Document Sample

```					                                                                                First Grade
1st Week of the Fifth Six Weeks

Warm-Up/Counting Activities                                                                         Problem Solving
Monday                                                                                       Aubree went to the store with her mother to pick up a few things. They bought
Name all the numbers between: 54 and 60,                                                     dishwashing soap, milk, bran flakes, some cheese, and some bananas. How much did
66 and 67,                                                                                   they spend on liquids? How much did they spend on solids?
87 and 91, etc.
(You may want to use a number line)                                                          Math Extension B Investigation 2: Solids and Liquids Module
Tuesday                                                                                      How many pinto beans can you grab in your hands? Do it to find out and record your
I will count and leave out a number. Tell me what the number is.                             number here.______ Will you be able to grab more, fewer, or the same number of
Repeat the number sequence.                                                                  lima beans? Why do you think so? How many lima beans can you grab in one hand?
Stamp your foot when you say the missing number.                                             Do it to find out, and record the number here.______
51, 52, 54, 55, (53)
51, 52, 53/stamp, 54, 55)

60, 62, 63, 64 (61)
60, 61/stamp, 62, 63, 64)

77, 78, 79, 81 (80)
(77, 78, 79, 80/stamp, 81)
Wednesday                                                                                    Shelby wanted to make a new kind of soda. She tested many ways of putting the
I have a tub of pennies.                                                                     solids and liquids together. Here is what she thought made the best-tasting soda.
(80 play or real pennies) Let’s count the pennies together to find how many groups of 5      Water        2 ounces
we can make: 1, 2, 3, 4, 5:                                                                  Sugar        4 spoons
1, 2, 3, 4, 5… After we find all the groups of 5, let’s count the number of groups we have   Flavoring 3 spoons vanilla
made: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Count by fives to find out how many pennies we                       2 spoons strawberry
have: 5, 10, 15, …80.                                                                        Coloring 5 drops of blue
3 drops of red
She wanted to make a larger portion of soda, using 8 ounces of water. How much of
each solid and liquid listed above should she use? She wants her 8 ounces soda to
taste just like her 2-ounce test.

Math Extension B Investigation 4: Solids and Liquids Module
Thursday                                                                                     Sally and Jorge planted beans in their garden. They thought it would be interesting to
Today we are going to count to find out how many pennies we have in this jar. (Have          compare the length of the stems that grew and the number of leaves that were on each
50-100 pennies in the jar. Pour out the pennies. ) Count along with me as I drop each        stem. They made a table of their observations. Can you find the number pattern in the
penny back into the jar: 1, 2, 3, 4, 5…                                                      lists? Predict which numbers will come next.

Math Extension B Investigation 1: New Plants Module
Friday                                                                                       Joe found a potato. He saw four nodes on it. He cut it into four parts and planted
Stand in lines.                                                                              them. Stems and leaves grew from each potato part. Underground, each potato part
Stamp your feet and count by tens to 200. When you reach 200, raise your arms and            grew five new potatoes. How many potatoes did Joe grow in all?
turn to your right. (90 degrees)
Repeat at least 3 more times.                                                                Math Extension A Investigation 3: New Plants Module
(10/stamp, 20/stamp…1000/raise arms and turn right)

1
Concept Lessons 5.1

Day                                                             Content/Activities
of the            Student Expectations                          Resources/Materials                         Assessments                  Calendar Activities
Week
TEKS 1.1 B                                      Concept: Place Value (Concept Level)        Teacher observations:                Straw Count
Create sets of tens and ones using concrete     Base 10 Counting                            *Children make the connection        Number Line
objects to describe, compare, and order whole   See Script: Base Ten Counting for Week      from the Silly Counting Game
th
5.1. Detailed counting script in 4 6                                             Day Sequence
numbers.                                                                                    *Children can regroup                Yesterday, Today and
weeks.
TEKS 1.1D                                       Day 1(Base ten counting)Concept Level       *Children can verbalize the            Tomorrow
Read and write numbers to 99 to describe sets   Count using the bell to indicate the        process                              Monthly Calendar
of concrete objects.                            addition of one bean. Today there will be   *How comfortable and accurate        Odd and Even Chart
no recording.                               is the student when counting.
 Tally Count
Materials:                                  *Are mistakes self corrected, do
.                                               Place Value Boards-PVB (blue & white                                             Commercial Calendar
they start over, or do they keep
boards)                                     counting.                            Birthday Cake Graph
Overhead of PVB                                                                  Tooth Graph
Overhead of star card                                                            Temperature Graph
Star Worksheet NL p. 43
 Weather Graph
Uncolored beans and cups
Suggested questions to ask:                                                      Right Hand
*Do you recognize the pattern?              Weekly Assessment:                   Odd/even
*What do you do if you don’t have enough    *Give the children an equation,      Money
ones to remove?                             have them solve the problem          2-D figures
*What is your story for these numbers?      using manipulatives of their         3-D figures
Monday                                                   *Why do you need to subtract?
choice.                              Fractions
*Have the children count to 1 ten
*How do you know when to add?
9 ones, nineteen (19) using
manipulatives and recording
using the PV counting procedure.
*Read a number (43) have the
students build the number then
use the flips to represent the
number. Do 4-6 different
numbers.
*Measure the area of a shape
with 2 different manipulatives
and record the amounts of each
measurement.
When counting always use the
PV counting procedure.
TAKS Objective 1

2
TEKS 1.9B                                       Graphing                                    Teacher observations:
Use organized data to construct real-object                                                 *Children can explain why we
Are you going to wear a costume on
graphs, picture graphs, and bar-type graphs.                                                graph.
Thursday for Charro Days?
TEKS 1.10 A                                     Suggested questions to ask:
Draw conclusions and answer questions using                                                 *Children can discuss the
*How many children in each group?           elements of the graph.
information organized in real-object graphs,
picture graphs, and bar-type graphs.            *How many children wear_____? How do        *Children can compare
you know?                                   information on the graph.
*How many more children wear ____           *Children can initiate the steps in
costume than ____ costume?                  graphing
*How many less children wear _____
costume than ____ costume?
*What do you see on the graph?
*What does the graph tell you?
* What is the most worn/least worn
costume?
*What was the result from the other grade
level?

Concept: Place Value (Connecting
Level)
See script: Base Ten Counting Week 1 for    Teacher observations:
TEKS 1.1 B                                      Day 2                                       *Children make the connection
Tuesday                                                   Use the same process for counting           from the Silly Counting Game
Create sets of tens and ones using concrete
Materials:                                  *Children can regroup
objects to describe, compare, and order whole
*Place Value Boards-PVB (blue & white       *Children can make stories
numbers.
boards)
TEKS 1.1D                                                                                   *Children can verbalize the
Read and write numbers to 99 to describe sets                                               process
of concrete objects.                            *Star Worksheet NL p. 43                    *How comfortable and accurate
*Uncolored beans and cups                   is the student when counting.
*Flips                                      *Are mistakes self corrected, do
Suggested questions to ask:                 they start over, or do they keep
*Do you recognize the pattern?              counting.
*What do you do if you don’t have enough
ones to remove?
*What is your story for these numbers?
*Why do you need to subtract?
* How do you know when to add?

Objective 1 & 5

3
TEKS 1.1B                                         Tubbing: Number/Place Value               Teacher observations:
Create sets of tens and ones using concrete       Replace Unifix Cubes and Toothpicks       *Number relationships
objects to describe, compare, and order whole     workstations (Number) and add How         *Design reflects a number
numbers.                                          Many Groups and Area(Place                pattern.
TEKS 1.1D                                         Value)workstations.                       *Children can relate a story with
Read and write numbers to 99 to describe sets     Introduce the new Tubs.                   a number sentence.
of concrete objects.                              Recording Worksheets (for later use):     *Verbal descriptions
TEKS 1.3A                                         How Many Groups: NL p. 42                 *Spontaneous verbalization to
Create addition and subtraction problem           Area NL p. 41                             peers.
situations with concrete objects and write        Suggested questions to ask:               *Verbalization in response to
corresponding number sentences.                   *How many ways can you make this          questions.
TEKS 1.3B                                         number?                                   *Working preference.
basic addition and subtraction facts (up to 9 +                                             *Involvement-needs help or self
grouping of manipulatives?                directed
9 = 18 and 18 – 9 = 9).                           *Where does your pattern begin to
TEKS 1.5D                                                                                   *Enjoyment-continuously
repeat?                                   unsatisfied with results or
Use patterns to develop strategies to solve       *Can you see a number pattern?
basic addition and basic subtraction problems.                                              appears to be satisfied.
*How would you describe your pattern?
TEKS 1.5E                                         *About how many groups of 10 can you      *Attention span-stays with a
Identify patterns in related addition and         find?                                     material a short time or a long
Wednesday   subtraction sentences (fact families for sums     *How many groups of 10 did you find?      time
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,   *About how many _____ will cover shape
and 5 – 3 = 2.                                    _____?
TEKS1.7D
Compare and order the area of two or more
two-dimensional surfaces (from covers the
most to covers the least).
Teacher observations:
Measurement: Area                         *Can student explain the
TEKS 1.7D
Compare and order the area of two or more         Choose a 2-D shape. Estimate how many     measurement process?
two-dimensional surfaces (from covers the         ______(a manipulative) will cover the     *Is the estimate close to the
most to covers the least).                        surface of the shape. Next cover the      exact amount?
shape with the manipulative and count
*Does the recorded amount
how many ___were used using the PV
match the counted (PV) amount?
method. Making groups of 10’s and 1’s.
Record using NL blackline p.41. Now,
using another manipulative, estimate,
cover the shape, count, and record.
Compare the differences in the amounts
necessary for each measurement of area.
TAKS Objectives 1, 2, & 4                         *What manipulatives did you use?
*Was the measurement different?
*Why was the measurement different?

4
TEKS 1.1 B                                      Concept: Place Value (Symbolic Level)          Teacher observations:
Create sets of tens and ones using concrete     Teacher models the recording while             *Students recognize the pattern.
objects to describe, compare, and order whole   students count.
See script: Base Ten Counting Week 1           *Students are ready for the
numbers.                                                                                       regrouping in either +/-.
for Day 3
TEKS 1.1D                                       Use the same process of counting,              *Students can verbalize the
Read and write numbers to 99 to describe sets   recording, and looking for patterns.           regrouping
of concrete objects.                            Materials:                                     *How comfortable and accurate
*Place Value Boards-PVB (blue & white          is the student when counting.
boards)                                        *Are mistakes self corrected, do
*Overhead of PVB                               they start over, or do they keep
*Star Worksheet NL p. 43
*Uncolored beans and cups
*Flips
*Recording strips NL blackline p. 47
(prepare ahead of time, glue 2 strips
together)
*Do you recognize the pattern?
Thursday
*What do you do if you don’t have enough
ones to remove?
*What is your story for these numbers?
*Why do you need to subtract?
* How do you know when to add?

TEKS 1.9A                                       Sorting Level
Children sort materials, the teacher           Teacher observations:
Collect and sort data.
records one sort (child’s choice) on a card    *Motivation
that will be used in Level 4 and discusses
*Language used
the sort with the children. Ask the children
to sort their materials at least 3 different   *Names of shapes
ways. Add new materials to be sorted.          *Able to compare shapes
Materials: Treasure Boxes, 2-D & 3-D
shapes
*How did you sort these materials?
*Can you sort these materials in another
way?
TAKS Objectives 1 & 5                           *How are your sorting materials different?

5
TEKS 1.1B                                         Tubbing: Number/Place Value                   Teacher observations:
Create sets of tens and ones using concrete       Remove 2 more numbers workstations-           *Number relationships
objects to describe, compare, and order whole     Wooden Cubes and Stringing Beads. Add         *Design reflects a number
numbers.                                          How Much Will It Hold and Length and          pattern.
TEKS 1.1D                                         Width (Place Value)                           *Children can relate a story with
Read and write numbers to 99 to describe sets     Recording Worksheets (for later use):         a number sentence.
of concrete objects.                              How Many Will It Hold and Length and          *Verbal descriptions
TEKS 1.3A                                         Width: NL p. 41                               *Spontaneous verbalization to
situations with concrete objects and write        *How many ways can you make this              *Verbalization in response to
corresponding number sentences.                   number?                                       questions.
Use concrete and pictorial models to apply        grouping of manipulatives?
basic addition and subtraction facts (up to 9 +   *Where does your pattern begin to             *Involvement-needs help or self
9 = 18 and 18 – 9 = 9).                           repeat?                                       directed
TEKS 1.5D                                         *Can you see a number pattern?                *Enjoyment-continuously
Use patterns to develop strategies to solve       *How would you describe your pattern?         unsatisfied with results or
basic addition and basic subtraction problems.    *About how many _____ will this               appears to be satisfied.
TEKS 1.5E                                         container____ hold?                           *Attention span-stays with a
Identify patterns in related addition and         *About how many _____ long/wide is this       material a short time or a long
subtraction sentences (fact families for sums     ______?                                       time
Friday   to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,
and 5 – 3 = 2.
TEKS 1.7B
Compare and order two or more concrete
objects according to length (from longest to
shortest).
TEKS1.7D
Compare and order the area of two or more
two-dimensional surfaces (from covers the         Numeral Writing
most to covers the least).                        (writing center activity not a math           Teacher observations:
TEKS1.7E                                          activity)                                     *Children are making the correct
Independent Activities                        strokes.
Compare and order two or more containers
Those children who are still having trouble   *They are focused on the task.
according to capacity (from holds the most to
using the correct strokes when writing        *They are using the language-
holds the least).
numbers need direct instruction using sky     Purple-Green.
Numeral Writing                                   writing and verbalizing the strokes.
TEKS 1.1D                                         Numeral Sequences                             Continued from Numeral
NL Ch.6 p. 6.7 Blackline p.10                 Writing
Read and write numbers to 99 to describe sets
Use 10 number cubes. Shake and roll,          Numeral Sequences
of concrete objects.
arrange the number cubes is a numerical       NL p. 6.7 Blackline 10
TEKS 1.10B                                                                                      *These are more than
sequence and record. Roll again, find a
Identify events as certain or impossible such                                                   handwriting activities the children
sequence, if the sequence is already
as drawing a red crayon from a bag of green                                                     are looking for patterns,
recorded make a tally mark, if not record
crayons.                                                                                        probability, and sequencing of
the sequence, and continue playing. How
many different sequences can you find?        numbers.
TAKS Objectives: 1, 2, 4, & 5                     What sequence shows up the most?

6
Vocabulary

Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence

Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern,
rule, stem, repeating part

Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller,
greater area, less area

Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus,
hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy

Estimation- range, greater than, less than

Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid

7
Important note to teachers:
As you teach these lessons, be very aware of your students’ abilities. If they are not
ready to move from the Concept Level to the Connecting Level or from the
Connecting Level to the Symbolic Level, work with the children at their level. This is
differentiating the instruction for the various levels of understanding in your room.
All work, no matter what level, is done with manipulatives first. That doesn’t mean
that all students are ready for the connecting or symbolic levels. Children need
practice in the Base Ten counting activities. You can use Workstation (tubbing) time
for that extra help.

Vocabulary used in the Script and Materials

PVB-Place Value Board (Blue/White Board)
LPVB-Large Place Value Board (made by the teacher NL p. 11.23)
PVAB-Place Value Addition Board NL Blackline p. 39
Star card-NL Blackline p. 43.
