as they begin the transition into math. The
Foundations teacher will explain the order of operations. The mnemonic will be
given to the students to help them remember the order (“My Dear
Aunt Sally”). Students will practice using the order of operations.
Students will create a mnemonic for homework that will be more
personal and easier for them to remember.
DA: Students may also draw a picture that depicts their mnemonic.
Day 3 MK4-MA.23 M/MA/OL/RT The teacher will have a “problem of the day” on
Math the board for students to do as they begin the transition into math.
Foundations The class will begin with a quick game of BINGO to review the
order of operations. The teacher will write a problem on the board.
Students must use their knowledge of order of operations to
determine the answer. When the student has achieved BINGO, the
student may stand up and share their created mnemonic with the
class. Students will respect each other’s creativity.
Day 4 MK4-MA.23 M/LI/RY/W The teacher will have a “problem of the day” on the
Math board for students to do as they begin the transition into math. The
Foundations teacher will engage the students in a discussion about mathematics
as it is found in the real world. Simply allow the class to
brainstorm as many ideas as possible. Encourage students to think
deeper into things. Ask for explanations. Write all of the ideas on
the board as students respond. Have one or two students be
responsible for recording every idea on paper to be used later in the
year. The teacher will explain how these functions and more will
be discovered throughout the year.
Day 5 MK4-MA.23 M/CL/L/LI/ML/PS The teacher will have a “problem of the day”
Math on the board for students to do as they begin the transition into
Foundations math. The teacher will read aloud to the class Math-terpieces: The
Art of Problem-Solving by Tang. This will encourage students for
what is to come in mathematics during their fourth grade year.
Give time for students to discuss ways that mathematics was
represented throughout the art pieces. The students will complete
just a brief selection of word problems for the teacher to evaluate
where their abilities lie in matters of problem-solving.
Week 2
Day 6 MK4- M/MA/SW The teacher will have a “problem of the day” on the board for
MA.1 students to do as they begin the transition into math. The teacher will
Whole introduce the concept of whole numbers. The teacher will review the student’s
Numbers basic understanding of place value using base-ten blocks. The teacher will
also discuss and emphasis the idea of regrouping. Discuss how the same
number can be represented in different ways depending on how numbers are
regrouped.
Day 7 MK4- M/G/MA/T The teacher will have a “problem of the day” on the board for
MA.1 students to do as they begin the transition into math. The teacher will explain
Whole place values containing hundredths through millions. Students work in pairs to
Numbers continue their work with place value and regrouping. One partner lays out the
base-ten blocks to create a number. The other partner must identify what is
included in the number (how many hundreds, how many ones, etc.). The
teacher can use http://www.321know.com/g4_12ex1.htm to help demonstrate
the regrouping process.
Day 8 MK4- M/LI/W The teacher will have a “problem of the day” on the board for
MA.1 students to do as they begin the transition into math. The teacher will
Whole demonstrate how numbers can be rounded to certain place values. Show how
Numbers one number can be very similar or very different depending on the selected
place value to round. Students will complete a worksheet on rounding place
values.
DA: Students who finish early will be asked to write in their math journal.
“Write the names of three songs you know that have numbers in the titles, then
write the place values of those numbers.”
Day 9 MK4- M/A/LI/MO/MU/V The teacher will have a “problem of the day” on the
MA.1 board for students to do as they begin the transition into math. The teacher
Whole will introduce the lesson of comparing the value of two whole numbers with
Numbers the Alligator song. The teacher will emphasize vocabulary (comparison
words). Students will create alligator sticks with popsicle sticks, and color-
coded alligator faces with the appropriate symbols (>,<, or =). The teacher
will ask questions about the comparison of numbers (27 ___ 35). Students
will hold up the corresponding alligator stick/symbol ( < ). The numbers used
will include problems requiring regrouping and knowledge of place value.
http://www.songsforteaching.com/jennyfixmanedutunes/clips/AlligatorGreater
ThanLessThan.mp3
Day 10 MK4- M/L/MA/V/W The teacher will have a “problem of the day” on the board for
MA.5 students to do as they begin the transition into math. The teacher will read A
Whole Million Fish, More or Less by Patricia McKissack. The class will discuss how
Number objects are compared (what words are used) and described in the book. The
Estimation teacher will introduce new vocabulary that will be used in estimating whole
numbers (between, closer to, etc.). Use a seesaw diagram with movable pieces
to demonstrate how a number may be closer to one number than another. (89
leans more towards 100 than 0) Allow students to create a similar seesaw for
personal use. Students will finish for homework if not completed in class.
DA: Students learning English may define each term (estimate, round, about,
almost, and as much as) and write a sentence using each term.
Week 3
Day 11 MK4-MA.5 M/G/MA/MO/OL The teacher will have a “problem of the day”
Whole Number on the board for students to do as they begin the transition into
Estimation math. Give each student one or two index cards. Have them write
a three-digit number on each card and then compare the two, using
methods of estimation. Change it up. Now have students compare
the estimation of sums and differences of each other’s cards.
Instruct students to write down each problem as they go. After the
activity, discuss what students discovered. Allow time to go over a
few examples as a class.
Day 12 MK4-MA.5 M/V The teacher will have a “problem of the day” on the board for
Whole Number students to do as they begin the transition into math. The teacher
Estimation will introduce different strategies of rounding and estimation. The
teacher will show the students how to use a number line to
determine proper estimation. Students will complete several
exercises by drawing number lines. Allow students to discuss
which strategies they prefer.
DA: For students learning English, write out the number sentences
(756 is between 750 and 760). Allow students to circle the words
used to compare.
Day 13 MK4-MA.5 M/MA/RT/SW The teacher will have a “problem of the day” on
Whole Number the board for students to do as they begin the transition into math.
Estimation The teacher will provide calculators for the class. Students will
learn how to check their estimations by paper and pencil and by
calculator. The teacher will have a virtual store with various items
and prices. Each student will be given a different amount of play
money. Students will explore what combinations of objects they
can purchase to get the best value for their money by rounding and
estimating. After a decision is made, students will check their
figures on the calculator.
Day 14 MK4-MA.6 M/LI/V/W The teacher will have a “problem of the day” on the
Addition and board for students to do as they begin the transition into math. The
Subtraction of teacher will lead the class in a discussion about the similarities and
Whole differences between addition and subtraction. Students will create
Numbers a Venn diagram that displays these comparisons. The teacher will
review the term fact family and its application.
Day 15 MK4-MA.6 M/MA The teacher will have a “problem of the day” on the board
Addition and for students to do as they begin the transition into math. The
Subtraction of teacher will instruct students on addition with numbers of up to five
Whole digits. The teacher will demonstrate how addition problems can be
Numbers written either horizontal or vertical. This application will be shown
using graph paper. Students will be given graph paper and several
problems to work through. Problems will be given in the horizontal
form. Students will need to transfer the problem to vertical form in
order to compute the answer.
DA: Several math-related mind games and brain twisters will be
available for students to work on as they finish the assignment.
Week 4
Day 16 MK4-MA.6 M/G/LI/MA/RY/W The teacher will have a “problem of the day”
Addition and on the board for students to do as they begin the transition into
Subtraction of math. Students will create their own personal Checker boards with
Whole the given handouts they receive. Students may personalize the
Numbers game by the color and design used. Students will pair up with one
other student and play checkers. As the students play, the teacher
will randomly pause the games. At this time, students must write a
subtraction sentence that applies to their game. (Tyler started with
12 pieces. He lost 7. How many pieces does he have left?).
Day 17 MK4-MA.6 M/G/MA/T The teacher will have a “problem of the day” on the
Addition and board for students to do as they begin the transition into math. The
Subtraction of teacher will demonstrate how the calculator can be used as a check
Whole for addition and subtraction problems, but should not be used as the
Numbers sole means of finding an answer. The teacher will give time for
students to explore with the calculators and then have the class
complete a few problems. Students will become familiar and
comfortable with using calculators. Students will play various
games with the calculator including: “Now You’re 21,” “7-Up,”
“11-Down,” and etc. This is a means by which students must work
in pairs to subtract numbers (1, 2, or 3) to reach a given number.
DA: This activity can be modified, with increasing or decreasing
the range of numbers used, for students at different ability levels.
Day 18 MK4-MA.6 M The teacher will have a “problem of the day” on the board for
Addition and students to do as they begin the transition into math. The teacher
Subtraction of will reinforce how addition and subtraction works up to five-digit
Whole numbers. The student will complete a “Cross-Number Puzzle”.
Numbers This is similar to a crossword puzzle only it is only numbers.
Students must complete addition and subtraction problems in order
to fill in the puzzle. The teacher will monitor the progress and
assist students where it seems necessary.
Day 19 MK4-MA.7 M/A/MU/OL/W The teacher will have a “problem of the day” on
Multiplication the board for students to do as they begin the transition into math.
and Division The teacher will recite the multiplication tables with the class. The
of Whole teacher will make note of the areas of strengths and weaknesses for
Numbers the students. The problem areas will be addressed after the
recitation. The students will create a book containing lines, as sung
to the military cadence song that will help students memorize the
multiplication tables. (9 x 9 = 81, I just got my homework done!).
Day 20 MK4-MA.7 M/L/LI The teacher will have a “problem of the day” on the board
Multiplication for students to do as they begin the transition into math. The
and Division teacher will read The Best of Times by Greg Tang. This book
of Whole encourages students to be confident in their multiplication facts.
Numbers The teacher will instruct students how to multiply numbers with
two or more digits. Students will practice multiplying two and
three digit numbers with graph paper to help them keep the
numbers aligned correctly.
Week 5
Day 21 MK4-MA.7 M/L/LI The teacher will have a “problem of the day” on the board
Multiplication for students to do as they begin the transition into math. The
and Division teacher will read One Hundred Hungry Ants by Elinor Pinczes.
of Whole The teacher will instruct students the process of dividing whole
Numbers numbers that contain up to three digits. Students will be given
graph paper to guide students as they learn to keep the alignment
straight and consistent for the different place values in division
problems.
Day 22 MK4-MA.7 M/L/PS/T/V The teacher will have a “problem of the day” on the
Multiplication board for students to do as they begin the transition into math.
and Division Similar to the story read on Day 21, students will be given a
of Whole worksheet of word problems involving multiplication and division
Numbers problems. Students will work independently on the worksheet.
The teacher will encourage students to draw pictures to help
represent what the word problem is asking. Once the student shows
the teacher that the worksheet is complete, the student may use a
calculator to check the answers.
Multiplication students to do as they begin the transition into math. The teacher
and Division will reinforce how multiplication and division work up to two and
of Whole three digit numbers. The student will complete a “Cross-Number
Numbers Puzzle”. This is similar to a crossword puzzle only it is only
numbers. Students must complete multiplication and division
problems in order to fill in the puzzle. The teacher will monitor the
progress and assist students where it seems necessary.
DA: Several math-related mind games and brain twisters will be
available for students to work on as they finish the assignment.
Day 24 MK4-MA.7 M/G/MO/P/RT The teacher will have a “problem of the day” on
Multiplication the board for students to do as they begin the transition into math.
and Division Students will continue to practice multiplication and division of
of Whole whole numbers. The teacher will dictate to the class questions and
Numbers equations relating to fractions. Students will take turns working the
problems on the board, while the other students work the problems
at their desks. The teacher will turn this board work into a game of
“Who Wants to be a Mathematician?” Students may use a
“lifeline” while they are working at the board. This is a great way
to facilitate peer checking.
Day 25 MK4-MA.7 M/A/L/LI The teacher will have a “problem of the day” on the
Multiplication board for students to do as they begin the transition into math.
and Division After a brief review of the rules of multiplication and division, the
of Whole students will take a brief quiz. If time allows, the teacher will read
Numbers Anno’s Mysterious Multiplying Jar by Mitsumasa Anno or A
Remainder of One by Elinor Pinczes. Students may vote on what
book they would rather have read to them.
DA: Students who are not yet comfortable with lined paper, may
use graph paper for the quiz.
Week 6
Day 26 MK4-MA.8 M/L/LI/V The teacher will have a “problem of the day” on
Estimating the board for students to do as they begin the transition into
Quotients math. The teacher will read Great Estimations by Bruce
Goldstone. This will lead the students back into the mindset
of estimation. Students will listen as the teacher reads and
they will observe groups of everyday objects being
estimated and placed into groups. The teacher will instruct
students how estimation can be applied to division
problems. As students complete a worksheet on quotient
estimation, the teacher will pass around the book for
students to view the pictures closer.
Day 27 MK4-MA.8 M/LI/MA The teacher will have a “problem of the day” on
Estimating the board for students to do as they begin the transition into
Quotients math. The students will play BINGO. The teacher will call
out a division problem. The student will have to estimate
the quotient in order to locate the appropriate answer on the
BINGO board.
DA: ELL students may have an aid to personal assist them
during the BINGO game. This will help keep the student up
to pace with the game.
Day 28 MK4-MA.8 M/G/MO/P/RT The teacher will have a “problem of the
Estimating day” on the board for students to do as they begin the
Quotients transition into math. Students will continue to practice
estimating quotients. The teacher will dictate to the class
questions and equations. Students will take turns working
the problems on the board, while the other students work the
problems at their desks. Students will find the estimated
quotient. To self-check, students will compute the exact
quotient. The teacher will turn this board work into a game
of “Who Wants to be a Mathematician?” Students may use
a “lifeline” while they are working at the board. This is a
great way to facilitate peer checking.
Day 29 M/A/G/LI/MO The student will come prepared with
questions of concern from the review packet. The teacher
will answer student questions and reinforce the information
that will be found on the test. Students will play a game of
“Around the World” to practice their computation skills.
Day 30 M/A/PS The teacher will collect the review packet from
students. The students will take the whole numbers exam.
Topics that will be included are as follows: place value,
whole number estimation, addition and subtraction of whole
numbers, multiplication and division of whole numbers, and
estimation of quotients.
Week 7
Day 31 MK4-MA.2 M/H/L/LI/MA/ML The teacher will have a “problem of the day”
Introduction on the board for students to do as they begin the transition into
to Fractions math. Since fractions are an intimidating subject for students, the
teacher will use a book and food items to grab the student’s
attention and get them excited about fractions. The teacher will
read Apply Fractions by Jerry Pallotta. The teacher will have
apples cut up in different fractions as a demonstration to the
students. The teacher will have apple slices for the students,
which supports good health.
Day 32 MK4-MA.2 M/HW/MA/RT/RY/V The teacher will have a “problem of the
Introduction day” on the board for students to do as they begin the transition
to Fractions into math. The student will complete a fraction story worksheet of
the day from Funny and Fabulous Fraction Stories by Dan
Greenberg. The teacher will use textbook material to instruct
students on fractions. Students will work with fraction circles to
explore fractions. Given handouts, students will create fraction
circles for homework that they will be able to keep and use
throughout the fractions unit.
Day 33 MK4-MA.2 M/L/LI/MA/RY/V The teacher will have a “problem of the day”
to Fractions math. The teacher will read The Hershey’s Milk Chocolate
Fractions Book by Jerry Pallotta. Students will explore the
fractions mentioned throughout the book by using their own
chocolate bars that the teacher provides. Students will have the
opportunity to eat their manipulative! The student will create and
design a wrapper for their personal chocolate/candy bar. They will
include fractions in the “ingredients” section located on the back
of the wrapper.
DA: Students who are allergic to chocolate will be able to use
graham crackers instead of the chocolate bars.
Day 34 MK4-MA.2 M/H/MA The teacher will have a “problem of the day” on the
Introduction board for students to do as they begin the transition into math.
to Fractions The student will complete a fraction story worksheet of the day
from Funny and Fabulous Fraction Stories by Dan Greenberg.
Students will cut different color paper into pre-determined sized
squares. Students will use these squares to represent fractions.
The student will complete a health worksheet involving fractions.
The class will do the first few problems together until the teacher
feels the students have an understanding of the process.
Introduction students to do as they begin the transition into math. The teacher
to Fractions will reinforce basic concepts of fractions. The student will
complete a “Cross-Number Puzzle”. This is similar to a crossword
puzzle only it is only numbers. Students must compute fractions
in order to fill in the puzzle. The teacher will monitor the progress
and assist students where it seems necessary.
Week 8
Day 36 MK4-MA.2 M/L/MA/P/PS The teacher will have a “problem of the day” on
Introduction to the board for students to do as they begin the transition into math.
Fractions The student will complete a fraction story worksheet of the day
from Funny and Fabulous Fraction Stories by Dan Greenberg.
Students will work on solving word problems that deal with
fractions. Students will have the different manipulatives available
to help their thinking process (fraction circles, colored blocks,
etc.). The teacher will guide students through the first problem.
The teacher will then assist individual students as needed.
Day 37 MK4-MA.2 M/LI/MA/OL/PS The teacher will have a “problem of the day”
Introduction to on the board for students to do as they begin the transition into
Fractions math. The teacher will review the word problems with the class
from Day 36. The teacher will have student volunteers present the
process of solving the problems. When necessary, the teacher will
discuss the strategies and procedures that will help students along
the way.
Day 38 MK4-MA.2 M/G/MO/P/RT The teacher will have a “problem of the day” on
Introduction to the board for students to do as they begin the transition into math.
Fractions The teacher will dictate to the class questions and equations
relating to fractions. Students will take turns working the
problems on the board, while the other students work the problems
at their desks. The teacher will turn this board work into a game
of “Who Wants to be a Mathematician?” Students may use a
“lifeline” while they are working at the board. This is a great way
to facilitate peer checking.
Day 39 MK4-MA.2 M/HW/L/LI/W/V The teacher will have a “problem of the day”
Introduction to on the board for students to do as they begin the transition into
Fractions math. The teacher will read The Wishing Club: A Story About
Fractions by Donna Jo Napoli. After reading the story, students
will write in their math journals. The student will create their own
“Wishing Club” story. Students will need to include four
characters and mention specific fractions at least eight times
throughout the story. If this is not completed during class, it will
be finished as homework.
DA: Students may draw pictures to go along with the different
parts of the story, especially pictures that represent the fractions
being spoken of.
Day 40 MK4-MA.2 M/CC/I/PS/RT/RY/SW/T/V The teacher will have a “problem of
Introduction to the day” on the board for students to do as they begin the
Fractions transition into math. The class with spend the time of mathematics
instruction in the computer lab. Students will have the time to
play various interactive games online that deal with fractions. The
teacher will supply the students with these links. The teacher, with
the assistance of the computer lab instructor, will monitor student
activity and give assistance when necessary. Students will show
integrity and responsibility by only visiting the permitted websites.
Week 9
Day 41 MK4-MA.2 M/A The teacher will have a “problem of the day” on the
Introduction to board for students to do as they begin the transition into
Fractions math. The student will complete a quiz on equivalent
fractions. The teacher will assign homework after the quiz.
Students may begin the worksheet when they are finished
with the quiz. The student will complete a fraction story
worksheet of the day from Funny and Fabulous Fraction
Stories by Dan Greenberg.
DA: Several math-related mind games and brain twisters
will be available for students to work on as they finish the
assignment.
Day 42 MK4-MA.3 M/G/MA The teacher will have a “problem of the day” on
Equivalent the board for students to do as they begin the transition into
Fractions math. The teacher will transition the study of fractions into
equivalent fractions. The teacher will use the textbook
material to present the information to the students. The