Recording strips-MTW Blackline p. 60
Blank Matrix-NL Blackline p. 45
Bob’s Ditto-NL Blackline p. 38

Script for Base Ten Counting (Week 1 of the 5th six weeks 5.1)

The counting process is very similar to the Crazy Counting Game. Place a star card (NL blackline master p. 43) on the
white side of the Blue/White PVB. This will help those children who are having trouble. Explain that there are 2 rows of 5
stars. If a row of stars is covered, that is 5. Practice putting beans on the star card. Put 6 beans on the card, the full row is
5 and one more makes 6. Help the children see it is an easy way to keep track when counting to 10. When the card is
full the child has 10- Say, “Pick them up, put them in a cup, and move them over. Touch and Read.” The only difference
in the script used is: instead of saying “Oh, Oh, Oh, Oh, Ten, Ten,” Say “A Ten, A Ten, Pick the beans up, put them in a
cup, and slide them over. Touch and Read.” We want to be sure that the children know that it is one ten that is being
moved over. Sometimes when we say “Oh, Oh, Ten, Ten” it sounds like ten tens, which it is not.

8
Day 1 Base 10 Counting (Concept Level) Monday of week 5.1
Materials:
Blue/White PVB with a star card
Beans and portion cups/Unifix Cubes/or any other concrete material used for counting (not the BASE 10 BLOCKS)
Today there will be no recording and we will not use the flips until Day 2. Use the bell to indicate when to add or remove a
bean. Read the board, “Zero Tens, Zero Ones. Ding, add one bean, touch and read, Zero tens, one 1.” Continue in this
manner until you get to 3 tens, zero ones. Now begin subtracting one bean at a time. If you need to, refer to the script for
the 4th six weeks. If you feel the children are not ready to go on to the connecting level, continue counting in this
manner (concept level).

Day 2 Base Ten counting (Connecting Level) Tuesday of week 5.1
Materials:
Blue/White PVB with a star card
Beans and portion cups/Unifix Cubes
Flips
The children who had trouble counting on Monday will stay in the Concept Level. The children who are ready will
work at the Connecting Level.
Today, count (using the flips) to 37 (three tens, seven ones). After reaching 3 tens, 7 ones (37) ask if there is another way
of saying three tens, seven ones. They should reply thirty-seven (37). Next, count backwards removing 1 bean at a time.
As the students read the PVB-3 tens, 6 ones they will also say thirty-six (36). They will continue reading the PVB by tens
and ones and the number until they reach “0”.

Don’t move children to a level that is too difficult for them. Make sure you are asking probing questions about
what they are working on; this way you will know about their level of understanding.

Don’t move children to the next level until they demonstrate that they are ready.
You may have some children still working at the Concept Level while others are at the
Connecting Level.

9
Day 3 and Day 4 (Thursday 5.1) (Monday 5.2)
This lesson will be used for 3 times: Days 3, 4 and 9
Base Ten Counting (Symbolic) Thursday of week 5.1 and Monday of Week 5.2, Thursday of Week 5.3
Materials:
Blue/White PVB with a star card
Beans and portion cups/Unifix Cubes
Flips
Recording paper NL blackline master p. 47
For Thursday (5.3) materials:
Larger bowl for all 10, 10’s
Card that is programmed with 100

Teacher will model the recording up to 1 ten, 5 ones (15) as the children count using manipulatives, flips, and
PVBS.
Today the children will work in pairs while they count and record. Children will have their PV recording strip which has
been previously prepared. (Glue 2 strips together the day before, it takes too long to have the children do it.) Start
counting with the children (teacher will be recording on chart paper at the front of the class), ask the children where to
write the 1(Response should be: “in the box on the right side of the paper”). The children will record along with the teacher
while they are counting. The teacher will continue counting and recording with the children up to 1 ten, 5 ones. The
children continue working in pairs up to 3 tens, 6 ones; while the teacher monitors. You may need to work with the
children who are struggling. This is a very critical time for the children who are having trouble. You can build up their
confidence by working in a small group and using probing questions. Allow time for the children to build back to zero, and
find and circle the patterns being made. Children will share what they learned at the end of the period. This conversation
is important for the COMPLETE understanding of PLACE VALUE.

Week 5.2 Tuesday and Thursday (Concept Days) Days 5 and 6
Use a blank 100’s chart. The teacher models the activity with the class. Children may need more time before they can do
the activity on their own. This will be done with a group. Make 2 large, class size matrices for the teacher when modeling
and 1 for each group of 4 students. After you work on them with the children they need to be left up for the children to
finish. Don’t worry if you do not finish on these 2 days, the children can work on them at another time. Go back and talk
about the charts and look for more patterns as the children work on them. Leave the matrices the children are working on
posted in the room so they can work on them when they have time. Encourage children to compare their work.

10
Day 5
To get the children started in this activity, the teacher will complete 1½ rows of the matrix. The teacher will ask if the
children see any patterns that can be used to complete the rest to the matrix. The teacher will record the children’s
responses. Each group will have their own matrix that they will fill in and continue working on until it is complete. This
will take more than one class period. This can be worked on at tubbing time.
Day 6 Counting sequence from 100 on a 10X10 matrix. The teacher starts the students off by completing 1½ rows of the
matrix (from 100 to 85). Use the same process as day 5.

You may have several groups working at different levels at one time in your room. If you have children who are
working on Base Ten Counting and others working on the Transition Activities, they are both working on addition
and subtraction just at different levels. You will see children exhibiting success at all levels because they are
working at their cognitive level.

11
Script for Base Ten Transition Activities
Concept Level
For Week 3 of the 5th six weeks
Days 7(Monday), 8(Tuesday)
Day 9(Thursday) Base Ten Counting (Symbolic Level)

We will work through all three Levels of Abstraction with the Transition Activities-Concept, Connecting, and Symbolic
Levels.

Days 7, 8,
Place Value boards (blue & white boards) PVB                        Large PVB for Addition NL p. 39 (1 per student)
Overhead of PVB                                                         directions for making NL p. 11.23
Overhead of star card                                               Beans and portion cups or other counting
Star Worksheet NL p. 43                                                        manipulatives
beans and portion cups or other counting manipulatives
Number Cube numbered 4-9
Small Numeral Cards

Teachers:
When you are teaching addition and subtraction tell a story with each problem. Write the problem frame on the board so
that the children can tell a story for their sets of numbers.
Story Frame for Subtraction:
Bobby has 24 (number go in this blank) hot wheels (the item go in the second blank) in his collection. He
gave his brother 7 hot wheels. How many hot wheels does Bobby have left?

Maria picked 21 (number of beans in the first handful) flowers (item) from her grandmother’s garden. Her
brother picked 32 (number of beans in the second handful) flowers (item) from his mother’s garden. How many flowers do
they both have together?

12
We will begin with subtraction. Place a star card on the ones side of the place value board (PVB) (blue and white board).
If you are working with the whole group use an overhead of the blue & white PVB and star card. If you are working with
small groupings use the Blue & White PVB and star card like the students.

Take a handful of beans and put them on the ones side of the PVB. Count the beans onto the star card, when the stars
are covered say, “We have a ten, pick the beans up, put them in a cup, and slide them over. Touch and Read. One ten,
no ones.” Continue placing the beans on the star card (counting to 10) putting the beans in a cup sliding them over to the
tens side of the PVB and TOUCHING AND READING the number until all of the beans have been counted. After all of
the beans have been counted READ as tens and ones AND also in the number (thirty-one). Roll the Number Cube.
Place the numeral card representing number rolled on the ones side of the PVB.

At this point, have the children make up an oral story problem to fit the numbers on the PVB (see the story frame for
subtraction).

If there are enough beans to remove from the ones place, place the beans on the numeral card and take them off the
PVB. Touch and Read. If there are not enough beans….Ask the children what do they need to do in order to subtract
from the ones place. At this point they children should say, “Pick up a ten, slide it over, dump it out” and using two star
cards (they need a second star card), count how many ones they have now. Ask, “Do you have enough ones to
remove____ (what ever the number is)?” Place the beans on the numeral card and remove the card and the beans from

Have the children work in pairs and work 3 to 4 more problems. The children need to make up a story to match the
numbers they are working with. Walk around to make sure everyone understands the process of subtraction and can
make a story to fit their numbers.

We will do subtraction and addition in the same day.

Now we are going to do double digit addition. We will use the PV Addition Board-PVAB (NL p. 39 make one per student).
It would be best to make the Large Place Value Addition Board-LPVAB. The instructions are in the Newsletter on page
11.23.

Say, “We are now going to do double digit addition. Put the Blue & White PVB away and get the PVAB out. You will see
a place to build the first number at the top, a second number in the middle and the answer at the bottom of the PVAB. We
will start by taking a handful of beans and putting them in the ones box at the top. Now you will count groups of tens
using the X’s (like the stars) just as we did when we began the subtraction problems. Count, touch, and read (in tens &
ones and numbers). Take another handful of beans for the second number. Use the same process.”

13
When you have the two numbers made on the PVB you can begin to add. “Where do we begin?” Students’ response, “In
the ones place.” If you get a group of ten in the ones place, don’t move them over to the tens place until you have all of
the ones counted. (There will be 2 star cards on the ones side.) Then move the group of tens to the top of the tens
column. Bring down the ones to the answer space. Now bring all of the tens down to the answer area counting the tens.
Touch and Read (tens & ones and number). The children need to make a story for each of the problems. The children
will work in pairs to do 3 to 4 more problems as you walk around the room checking on the students’ understanding of two

Script for Connecting Level of the Place Value Transition Activities
Week 5.4 Days 10(Monday), 11(Tuesday), and 12(Thursday)

Materials:
Manipulatives and cups
PVB (Blue and White)
LPVB
Numeral Cards (NL Blackline p.22)
PVAB (NL Blackline p. 39)

In the Connecting Level, the children will use 2 PVAB’s (NL Blackline p. 39)---(One for the manipulatives and the other for
the numeral cards to represent the numbers) and small numeral cards (NL Blackline p.22). Using the numeral cards to
represent the 10’s and 1’s, place them in the correct place on the PVAB after counting the manipulatives into groups of
10. Read the first number of the Addition or Subtraction problem, first the manipulatives then the numeral cards. They
should represent the same number. In addition do the second number the same way, read both numbers; in Subtraction
the second number (the number being subtracted) is made by rolling the number cube. A numeral card represents the
number on the PVB and the PVAB. If you need to regroup, place a new card over the old one on the PVB. Make sure the
number cards match the manipulatives. When the ones number changes because of regrouping, cards need to change
also to read the same as the manipulatives. When the tens number changes because of regrouping, cards need to
change also to read the same as the manipulatives.

14
Script for the Symbolic Level of the Place Value Transition Activities
Week 5.5 days 13(Monday), 14(Tuesday), 15 (Thursday)
Week 5.6 Days 16(Monday), 17(Tuesday), 18(Thursday)

Materials:
Bob’s Ditto (NL Blackline p.38)
Manipulatives and cups
PVB (Blue & White)
Numeral Cards for Subtraction & Addition
LPVB (NL Blackline p. 11.23-this has to be made) at least 1 for every 2 students

Get your handful of manipulatives and count them out in groups of 10. When all materials are counted and manipulatives
are where they belong (tens on the tens side, ones on the ones side, record on Bob’s ditto the number that was built.
Every time you change the manupulatives, you have to record the change on Bob’s ditto by crossing out the original
number and writing the new number above.

15
Differentiation of the Curriculum
Tubbing: Number/Place Value
TEKS 1.1B
Create sets of tens and ones using concrete objects to describe, compare, and order
whole numbers.
TEKS 1.1D
Read and write numbers to 99 to describe sets of concrete objects.
TEKS 1.3A
Create addition and subtraction problem situations with concrete objects and write                                                        Graphing Activities
corresponding number sentences.
TEKS 1.3B
Tuesday
Use concrete and pictorial models to apply basic addition and subtraction facts (up to                                   TEKS 1.9B
Estimation Jar              Use organized data to construct real-object
9 + 9 = 18 and 18 – 9 = 9).
TEKS 1.5D                                                                                        Weekly                  graphs, picture graphs, and bar-type graphs.
Use patterns to develop strategies to solve basic addition and basic subtraction          TEKS 1.7A                      TEKS 1.10 A
problems.                                                                                 Estimate and measure.          Draw conclusions and answer questions using information
TEKS 1.5E                                                                                                                organized in real-object graphs, picture graphs, and bar-type
Identify patterns in related addition and subtraction sentences (fact families for sums                                  graphs.
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.
TEKS1.7B
Compare and order two or more concrete objects according to length (from longest to
shortest).
TEKS1.7D
Compare and order the area of two or more two-dimensional surfaces (from covers
the most to covers the least).
TEKS1.7E
Compare and order two or more containers according to capacity (from holds the
most to holds the least).
Place the jar where all        Are you going to wear a costume on Thursday for Charro
Wednesday                         Friday               children can see it. As a      Days?
Note: Length and Width-      Remove 2 Number               Remove 2 more Number           review use middle sized        Suggested questions to ask:
children can chose           Workstations: Unifix          Workstations: Wooden           objects. Give the students     *How many children in each group?
items in the room to         Cubes and Toothpicks          cubes and Stringing            a range before they begin      *How many children wear_____ costume? How do you
manipulative                 How Many Groups and           Value Tubs: How Many           For estimation activities 1)
the jar should have a base     *How many more children wear _____ costume than ____ ?
of their choice.             Area                          Will It Hold and Length
Recording Worksheets (to      and Width.                     line that does not move, 2)    *How many less children wear _____ costume than ____?
be used later):               Recording Worksheets (to       the size of the objects        *What do you see on the graph?
How Many Groups: NL p.        be used later):                used should be getting         *What does the graph tell you?
42                            How Many Will It Hold and      smaller, and 3) the            * What was the most favorite/least favorite?
Area NL p. 41                 Length and Width: NL p.        children need to be given      *What was the result from the other grade level?
41                             a range of how many            Teacher observations:
objects are in the jar.
*Children can explain why we graph.
*Children can discuss the elements of the graph.
*Children can compare information on the graph.
*Children can initiate the steps in graphing.
16
Journal: 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson.

Using beans, cups and PVB’s, compare the amount of manipulatives needed to cover the area of a shape. Using a different manipulative each time on the same shape.
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

17
2nd Week of the Fifth Six Weeks 5.2

Warm-Up/Counting Activities                                                                        Problem Solving
Monday                                                                                     Pretend that your class has an old ivy plant that is growing too big! If every student in
Students may need to refer to your class number line. What number comes between 53         your class makes a new plant from an old stem, how many plants would you have?
and 55? 62 and 63? 74 and 78? 88 and 92?                                                   If your class sells all the new plants for a quarter each, how much money would your
class have?

Math Extension B Investigation 3: New Plant Module

Tuesday                                                                                    Jeremy wanted to plant some bulbs in a barrel. He needed to plant them in the fall so
Repeat the number I say.                                                                   they would bloom in the spring. He went to the nursery and bought five tulip bulbs and
Say the number that is one more and hammer your fists.                                     six daffodil bulbs. In the Spring, all of the bulbs grew except for one tulip and one
69: (69, 70/hammer)                                                                        daffodil. How many bulbs did Jeremy have blooming in the spring?