class will use the fraction circles to demonstrate equivalent
fractions within small groups.
Day 43 MK4-MA.3 M/L/P/PS The teacher will have a “problem of the day” on
Equivalent the board for students to do as they begin the transition into
Fractions math. The student will complete a fraction story worksheet
of the day from Funny and Fabulous Fraction Stories by
Dan Greenberg. Students will complete a worksheet of
word problems that involve equivalent fractions. The
teacher will guide students through the first problem. The
teacher will then assist individual students as needed.
Day 44 MK4-MA.3 M/LI/OL/P/PS The teacher will have a “problem of the
Equivalent day” on the board for students to do as they begin the
Fractions transition into math. The teacher will review the word
problems with the class from Day 43. The teacher will have
student volunteers present the process of solving the
problems. When necessary, the teacher will discuss the
strategies and procedures that will help students along the
way.
Day 45 MK4-MA.3 M/I/LI/MA The teacher will have a “problem of the day”
Equivalent on the board for students to do as they begin the transition
Fractions into math. The student will complete a fraction story
worksheet of the day from Funny and Fabulous Fraction
Stories by Dan Greenberg. With the time remaining, the
class will play BINGO with fractions. The teacher will
dictate fractions. Students will have to locate the equivalent
fractions on their BINGO boards.
Week 10
Day 46 MK4-MA.3 M/CI/L/OL/S/SS The teacher will have a “problem of the
Fractions transition into math. Students will skim newspapers for
occurrences of fractions. The student will cut out the
fractions that are found and the context which they
correspond to. Students will then present to the class what
was found and how that fraction relates to life. The student
will create an equivalent fraction to the one that was found.
Day 47 MK4-MA.3 M The teacher will have a “problem of the day” on the
Equivalent board for students to do as they begin the transition into
Fractions math. The teacher will reinforce equivalent fractions. The
student will complete a “Cross-Number Puzzle”. This is
similar to a crossword puzzle only it is only numbers.
Students must compute fractions in order to fill in the
puzzle. The teacher will monitor the progress and assist
students where it seems necessary.
assignment.
Day 48 MK4-MA.3 M/A/HS/HW/MA The teacher will have a “problem of the
Fractions transition into math. The student will complete a quiz on
equivalent fractions. The teacher will assign homework
after the quiz. Each student is responsible for bringing in
two objects from home that can be divided into fractions.
The items are to be divided before bringing them to school.
This may require parent supervision. Example: an apple
cut into quarters and a piece of paper cut into eighths.
Day 49 MK4-MA.3 M/A/H/MA The teacher will have a “problem of the day”
Equivalent on the board for students to do as they begin the transition
Fractions into math. Students will present their objects from home.
The student will identify the two objects. The student will
then identify the fractions that each object was divided into.
The class will then decide whether or not the two fractions
are equivalent. As students present food items, the class
may suggest whether the item may be a healthy snack or a
junk food. Students must wait to eat food items until each
student has presented. NO SHARING!
Day 50 MK4-MA.9 M/LI/PS/MA The teacher will have a “problem of the day”
Addition and on the board for students to do as they begin the transition
Subtraction of into math. He/she will introduce addition and subtraction of
Fractions fractions with like denominators using an overhead or Elmo.
The student will work through the corresponding pages in
the textbook using fraction pieces(Fennell et. Al. p. 360-61).
Week 11
Day 51 MK4-MA.9 M/LI/PS The teacher will have a “problem of the day” on
Addition and the board for students to do as they begin the transition into
Subtraction of math. The teacher will review the addition and subtraction
Fractions of like denominators. Students will do an additional
worksheet to reinforce the skill.
DA Kinesthetic learners can practice the skill by using
spinners to determine fractions.
Day 52 MK4-MA.9 M/PS/LI/P/T The teacher will have a “problem of the day”
Subtraction of into math. The teacher will explain the extra steps needed
Fractions to add fractions and mixed numbers. He/she will emphasize
perseverance to students who may get frustrated or
confused. The student will complete practice problems.
During free time, students will be encouraged to play Math
Blaster 2, Number Hunt, Level 1.
Day 53 MK4-MA.9 M/PS/LI/MA/V/HW/CL The teacher will have a “problem
Addition and of the day” on the board for students to do as they begin the
Subtraction of transition into math. The teacher will explain how fractions
Fractions and mixed numbers are subtracted. Students will complete
practice problems, using fraction pieces. For homework,
students will create a design with different colors and
determine which fractions can be used to describe the colors
and shapes in their design.
Day 54 MK4-MA.9 M/PS/LI/G The teacher will have a “problem of the day”
Subtraction of into math. The teacher will describe a common
Fractions denominator and how to find one. He/she will then review
the fraction addition process. The students will do practice
problems in which they will add fractions with unlike
denominators. After finishing the problems, in groups,
students will be given a recipe and will find the common
denominator for all the fractions in the recipe.
Day 55 MK4-MA.9 M/MA/PS/G The teacher will have a trail mix recipe that
Addition and requires students to add fractions with like or unlike
Subtraction of denominators in order to find the actual amount of each
Fractions ingredient needed. He/she will have all the ingredients in
the classroom. The class will determine how much of each
ingredient is needed to make the trail mix according to the
recipe. After making the trail mix, the class will enjoy the
snack they made.
Week 12
Day 56 MK4-MA.9 M/LI/GA The teacher will have a “problem of the day” on
Subtraction of math. The teacher will introduce how to subtract fractions
Fractions with unlike denominators. After practicing finding common
denominators and doing example problems, students will
each write a fraction on a 3x5 card. Students will find
partners, compare fractions, find a common denominator if
necessary, and subtract the two.
Day 57 MK4-MA.9 M/LI/T/HW The teacher will have a “problem of the day”
Subtraction of into math. The teacher will reinforce addition and
Fractions subtraction of fractions with unlike denominators. Students
will use Math Blaster 2 Number Hunt to practice adding and
subtracting fractions. For homework students will work on
a packet of review problems.
Day 58 MK4-MA.9 [Science Field Trip Day]
Addition and
Subtraction of
Fractions
Day 59 MK4-MA.9 M/MO Students will bring any questions they have about
Addition and the review packets they were given. The teacher will
Subtraction of answer any questions they may have and clarify any
Fractions confusion. The students will complete the packet to hand in
the morning of the test. The teacher will facilitate a review
game. The students will divide into teams and compete with
each other to answer the most questions correctly by lining
up and being the first to run to the board and correctly
complete the problem.
Day 60 MK4-MA.9 M/A Test on Fractions including addition and subtraction of
Addition and fractions with like and unlike denominators and mixed
Subtraction of numbers.
Fractions DA Students with special test taking needs can take their
tests in a different location or have their tests read aloud to
them.
Week 13
Day 61 MK4-MA.4 M/LI/MA The teacher will have a “problem of the day” on the
to Decimals The teacher will begin the decimals unit by using money as an
example of how decimals are used every day. Key terms
including decimal, decimal point, and equivalent decimal will
be clarified. Each student will be given a pile of coins. They
must count the money and determine its value in terms of
dollars and cents.
Day 62 MK4-MA.4 M/LI/GA/V The teacher will have a “problem of the day” on
Introduction the board for students to do as they begin the transition into
to Decimals math. The teacher will discuss how 1/10 = 0.1 and how 1/100
= 0.01. A farm example will be used. Students will work in
pairs to draw diagrams of a 10 row field. They will decide
what decimal part of their fields will be planted with certain
plants. They will decorate and color their fields accordingly.
They will use graph paper to do a similar project with the field
divided into 100 squares.
Day 63 MK4-MA.4 M/LI/PS The teacher will have a “problem of the day” on the
to Decimals The teacher will continue work with decimals by introducing
the thousandths place. Students will review place values from
thousands to thousandths by completing a worksheet on which
they will identify the place value of the underlined digit.
DA LES students can play a matching game of numerical
values and written out values of each place valued (i.e. 100
corresponds to “one hundred” and 0.1 corresponds to “one
tenth”).
Day 64 MK4-MA.4 M/LI/MA/T/GA The teacher will have a “problem of the day”
to Decimals math. The teacher will use base ten blocks on the overhead
projector to introduce comparing decimals. Two decimal
values will be pictured with the blocks, their decimal value will
be determined, and then the larger or smaller value will be
identified based on the blocks. This will then be related to their
numerical value. Students will work with a partner, and using
base ten blocks, they will create two decimals, write their
numerical values, and determine the greater of the two.
Day 65 MK4-MA.4 M/LI/PS/A/HW The teacher will have a “problem of the day”
to Decimals math. The teacher will do a quick recap of the week. The
students will complete a checkpoint worksheet to determine
their progress. For homework, students will choose a town in
the continental US to be used in a project for the next week.
Week 14
Day 66 MK4-MA.4 M/LI/GA/PS The teacher will have a “problem of the day” on
to Decimals math. The teacher will discuss use of rounding and
estimation. Students will use spinners to create three digit
numbers. Pairs will estimate the sum of their numbers. They
will then do some practice problems with rounding to the
nearest whole number.
Day 67 MK4-MA.4 M/LI/GA/T/PS The teacher will have a “problem of the day”
Introduction on the board for students to do as they begin the transition
to Decimals into math. The teacher will introduce the road trip project.
Students will find a partner and using their two cities, will
determine which will be the starting point and ending point.
Using an online map service (Like Google Maps, or
Mapquest), students will find the distance between their two
locations. They will estimate to the nearest mile, ten miles,
and one hundred miles.
Day 68 MK4-MA.4 M/OL/LI/PS The teacher will have a “problem of the day” on
to Decimals math. Students will present their locations and mileages.
Students will complete a review worksheet on comparing and
estimating decimals.
Addition and board for students to do as they begin the transition into math.
Subtraction The teacher will introduce addition of decimals by putting a
of Decimals three digit addition problem on the board. After the student
complete it, he/she will use the same numbers in a decimal
addition problem, so students can see that the processes are
the same for both. He/she will emphasize that the decimal
points must be lined up for adding decimals. Students will
complete a practice worksheet on adding decimals.
DA Visual learners can shade graph paper with different
colors to represent the addition problems.
Addition and board for students to do as they begin the transition into math.