89: (89, 90/hammer)
99: (99, (100/hammer)                                                                      Math Extensions A Investigation 4: New Plants Module
78: (78, 79/hammer)
86: (86, 87/hammer)

Wednesday                                                                                  Garlic bulbs grow in a bunch called a head. A head of garlic can be split into six little
Repeat the number I say.                                                                   bulbs. Each little bulb can grow into a plant. When the winter plant is grown, garlic
Say the number that is one less and touch your toes.                                       flowers under the ground. Rebecca had one head of garlic. She planted each of the
52 (52, 51/touch toes)                                                                     bulbs and soon had flowers blooming in her garden. She wanted more plants
88 (88, 87/touch toes)                                                                     blooming in her garden next year. She dug up the garlic heads after the plants died so
98 (98, 97/touch toes)                                                                     she would save the bulbs. How many bulbs do you think she will be able to plant next
59 (59, 58/touch toes)                                                                     year?

Math Extension B Investigation 4: New Plants Module
Use numeral 1-35 cards. (one number for each child in the class)                           some rocks. He has this much money in his pocket. What can he buy?
Pass one out to each child.                                                                Use with student sheet No. 17.
“As we count to (?) come forward when we name your number and get in line.”
Math Extension B Investigation 2: Pebbles, Sand and Silt Module
Friday                                                                                     You and your friends want to make clay bricks at home. Each person needs 2 cups of
Count with me by 3’s as I drop 3 pennies at a time into the can: 3, 6, 9, 12, and 15. Do   clay. How many cups of clay will you need? Use with student sheet No. 18.
it again!
Math Extension A Investigation 3: Pebbles, Sand, and Silt Module

18
Concept Lessons

Day                                                             Content/Activities
Of the            Student Expectations                          Resources/Materials                        Assessments                   Calendar Activities
Week
TEKS 1.1 B                                      Concept: Place Value                       Teacher observations:                   Straw Count
Create sets of tens and ones using concrete     Repeat Day 3.                              *Students recognize the pattern.         Number Line
objects to describe, compare, and order whole   See script for Day 3. Use the same
process of counting, recording, and        *Students are ready for the              Day Sequence
numbers.                                                                                   regrouping in either +/-.                Yesterday, Today and
looking for patterns. For those children
TEKS 1.1D                                       who need more practice counting groups     *Students can verbalize the               Tomorrow
Read and write numbers to 99 to describe sets   of ten, redo days 2.                       regrouping                               Monthly Calendar
of concrete objects.                            Materials:                                 *How comfortable and accurate           Odd and Even Chart
Place Value boards-PVB (blue & white       is the student when counting.
    Tally Count
boards)                                    *Are mistakes self corrected, do
Overhead of PVB                            they start over, or do they keep         Commercial Calendar
Overhead of star card                      counting.                                Birthday Cake Graph
Star Worksheet NL p. 43                                                             Tooth Graph
Uncolored beans and cups                                                            Temperature Graph
Flips
   Weather Graph
Recording strips NL blackline p.
47(prepare ahead of time, glue 2 strips    Weekly Assessment:                       Right Hand
together)                                  *Give the students 1 or 2               Odd/even
Monday
Suggested questions to ask:                equation cards (NL Blackline            Money
*Do you recognize the pattern?             p.23-34). Have them draw a              2-D figures
*What do you do if you don’t have enough   picture to represent the equation.      3-D figures
ones to remove?                            *Using Treasure Boxes have the           Fractions
*What is your story for these numbers?     children get 10 pieces of
treasure. Have them put the
*Why do you need to subtract?
materials in 2 equal groups or
* How do you know when to add?             give your partner half. Response:
I gave my partner 5 because 5 is
half of 10 or 6 because 6 is half
of 12.
*Count to 26 and back to 0 using
the Place Value process using
manipulatives and recording the
results.

TAKS Objective 1

19
TEKS 1.9B                                       Graphing                                        Teacher observations:
Use organized data to construct real-object     Did you go to the Charro Days parades?          *Children can explain why we
graphs, picture graphs, and bar-type graphs.    Which ones? Children’s, Night, and/or           graph.
Draw conclusions and answer questions using                                                     *Children can discuss the
Tally which parades the children went to.       elements of the graph.
information organized in real-object graphs,    They could have gone to all 3 parades of
picture graphs, and bar-type graphs.                                                            *Children can compare
none. This is a 4 column graph. Use the         information on the graph.
floor graph, have the children put their
names in the columns representing the           *Children can initiate the steps in
parades attended or not attended column.        graphing
*How many children in each group?
*How many more children went to _____
*How many children went to___ parade?
How do you know?
*How many more children went to _____
*How many less children went _____
*What do you see on the graph?
*What does the graph tell you?
Tuesday                                                   * What was the most attended/least
attended?
*Why are the numbers bigger than
normal?
*What was the result from the other grade
level?

Concept: Place Value (Connecting
Level)(Teacher is doing the initial writing.)
TEKS 1.1 B
Counting Sequence on a 10X10 matrix             Teacher observations:
Create sets of tens and ones using concrete     Complete about 1 ½ rows before asking           *Children discover patterns
objects to describe, compare, and order whole   the children if they see any patterns
numbers.                                                                                        *Children can regroup
developing. Have the children complete
TEKS 1.1D                                                                                       *Children can extend patterns
their matrices in groups.
Read and write numbers to 99 to describe sets   NL Ch.11p.11.15                                 *Children can verbalize the
of concrete objects                             Materials:                                      process
*Large (Class size) 10X10 Matrix (Blank         *How comfortable and accurate
100’s Chart (make several and laminate)         is the student when counting.
Suggested questions to ask:                     *Are mistakes self corrected, do
*What should we write in this column?           they start over, or do they keep
*What will come next?                           counting.
Objective 1, 2, & 5                             *How do you know?

20
TEKS 1.1B                                         Tubbing: Number/Place Value                   Teacher observations:
Create sets of tens and ones using concrete       Add Rolling Tens and Ones in Place            *Number relationships
objects to describe, compare, and order whole     Value; Remove Treasure Boxes in               *Design reflects a number
numbers.                                          Number. Introduce new workstation.            pattern.
TEKS 1.1D                                         Student rolls the number cubes, makes         *Children can relate a story with
Read and write numbers to 99 to describe sets     the number on the PV board. Second            a number sentence.
of concrete objects.                              student rolls More/Less cube then rolls the   *Verbal descriptions
TEKS 1.3A                                         number cubes, makes the number that is        *Spontaneous verbalization to
Create addition and subtraction problem           either larger or smaller than the first.      peers.
situations with concrete objects and write        Compare the numbers.                          *Verbalization in response to
corresponding number sentences.                   Materials:                                    questions.
TEKS 1.3B                                         2 PV Boards, Beans. Portion Cups,             *Working preference.
Use concrete and pictorial models to apply        Numeral Cubes(0-5,4-9), More/Less Cube
basic addition and subtraction facts (up to 9 +                                                 *Involvement-needs help or self
9 = 18 and 18 – 9 = 9).                           *How many ways can you make this
TEKS 1.5C                                                                                       *Enjoyment-continuously
number?                                       unsatisfied with results or
Compare and order whole numbers using
TEKS 1.5D                                         number?                                       *Attention span-stays with a
Use patterns to develop strategies to solve       *Where does your pattern begin to             material a short time or a long
basic addition and basic subtraction problems.    repeat?                                       time
TEKS 1.5E                                         *Can you see a number pattern?
Wednesday                                                     *How would you describe your pattern?         *Understanding of Base 10
Identify patterns in related addition and                                                       *Can compare 2 numbers
subtraction sentences (fact families for sums     *About how many groups of 10 can you
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,   find?
and 5 – 3 = 2.                                    *How many groups of 10 did you find?
*About how many _____ will cover shape
TEKS 1.7B                                         _____?
Compare and order two or more concrete            *Which number is greater/less? Why?
objects according to length (from longest to
shortest).
TEKS1.7D                                          Measurement: Capacity
Using 2 different labeled containers and      Teacher observations:
Compare and order the area of two or more
two-dimensional surfaces (from covers the         manipulatives decide which container will     *Student accurately counts the
most to covers the least).                        hold more or less than the other. Estimate    units (manipulatives) used.
TEKS1.7E                                          how many scoops will fill the container.      *Student used tools correctly.
Compare and order two or more containers          Materials:                                    *How good was the estimate?
according to capacity (from holds the most to     *Different sizes of Containers labeled        *Does the student choose to
holds the least).                                 *Material to measure (rice, beans, etc.)      record?
Measurement                                       *Recording sheets (use when students          *Explains the measurement
TEKS1.7E                                          are ready): NL p. 11/12                       process.
Compare and order two or more containers          Suggested questions:
according to capacity (from holds the most to     *How many scoops did it take to fill
holds the least).                                 container___?
*How many more/less will take to fill
TAKS Objectives 1, 2, & 4                         container____?

21
TEKS 1.1 B                                      Concept: Place Value (Connecting              Teacher observations:
Create sets of tens and ones using concrete     Level) Counting Sequence                      *Students recognize the pattern.
objects to describe, compare, and order whole   The teacher will model counting from 100.
on a 10X10 matrix                             *Students are ready for the
numbers.                                                                                      regrouping in either +/-.
Complete about 1½ rows counting from
TEKS 1.1D                                       100(record the 100 in the first cell at the   *Students can verbalize the
Read and write numbers to 99 to describe sets   top left hand corner). Then ask children if   regrouping
of concrete objects.                            they see any patterns developing.             *How comfortable and accurate
NL Ch.11p.11.15                               is the student when counting.
Materials:                                    *Are mistakes self corrected, do
*Large (Class size) 10X10 Matrix (Blank       they start over, or do they keep
100’s Chart (make several and laminate)       counting.
*What should we write in this column?
*What will come next?
*How do you know?

Thursday
Sorting Level-Level 4
Distribute the cards you have been
making in the previous weeks.                 Teacher observations:
TEKS 1.9A                                       Children will sort materials according to     *Motivation
Collect and sort data.                          the category on the card. Class discussion    *Language used
sort their materials at least 2 more ways.    *Able to compare shapes
Materials: Treasure Boxes, 2-D & 3-D
*Creative categories for sorting—
shapes, need to add different sorting
away from the usual.
materials
*How did you sort these materials?
*Can you sort these materials in another
way?
*How are your sorting materials different?

TAKS Objectives 1 & 5

22
TEKS 1.1B                                         Tubbing: Number/Place Value                   Teacher observations:
Create sets of tens and ones using concrete       Work with the workstations that are           *Number relationships
objects to describe, compare, and order whole     already out. 5 Number Tubs and 5 Place        *Design reflects a number
numbers.                                          Value Tubs                                    pattern.
TEKS 1.1D                                         Suggested questions to ask:                   *Children can relate a story with
Read and write numbers to 99 to describe sets     *How many ways can you make this              a number sentence.
of concrete objects.                              number?                                       *Verbal descriptions
Create addition and subtraction problem           number?                                       peers.
situations with concrete objects and write        *Where does your pattern begin to             *Verbalization in response to
corresponding number sentences.                   repeat?                                       questions.
TEKS 1.3B                                         *Can you see a number pattern?
*How would you describe your pattern?         *Working preference.
Use concrete and pictorial models to apply
basic addition and subtraction facts (up to 9 +   *About how many groups of 10 can you          *Involvement-needs help or self
9 = 18 and 18 – 9 = 9).                           find?                                         directed
TEKS 1.5D                                         *How many groups of 10 did you find?          *Enjoyment-continuously
Use patterns to develop strategies to solve       *About how many _____ will cover shape        unsatisfied with results or
basic addition and basic subtraction problems.    _____?                                        appears to be satisfied.
TEKS 1.5E                                         *Which number is greater/less? Why?           *Attention span-stays with a
Identify patterns in related addition and                                                       material a short time or a long
subtraction sentences (fact families for sums                                                   time
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,                                                 *Understanding of Base 10
and 5 – 3 = 2.                                                                                  *Can compare 2 numbers
TEKS 1.7B
Friday
Compare and order two or more concrete
objects according to length (from longest to
shortest).
TEKS1.7D
Compare and order the area of two or more         Numeral Writing
two-dimensional surfaces (from covers the         (writing center activity not a math           Teacher observations:
most to covers the least).                        activity)                                     *Children are making the correct
TEKS1.7E                                          Independent Activities                        strokes.
Compare and order two or more containers          Those children who are still having trouble   *They are focused on the task.
according to capacity (from holds the most to     using the correct strokes when writing
*They are using the language-
holds the least).                                 numbers need direct instruction using sky
Purple-Green.
writing and verbalizing the strokes.
Numeral Sequences                             Continued from Numeral
Numeral Writing                                                                                 Writing
NL Ch.6 p. 6.7 Blackline p.10
TEKS 1.1D                                                                                       *These are more than
Use 10 number cubes. Shake and roll,
Read and write numbers to 99 to describe sets     arrange the number cubes is a numerical       handwriting activities the children
of concrete objects.                              sequence and record. Roll again, find a       are looking for patterns,
TEKS 1.10B                                        sequence, if the sequence is already          probability, and sequencing of
Identify events as certain or impossible such     recorded make a tally mark, if not record     numbers.
as drawing a red crayon from a bag of green       the sequence, and continue playing. How
crayons.                                          many different sequences can you find?
TAKS Objectives: 1, 2, 4, & 5                     What sequence shows up the most?

23
Vocabulary

Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence

Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern,
rule, stem, repeating part

Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller,
greater area, less area, capacity, scoop, full, level

Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus,
hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy

Estimation- range, greater than, less than

Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid

24
Differentiation of the Curriculum
Tubbing: Number/Place Value
TEKS 1.1B
Create sets of tens and ones using concrete objects to describe,
compare, and order whole numbers.
TEKS 1.1D
Read and write numbers to 99 to describe sets of concrete objects.
TEKS 1.3A
Create addition and subtraction problem situations with concrete
objects and write corresponding number sentences.
TEKS 1.3B
Use concrete and pictorial models to apply basic addition and
subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9).
TEKS 1.5D
Use patterns to develop strategies to solve basic addition and basic
subtraction problems.
TEKS 1.5E                                                                          Estimation Jar
Identify patterns in related addition and subtraction sentences (fact                                                 Graphing Activities
families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5
Weekly
TEKS 1.7A                                       Tuesday
– 3 = 2.                                                                                            TEKS 1.9B
Estimate and measure.
TEKS1.7B                                                                                            Use organized data to construct real-object
Compare and order two or more concrete objects according to length                                  graphs, picture graphs, and bar-type graphs.
(from longest to shortest).                                                                         TEKS 1.10 A
TEKS1.7D                                                                                            Draw conclusions and answer questions using information
Compare and order the area of two or more two-dimensional                                           organized in real-object graphs, picture graphs, and bar-type
surfaces (from covers the most to covers the least).                                                graphs.
TEKS1.7E
Compare and order two or more containers according to capacity
(from holds the most to holds the least).

25
Place the jar where all children can see   Did you go to the Charro Days parades? Which ones?
it. Use middle sized objects. Give the     Children’s, Night, and/or Afternoon Parades
Wednesday                           Friday                students a range before they begin to      Tally which parades the children went to. They could have
make estimates.                            gone to all 3 parades of none. This is a 4 column graph. Use
Add Rolling Tens and Ones      Work with the workstations       For estimation activities 1) the jar       the floor graph, have the children put their names in the
in Place Value; Remove         that are already out. 5 Number   should have a base line that does not      columns representing the parades attended or the not
Treasure Boxes in Number.      Tubs and 5 Place Value Tubs      move, 2) the size of the objects used      attended column.
Introduce new workstation.                                      should be getting smaller, and 3) the      Suggested questions to ask:
children need to be given a range of       *How many children in each group?
Materials:
how many objects are in the jar.           *How many more children went to _____ parade than _____?