Subtraction The teacher will review adding decimals. The student will
of Decimals complete a crossword puzzle using decimal sums.
Week 15
Day 71 MK4-MA.9 M/LI/MA/PS The teacher will have a “problem of the day”
Subtraction of into math. The teacher will introduce decimal subtraction.
Decimals The students will use graph paper to shade squares to
illustrate the problems. The teacher will do an example on
the board. Students will complete a worksheet for practice.
The teacher will reinforce regrouping and the needs for
placeholder zeros.
Subtraction of math. The teacher will do a quick overview of addition and
Decimals subtraction of decimals. Students will complete a practice
worksheet that consists of both addition and subtraction
problems.
Day 73 MK4-MA.9 M/LI/HW The teacher will have a “problem of the day” on
Subtraction of math. The teachers will read All About Your Money by Dan
Decimals Fitzgibbon to tie the decimals unit together. Students will
be given a review packet for decimals.
Day 74 MK4-MA.9 M/LI/HW Students will ask any questions they have about
Addition and the problems in the review packet. The teacher will address
Subtraction of any concerns and review skills that need to be reviewed.
Decimals Time permitting, students will play a decimal review game.
Day 75 MK4-MA.9 M/A Students will be tested on decimals including place
Addition and value identification, rounding, estimation, comparing, and
Subtraction of the addition and subtraction of decimals.
Decimals DA LD students can have a shortened version of the test.
Week 16
Day 76 MK4-MA.14 M/LI/MO The teacher will have a “problem of the day” on
Basic the board for students to do as they begin the transition into
Geometric math. He/she will introduce the geometric terms including
Concepts point, line, line segment, ray, and angle. Students will
divide into three groups. The teacher will call out one of the
above shapes, and each group will arrange themselves to
form that shape.
Geometric math. He/she will review the key terms learned in day 76
Concepts and introduce the concepts of acute, right, and obtuse
angles. Students will complete a worksheet about points,
line, and angles.
DA Kinesthetic learners can use MathProcessor technology
to create their own angles, points, and lines and label them
appropriately instead of the worksheet.
Day 78 MK4-MA.14 M/GA/V/OL The teacher will have a “problem of the day”
Basic on the board for students to do as they begin the transition
Geometric into math. Pairs of students will examine different works of
Concepts art and take note of uses of lines and angles. Each pair will
present the work of art they examined and explain the uses
of lines and angles involved.
Day 79 MK4-MA.15, M/LI/MA/V The teacher will have a “problem of the day”
16 on the board for students to do as they begin the transition
Lines into math. He/she will introduce intersecting, parallel, and
perpendicular lines. Students will be given pieces of yarn to
create their own “key” of lines. They will construct
intersecting, parallel, and perpendicular lines with the yarn
and label them correctly.
Day 80 MK4-MA.16 M/GA/MU The teacher will have a “problem of the day” on
Lines the board for students to do as they begin the transition into
math. In groups, students will create a song to help them
remember all the different vocabulary they learned in days
76-79 including point, line, ray, line segment, angle (acute,
right, and obtuse), perpendicular, parallel, and intersecting
lines.
Week 17
Day 81 MK4-MA.15 M/OL/PS/A The teacher will have a “problem of the day”
Analyzing Two on the board for students to do as they begin the transition
Dimensional into math. Students groups will present their songs from
Shapes Day 80. They will complete a review worksheet of basic
geometric concepts.
Day 82 MK4-MA.15 M/LI/MA/OL The teacher will have a “problem of the day”
Analyzing Two on the board for students to do as they begin the transition
Dimensional into math. He/she will introduce various polygons by
Shapes placing cut outs of six basic shapes (triangle, rectangle,
square, pentagon, hexagon, and octagon) in a box. Students
will reach in and describe the shape without seeing it. They
will discuss how you can tell them apart. The class will list
were each shape is seen in the real world.
Day 83 MK4-MA.17 M/LI/T/PS The teacher will have a “problem of the day” on
Two and Three the board for students to do as they begin the transition into
Dimensional math. He/she will discuss circles with the class. Using an
Shapes overhead or SmartBoard, the teacher will describe and
illustrate the various parts of a circle including radius,
diameter, and circumference. The class will discuss the
relationship between the diameter and the circumference.
Student will complete a worksheet about circles.
Day 84 MK4-MA.17 M/LI/PS/V/GA The teacher will have a “problem of the
Two and Three day” on the board for students to do as they begin the
Dimensional transition into math. He/she will define and discuss
Shapes congruency. Students will identify pairs of congruent
shapes. For pairs that are not congruent, they will explain
why they are not congruent. Student will each draw three
shapes, two that are congruent, and one that is not. Students
will exchange papers and identify the shape that is not
congruent to the rest.
Day 85 MK4-MA.17 M/LI/PA/T/V/MO The teacher will have a “problem of the
Dimensional transition into math. He/she will discuss similarity using
Shapes examples around the room to illustrate the concept.
Students will complete a worksheet about similarity. They
will draw examples of similar shapes. Students can use
Math Blaster 2 to reinforce this concept.
DA Groups of kinesthetic learners can make similar figures
in an open space by using themselves as the shapes’
vertices.
Week 18
Day 86 MK4-MA.17 M/LI/MO/PS/HW The teacher will have a “problem of the
Dimensional transition into math. The class will go to the gym or a large
Shapes open space. The teacher will introduce the concepts of
reflection, translation, and rotations as slide, flip, and turn.
The students will illustrate these actions themselves by
creating shapes and sliding, flipping, and turning
appropriately. For homework, students will complete a
worksheet about these motions.
Day 87 MK4-MA.17 M/LI/V/MA The teacher will have a “problem of the day”
Two and Three on the board for students to do as they begin the transition
Dimensional into math. The teacher will discuss the various three-
Shapes dimensional figures including cube, prism, and sphere using
various objects of those shapes. Students will think of other
examples of objects of those shapes, then they will create
and decorate their own three-dimensional objects.
DA Gifted students can create more involved shapes like a
12 sided object instead of a cube.
Day 88 MK4-MA.17 M/PS/A/T The teacher will have a “problem of the day” on
Two and Three the board for students to do as they begin the transition into
Dimensional math. The students will complete a checkpoint worksheet
Shapes on the geometry concepts covered up to this point. After
completion, students can play Math Blaster.
Day 89 MK4-MA.17 M/GA/MO/LI The teacher will have a “problem of the
Dimensional transition into math. Students will split into two groups.
Shapes They will compete to be the first group to form themselves
into the shape the teacher calls out. The winning team gets
two bonus points on the geometry test on Day 98.
Day 90 MK4-MA.18 M/LI/V/MA The teacher will have a “problem of the day”
The on the board for students to do as they begin the transition
Coordinate into math. The teacher will introduce the coordinate system.
System He/she will define and explain the two axes and the origin.
The students will create their own graph with the two axes
and grid lines out of whiteboards and permanent markers.
Week 19
The the board for students to do as they begin the transition into
Coordinate math. The teacher will use a coordinate graph on the
System overhead projector to teach the students what an ordered pair
is and how to graph one. Students will use whiteboard
markers of different colors to plot points in the first quadrant
on their own graphs.
Day 92 MK4-MA.18 M/LI/PS/GA/MA The teacher will have a “problem of the
The day” on the board for students to do as they begin the
Coordinate transition into math. The teacher will review how to plot a
System point in the first quadrant. With partners, students will give
each other points to plot and plot them on their boards.
Day 93 MK4-MA.18 M/LI/MA/GA/PS The teacher will have a “problem of the
Coordinate transition into math. The teacher will teach the students how
System to determine the coordinates of a point on the graph. Given
several points, students will determine their coordinates.
Students will pick three points, plot them on their own
graphs, then trade with a partner for them to find the
coordinates of each point.
The the board for students to do as they begin the transition into
Coordinate math. The teacher will explain different applications of the
System coordinate plane including maps. Students will use maps to
find the coordinates of different places they are familiar with.
The teach will give each student a set of coordinates, and
they will find the place at that point.
Day 95 MK4-MA.18 M/LI/V/MA/HW The teacher will have a “problem of the
Coordinate transition into math. The teacher will explain how the
System coordinate system can be used in designing. He/she will give
the students a list of points to plot on their graphs. The
students will plot the points to discover a picture. For
homework, each student will draw a picture on their graphs,
then list the points used.
DA Student who have trouble drawing can copy a picture
and mark points on their boards.
Week 20
Day 96 MK4-MA.18 M/OL/MA/HW The teacher will have a “problem of the
Coordinate transition into math. The students will exchange their list of
System points from their homework assignment. They will plot the
list given to them, then present the resulting pictures.
Students will be given a review packet of geometry and the
coordinate system for homework.
Day 97 M/HW The teacher will address any questions the students
have about the review packet. Students will play a review
game in the form of Jeopardy. They will complete the
review packet to turn in before the test.
Day 98 M/A Students will turn in their review packets. The teacher
will administer a unit test on basic geometric concepts, two
and three dimensional shapes, and the coordinate system.
DA LD students who are auditory can have their exam read
to them.
Day 99 MK4-MA.10 M/LI/GA/MA/MO The teacher will have a “problem of the
Weight and day” on the board for students to do as they begin the
Mass transition into math. The teacher divides the class into
Measurement groups. Groups will go around the room to various
specified objects of different weights. Each group will
guess at the weight of each object in respect to different
objects (i.e. the ball weighs as much as 20 pencils). After
each group has guessed a weight for each object, the class
will come back together. The groups will then compare
their answers to each other. The teacher will lead a
discussion about the importance of a standard unit for
measuring weight.
Day 100 MK4-MA.10 M/PS/GA/MA/LI The teacher will have a “problem of the
Weight and day” on the board for students to do as they begin the
Mass transition into math. The groups will repeat the activity
Measurement from Day 99 using pounds. The groups will then compare
their guesses with the actual weights of the objects. The
class will come back together and evaluate the results. The
teacher will emphasize how much easier it is to compare
results when everyone uses the same unit.
Week 21
Weight and board for students to do as they begin the transition into math.
Mass The teacher will introduce the customary units of weight
Measurement including ounces, pounds, and tons. He/she will show
examples of how to convert between two of the units.
Students will complete a worksheet to practice converting and
problem solving with customary units of measurement.
Day 102 MK4-MA.10 M/LI/V The teacher will have a “problem of the day” on the
Weight and board for students to do as they begin the transition into math.
Mass He/she leads a discussion about what would be measured with
Measurement each of these three units (ounces, pounds, and tons). The
class takes turns drawing on three posters labels ounces,
pounds, and tons. They will draw items that would be
measured with each unit on the respective poster (i.e. a
feather with ounces, a person with points, an airplane with
tons).
Day 103 MK4-MA.10 M/LI/MA/PS/HW/HS The teacher will have a “problem of
Weight and the day” on the board for students to do as they begin the
Mass transition into math. The teacher will introduce metric units
Measurement of measuring mass including grams and kilograms. He/she
will show how to convert from grams to kilograms and vice
versa. Students will handle different mass units to get a feel
for how grams and kilograms. Students will complete a
worksheet of metric conversions. For homework, each
student must bring in an object from home to be weighed.
Day 104 MK4-MA.10 M/MO/PS The teacher will have a “problem of the day” on
Weight and the board for students to do as they begin the transition into
Mass math. Students place the object they brought in on their
Measurement desks. The class walks around places the objects in mass
order from least to greatest. The class will then find the
actual masses of the objects and determine the correct order.
DA LES students can practice mass comparison by inserting
objects into the phrases, “____ has a greater mass than____”
and “____ has a lesser mass than ____.”
Mass math. The teacher will compare customary and metric units
Measurement of mass/weight. Students will practice finding masses in both
unit systems.
Week 22
Day 106 MK4-MA.10 M/PS/T The teacher will have a “problem of the day” on
Mass math. Students will use print and electronic resources to
Measurement research different world records involving weight/mass.
Students will make sure they have measurements in both
customary and metric units (If only one is provided, they
must convert into the other).
Day 107 MK4-MA.10 M/PS/OL The teacher will have a “problem of the day” on
Mass math. Students will present their findings from Day 106
Measurement
Day 108 MK4-MA.11 M/OL/LI The teacher will have a “problem of the day” on
Length the board for students to do as they begin the transition into
Measurement math. Students will fold a piece of paper into three columns
and label then “one inch,” “one foot,” and “one yard.” They
will list objects in the room that are approximately each of
those lengths. The class will come together and discuss and
compare their findings.
Day 109 MK4-MA.11 M/LI/MA/MO The teacher will have a “problem of the
Length day” on the board for students to do as they begin the
Measurement transition into math. He/she will discuss the customary
units of measure. The teacher will explain the “Length
Scavenger Hunt.” Students will be given a list of objects
and a yardstick. They must find each object and record its
length.
DA Students with physical disabilities can work with a
partner who can bring them objects to measure.
Measurement math. The teacher will introduce conversions between these
the customary units of measuring length. Students will
complete a worksheet to practice conversions.
Week 23
Day 111 MK4-MA.11 M/LI/GA/OL/D The teacher will have a “problem of the
Length day” on the board for students to do as they begin the
Measurement transition into math. The teacher will introduce metric units
for measuring length including the millimeter, centimeter,
decimeter, meter, and kilometer. The class will divide into
five groups. Each group role plays as one of these units.
They will take turns introducing themselves and giving
examples of things they measure. (i.e. a centimeter measures
flowers, a kilometer measures distance between cities).
DA Musical students can make up a song about what they
measure.
Measurement math. The teacher will discuss conversions among the
metric measurements of length. Students will complete a
practice worksheet.
Day 113 MK4-MA.11 M/LI/PS/MO The teacher will have a “problem of the day”
Length on the board for students to do as they begin the transition
Measurement into math. The class will go to an outdoor location and
estimate distances between objects (i.e. from the slide to the
monkey bars is 10 meters). Half the class will estimate in
customary units, and the other half will estimate in metci
units. The teacher will have the actual distances, so they
can be compared to the class estimates.
Measurement math. He/she will introduce conversions from customary to
metric units. Students will complete a practice worksheet of
conversions.
Day 115 MK4-MA.11 M/LI/OL The teacher will have a “problem of the day” on
Measurement math. Students will research world records dealing with
length and will present their findings to the class.
Week 24
Day 116 MK4-MA.11 M/PS/A The teacher will have a “problem of the day” on
Measurement math. Students will complete a checkpoint quiz on length
measurement.
DA LD students can take a modified version of the quiz to
meet their needs.
Day 117 MK4-MA.12 M/MA/LI The teacher will have a “problem of the day” on
Volume the board for students to do as they begin the transition into
Measurement math. Students will measure the amount of water in various
containers using measuring cups. The teacher will introduce
different customary units of volume measurement including
tablespoons, cups, pints, quarts, and gallons.
Day 118 MK4-MA.12 M/LI/PS/MA The teacher will have a “problem of the day”
Volume on the board for students to do as they begin the transition
Measurement into math. Students will examine different volumes like a
gallon container, a quart container, etc. The teacher will
explain conversions among the customary units. Students
will complete a practice worksheet.
Day 119 MK4-MA.12 M/MA/PS The teacher will have a “problem of the day” on
Measurement math. The class will create an estimation quiz by having
each student place a specified amount of water or sand into
a container. Each student must estimate the amounts in a
specified unit.
Day 120 MK4-MA.12 M/MA/PS/HW The teacher will have a “problem of the
Volume day” on the board for students to do as they begin the
Measurement transition into math. He/she will introduce metric units of
measuring volume including milliliter and liter. The class
will experiment with beakers marked with metric units and
2 liter bottles. Students will complete a practice worksheet.
For homework, students will begin bringing in newspapers
for an upcoming project.
Week 25
Day 121 MK4-MA.12 M/MA/PS The teacher will have a “problem of the day” on
Measurement math. The teacher will set up several different containers
for students to estimate the volume of. Half the class will
estimate in customary units, and the other half will estimate
in metric units. The class will come back together and
compare their estimates.
Day 122 MK4-MA.12 M/PS/LI The teacher will have a “problem of the day” on
Measurement math. The teacher will discuss conversions between
customary and metric units. Students will complete a
practice worksheet.
Day 123 MK4-MA.12 M/PS/T/OL The teacher will have a “problem of the day”
Measurement into math. Students will research world recording involving
volume. They will present their findings to the class.
DA Students with speech problems can write an essay
instead of doing an oral presentation.
Day 124 MK4-MA.12 M/PS/A The teacher will have a “problem of the day” on
Measurement math. Students will complete a checkpoint quiz of volume
measurement.
Day 125 MK4-MA.12 M/MA/HW The teacher will have a “problem of the day”
Measurement into math. The class will convert the units of a recipe to
make a yummy snack for themselves. For homework, the
student will work on a review packet for the whole
measurement unit.
Week 26
Day 126 M/HW The teacher will address any questions the students
have about the review packet. Students will play a review
game. They will complete the review packet to turn in before
the test.
Day 127 M/A Students will turn in their review packets. The teacher
will administer a unit test on measurement including mass,
length, and volume in both customary and metric units.
Day 128 MK4-MA.19 M/H/L/LI The teacher will have a “problem of the day” on
Statistical math. The teacher will introduce basic statistical terms by
Concepts reading Probably Pistachio by Stuart J. Murphy. It discusses
terms probably, likely, and certain. The teacher will redefine
these terms for the students and have a brief discussion about
what was learned from the book. The teacher will talk about
the choices Jack makes about his actions and the outcome that
affects his food choice. “Do these choices benefit Jack’s
health?”
Day 129 MK4-MA.19 M/G/H/MO/P The teacher will have a “problem of the day”
Statistical into math. The teacher will explain the activity How Many
Concepts Hoops to the students. Students will be paired or put in small
groups of three or four. Each student in the group will guess
how many baskets each partner will make out of ten shots.
With the help of one or two parent volunteers, the class will
go outside or to the gym to shoot basketball hoops. Each
student will have ten tries. After everyone has had their turn,
the class will return to the classroom to discuss the findings
and the likelihood of the outcomes. How accurate were the
guesses of probability for each student?
DA: Manipulate the probability. In each group, blindfold one
student and have one person shoot backwards. Are the
outcomes and probabilities altered?
Day 130 MK4-MA.19 M/CI/G/MA The teacher will have a “problem of the day”
Statistical into math. The teacher will have each student select a number
Concepts between 2 and 12. Students will write this number down.
The teacher will then roll two dice repeatedly, completing the
horse race. If an 8 is rolled, then horse 8 moves up a spot.
Talk about the reasoning behind the probability of the
numbers rolled by a dice. Have students begin to look
through the newspapers for evidences of probability and
statistics. In the same groups as the basketball activity, have
students locate at least five entries of the same information
(temperature, a team’s statistics, etc.). This data will be used
in the next coming weeks. Encourage students to discuss
what they observe and find in the newspapers.
Week 27
Day 131 MK4-MA.19 M/CL/HS/HW/MA The teacher will have a “problem of the day” on the
Basic board for students to do as they begin the transition into math. Each
Statistical student will be given six popsicle sticks. They may design one side of
Concepts each popsicle stick as desired, which now become game sticks. To
reinforce probability, students will play a traditional Native American
game with the game sticks. Probability is seen as some sticks land design
side up and some land design side down. Students can play with just two
people or may play with two teams. For homework, students must go
home and play at least one game with a family member.
Day 132 MK4-MA.20 M/G/MO/RY The teacher will have a “problem of the day” on the board
Central for students to do as they begin the transition into math. The teacher will
Tendencies introduce the activity by emphasizing responsibility. Students will work
in groups of 2 or 3. They will measure the height of each student’s reach.
Each student will record their height of reach on a piece of paper and
leave it on their desks. Students will walk about the room to get a listing
of each student’s measurement. Once the information is gathered, the
teacher will engage the students in a discussion of the general findings.