*2 number cubes(0-5/49)
*How many children went to___ parade? How do you know?
*more/less cube
*How many more children went to _____ parade than ____?
*PVB’s
*How many less children went _____ parade than ____?
*Beans and potion cups
st                                                                                                       *What do you see on the graph?
1 student rolls both cubes,
makes a number with beans                                                                                  *What does the graph tell you?
and cups on the PVB.                                                                                       * What was the most attended/least attended?
nd                                                                                                       *Why are the numbers bigger than normal?
2 student rolls the
*What was the result from the other grade level?
more/less cube and then
rolls number cubes. Student                                                                                Teacher observations:
builds a number that is                                                                                    *Children can explain why we graph.
either more or less than the                                                                               *Children can discuss the elements of the graph.
st
number the 1 student built.                                                                                *Children can compare information on the graph.
Compare both numbers                                                                                       *Children can initiate the steps in graphing
explaining which number is
more or less and why.

26
Journal : 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson.

Find out how many scoops of a manipulative will fill a container. Estimate, count and record.
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

27
3rd Week of the Fifth Six Weeks 5.3

Warm-Up/Counting Activities                                                                           Problem Solving
Monday                                                                                          Ginny and Harry are building a wall with bricks. Each row will have six bricks when
Ask nine children to line up at the drinking fountain (or other area).                          they are done. The wall is four rows tall. How many bricks will they need to finish
Who is first in line to get a drink? Who will be last to drink? Who is second? Third?           each row?
Fifth? Fourth?
Say the position words as each one takes a drink. (First, second, third, fourth, fifth,         Use with student sheet No. 19.
sixth, seventh, eighth, ninth).                                                                 Math Extension A Investigation 3: Pebbles, Sand and Silt Module
Tuesday                                                                                         Jay, Peter, Carol, Sally, and Mark are all in first grade. Their class went on a rock
Count by fives to 55 as you touch your head, shoulders, waist, knees, and toes.                 hunt. If each of the boys found five rocks, how many rocks did the boys bring back to
Math Extension B Investigation 4: Pebbles, Sand and Silt Module
Wednesday                                                                                       Who am I?
I will say a number.
Repeat the number and say the next three numbers in sequence.                                   I have 23 ones and 4 tens.
13 (13, 14, 15, 16)                                                                             Who am I?
34 (35, 36, 37, 38)                                                                             63
59 ( 59, 60, 61,62)                                                                             I have 30 ones and 3 hundreds. Who am I?
83 ( 83, 84, 85, 86)                                                                            330
I have 4 hundreds, 12 tens, and 6 tens.
Who am I?
526
Thursday                                                                                        Who am I?
Form a circle.
I wonder how many fingers we have in our room. Hold up both hands and spread your               I am 45. I have 25 ones. How many tens do I have?
fingers. Each of us has how many fingers? (10)                                                  2
I will walk around the circle as we count by tens. When I tap your head, put your hands         I have 13 tens, 2 hundreds, and 21 ones.
down.                                                                                           351
(10/tap, 20/tap, 30/tap…)                                                                       I am 341. I have 22 tens. How many hundreds do I have?
1
Friday                                                                                          Who am I?
Let’s count how many trains I have (show 10 trains, each made with 10 unifix cubes): 1,
2, 3, 4, 5, 6, 7, 8, 9, 10.                                                                     I f you put 3 more tens with me, I would be 115. Who am I?
Now let’s count the cubes as I break them off and drop them in the bucket: 1, 2, 3, 4, 5,       85
6, 7, 8, 9, 10 (pause to get another train), 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (pause to   I have 17 ones. I am between 40 and 50. How many tens do I have?
get another train), 21, 22, 23, 24, 25…100.                                                     3 tens + 17 ones
I have 17 ones. I am between 40 and 50. Who am I?
47

28
Concept Lessons

Day                                                               Concept/Activities
Of the            Student Expectations                            Resources/Materials                           Assessments                  Calendar Activities
Week
TEKS 1.1 B                                        Concept: Place Value (Concept Level)         Teacher observations:                 Straw Count
Create sets of tens and ones using concrete       See Script: Base Ten Transition Activities   *Children make the connection          Number Line
objects to describe, compare, and order whole     for Week 3.                                  from the Silly Counting Game
Day 7                                                                               Day Sequence
numbers.                                                                                       *Children can regroup                  Yesterday, Today and
Always begin with subtraction.
TEKS 1.1D                                         Model the subtraction procedure with the     *Children can make stories              Tomorrow
Read and write numbers to 99 to describe sets     children, then let them work in pairs        *Children can verbalize the           Monthly Calendar
of concrete objects.                              practicing with 2 -3 more problems. Walk     process                               Odd and Even Chart
TEKS 1.3A                                         around making sure the students
 Tally Count
Model and create addition and subtraction         understand the process. Next model the
problem situations with concrete objects and      addition, let the children work in pairs                                           Commercial Calendar
write corresponding number sentences.             practicing 2-3 more problems.                                                      Birthday Cake Graph
TEKS 1.3B                                         Materials:                                                                         Tooth Graph
Place Value Boards-PVB (blue & white                                               Temperature Graph
Use concrete and pictorial models to apply
boards)
basic addition and subtraction facts (up to 9 +                                                                                      Weather Graph
9 = 18 and 18 – 9 = 9).                                                                        Weekly Assessment:                    Right Hand
Star Worksheet NL p. 43                      *Using number cubes get 2             Odd/even
Monday                                                                                                  numbers. Make a story with the
Uncolored beans and cups                                                           Money
Number Cube numbered 4-9                     two numbers and write an
 2-D figures
Small Numeral Cards                          equation the goes with the story.
 3-D figures
Large PVB for addition NL p. 39              *Give each child a blank 10X10
Directions for making NL p.11.23         matrix. Have the students fill out    Fractions
Suggested questions to ask:                  the 100’s chart. Give them a
*Do you recognize the pattern?               specified amount of time. Check
to see how much they could do
*What do you do if you don’t have enough
in that amount of time. They can
ones to remove?
finish the chart later.
*What is your story for these numbers?
*Give the students 2 numbers to
*Why do you need to subtract?                build and add and another 2
*How do you know when to add?                numbers to subtract. Using
manipulatives.

TAKS Objective 1

29
TEKS 1.9B                                         Graphing                                     Teacher observations:
Use organized data to construct real-object       How many different charms do we find in      *Children can explain why we
graphs, picture graphs, and bar-type graphs.      Lucky Charms cereal?                         graph.
TEKS 1.10 A
Draw conclusions and answer questions using       Use Lucky Charms Cereal                      *Children can discuss the
information organized in real-object graphs,      Give each group of 4 students a cup of       elements of the graph.
picture graphs, and bar-type graphs.              cereal. Have the children sort the cereal    *Children can compare
and separate the charms into groups,         information on the graph.
name the charms found. Children may eat      *Children can initiate the steps in
the cereal not the charms. Each group        graphing
reports their data. Then the children need
to decide how to graph the combined
data.
*How many charms in each group?
*How many more ___charms than
__charms?
*How many ___charms did we find? How
do you know?
*How many more ___charms than
__charms?
*How many less ___charms than
__charms?
Tuesday                                                     *What do you see on the graph?
*What does the graph tell you?
* What was the charm found most/least?

TEKS 1.1 B                                        Concept: Place Value (Concept level)
Follow the script: Base Ten Transition
Create sets of tens and ones using concrete                                                    Teacher observations:
Activities for Week 3.
objects to describe, compare, and order whole                                                  *Children make the connection
numbers.                                                                                       from the Silly Counting Game
Do 3 to 4 problems for each operation.
TEKS 1.1D                                         The students need to practice what they      *Children can regroup
Read and write numbers to 99 to describe sets     learned on Monday. Check for                 *Children can make stories
of concrete objects.                              understanding.
*Children can verbalize the
TEKS 1.3A                                         Suggested questions to ask:
process
Model and create addition and subtraction         *Do you recognize the pattern?
problem situations with concrete objects and      *What do you do if you don’t have enough
write corresponding number sentences.             ones to remove?
TEKS 1.3B                                         *What is your story for these numbers?
Use concrete and pictorial models to apply        *Why do you need to subtract?
basic addition and subtraction facts (up to 9 +   * How do you know when to add?
9 = 18 and 18 – 9 = 9).

TAKS Objectives 1 & 5

30
TEKS 1.1B                                         Tubbing: Number/Place Value                  Teacher observations:
Create sets of tens and ones using concrete       Add Base 10 workstation in Place Value;      *Number relationships
objects to describe, compare, and order whole     Remove Stamps in Number. Introduce the       *Design reflects a number
numbers.                                          new workstation.                             pattern.
TEKS 1.1D                                         This workstation is the same as the          *Children can relate a story with
Read and write numbers to 99 to describe sets     concept lesson for this week. Addition and   a number sentence.
of concrete objects.                              Subtraction in Base 10. More details on      *Verbal descriptions
TEKS 1.3A                                         Tubbing page.                                *Spontaneous verbalization to
Create addition and subtraction problem           Materials:                                   peers.
situations with concrete objects and write        PV Boards, Beans. Portion Cups,              *Verbalization in response to
corresponding number sentences.                   Numeral Cubes (4-9), Numeral cards for       questions.
TEKS 1.3B                                         subtraction.                                 *Working preference.
Use concrete and pictorial models to apply        Suggested questions to ask:
basic addition and subtraction facts (up to 9 +                                                *Involvement-needs help or self
*How many ways can you make this             directed
9 = 18 and 18 – 9 = 9).                           number?
TEKS 1.5C                                                                                      *Enjoyment-continuously
Compare and order whole numbers using             *Can you tell me a story about this          unsatisfied with results or
place value.                                      number?                                      appears to be satisfied.
TEKS 1.5D                                         *Where does your pattern begin to            *Attention span-stays with a
Use patterns to develop strategies to solve       repeat?                                      material a short time or a long
basic addition and basic subtraction problems.    *Can you see a number pattern?               time
TEKS 1.5E                                         *How would you describe your pattern?
Wednesday                                                     *About how many groups of 10 can you         *Understanding of Base 10
Identify patterns in related addition and                                                      *Can compare 2 numbers
subtraction sentences (fact families for sums     find?
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,   *How many groups of 10 did you find?
and 5 – 3 = 2.                                    *About how many _____ will cover shape
_____?
TEKS 1.7B                                         *Which number is greater/less? Why?
Compare and order two or more concrete
objects according to length (from longest to
shortest).
TEKS1.7D                                                                                       Teacher observations:
Compare and order the area of two or more         Measurement: Capacity                        *Student accurately counts the
two-dimensional surfaces (from covers the
Using 2 different labeled containers and     units (manipulatives) used.
most to covers the least).
manipulatives decide which container will    *Student used tools correctly.
TEKS1.7E                                          hold more or less than the other. Estimate   *How good was the estimate?
Compare and order two or more containers          how many scoops will fill the container.
according to capacity (from holds the most to                                                  *Does the student choose to
Materials:                                   record?
holds the least).
*Different sizes of Containers labeled       *Explains the measurement
Measurement                                       *Material to measure (rice, beans, etc.)     process.
TEKS1.7E                                          *Recording sheets NL p. 11/12
Compare and order two or more containers          Suggested questions:
according to capacity (from holds the most to     *How many scoops did it take to fill
holds the least).                                 container___?
*How many more/less will take to fill
TAKS Objectives 1, 2, & 4                         container____?

31
TEKS 1.1 B                                        Concept: Place Value (Symbolic Level)         Teacher observations:
Create sets of tens and ones using concrete       See Script: For Day 9-Base Ten Counting       *Students recognize the pattern.
objects to describe, compare, and order whole     Procedures for Week 5.1.
Work with counting using Base 10              *Students are ready for the
numbers.                                                                                        regrouping in either +/-.
procedures from Day 3. Have the children
TEKS 1.1D                                         count to 100 using PVB (blue/white board,     *Students can verbalize the
Read and write numbers to 99 to describe sets     flips, recording strips, counting             regrouping
of concrete objects.                              manipulatives, a card that says 100, a        *Children make the connection
TEKS 1.3A                                         larger bowl for all 10, 10’s.) Now count      from the Silly Counting Game
Model and create addition and subtraction         backwards (subtraction).                      *Children can regroup
problem situations with concrete objects and      Look for patterns when they finish, share     *Children can make stories
write corresponding number sentences.             the patterns found. Compare to the 10X10
*Children can verbalize the
TEKS 1.3B                                         matrix done last week.
process
Materials:
Use concrete and pictorial models to apply
*PVB
basic addition and subtraction facts (up to 9 +
*Counting manipulatives
9 = 18 and 18 – 9 = 9).
*Portion cups
*recording strips(5)
*Flips
*Card programmed with 100
Thursday                                                     *Larger bowl for the 10 groups of 10
*Do you recognize the pattern?
*What do you do if you don’t have enough
ones to remove?
*What is your story for these numbers?
*Why do you need to subtract?
*How do you know when to add?

Sorting Level-Level 4
TEKS 1.9A                                         previous weeks. Children will sort            Teacher observations:
materials according to the category on the    *Motivation
Collect and sort data.
card. Discuss the sort with the children.     *Language used
Ask the children to sort their materials at
*Names of shapes
least 2 more ways.
Materials: Treasure Boxes, 2-D & 3-D          *Able to compare shapes
shapes, Add different materials to the
Treasure Boxes
*How did you sort these materials?
*Can you sort these materials in another
way?
TAKS Objectives 1 & 5                             *How are your sorting materials different?

32
TEKS 1.1B                                               Tubbing: Number/Place Value                      Teacher observations:
Create sets of tens and ones using concrete objects     There are 6 Place Value                          *Number relationships
to describe, compare, and order whole numbers.          Workstations and 4 Number Workstations           *Design reflects a number pattern.
TEKS 1.1D                                               Suggested questions to ask:                      *Children can relate a story with a
*How many ways can you make this number?         number sentence.
Read and write numbers to 99 to describe sets of
TEKS 1.3A                                               *Where does your pattern begin to repeat?        *Spontaneous verbalization to peers.
Create addition and subtraction problem situations      *Can you see a number pattern?                   *Verbalization in response to
with concrete objects and write corresponding           *How would you describe your pattern?            questions.
number sentences.                                       *About how many groups of 10 can you find?       *Working preference.
TEKS 1.3B                                               *How many groups of 10 did you find?
Use concrete and pictorial models to apply basic        *About how many _____ will cover shape           *Involvement-needs help or self
addition and subtraction facts (up to 9 + 9 = 18 and    _____?                                           directed
18 – 9 = 9).                                            *Which number is greater/less? Why?              *Enjoyment-continuously unsatisfied
TEKS 1.5C                                                                                                with results or appears to be
Compare and order whole numbers using place                                                              satisfied.
value.                                                                                                   *Attention span-stays with a material
TEKS 1.5D                                                                                                a short time or a long time
Use patterns to develop strategies to solve basic                                                        *Understanding of Base 10
*Can compare 2 numbers
TEKS 1.5E
Identify patterns in related addition and subtraction   Numeral Writing
sentences (fact families for sums to 18) such as 2 +    (writing center activity not a math activity)
3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.             Independent Activities
TEKS 1.7B                                               Those children who are still having trouble
using the correct strokes when writing numbers
Friday   Compare and order two or more concrete objects
need direct instruction using sky writing and
according to length (from longest to shortest).
TEKS1.7D                                                verbalizing the strokes.