Day 133 MK4-MA.20 M The teacher will have a “problem of the day” on the board for students
Central to do as they begin the transition into math. The teacher will introduce the
Tendencies new terms mean, median, mode, and range. The teacher will explain what
the difference is between the four terms and how the outcomes vary.
Using the class findings of Day 132, the teacher will guide the students in
calculating the mean, median, mode, and range.
Day 134 MK4-MA.20 M/CL/G/L/LI/RY/W The teacher will have a “problem of the day” on
Central the board for students to do as they begin the transition into math. The
Tendencies teacher will read of Climates of the World: Identifying Mean, Median,
and Mode by Barbara M. Linde. The teacher will supply several copies
for group work. Students will work in groups of 3. Groups will be
responsible for exploring the various climates and determining the
corresponding measures of central tendencies. The teacher will instruct
students to take a few minutes to write in their math journals. Students
will interpret what the central tendencies represent in regards to the
climates of the world.
DA: Gifted students will be asked to pick one area of the world that was
mentioned in the book. The student will research and gather eight facts
about that area. If time allows, students may present these found facts to
the class.
Day 135 MK4-MA.20 M/CL/G/V The teacher will have a “problem of the day” on the board
Central for students to do as they begin the transition into math. The teacher will
Tendencies guide the students through the instruction for a minor presentation. The
students will continue to work in their groups. From the selection of areas
of the world that were mentioned in the book from Day 134, student
groups will pick an area to report on. Groups will create “made-up” data
(the mean age of the population, the median temperature, etc.) and give a
quick, one-two minute advertisement, integrating the made-up data to
convince the class to move to that area of the world. Each group will be
responsible for some type of visual aid.
Week 28
Day 136 MK4-MA.20 M/A/G/LI/T The teacher will have a “problem of the day” on the board for
Central students to do as they begin the transition into math. The student will complete
Tendencies a worksheet on central tendencies, including the mean, median, and mode. The
worksheet will integrate some probability. Students will exchange papers.
Using calculators, students will check their peer’s paper with pencil. The
students will then compare results and give suggestions on how to make
corrections. Corrections can be made and then turned into the teacher. The
teacher will be available to answer questions or settle discrepancies.
Day 137 MK4-MA.21 M/T/V/W The teacher will have a “problem of the day” on the board for
Line and Bar students to do as they begin the transition into math. The teacher will guide the
Graphs class through an interactive, online game demonstrating the importance of
organizing data. The students will write a brief paragraph in their math journal
about how data was organized in the game. Allow a few minutes for students to
give feedback once everyone has finished writing. The teacher will have the
students recall methods used in the last two or three weeks to collect data. The
teacher will then introduce the bar graph and the line graph, pointing out the
need for labels and titles.
http://www.bbc.co.uk/schools/ks1bitesize/numeracy/data/index.shtml
Day 138 MK4-MA.21 M/HW/LI/MO/V The teacher will have a “problem of the day” on the board
Line and Bar for students to do as they begin the transition into math. The teacher will give
Graphs students a handout describing the five-step process of making a bar graph. The
students will quickly give their preference to a favorite season. With this
information, the teacher will guide the class through the steps to creating a bar
graph. Students will brainstorm and select a topic to present on a bar graph.
Students will have several minutes to walk around the room gathering data.
Encourage students to keep their data organized. Once the information is
gathered, students will begin creating their own bar graph. If not finished in
class, the student must finish the bar graph for homework.
Day 139 MK4-MA.21 M/V The teacher will have a “problem of the day” on the board for students to
Line and Bar do as they begin the transition into math. The teacher instructs the students on
Graphs how to create a line graph using the favorite season data. Using the same data
from Day 138, students will now be given another piece of graph paper in order
to create a line graph. Have a few student volunteers to share both of their
graphs. The student will describe the differences between their two graphs.
DA: Students may write a story based on the results of their surveys and
graphs. The story must include the specifics of the results found.
Day 140 MK4-MA.21 M/CI/G/MA/V The teacher will have a “problem of the day” on the board for
Line and Bar students to do as they begin the transition into math. The teacher will distribute
Graphs a few pictures cut out of magazines and newspapers with no captions or written
descriptions. Working in small groups, the students will analyze the picture.
The students will use the context clues to describe what the purpose of the
picture is. The teacher will then explain this is the main purpose of a graph. It
is to tell a story through a picture representation rather than direct words.
Given a worksheet of a few sample graphs, have students answer questions
correlating to the data in the graphs.
Week 29
Day 141 MK4-MA.21 M/G/V/W The teacher will have a “problem of the day” on the board for
Line and Bar students to do as they begin the transition into math. Students will
Graphs exchange graphs, both the bar graph and the line graph, with a partner.
Each student will examine the graphs and write a one page analysis or
description of what the graphs represent. The student should comment on
the similarities and the differences between the two types of graphs. Once
this is complete, students will return the graphs to the owner and
exchange descriptions. The students will comment on the accuracy of the
interpretation of the graph’s intentions.
Day 142 MK4-MA.22 M/CI/HW/MA/MU/W The teacher will have a “problem of the day” on
Patterns the board for students to do as they begin the transition into math. The
teacher will introduce the pattern concepts by beginning a clapping
combination. The teacher will ask the class to repeat the combination.
Students will work with pattern blocks to explore geometric patterns.
Allow students to share their created patterns on the overhead. Explain to
the class that shape patterns can be represented as ABC patterns. The
teacher will assign students a homework assignment. The students are to
find three examples of patterns around them (wallpaper, gardens, etc.).
They are to write descriptions of the patterns down to bring to class the
next day.
DA: Students may choose to draw the patterns they find around their
environment rather than write a description of the patterns found.
Day 143 MK4-MA.22 M/G//L/LI/MO/OL/PS The teacher will have a “problem of the day” on
Patterns the board for students to do as they begin the transition into math. The
teacher will share his/her own patterns that were found. Allow a few
volunteers to share their patterns. The teacher will collect the homework.
The teacher will then explain that patterns exist in numbers as well as
shapes. The teacher will hand out pieces of paper with large-print
numbers. Students will stand up in front of the class, in the order
specified by the teacher. The class will then brainstorm about the possible
pattern that is being displayed. Encourage students to use their problem-
solving skills to find the pattern. The teacher will read The Grapes of
Math by Greg Tang.
Day 144 MK4-MA.22 M/G/HW/MA The teacher will have a “problem of the day” on the board
Patterns for students to do as they begin the transition into math. The teacher will
demonstrate how a pattern may be continued or repeated once the set
pattern is discovered. Each student will create a number pattern
containing at least five numbers. Students will then exchange numbers
with a partner. Students will now determine what the pattern is and what
the next sequence of numbers would be. Student partners will discuss
what they found and whether or not they are correct. The student will be
given a review packet for the next exam to be completed for homework.
Day 145 M/PS The student will come prepared with questions of concern from the
review packet. The teacher will answer student questions and reinforce
the information that will be found on the test. The final review will be
two major problems that will each incorporate the chief aspects that will
be on the test.
Week 30
Day 146 M/A The teacher will collect the review packets from the
students. The students will take the statistics and patterns
test. The concepts on this test will include the following:
basic statistical concepts and elementary probability, sets of
data (mean, median, mode, and range), line and bar graphs,
and numerical and geometrical patterns.
Day 147 MK4-MA.5 M/T/PS/LI The class will split into two groups. Half the
Whole Number class will use computer games to reinforce the skills being
Estimation reviewed. The teacher will take the other half of the class
and review with them. The students will complete a short
review worksheet, which reflects the same format and
structure as the standardized test. The groups will switch
and do the other activity. The teacher will give a “Tip of the
Day” for better test taking.
Addition and class will use computer games to reinforce the skills being
Subtraction of reviewed. The teacher will take the other half of the class
Whole and review with them. The students will complete a short
Numbers review worksheet, which reflects the same format and
DA: Students can create their own word problems using
addition and subtraction of whole numbers. Students may
exchange word problems for each other to solve.
Multiplication class will use computer games to reinforce the skills being
and Division of reviewed. The teacher will take the other half of the class
Whole and review with them. The students will complete a short
Numbers review worksheet, which reflects the same format and
DA: Students can create their own word problems using
multiplication and division of whole numbers. Students
may exchange word problems for each other to solve.
Equivalent class will use computer games to reinforce the skills being
Fractions reviewed. The teacher will take the other half of the class
Week 31
Addition and class will use computer games to reinforce and review the
Subtraction of addition and subtraction of fractions. The teacher will take
Fractions the other half of the class and review with them. The
students will complete a short review worksheet, which
reflects the same format and structure as the standardized
test. The groups will switch and do the other activity.
DA Gifted students can help other students as they review.
Addition and class will use computer games to reinforce and review the
Subtraction of addition and subtraction of decimals. The teacher will take
Decimals the other half of the class and review with them. The
students will complete a short review worksheet, which
test. The groups will switch and do the other activity.
Basic class will use computer games to reinforce and review basic
Geometric geometric concepts. The teacher will take the other half of
Concepts the class and review with them. The students will complete a
short review worksheet, which reflects the same format and
structure as the standardized test. The groups will switch and
do the other activity.
Lines class will use computer games to reinforce and review lines
and their properties. The teacher will take the other half of