Numeral Sequences                                Teacher observations:
Compare and order the area of two or more two-
dimensional surfaces (from covers the most to           NL Ch.6 p. 6.7 Blackline p.10                    *Children are making the correct
covers the least).                                      Use 10 number cubes. Shake and roll, arrange     strokes.
the number cubes is a numerical sequence and
TEKS1.7E                                                                                                 *They are focused on the task.
record. Roll again, find a sequence, if the
Compare and order two or more containers                sequence is already recorded make a tally        *They are using the language-Purple-
according to capacity (from holds the most to holds     mark, if not record the sequence, and continue   Green.
the least).                                             playing. How many different sequences can        Continued from Numeral Writing
TEKS 1.1D(Numeral Writing)                              you find? What sequence shows up the most?       *These are more than handwriting
Read and write numbers to 99 to describe sets of        Children can work on Numeral Dice Toss.          activities the children are looking for
concrete objects.                                                                                        patterns, probability, and sequencing
of numbers.
TEKS 1.10B
Identify events as certain or impossible such as
drawing a red crayon from a bag of green crayons.
TAKS Objectives 1, 2, 4, & 5

33
Vocabulary

Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence

Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern,
rule, stem, repeating part

Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller,
greater area, less area, capacity, scoops, full, level

Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus,
hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy

Estimation- range, greater than, less than

Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid

34
Differentiation of the Curriculum
Tubbing: number/Place Value
TEKS 1.1B
Create sets of tens and ones using concrete objects to describe, compare, and order
whole numbers.
TEKS 1.1D
Read and write numbers to 99 to describe sets of concrete objects.
TEKS 1.3A
Create addition and subtraction problem situations with concrete objects and write
corresponding number sentences.
TEKS 1.3B
Use concrete and pictorial models to apply basic addition and subtraction facts (up to
9 + 9 = 18 and 18 – 9 = 9).
TEKS 1.5D
Use patterns to develop strategies to solve basic addition and basic subtraction
problems.
TEKS 1.5E
Identify patterns in related addition and subtraction sentences (fact families for sums                                            Graphing Activities
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.
Tuesday
TEKS1.7B
Estimation Jar       TEKS 1.9B
Compare and order two or more concrete objects according to length (from longest to                               Use organized data to construct real-object
shortest).                                                                                       Weekly
graphs, picture graphs, and bar-type graphs.
TEKS1.7D                                                                                  TEKS 1.7A
TEKS 1.10 A
Compare and order the area of two or more two-dimensional surfaces (from covers           Estimate and measure.
Draw conclusions and answer questions using information
the most to covers the least).                                                                                    organized in real-object graphs, picture graphs, and bar-type
TEKS1.7E                                                                                                          graphs.
Compare and order two or more containers according to capacity (from holds the
most to holds the least).

35
Place the jar where all        How many different charms do we find in Lucky Charms
Wednesday                              Friday                    children can see it. As a      cereal?
review use middle sized        Use Lucky Charms Cereal
objects. Give the students     Give each group of 4 students a cup of cereal. Have the
Add Base 10 Tub in Place Value;      Now there are 6 Place value Tubs        a range
Remove Stamps in Number.             and 4 Number Tubs.                                                     children sort the cereal and separate the charms into
before they begin to make      groups, name the charms found. Children may eat the
Introduce the new workstation.                                               estimates.                     cereal not the charms. Each group reports their data. Then
Children can subtract or add. A                                              For estimation activities 1)   the children need to decide how to graph the combined
number cube (4-9 written on the                                              the jar should have a base     data.
faces) is used for subtraction                                               line that does not move, 2)    Suggested questions to ask:
In addition the child will build 2                                           the size of the objects        *How many charms in each group?
numbers by taking a handful of                                               used should be getting         *How many more ___charms than __charms?
beans. (2 handfuls of beans,                                                 smaller, and 3) the
children need to be given      *How many ___charms did we find? How do you know?
but not at the same time).                                                                                  *How many more ___charms than __charms?
a range of how many
Place the beans in the ones                                                  objects are in the jar.        *How many less ___charms than __charms?
place on the PVB and count                                                                                  *What do you see on the graph?
groups of 10, moving the
*What does the graph tell you?
groups of ten to the ten side of                                                                            * What was the charm found most/least?
the PVB. First one number then                                                                              Teacher observations:
the other. Have the children
*Children can explain why we graph.
make up a story with the
*Children can discuss the elements of the graph.
numbers, first the ones then the                                                                            *Children can compare information on the graph.
tens. In subtraction, build the                                                                             *Children can initiate the steps in graphing
first number by counting a
handful of beans in groups of
10. Roll the number cube to
get the number to subtract.

Journal: 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson.

36
Complete the 100’s chart and circle 5 patterns.
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

37
4th Week of the Fifth Six Weeks 5.4

Warm-Up/Counting Activities                                                                        Problem Solving
Monday                                                                                        Who’s the Mystery Person?
(Place approximately 105 cubes on a table.)                                                   Maria is 3 years old
Today we are going to count to 108. Count cubes in groups of 2 until we have at least         Margaret is 7 years old.
100. Count along with me as I push groups of 2 cubes to one side of the table. Count          Frank is 11 years old
the first cube softly and the second cube in a normal voice: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,   Dad is 40 years old.
11, 12, …100, 101, 102, 103, 104, 105, 106, 107, 108.                                         Mom is 38 years old.
Grandpop is 60 years old.
Guess the family member.
I am older than Frank. I am younger than Grandpop. I am older than 38. Who am I?

Tuesday                                                                                       Who’s the Mystery Person?
Use numeral cards 1-25 (one number for each child in your class). Pass out a numeral          Maria is 3 years old
card to each child. Ask two children to step forward and show their cards. “If you have       Margaret is 7 years old.
the biggest number, raise it up high.”                                                        Frank is 11 years old
Continue asking different pairs of children to step forward. For variety, ask who has the     Dad is 40 years old.
smallest number                                                                               Mom is 38 years old.
Grandpop is 60 years old.
Guess the family member.
I am younger than Mom. I am older than 3. I am younger than 11. Who am I?
Margaret

Wednesday                                                                                     Who’s the Mystery Person?
Line up one of each pattern block shape next to a tub.                                        Maria is 3 years old
Which pattern block shape is first in line to jump into the tub? Last? …etc.                  Margaret is 7 years old.
nd  rd th th   th               Frank is 11 years old
Say each pattern block’s position name as I point. (First, 2 , 3 , 4 , 5 , 6 .)
Mom is 38 years old.
Grandpop is 60 years old.
Guess the family member.
I am older than 13. I am older than Mom. I am older than 41. Who am I?
Grandpop

38
Thursday                                                                               Who’s the Mystery Person?
Use about 95 real or play pennies.                                                     Maria is 3 years old
“I wonder how many pennies we have. Let’s count them. When we get ten, we’ll group     Margaret is 7 years old.
them into a cup. (1, 2, 3, 4,…10) Let’s put this group of ten in a cup. Now count on   Frank is 11 years old
from 10.                                                                               Dad is 40 years old.
(10, 11, 12, 13, 14…20) Another group of ten! Ten, twenty… (21, 22…) etc.”             Mom is 38 years old.
Grandpop is 60 years old.
Guess the family member.
I am younger than 40. I am older than Margaret. I am older than 10. Who am I?
Frank

Friday                                                                                 Have the students create their own.
I will say a number.                                                                   Who’s the Mystery Person?
Repeat it and then say the number that is one more.                                    Maria is 3 years old
29 (30, 31)                                                                            Margaret is 7 years old.
39 (40, 41)                                                                            Frank is 11 years old
59 (60, 61)                                                                            Dad is 40 years old.
79 (80, 81)                                                                            Mom is 38 years old.
Grandpop is 60 years old.
Guess the family member.
I am older than______. I am younger than________. I am older than _____. Who am
I?

39
Concept Lessons
Day                                                               Content/Activities
Of the            Student Expectations                            Resources/Materials                        Assessments                  Calendar Activities
Week
TEKS 1.1 B                                        Concept: Place Value (Connecting           Teacher observations:                Straw Count
Create sets of tens and ones using concrete       Level)                                     *Children make the connection        Number Line
objects to describe, compare, and order whole     See script: Base Ten Transition Activity   from the Silly Counting Game
for Week 5.4. Addition/Subtraction                                              Day Sequence
numbers.                                                                                     *Children can regroup                Yesterday, Today and
Materials(per person/group):
TEKS 1.1D                                         *Place Value Addition Board-PVAB (NL       *Children can make stories             Tomorrow
Read and write numbers to 99 to describe sets         Blackline p. 39)                       *Children can verbalize the          Monthly Calendar
of concrete objects.                              *PVB & star card                           process                              Odd and Even Chart
TEKS 1.3A                                         *Number Cube(4-9)
 Tally Count
Model and create addition and subtraction         *Large Place Value Board(NL
problem situations with concrete objects and           directions p.11.23)LPVB                                                    Commercial Calendar
write corresponding number sentences.             *Small numeral cards(NL p.22)                                                   Birthday Cake Graph
*Blue/white Flips                          Weekly Assessment:                   Tooth Graph
TEKS 1.3B
Use the numeral cards on the PVAB.         *Roll Number Cubes, using real       Temperature Graph
Use concrete and pictorial models to apply                                                   coins (pennies) count groups of
basic addition and subtraction facts (up to 9 +                                              10 pennies, put them in portion      Weather Graph
9 = 18 and 18 – 9 = 9).                           *Do you recognize the pattern?
cups. Continue counting until all    Right Hand
*What do you do if you don’t have enough
pennies are counted. Exchange        Odd/even
ones to remove?
the 10 pennies for dimes. Read       Money
Monday                                                     *What is your story for these numbers?     the amount. Do this several          2-D figures
*Why do you need to subtract?              times. NL Ch. 7 p. 7.25-7.26
*How do you know when to add?                                                   3-D figures
*How many ways can you make
 Fractions
25 cents? Use real coins. Record
results with coin stamps or
circles with amounts in the
center.
*Take a handful of pennies,
estimate how many you have,
then count (using groups of 10’s
& portion cups.

TAKS Objective 1

40
TEKS 1.9B                                         Graphing                                     Teacher observations:
Use organized data to construct real-object       What did you do over Spring Break?           *Children can explain why we
graphs, picture graphs, and bar-type graphs.      Make a list of the things the students did   graph.
TEKS 1.10 A                                       over Spring Break. Travel, go to the
Draw conclusions and answer questions using                                                    *Children can discuss the
beach, go swimming, etc. Use 3-4             elements of the graph.
information organized in real-object graphs,      different activities.
picture graphs, and bar-type graphs.                                                           *Children can compare
Suggested questions to ask:                  information on the graph.
*How many children in each group?
*How many more children did _____ than       *Children can initiate the steps in
_____?                                       graphing
*How many children did_____? How do
you know?
*How many more children did _____than
____?
*How many less children did _____than
____?
*What do you see on the graph?
*What does the graph tell you?
* What was the most favorite/least
favorite?
*What was the result from the other grade
level?
Tuesday
Concept: Place Value(Connecting
TEKS 1.1 B                                        Level)                                       Teacher observations:
Create sets of tens and ones using concrete       See script: Base Ten Transition Activity     *Children make the connection
objects to describe, compare, and order whole     for Week 5.4. Addition/Subtraction           from the Silly Counting Game
numbers.                                          Materials(per person/group):
*Children can regroup
TEKS 1.3A                                         *Place Value Addition Board-PVAB (NL
Blackline p. 39)                         *Children can make stories
Model and create addition and subtraction
*PVB & star card                             *Children can verbalize the
problem situations with concrete objects and
*Beans & potion cups                         process
write corresponding number sentences.
*Number Cube(4-9)
TEKS 1.3B                                         *Large Place Value Board-LPVAB (NL
Use concrete and pictorial models to apply             directions p.11.23)
basic addition and subtraction facts (up to 9 +   *Small numeral cards(NL p.22)
9 = 18 and 18 – 9 = 9).                           *Blue/white Flips
Use the numeral cards on the PVAB
*Do you recognize the pattern?
*What do you do if you don’t have enough
ones to remove?
*What is your story for these numbers?
*Why do you need to subtract?
TAKS Objectives 1 & 5                             *How do you know when to add?

41
TEKS 1.1B                                         Tubbing: Number/Place Value                Teacher observations:
Create sets of tens and ones using concrete       Add the Snack Store in Place Value         *Number relationships
objects to describe, compare, and order whole     workstation; Remove The Geoboard           *Design reflects a number
numbers.                                          Squares Number workstation.                pattern.
TEKS 1.1D                                         There are 7 Place Value Tubs and 3         *Children can relate a story with
Read and write numbers to 99 to describe sets     Number Tubs.                               a number sentence.
of concrete objects.                              Gather empty snack containers, price and   *Verbal descriptions
TEKS 1.3A                                         label each container. Prices need to be    *Spontaneous verbalization to
Create addition and subtraction problem           low so when 2 or 3 snacks are purchased    peers.
situations with concrete objects and write        the total will be less than \$1.            *Verbalization in response to
corresponding number sentences.                   Materials:                                 questions.
TEKS 1.3B                                         *Snack containers-labeled & priced         *Working preference.
Use concrete and pictorial models to apply
basic addition and subtraction facts (up to 9 +   *10 dimes, 20 pennies per person           *Involvement-needs help or self
9 = 18 and 18 – 9 = 9).                           *PVAB                                      directed
TEKS 1.5C                                         Suggested questions to ask:                *Enjoyment-continuously
Compare and order whole numbers using             *How many ways can you make this           unsatisfied with results or
place value.                                      number?                                    appears to be satisfied.
Use patterns to develop strategies to solve       number?                                    material a short time or a long
basic addition and basic subtraction problems.    *Where does your pattern begin to          time
Wednesday   TEKS 1.5E                                         repeat?                                    *Understanding of Base 10
Identify patterns in related addition and         *Can you see a number pattern?             *Can compare 2 numbers
subtraction sentences (fact families for sums     *How would you describe your pattern?
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,   *About how many groups of 10 can you
and 5 – 3 = 2.                                    find?
TEKS 1.7B                                         *How many groups of 10 did you find?
Compare and order two or more concrete            *About how many _____ will cover shape
objects according to length (from longest to      _____?
shortest).                                        *Which number is greater/less? Why?
TEKS1.7D
Compare and order the area of two or more
two-dimensional surfaces (from covers the
Measurement: Mass
most to covers the least).
TEKS1.7E                                          Using balances and a collection of other
objects in the class room compare the      Teacher observations:
Compare and order two or more containers          mass of the objects. Finding the object
according to capacity (from holds the most to                                                *Student accurately counts the
with the most mass and the object with     units (manipulatives) used.
holds the least).                                 the least mass.                            *Student used tools correctly.
Materials:                                 *How good was the estimate?
Measurement                                       *NL Blackline p. 11
TEKS 1.7F                                                                                    *Does the student choose to
Suggested questions:                       record?
Compare and order two or more objects
according to weight/mass (from heaviest to        *How many ___ did it take to balance the   *Explains the measurement
lightest).                                        _____?                                     process.
*How many more/less will take to balance
TAKS Objectives1, 2, & 5                          the____?

42
TEKS 1.1 B                                        Concept: Place Value(Connecting                Teacher observations:
Create sets of tens and ones using concrete       Level)                                         *Children make the connection
objects to describe, compare, and order whole     See script: Base Ten Transition Activities     from the Silly Counting Game
Materials(per person/group):                   *Children can regroup
TEKS 1.1D                                         *Place Value Addition Board-PVAB (NL           *Children can make stories
Read and write numbers to 99 to describe sets          Blackline p. 39)                          *Children can verbalize the
of concrete objects.                              *PVB & star card                               process
TEKS 1.3A                                         *Beans & potion cups
Model and create addition and subtraction         *Number Cube(4-9)
problem situations with concrete objects and      *Large Place Value Addition Board-
write corresponding number sentences.                 LPVAB- (NL directions p.11.23)
TEKS 1.3B                                         *Small numeral cards(NL p.22)
*Blue/white Flips
Use concrete and pictorial models to apply
Use the numeral cards on the PVAB
basic addition and subtraction facts (up to 9 +   Suggested questions to ask:
9 = 18 and 18 – 9 = 9).
*Do you recognize the pattern?
*What do you do if you don’t have enough
ones to remove?
*What is your story for these numbers?
Thursday                                                     *Why do you need to subtract?
*How do you know when to add?

TEKS 1.9A                                         Sorting (Level 3)                              Teacher observations:
Collect and sort data.                            Children could sort the hats being brought     *Motivation
in for next weeks graphing activity.           *Language used
Children sort materials, the teacher           *Names of shapes
records 1 of their sorts on a card that will
*Able to compare shapes
be used in Level 4. Discuss the sort with
the children. Ask the children to sort their
materials at least 3 different ways.
Materials: Treasure Boxes, 2-D & 3-D
shapes, bring in some different materials
to sort.
*How did you sort these materials?
*Can you sort these materials in another
way?
*How are your sorting materials different?

TAKS Objectives 1 & 5

43
TEKS 1.1B                                         Tubbing: Number/Place Value                   Teacher observations:
Create sets of tens and ones using concrete       Add Toy Store, Place Value workstation;       *Number relationships
objects to describe, compare, and order whole     Remove Geoboards, Number workstation.         *Design reflects a number
numbers.                                          More details on Tubbing page.                 pattern.
TEKS 1.1D                                         There are 8 Place Value Tubs and 2            *Children can relate a story with
Read and write numbers to 99 to describe sets     Number Tubs                                   a number sentence.
of concrete objects.                              Suggested questions to ask:                   *Verbal descriptions
TEKS 1.3A                                         *How many ways can you make this              *Spontaneous verbalization to
Create addition and subtraction problem           number?                                       peers.
situations with concrete objects and write        *Can you tell me a story about this           *Verbalization in response to
corresponding number sentences.                   number?                                       questions.
TEKS 1.3B                                         *Where does your pattern begin to             *Working preference.
Use concrete and pictorial models to apply        repeat?
basic addition and subtraction facts (up to 9 +                                                 *Involvement-needs help or self
*Can you see a number pattern?                directed
9 = 18 and 18 – 9 = 9).                           *How would you describe your pattern?
TEKS 1.5C                                                                                       *Enjoyment-continuously
*About how many groups of 10 can you          unsatisfied with results or
Compare and order whole numbers using             find?
place value.                                                                                    appears to be satisfied.
*How many groups of 10 did you find?
TEKS 1.5D                                         *About how many _____ will cover shape        *Attention span-stays with a
Use patterns to develop strategies to solve       _____?                                        material a short time or a long
basic addition and basic subtraction problems.    *Which number is greater/less? Why?           time
TEKS 1.5E                                                                                       *Understanding of Base 10
Identify patterns in related addition and                                                       *Can compare 2 numbers
subtraction sentences (fact families for sums
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,
Friday   and 5 – 3 = 2.
TEKS 1.7B
Compare and order two or more concrete            Numeral Writing
objects according to length (from longest to       (writing center activity not a math
shortest).                                        activity)
TEKS1.7D                                          Independent Activities                        Teacher observations:
Compare and order the area of two or more         Those children who are still having trouble   *Children are making the correct
two-dimensional surfaces (from covers the         using the correct strokes when writing        strokes.
most to covers the least).                        numbers need direct instruction using sky     *They are focused on the task.
TEKS1.7E                                          writing and verbalizing the strokes.          *They are using the language-
Compare and order two or more containers          Numeral Sequences                             Purple-Green.
according to capacity (from holds the most to     NL Ch.6 p. 6.7 Blackline p.10                 Continued from Numeral
holds the least).                                 Use 10 number cubes. Shake and roll,          Writing
arrange the number cubes is a numerical
TEKS 1.1D(Numeral Writing)                                                                      *These are more than
sequence and record. Roll again, find a
Read and write numbers to 99 to describe sets                                                   handwriting activities the children
sequence, if the sequence is already
of concrete objects.                                                                            are looking for patterns,
recorded make a tally mark, if not, record
probability, and sequencing of
TEKS 1.10B                                        the sequence and continue playing. How
numbers.
Identify events as certain or impossible such     many different sequences can you find?
as drawing a red crayon from a bag of green       What sequence shows up the most?
crayons.                                          Numeral Dice Toss can also be used.
TAKS Objectives 1, 2, 4, & 5

44
Vocabulary

Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence

Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern,
rule, stem, repeating part

Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller,
greater area, less area, capacity, scoops, level, full

Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus,
hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy

Estimation- range, greater than, less than

Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid

45
Differentiation of the Curriculum
Tubbing: Number/Place Value
TEKS 1.1B
Create sets of tens and ones using concrete objects to describe, compare, and order
whole numbers.
TEKS 1.1D
Read and write numbers to 99 to describe sets of concrete objects.
TEKS 1.3A
Create addition and subtraction problem situations with concrete objects and write
corresponding number sentences.
TEKS 1.3B
Use concrete and pictorial models to apply basic addition and subtraction facts (up to
9 + 9 = 18 and 18 – 9 = 9).
TEKS 1.5C
Compare and order whole numbers using place value.
TEKS 1.5D
Use patterns to develop strategies to solve basic addition and basic subtraction                                                   Graphing Activities
problems.                                                                                                                              Tuesday
TEKS 1.5E
Estimation Jar       TEKS 1.9B
Identify patterns in related addition and subtraction sentences (fact families for sums
Use organized data to construct real-object
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.                                   Weekly
graphs, picture graphs, and bar-type graphs.
TEKS 1.7B                                                                                 TEKS 1.7A
TEKS 1.10 A
Compare and order two or more concrete objects according to length (from longest to       Estimate and measure.
Draw conclusions and answer questions using information
shortest).                                                                                                        organized in real-object graphs, picture graphs, and bar-type
TEKS1.7D                                                                                                          graphs.
Compare and order the area of two or more two-dimensional surfaces (from covers
the most to covers the least).
TEKS1.7E
Compare and order two or more containers according to capacity (from holds the
most to holds the least).

46
Place the jar where all        What did you do over Spring Break?
Wednesday                              Friday                 children can see it. As a      Make a list of the things the students did over Spring Break.
review use middle sized        Travel, go to the beach, go swimming, etc.
objects. Give the students     Suggested questions to ask:
Add the Snack Store, Place value     Add Toy Store, Place Value           a range before they begin      *How many children in each group?
Tub; Remove Geoboard Squares,        Workstation; Remove Geoboards,       to make estimates.             *How many more children did _____ than _____?
Number Tub.                          Number Workstation.                  For estimation activities 1)
7 Place Value Workstations/3                                                                             *How many children did_____? How do you know?
There are 8 Place Value Tubs, 2      the jar should have a base
Number Workstations                                                       line that does not move, 2)    *How many more children did _____than ____?
Number Tubs
Gather empty snack containers,                                            the size of the objects        *How many less children did _____than ____?
Children will buy 2 items, build
price and label each snack. Use                                           used should be getting         *What do you see on the graph?
small low prices so when 2 or 3      the amount spent for each item       smaller, and 3) the            *What does the graph tell you?
containers are purchased the total   with real money if possible on       children need to be given      * What was the most favorite/least favorite?
will be less than \$1.                the PVAB.                            a range of how many            *What was the result from the other grade level?
Children will buy 2 items, build     Materials:                           objects are in the jar.        Teacher observations:
the amount spent for each item       *Toys from \$1 store-labeled &                                       *Children can explain why we graph.
with real money if possible on       priced, placed in zip-lock baggies
*Children can discuss the elements of the graph.
the PVAB.                            *10 dimes, 20 pennies(for each
*Children can compare information on the graph.
Materials:                           child)
*Children can initiate the steps in graphing
*Snack containers-labeled & priced   *Portion cups
*10 dimes, 20 pennies(for each       *PVAB
child)                               When labeling the items, make
*Portion cups                        sure the amounts when added
will have a sum of less than \$1.
*PVAB
When labeling the items, make
will have a sum of less than \$1.
Remember Tubbing Work
Stations are for 4 children only-
no more than 4.

47
Journal : 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson.

Count to 56 using the counting procedures, recording on the number strip, using flips, PVB, and beans & cups.
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

48
5th Week of the Fifth Six Weeks 5.5

Warm-Up/Counting Activities                                                                         Problem Solving
Monday                                                                                         Solve the riddle.
Sit in a circle.
We are going to count by 5’s to find how many fingers there are in our class. As we go         I see 4 boys. How many eyes do I see?
around the circle, show 1 hand of 5 fingers and then show the other hand of 5 fingers.
Everyone count with me: 5, 10, 15, 20…                                                         I see 3 horses. How many legs do I see?

I see 6 birds. How many legs do I see?

Tuesday                                                                                        Solve the riddle.
Today we will count to 200!
As we count, let’s pause after each group of 10. Take a deep breath: 1, 2, 3, 4, 5, 6, 7,      I see 5 puppies. How many ears do I see?
8, 9, and 10 (pause), 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (pause)…101, 102, 103, 104,
105, 106, 107, 108, 109, and 110……200                                                          I see 2 spiders. How many legs do I see?

I see 8 ants. How many legs do I see?
Wednesday                                                                                      Solve the riddle.
Look at the counters in the jar.
(Up to 100 counters). Let’s count the counters as I take them out of the jar and make          I see 4 boys. How many fingers do I see?
groups of three. Count the last counter in each group loudly: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12…                                                                                        I see 3 horses. How many eyes do I see?

I see 6 girls. How many toes do I see?
Thursday                                                                                       Solve the riddle.
Today we are going to count the number of days there are in the spring months. Let’s
use the March, April and May                                                                   I see 4 boys. How many legs do I see?
calendars: 1, 2, 3, …92.
I see 3 geese. How many legs do I see?

I see 6 chickens. How many legs do I see?
Friday                                                                                         Solve the riddle.
Use real nickels.
If we have five nickels, how many cents do we have? Let’s count by fives to find out.          I see 4 cows. How many eyes do I see?
(5, 10, 15, 20,25)
Do the same with:                                                                              I see 3 fish. How many legs do I see?
8 nickels
9 nickels                                                                                      I see 6 eagles. How many wings do I see?
12 nickels

49
Concept Lessons

Day                                                               Content/Activities
Of the            Student Expectations                            Resources/Materials                          Assessments                Calendar Activities
Week
TEKS 1.1 B                                        Concept: Place Value(Symbolic Level)         Teacher observations:              Straw Count
Create sets of tens and ones using concrete       See script: Symbolic Base Ten Transition     *Children make the connection      Number Line
objects to describe, compare, and order whole     Activities for Week 5.5.                     from the Silly Counting Game
The Numeral Cards are very helpful for all                                      Day Sequence
numbers.                                                                                       *Children can regroup              Yesterday, Today and
children, but especially for those who are
TEKS 1.1D                                         struggling.                                  *Children can make stories           Tomorrow
Read and write numbers to 99 to describe sets     Materials:                                   *Children can verbalize the       Monthly Calendar
of concrete objects.                              *Bob’s Ditto NL Backline p.38                process                           Odd and Even Chart
TEKS 1.3A                                         *Counting manipulatives & cups
Tally Count
Model and create addition and subtraction         *LPVAB
problem situations with concrete objects and      *PVB                                                                           Commercial Calendar
write corresponding number sentences.             *Numeral cards                                                                  Birthday Cake Graph
Count manipulatives, make groups of 10,      Weekly Assessment:                Tooth Graph
TEKS 1.3B
record the number on the addition or         *Give the students a pattern      Temperature Graph
Use concrete and pictorial models to apply
subtraction Bob’s Ditto.                     started and have them work on
basic addition and subtraction facts (up to 9 +                                                extending the pattern.             Weather Graph
9 = 18 and 18 – 9 = 9).                                                                                                          Right Hand
*Do you recognize the pattern?               *Make an equation book. Choose
a number and write all of the      Odd/even
Monday                                                     *What do you do if you don’t have enough
ones to remove?                              number combinations for that       Money
number. Use 2”X6” paper strips,    2-D figures
*What is your story for these numbers?
staple when the student is         3-D figures
*Why do you need to subtract?                finished.
*How do you know when to add?                                                   Fractions
*What coins could make up 15
cents?

TAKS Objective 1

50
TEKS 1.9B                                         Graphing                                    Teacher observations:
Use organized data to construct real-object       What kind of hat do you have?               *Children can explain why we
graphs, picture graphs, and bar-type graphs.                                                  graph.
TEKS 1.10 A                                       Everyone brings a hat (an unusual hat) to
Draw conclusions and answer questions using       school (the week before)label with          *Children can discuss the
information organized in real-object graphs,      student's name and store the hats so that   elements of the graph.
picture graphs, and bar-type graphs.              you will have them. Sort the hats into      *Children can compare
categories. (This can also be a sorting     information on the graph.
activity.) Read Caps For Sale.              *Children can initiate the steps in
*How many hats in each group?
*How many more ___hats do we have
than _____hats?
*How many _____hats do we have? How
do you know?
*How many more _____hats do we have
than ____hats?
*How many less _____hats do we have
than ____hats?
*What do you see on the graph?
*What does the graph tell you?
Tuesday                                                     * What was the most common/least
common?
*What was the result from the other grade
level?
Teacher observations:
TEKS 1.1 B                                        Concept: Place Value(Symbolic Level)        *Children make the connection
Create sets of tens and ones using concrete       See script: Symbolic Base Ten Transition    from the Silly Counting Game
objects to describe, compare, and order whole     Activities for Week 5.5.
*Children can regroup
numbers.                                           Materials:
*Bob’s Ditto NL Backline p.38               *Children can make stories
TEKS 1.3A
*Counting manipulatives & cups              *Children can verbalize the
Model and create addition and subtraction                                                     process
*LPVB
problem situations with concrete objects and
*PVB
write corresponding number sentences.
*Numeral cards
TEKS 1.3B                                         Count manipulatives, make groups of 10,
Use concrete and pictorial models to apply        record the number on the addition or
basic addition and subtraction facts (up to 9 +   subtraction Bob’s Ditto.
9 = 18 and 18 – 9 = 9).                           Suggested questions to ask:
*Do you recognize the pattern?
*What do you do if you don’t have enough
ones to remove?
TAKS Objectives 1 & 5                             *What is your story for these numbers?
*Why do you need to subtract?
*How do you know when to add?

51
TEKS 1.1B                                         Tubbing: Number/Place Value                  Teacher observations:
Create sets of tens and ones using concrete       Add Jewelry Store, Place Value Tub,          *Number relationships
objects to describe, compare, and order whole     Remove Lima Beans, Number Tub.               *Design reflects a number
numbers.                                          9 Place Value Workstations/1 Number          pattern.