the class and review with them. The students will complete a
short review worksheet, which reflects the same format and
structure as the standardized test. The groups will switch and
do the other activity.
Analyzing class will use computer games to reinforce and review two
Two dimensional shape movement. The teacher will take the
Dimensional other half of the class and review with them. The students
Shapes will complete a short review worksheet, which reflects the
same format and structure as the standardized test. The
groups will switch and do the other activity.
Week 32
Two and Three class will use computer games to reinforce and review two
Dimensional and three dimensional shapes. The teacher will take the
Shapes other half of the class and review with them. The students
will complete a short review worksheet, which reflects the
The class will use computer games to reinforce and review the
Coordinate coordinate system. The teacher will take the other half of
System the class and review with them. The students will complete
a short review worksheet, which reflects the same format
and structure as the standardized test. The groups will
switch and do the other activity.
Weight and class will use computer games to reinforce and review
Mass weight and mass measurement. The teacher will take the
Measurement other half of the class and review with them. The students
will complete a short review worksheet, which reflects the
DA Kinesthetic learners can use manipulatives to help them
review.
Length class will use computer games to reinforce and review
Measurement length measurement. The teacher will take the other half of
the class and review with them. The students will complete
a short review worksheet, which reflects the same format
and structure as the standardized test. The groups will
switch and do the other activity.
Volume class will use computer games to reinforce and review
Measurement volume measurement. The teacher will take the other half
of the class and review with them. The students will
complete a short review worksheet, which reflects the same
format and structure as the standardized test. The groups
will switch and do the other activity.
Week 33
Basic class will use computer games to reinforce the skills being
Statistical reviewed. The teacher will take the other half of the class
Concepts and review with them. The students will complete a short
review worksheet on basic statistical concepts, which
test. The groups will switch and do the other activity. The
teacher will give a “Tip of the Day” for better test taking.
Central class will use computer games to reinforce the skills being
Tendencies reviewed. The teacher will take the other half of the class
review worksheet on central tendencies, which reflects the
groups will switch and do the other activity. The teacher
will give a “Tip of the Day” for better test taking.
Line and Bar class will use computer games to reinforce the skills being
Graphs reviewed. The teacher will take the other half of the class
review worksheet on line and bar graphs, which reflects the
groups will switch and do the other activity. The teacher
will give a “Tip of the Day” for better test taking.
assignment.
Patterns class will use computer games to reinforce the skills being
reviewed. The teacher will take the other half of the class
review worksheet on patterns, which reflects the same
format and structure as the standardized test. The groups
will switch and do the other activity. The teacher will give a
“Tip of the Day” for better test taking.
Patterns class will use computer games to reinforce the skills being
reviewed. The teacher will take the other half of the class
Week 34
Day 166
STANDARD TESTING
Day 167
STANDARD TESTING
Day 168
STANDARD TESTING
Day 169
STANDARD TESTING
Day 170
STANDARD TESTING
**During this week, the teacher will administer the standardized testing. Students will
use their understanding and knowledge of the standards learned through this curriculum
on this standardized test.
**Students will be placed into four or five groups. Each group will be responsible for
creating a board game based on a specific topic (a book, Civil War, muscles and bones,
etc.). This activity will take place each day once the testing is complete. The first day
will be used to brainstorm the board game (name, directions, etc.). The second and third
days will be used to construct the game. The fourth day the students will create a typed,
direction sheet for the game. The remainder of the fourth day and the fifth day student
groups will play their own games to make sure all of the rules and directions are accurate
and complete. During Week 36, students will have opportunities to play the other board
games constructed by other student groups.
Week 35
Day 171 MK4-MA.17 M/MA/VA The teacher will supply various sizes of balloons
Two and Three and necessary materials. The students will create papier-
Dimensional mâché spheres.
Shapes
Day 172 MK4-MA.11 M/PS/MO Students will go to the playground and measure
Length its dimensions. They will draw a sketch of the area and fill
Measurement in the measurements they find using their own strides as
units. The teacher will assist students as they measure the
playground.
Day 173 MK4-MA.11 M/PS Students will use the measurements they found to
Length create a map of the playground. They will place the map on
Measurement a coordinate system. They will select a “secret point” on the
MK4-MA.18 playground.
The DA Gifted students can select multiple points or encode
Coordinate their points like a puzzle.
System
Day 174 MK4-MA.18 M/PS/G Students will give the coordinates of their “secret
The point” to a partner who must find that point. The teacher
Coordinate will check the accuracy both students’ work.
System
Day 175 MK4-MA.17 M/MA/VA The teacher will supply paints, and the students
Two and Three will decorate their papier-mâché spheres and hang them in
Dimensional the classroom.
Shapes
Week 36
Day 176 MK4-MA.10-12 M/RY The teacher will have a “problem of the day” on the board
Measurement for students to do as they begin the transition into math. The teacher
MK4-MA.21 will introduce a final class assignment that will take place
Line and Bar throughout the last week of school. Specific responsibilities and job
Graphs duties will be distributed. Students may elect people into the
positions, but the teacher has the final discretion. Positions may
include: spokesperson, record keeper, deliverer, etc.
Day 177 MK4-MA.10-12 M/MA/RY/T The teacher will have a “problem of the day” on the
Measurement board for students to do as they begin the transition into math.
MK4-MA.21 Students will take part in a survey regarding “Summer Vacation
Line and Bar Plans”. The class will determine the perimeters of the survey and be
Graphs completely responsible for collecting all of the data. The students
will select a maximum of six categories to be included in the survey
(beach, work, summer camp, etc.). The students will create a typed
survey. The survey will be given out to the entire fourth grade.
DA: Students may write a descriptive paragraph about their
summer plans. Students may also draw a picture to show their
summer plans.
Day 178 MK4-MA.10-12 M/CC/CI/G/V The teacher will have a “problem of the day” on the
Measurement board for students to do as they begin the transition into math. The
MK4-MA.21 students will collect the surveys from each fourth grade classroom.
Line and Bar The papers will be gathered, sorted, and counted according to the
Graphs responses. Based upon the initial sorting, the class will estimate the
responses for each of the six categories. The class will see if this
estimate is accurate according to the total enrollment of fourth
grade. Students will begin to discuss ways to present the gathered
data in graph or chart. They will begin a rough draft or a sketch of
the product.
Day 179 MK4-MA.10-12 M/CC/G/T/V The teacher will have a “problem of the day” on the
Measurement board for students to do as they begin the transition into math.
MK4-MA.21 Students will do a final recount of the gathered data. Once the
Line and Bar information is confirmed to be accurate, students will organize the
Graphs information into a graph or chart of some sort. This representation
will be done on large poster-sized paper to be posted in the hallway,
but smaller versions may be copied for each fourth grade class to
see. This activity may be done with the coordination and assistance
of the computer teacher.
Day 180 MK4-MA.10-12 M/CI/H The teacher will have a “problem of the day” on the board
Measurement for students to do as they begin the transition into math. This day
MK4-MA.21 will be used primarily as a flex day for the “Summer Vacation
Line and Bar Plans” project. If necessary, students may work today on finishing
Graphs up loose ends. With the remaining time, students may discuss in
more detail their individual summer plans. The teacher will ask
students how math will be included in their summer plans and give
suggestions how they can practice math in fun, exciting ways while
they are on summer vacation! The teacher will make healthy
suggestions (each day do 20 jumping jacks, etc.).
Resources
Anno, M. (1999). Anno’s mysterious multiplying jar. Putnam Juvenile.
Banfill, J. (2004). AAA math. Retrieved November 12, 2007, from:
http://www.321know.com/g4_12ex1.htm
BBC. (2007). Bitesize games. Retrieved November 13, 2007, from:
http://www.bbc.co.uk/schools/ks1bitesize/numeracy/data/index.shtml.
Bley, N. S. & Thornton, C.A. (1995). Teaching mathematics to students with learning
disabilities, 3rd edition. Austin, TX: Pro-Ed.
Cathcart, W. (2006). Learning mathematics in elementary and middle schools. Upper
Saddle River, New Jersey: Pearson Education.
Cornett, C. (2007). Creating meaning through literature and the arts. “Counting songs
and chants”. Upper Saddle River, New Jersey: Pearson Education.
----. (2007). Creating meaning through literature and the arts. “rhythm and sound math”.
Upper Saddle River, New Jersey: Pearson Education.
Fennell, F. et. Al (2001). Mathematics: The path to math success, Teacher’s guide, Grade
4, Volumes 1-2. Parsippany, NJ: Silver Burdett Ginn.
Goldstone, B. (2006). Great estimations. New York: Henry Holt.
Greenberg, D. (1999). Funny & fabulous fraction stories. New York: Scholastic
Teaching Resources.
Heilshorn, K. (2007, November). Energize your elementary mathematics teaching: an
academic toolkit for student success. Paper presented at the meeting of the Kappa
Delta Pi International Honor Society in Education, Louisville, KY.
Linde, B. (2005). Climates of the world: identifying and comparing mean, median, and
mode. The Rosen Publishing Group, Inc.
McKissack, P. (1992). A million fish, more or less. New York: DragonFly Books.
MClard, L. (2007). Who wants to be a mathematician? Retrieved November 13, 2007,
from Lesson Plans Page:
http://www.lessonplanspage.com/MathWhoWantsToBeAMathematicianBoardWo
rkIdea36.htm
Murphy, S. (2001). Probably Pistachio. New York: HarperCollins.
Napoli, D. (2007). The wishing club: a story about fractions. New York: Henry Holt.
Pallotta, J. (1999). The Hershey’s milk chocolate fractions book. New York: Scholastic,
Inc.
----. (2003). Apple fractions. New York: Scholastic, Inc.
Pinczes, E. (1993). One hundred hungry ants. Boston: Houghton Mifflin Company.
----. (1995). A remainder of one. Boston: Houghton Mifflin Company.
Stewart, P. (2007). Military math. Retrieved November 13, 2007, from Lessons Plan
Page:
http://www.lessonplanspage.com/MathMultiplicationTableMilitarySong25.htm
Tang, G. (2001). The grapes of math. New York: Scholastic, Inc.
----. (2002). The best of times. New York: Scholastic, Inc.
----. (2003). Math-terpieces: the art of problem-solving. New York: Scholastic Press.
Unknown author. (2000). Songs for teaching. Retrieved November 12, 2007, from:
http://www.songsforteaching.com/jennyfixmanedutunes/clips/AlligatorGreaterTh
anLessThan.mp3.