TEKS 1.1D                                         Workstation.                                 *Children can relate a story with
Read and write numbers to 99 to describe sets     When labeling the items, make sure the       a number sentence.
of concrete objects.                              amounts when added will have a sum of        *Verbal descriptions
TEKS 1.3A                                         less than \$1.                                *Spontaneous verbalization to
Create addition and subtraction problem           Children will buy 2 items and build the      peers.
situations with concrete objects and write        amount spent for each item with real         *Verbalization in response to
corresponding number sentences.                   money if possible on the PVAB.               questions.
TEKS 1.3B                                         Suggested questions to ask:                  *Working preference.
Use concrete and pictorial models to apply        *How many ways can you make this
basic addition and subtraction facts (up to 9 +                                                *Involvement-needs help or self
number?                                      directed
9 = 18 and 18 – 9 = 9).                           *Can you tell me a story about this
TEKS 1.5C                                                                                      *Enjoyment-continuously
number?                                      unsatisfied with results or
Compare and order whole numbers using             *Where does your pattern begin to
place value.                                                                                   appears to be satisfied.
repeat?
TEKS 1.5D                                         *Can you see a number pattern?               *Attention span-stays with a
Use patterns to develop strategies to solve       *How would you describe your pattern?        material a short time or a long
basic addition and basic subtraction problems.    *About how many groups of 10 can you         time
TEKS 1.5E                                         find?                                        *Understanding of Base 10
Identify patterns in related addition and         *How many groups of 10 did you find?         *Can compare 2 numbers
Wednesday   subtraction sentences (fact families for sums     *About how many _____ will cover shape
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3,   _____?
and 5 – 3 = 2.                                    *Which number is greater/less? Why?
TEKS 1.7B
Compare and order two or more concrete
objects according to length (from longest to
shortest).
TEKS1.7D
Compare and order the area of two or more
two-dimensional surfaces (from covers the
most to covers the least).                        Measurement: Mass
TEKS1.7E                                          Using balances and a collection of objects
in the class room to compare mass.           Teacher observations:
Compare and order two or more containers
Finding the object with the most mass and    *Student accurately counts the
according to capacity (from holds the most to
the object with the least mass.              units (manipulatives) used.
holds the least).
NL Ch.7 p. 7.15-7.16                         *Student used tools correctly.
*NL Blackline p. 11                          *How good was the estimate?
Measurement
TEKS 1.7F                                         Suggested questions:                         *Does the student choose to
Compare and order two or more objects             *How many ___ did it take to balance the     record?
according to weight/mass (from heaviest to        _____?                                       *Explains the measurement
lightest).                                        *How many more/less will take to balance     process.
the____?

TAKS Objectives1, 2, & 5

52
TEKS 1.1 B                                        Concept: Place Value(Symbolic Level)          Teacher observations:
Create sets of tens and ones using concrete       See script: Symbolic Base Ten Transition      * Children make the connection
objects to describe, compare, and order whole     Activities for Week 5.5.                      from the Silly Counting Game
numbers.                                          Materials:
*Bob’s Ditto NL Backline p.38                 *Children can regroup
TEKS 1.1D                                         *Counting manipulatives & cups                *Children can make stories
Read and write numbers to 99 to describe sets     *LPAVB                                        *Children can verbalize the
of concrete objects.                              *PVB                                          process
TEKS 1.3A                                         *Numeral cards
Model and create addition and subtraction         Count manipulatives, make groups of 10,
problem situations with concrete objects and      record the number on the addition or
write corresponding number sentences.             subtraction Bob’s Ditto.
TEKS 1.3B                                         Suggested questions to ask:
Use concrete and pictorial models to apply        *Do you recognize the pattern?
basic addition and subtraction facts (up to 9 +   *What do you do if you don’t have enough
9 = 18 and 18 – 9 = 9).                           ones to remove?
*What is your story for these numbers?
*Why do you need to subtract?
*How do you know when to add?
Thursday

Sorting (Level 3)
TEKS 1.9A                                         Children sort materials, the teacher
records each sort on a card that will be      Teacher observations:
Collect and sort data.
used in Level 4 and discusses the sort        *Motivation
with the children. Ask the children to sort   *Language used
their materials at least 3 different ways.
Materials: Treasure Boxes, 2-D & 3-D          *Names of shapes
shapes, add some different sorting            *Able to compare shapes
materials.
*How did you sort these materials?
*Can you sort these materials in another
way?
*How are your sorting materials different?

TAKS Objectives 1 & 5

53
TEKS 1.1B                                       Tubbing: Place Value                          Teacher observations:
Create sets of tens and ones using concrete     Add Menu Workstation, Place Value;            *Number relationships
objects to describe, compare, and order whole   remove Pattern Blocks, Number Tub.            *Design reflects a number
numbers.                                        10 Place Value Tubs                           pattern.
TEKS 1.1D                                       Make menus showing food items prices          *Children can relate a story with
Read and write numbers to 99 to describe sets   less than \$1 when 2 items are added.          a number sentence.
of concrete objects.                            Children will buy 2 items and build the       *Verbal descriptions
TEKS 1.5C                                       amount spent for each item with real          *Spontaneous verbalization to
Compare and order whole numbers using           money if possible on the PVAB.                peers.
place value.                                    Suggested questions to ask:                   *Verbalization in response to
TEKS 1.7B                                       *About how many groups of 10 can you          questions.
Compare and order two or more concrete          find?                                         *Working preference.
objects according to length (from longest to    *How many groups of 10 did you find?
*About how many _____ will cover shape        *Involvement-needs help or self
shortest).                                                                                    directed
TEKS1.7D                                        _____?
Compare and order the area of two or more       *Which number is greater/less? Why?           *Enjoyment-continuously
two-dimensional surfaces (from covers the       *How many scoops will fill container__?       unsatisfied with results or
most to covers the least).                      *How much does ___ and ___ cost?              appears to be satisfied.
TEKS1.7E                                        *How much do you have when you                *Attention span-stays with a
subtract____?                                 material a short time or a long
Compare and order two or more containers        *What is the sum of _____ and _____?          time
according to capacity (from holds the most to
holds the least).                                                                             *Understanding of Base 10
Friday                                                                                                 *Can compare 2 numbers

Numeral Writing
(writing center activity not a math
TEKS 1.1D                                       activity)                                     Teacher observations:
Independent Activities                        *Children are making the correct
Read and write numbers to 99 to describe sets
Those children who are still having trouble   strokes.
of concrete objects.
using the correct strokes when writing
TEKS 1.10B                                                                                    *They are focused on the task.
numbers need direct instruction using sky
Identify events as certain or impossible such   writing and verbalizing the strokes.          *They are using the language-
as drawing a red crayon from a bag of green     Numeral Sequences/Equation Dice Toss          Purple-Green.
crayons.                                        NL Blackline p.20(use 2 regular dice)         Continued from Numeral
NL Ch.6 p. 6.7 Blackline p.10                 Writing
Use 10 number cubes. Shake and roll,          *These are more than
arrange the number cubes is a numerical       handwriting activities the children
sequence and record. Roll again, find a       are looking for patterns,
sequence, if the sequence is already          probability, and sequencing of
recorded make a tally mark, if not record     numbers.
the sequence, and continue playing. How
many different sequences can you find?
What sequence shows up the most?
TAKS Objectives 1, 2, 4, & 5

Vocabulary

54
Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup, sequence

Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern,
rule, stem, repeating part

Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller,
greater area, less area, capacity, full, scoops, level, mass, heavier, lighter

Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus,
hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy

Estimation- range, greater than, less than

Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid

55
Differentiation of the Curriculum
Tubbing: Number/Place Value
TEKS 1.1B
Create sets of tens and ones using concrete objects to describe, compare, and order
whole numbers.
TEKS 1.1D
Read and write numbers to 99 to describe sets of concrete objects.
TEKS 1.3A
Create addition and subtraction problem situations with concrete objects and write
corresponding number sentences.
TEKS 1.3B
Use concrete and pictorial models to apply basic addition and subtraction facts (up to
9 + 9 = 18 and 18 – 9 = 9).
TEKS 1.5C
Compare and order whole numbers using place value.
TEKS 1.5D
Use patterns to develop strategies to solve basic addition and basic subtraction                                                   Graphing Activities
problems.                                                                                                                              Tuesday
TEKS 1.5E
Estimation Jar       TEKS 1.9B
Identify patterns in related addition and subtraction sentences (fact families for sums
Use organized data to construct real-object
to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.                                   Weekly
graphs, picture graphs, and bar-type graphs.
TEKS 1.7B                                                                                 TEKS 1.7A
TEKS 1.10 A
Compare and order two or more concrete objects according to length (from longest to       Estimate and measure.
Draw conclusions and answer questions using information
shortest).                                                                                                        organized in real-object graphs, picture graphs, and bar-type
TEKS1.7D                                                                                                          graphs.
Compare and order the area of two or more two-dimensional surfaces (from covers
the most to covers the least).
TEKS1.7E
Compare and order two or more containers according to capacity (from holds the
most to holds the least).

56
Place the jar where all        What kind of hat do you have?
Wednesday                                 Friday                   children can see it. As a      Everyone brings a hat (an unusual hat) to school (the week
review use middle sized        before) label with the student's name and store the hats so
objects. Give the students     that you will have them. Sort the hats into categories.
Tubbing: Number/Place Value               Tubbing: Place Value                   a range                        Suggested questions to ask:
Add Jewelry Store, Place Value Tub,       Add Menu Workstation, Place Value;     before they begin to make      *How many children in each group?
Remove Lima Beans, Number Tub.            Remove Pattern Blocks, Number          estimates.
For estimation activities 1)   *How many _____ hats? How do you know?
9 Place Value Workstations/1 Number       Workstation.
the jar should have a base     *How many more _____ hats did we have than ____ hats?
Workstation.                              10 Place Value Tubs
line that does not move, 2)    *How many less ______ hats did we have than ____ hats?
Materials:                                Materials:
the size of the objects        *What do you see on the graph?
*Pieces of children’s jewelry labeled &   *Menus with low prices for the items   used should be getting
priced, and in zip lock baggies.                                                                                *What does the graph tell you?
*10 dimes, 20 pennies(for each child   smaller, and 3) the            * What was the most common hat brought/least common hat
*10 dimes, 20 pennies(for each child)     *Portion cups                          children need to be given      brought?
*Portion cups                             *PVAB                                  a range of how many            *What was the result from the other grade level?
*PVAB                                                                            objects are in the jar.
Make menus showing food items prices                                  Teacher observations:
Remember Tubbing Work Stations are        less than \$1 when 2 items are added.                                  *Children can explain why we graph.
for 4 children only-no more than 4.
Children will buy 2 items and build the                                                                         *Children can discuss the elements of the graph.
amount spent for each item with real                                                                            *Children can compare information on the graph.
money if possible on the PVAB.                                                                                  *Children can initiate the steps in graphing
When labeling the items, make sure
the amounts when added will have a
sum of less than \$1.

57
Journal: 10 minutes Have students write 3 things they learned that day and provide teacher feedback about the lesson.

Write a story about 15 birds in the tree and 16 birds sitting on the wire. Draw a picture, decide on the operation, work the problem out with manipulatives.
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

58
6th Week of the Fifth Six Weeks 5.6

Warm-Up/Counting Activities                                                                        Problem Solving
Monday
I will say a number. Repeat it and then say the number that is one less.                      There were 15 rocks in a bag. Then Sam added some more to the bag. Now there are
20 rocks in the bag. How many rocks did Sam put in the bag?
68 (68, 69)
89 (89, 90)
80 (81, 82)
96 (96, 97), etc.

Tuesday                                                                                       There were 21 goldfish in an aquarium. Marlen added some more to the aquarium.
Hold up one hand and spread your fingers. If your thumb is “first” in line, point to the      Now there are 25 goldfish in the aquarium. How many goldfish did Marlen add to the
finger that is last, (pinkie). Point to your third finger. (Middle). Etc. Now point to each   aquarium?
nd  rd  th  th
finger as we say the position words. (First, 2 , 3 , 4 , 5 )

Wednesday                                                                                     There are 9 butterflies on a leaf. Some butterflies flew away.   Now there are 5
butterflies on a leaf. How many butterflies flew away?
Use numeral cards 1-25 (one number for each child in your class.) Hand out one
numeral card to each child. Ask any four children to step forward, hold up their number,
and get in order from smallest to largest.
Repeat with other groups of four children.

Thursday                                                                                      There are 12 ants on the sidewalk. Some of the ants crawled into the grass. Now
there 10 ants on the sidewalk. How many ants crawled in grass?
Do jumping jacks as you count by tens to 200.
Ten (arms up), 20 (arms down), 30 (arms up), 40 (arms down…90 (arms up), 100 (arms
down.)

Friday                                                                                        There are 6 ladybugs on a leaf. Some of the ladybugs flew away. Now there are 4
Count to 200 by ones,                                                                         ladybugs on a leaf. How many ladybugs flew away?
fives, tens. Which was fastest?
slowest?

59
Concept Lessons

Day                                                               Content/Activities
Of the            Student Expectations                            Resources/Materials                        Assessments                  Calendar Activities
Week
TEKS 1.1 B                                        Concept: Place Value(Symbolic Level)       Teacher observations:                  Straw Count
Create sets of tens and ones using concrete       See script: Base Ten Transition Activity   *Children make the connection          Number Line
objects to describe, compare, and order whole     for Week 5.6 Day 16.                       from the Silly Counting Game
Materials:                                                                        Day Sequence
numbers.                                                                                     *Children can regroup                  Yesterday, Today and
*Bob’s Ditto NL Backline p.38
TEKS 1.1D                                         *Counting manipulatives & cups             *Children can make stories               Tomorrow
Read and write numbers to 99 to describe sets     *LPVAB                                     *Children can verbalize the            Monthly Calendar
of concrete objects.                              *PVB                                       process                                Odd and Even Chart
TEKS 1.3A                                         *Numeral cards
   Tally Count
Model and create addition and subtraction         Count manipulatives, make groups of 10,
problem situations with concrete objects and      record the number on the addition or                                              Commercial Calendar
write corresponding number sentences.             subtraction Bob’s Ditto.                                                          Birthday Cake Graph
TEKS 1.3B                                         Suggested questions to ask:                                                       Tooth Graph
Use concrete and pictorial models to apply        *Do you recognize the pattern?                                                    Temperature Graph
basic addition and subtraction facts (up to 9 +   *What do you do if you don’t have enough                                          Weather Graph
9 = 18 and 18 – 9 = 9).                           ones to remove?                                                                   Right Hand
*What is your story for these numbers?                                            Odd/even
*Why do you need to subtract?                                                     Money
Monday                                                     *How do you know when to add?
   2-D figures
   3-D figures
Weekly Assessment:                      Fractions
*Have children count to 36
and mark 3 patterns.
*Which objects have more
mass? Choose several objects
for the students to test. Have
them arrange them in order from
more mass to less mass.
*How many ways can you make
46 cents?

TAKS Objective 1

60
TEKS 1.9B                                         Graphing                                        Teacher observations:
Use organized data to construct real-object       What Would Be Your Favorite Vacation            *Children can explain why we
graphs, picture graphs, and bar-type graphs.      Spot? This is a wish vacation.                  graph.
TEKS 1.10 A
Draw conclusions and answer questions using       The week before begin a discussion about        *Children can discuss the
information organized in real-object graphs,      children’s most favorite place to go on a       elements of the graph.
picture graphs, and bar-type graphs.              vacation. Bring brochures, pictures from        *Children can compare
magazines, drawings from children.              information on the graph.
Children could illustrate their vacation spot   *Children can initiate the steps in
and try to promote it. Have the children        graphing
vote on their 4 most favorite places to
vacation.