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Math Charts

Miranda Arnold and Kristi Finch

Banfill, J. (2004). AAA math. Retrieved November 12, 2007, from:

BBC. (2007). Bitesize games. Retrieved November 13, 2007, from:

disabilities, 3rd edition. Austin, TX: Pro-Ed.

Cathcart, W. (2006). Learning mathematics in elementary and middle schools. Upper

Saddle River, New Jersey: Pearson Education.

and chants”. Upper Saddle River, New Jersey: Pearson Education.

Upper Saddle River, New Jersey: Pearson Education.

4, Volumes 1-2. Parsippany, NJ: Silver Burdett Ginn.

Goldstone, B. (2006). Great estimations. New York: Henry Holt.

Heilshorn, K. (2007, November). Energize your elementary mathematics teaching: an

Delta Pi International Honor Society in Education, Louisville, KY.

mode. The Rosen Publishing Group, Inc.

from Lesson Plans Page:

Murphy, S. (2001). Probably Pistachio. New York: HarperCollins.

----. (2003). Apple fractions. New York: Scholastic, Inc.

----. (1995). A remainder of one. Boston: Houghton Mifflin Company.

Tang, G. (2001). The grapes of math. New York: Scholastic, Inc.

----. (2002). The best of times. New York: Scholastic, Inc.

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