*How many children like each vacation
spot?
*How many more like ____than _____?
*How many like_____? How do you
know?
*How many more like _____than ____?
*How many less like _____than ____?
*What do you see on the graph?
*What does the graph tell you?
* What was the most popular/least
popular?
Tuesday                                                     *What was the result from the other grade
level?
Concept: Place Value(Symbolic Level)
TEKS 1.1 B                                        See script: Base Ten Transition Activity
for Week 5.6 Day 17.                            Teacher observations:
Create sets of tens and ones using concrete       Materials:                                      *Children make the connection
objects to describe, compare, and order whole     *Bob’s Ditto NL Backline p.38                   from the Silly Counting Game
numbers.                                          *Counting manipulatives & cups                  *Children can regroup
TEKS 1.3A                                         *LPVAB
*Children can make stories
Model and create addition and subtraction         *PVB
problem situations with concrete objects and      *Numeral cards                                  *Children can verbalize the
write corresponding number sentences.             Count manipulatives, make groups of 10,         process
TEKS 1.3B                                         record the number on the addition or
Use concrete and pictorial models to apply        subtraction Bob’s Ditto.
basic addition and subtraction facts (up to 9 +   Suggested questions to ask:
9 = 18 and 18 – 9 = 9).                           *Do you recognize the pattern?
*What do you do if you don’t have enough
ones to remove?
*What is your story for these numbers?
TAKS Objectives 1 & 5                             *Why do you need to subtract?
*How do you know when to add?

61
TEKS 1.1B                                       Tubbing: Place Value                         Teacher observations:
Create sets of tens and ones using concrete     All Workstations are Place Value.            *Number relationships
objects to describe, compare, and order whole   Set up the shopping Workstations as          *Design reflects a number
numbers.                                        Centers. Let the children draw to find out   pattern.
TEKS 1.1D                                       which shopping center they are going to      *Children can relate a story with
Read and write numbers to 99 to describe sets   work at. Everyone goes to their chosen       a number sentence.
of concrete objects.                            center and begins to work. The teacher       *Verbal descriptions
TEKS 1.5C                                       will walk around checking on the student’s   *Spontaneous verbalization to
Compare and order whole numbers using           understanding of adding with money.          peers.
place value.                                    Suggested questions to ask:                  *Verbalization in response to
TEKS 1.7B                                       *About how many groups of 10 can you         questions.
find?
Compare and order two or more concrete          *How many groups of 10 did you find?         *Working preference.
objects according to length (from longest to    *About how many _____ will cover shape       *Involvement-needs help or self
shortest).                                      _____?                                       directed
TEKS1.7D                                        *Which number is greater/less? Why?          *Enjoyment-continuously
Compare and order the area of two or more       *How many scoops will fill container__?      unsatisfied with results or
two-dimensional surfaces (from covers the       *How much does ___ and ___ cost?             appears to be satisfied.
most to covers the least).                      *How much do you have when you               *Attention span-stays with a
TEKS1.7E                                        subtract____?                                material a short time or a long
Compare and order two or more containers        *What is the sum of _____ and _____?         time
according to capacity (from holds the most to                                                *Understanding of Base 10
holds the least).
Wednesday                                                                                                *Can compare 2 numbers

Measurement: Temperature
TEKS 1.7F                                       children if they know what this              Teacher observations:
measurement tool is used for. Measure
Compare and order two or more objects                                                        *Student used tools correctly.
the temperature in the room and outside.
according to weight/mass (from heaviest to                                                   *How good was the estimate?
Discuss the difference in temperatures.
lightest).
You can get the daily temperature at:        *Does the student choose to
www.weather.com                              record?
The children need to understand that         *Explains the measurement
temperature changes, temperature is          process.
measured in degrees, and temperature
increases and decreases.
Suggested questions:
*Is it warmer today than yesterday?
*Is it cooler today than yesterday?
*What kind of day to you like?
*Do you like a warm day or a cool day?
*Why do you think today is cooler/warmer
than yesterday?

TAKS Objectives1, 2, & 5
62
TEKS 1.1 B                                        Concept: Place Value(Symbolic Level)          Teacher observations:
Create sets of tens and ones using concrete       See script: Base Ten Transition Activity      *Children make the connection
objects to describe, compare, and order whole     for Week 5.6 Day 18.                          from the Silly Counting Game
numbers.                                          Materials:
*Bob’s Ditto NL Backline p.38                 *Children can regroup
TEKS 1.1D                                         *Counting manipulatives & cups                *Children can make stories
Read and write numbers to 99 to describe sets     *LPVB                                         *Children can verbalize the
of concrete objects.                              *PVB                                          process
TEKS 1.3A                                         *Numeral cards
Model and create addition and subtraction         Count manipulatives, make groups of 10,
problem situations with concrete objects and      record the number on the addition or
write corresponding number sentences.             subtraction Bob’s Ditto.
TEKS 1.3B                                         Suggested questions to ask:
Use concrete and pictorial models to apply        *Do you recognize the pattern?
basic addition and subtraction facts (up to 9 +   *What do you do if you don’t have enough
9 = 18 and 18 – 9 = 9).                           ones to remove?
*What is your story for these numbers?
*Why do you need to subtract?
*How do you know when to add?

Thursday
Teacher observations:
TEKS 1.9A                                         Sorting (Level 3)
Children sort materials, the teacher          *Motivation
Collect and sort data.
records one sort on a card that will be       *Language used
used in Level 4 and discusses the sort        *Names of shapes
with the children. Ask the children to sort   *Able to compare shapes
their materials at least 3 different ways.
Materials: Treasure Boxes, 2-D & 3-D
shapes. Add new material to sort.
*How did you sort these materials?
*Can you sort these materials in another
way?
*How are your sorting materials different?

TAKS Objectives 1 & 5

63
TEKS 1.1B                                       Tubbing: Place Value                          Teacher observations:
Create sets of tens and ones using concrete     10 Place Value Workstations                   *Number relationships
objects to describe, compare, and order whole   Four no more at each of the work stations.    *Design reflects a number
numbers.                                        Suggested questions to ask:                   pattern.
TEKS 1.1D                                       *About how many groups of 10 can you          *Children can relate a story with
Read and write numbers to 99 to describe sets   find?                                         a number sentence.
of concrete objects.                            *How many groups of 10 did you find?          *Verbal descriptions
TEKS 1.5C                                       *About how many _____ will cover shape        *Spontaneous verbalization to
Compare and order whole numbers using           _____?                                        peers.
place value.                                    *Which number is greater/less? Why?           *Verbalization in response to
TEKS 1.7B                                       *How many scoops will fill container__?       questions.
Compare and order two or more concrete          *How much does ___ and ___ cost?
*How much do you have when you                *Working preference.
objects according to length (from longest to                                                  *Involvement-needs help or self
shortest).                                      subtract____?
*What is the sum of _____ and _____?          directed
TEKS1.7D
Compare and order the area of two or more                                                     *Enjoyment-continuously
two-dimensional surfaces (from covers the                                                     unsatisfied with results or
most to covers the least).                                                                    appears to be satisfied.
TEKS1.7E                                                                                      *Attention span-stays with a
material a short time or a long
Compare and order two or more containers                                                      time
according to capacity (from holds the most to
holds the least).                                                                             *Understanding of Base 10
*Can compare 2 numbers
Friday

Numeral Writing
TEKS 1.1D                                       (writing center activity not a math           Teacher observations:
activity)                                     *Children are making the correct
Read and write numbers to 99 to describe sets   Independent Activities
of concrete objects.                                                                          strokes.
Those children who are still having trouble
TEKS 1.10B                                      using the correct strokes when writing        *They are focused on the task.
Identify events as certain or impossible such   numbers need direct instruction using sky     *They are using the language-
as drawing a red crayon from a bag of green     writing and verbalizing the strokes.          Purple-Green.
crayons.                                        Numeral Sequences/Equation Dice Toss          Continued from Numeral
NL Blackline p.20(use 2 regular dice)         Writing
NL Ch.6 p. 6.7 Blackline p.10                 *These are more than
Use 10 number cubes. Shake and roll,          handwriting activities the children
arrange the number cubes is a numerical       are looking for patterns,
sequence and record. Roll again, find a       probability, and sequencing of
sequence, if the sequence is already          numbers.
recorded make a tally mark, if not, record
the sequence, and continue playing. How
many different sequences can you find?
What sequence shows up the most?

TAKS Objectives 1, 2, 4, & 5

64
Vocabulary

Number-add, subtract, take away, more, less, equals, 2 and 3 makes 5 (example), number sentence, place value, tens, ones, regroup

Pattern- before, after, next, pattern, extend, duplicate, represent, record, element, repeating, even, odd, increasing pattern, decreasing pattern, numeral pattern,
rule, stem, repeating part

Measurement- more, same, less, equal, compare, fewer, greater than, least, less than, larger, smaller, duration, more time, less time, area, larger, smaller,
greater area, less area, temperature, thermometer, capacity, full, degrees, hot, cold, cooler, warmer, increase. decrease

Sorting- group, alike, like groups, different, not alike, same, fewer, property, attribute, describe, classify, size, color, texture, shape, trapezoid, triangle, rhombus,
hexagon, orientation, rigid, flexible, transparent, translucent, opaque, rough, smooth, soft, hard, grooves, straight, curved, wavy

Estimation- range, greater than, less than

Geometry- shape, square, trapezoid, triangle, rhombus, hexagon, symmetry, cube, prism, cone, edge, face, pyramid

65
Differentiation of the Curriculum
Tubbing: Number/Place Value
TEKS 1.1B
Create sets of tens and ones using concrete objects to describe, compare, and order                                                    Graphing Activities
whole numbers.                                                                                                                             Tuesday
TEKS 1.1D                                                                                Estimation Jar              TEKS 1.9B
Read and write numbers to 99 to describe sets of concrete objects.                                                   Use organized data to construct real-object
Weekly
TEKS 1.5C                                                                                                            graphs, picture graphs, and bar-type graphs.
TEKS 1.7A
Compare and order whole numbers using place value.                                                                   TEKS 1.10 A
Estimate and measure.
.TEKS 1.7B                                                                                                           Draw conclusions and answer questions using information
Compare and order two or more concrete objects according to length (from longest to                                  organized in real-object graphs, picture graphs, and bar-type
shortest).                                                                                                           graphs.
TEKS1.7D
Compare and order the area of two or more two-dimensional surfaces (from covers
the most to covers the least).
TEKS1.7E
Compare and order two or more containers according to capacity (from holds the
most to holds the least).
Place the jar where all        What Would Be Your Favorite Vacation Spot? This is a wish
Wednesday                     Friday              children can see it. As a      vacation.
review use middle sized        The week before begin a discussion about children’s most
objects. Give the students     favorite place to go on a vacation. Bring brochures, pictures
All 10 Place Value           All 10 Place Value           a range                        from magazines, drawings from children. Children could
Workstations are out.        Workstations are out.        before they begin to make      illustrate their vacation spot and try to promote it. Have the
estimates.                     children vote on their 4 most favorite places to vacation.
For estimation activities 1)   Suggested questions to ask:
the jar should have a base     *How many children like each vacation spot?
line that does not move, 2)    *How many more like ____than _____?
the size of the objects
used should be getting         *How many like_____? How do you know?
smaller, and 3) the            *How many more like _____than ____?
children need to be given      *How many less like _____than ____?
a range of how many            *What do you see on the graph?
objects are in the jar.        *What does the graph tell you?
* What was the most popular/least popular?
*What was the result from the other grade level?
Teacher observations:
*Children can explain why we graph.
*Children can discuss the elements of the graph.
*Children can compare information on the graph.
*Children can initiate the steps in graphing

66
Journal : 10 minutes Have students write 3 things they learned this week and provide teacher feedback about the lesson.

What does it mean if the temperature goes down? What does it mean if the temperature goes up? What tool of measurement is used to measure the temperature?
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

67
1 Semana, 5to Seis Semanas

Actividad de cuenta diaria                                                             Problemas diarios de la historia
Lunes                                                                                        Aubree fue al almacén con su mama a comprar algunas cosas. Compraron jabón
Nombra todos los números entre: 54 y 60, 66 y 67, 87 y 91, etc.                              dishwashing, leche, escamas de salvado, un poco de queso, y algunos plátanos.
( Puedes utilizar una línea de número)                                                       ¿Cuánto gastaron en líquidos? ¿Cuánto gastaron en los sólidos?
Investigación de la extensión B de la matemáticas 2: Sólidos y módulo de los líquidos
Martes                                                                                       ¿Cuántos frijoles puedes detener en tus manos? Hazlo para descubrir y para
Contaré y dejaré hacia fuera un número. Díme cuál es el número.                              registrar su número aquí.______ ¿Podrias detener más, menos, o el mismo número
Repite la secuencia del número.                                                              con habas lima? ¿Por qué piensas tan? ¿Cuántas habas lima puedes detener en
Estampa tu pie cuando digo el número que falta. 51, 52, 54, 55, (53) 51, 52, 53/stamp, 54,   una mano? Házlo para descubrir, y registra el número aquí.______
55) 60, 62, 63, 64 (61) 60, 61/stamp, 62, 63, 64) 77, 78, 79, 81 (80)
(77, 78, 79, 80/stamp, 81)

Miercoles                                                                                    Shelby deseó hacer una nueva clase de soda. Ella probó muchas maneras de poner
Tengo una tina de pennies.                                                                   los sólidos y los líquidos juntos. Aquí es lo que ella pensó: hecho la soda de la mejor-
(Usa 80 o pennies verdaderos) Contemos los pennies juntos para encontrar cuántos grupos      prueba. Agua 2 onzas Azúcar 4 cucharas Condimentación vainilla de 3 cucharas
de 5 podemos hacer: 1, 2, 3, 4, 5:                                                           fresa de 2 cucharas Colorante 5 gotas del azul 3 gotas del rojo Ella deseó hacer una
1, 2, 3, 4, 5… Después de que encontremos todos los grupos de 5, contemos el número de       porción más grande de soda, usando 8 onzas de agua. ¿Cuánto de cada sólido y
grupos que hemos hecho: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Cuenta por cinco para descubrir       líquido enumeró arriba debe ella utilizar? Ella quisiera que sus 8 onzas de soda
cuántos pennies tenemos: 5, 10, 15,… 80.                                                     probaran apenas como su prueba de 2 onzas. Investigación 4 de la extensión B de la
matemáticas: Sólidos y módulo de los líquidos
Jueves                                                                                       Sally y Jorge plantaron frijoles en su jardín. Pensaron que sería interesante comparar
Vamos hoy a contar para descubrir cuántos pennies tenemos en este tarro. (Ten 50-100         la longitud de los vástagos que crecieron y el número de las hojas que estaban en
pennies en el tarro. Vierta hacia fuera los pennies. ) Cuenta junto con migo mientras que    cada vástago. Hicieron una tabla de sus observaciones. ¿Puede usted encontrar el
caigo cada penny nuevamente dentro del tarro: 1, 2, 3 , 4, 5…                                patrón del número en las listas? Prediga qué números vendra después.
Investigación 1 de la extensión B de la matemáticas: Módulo nuevo de las plantas
Viernes                                                                                      Joe encontró una papa. Él vio cuatro nodos en él. Él lo cortó en cuatro porciones y
Soporta en líneas.                                                                           las plantó. Los vástagos y las hojas crecieron de cada partición de la patata.
Estampa tus pies y cuenta por diez a 200. Cuando alcanzas 200, levanta tus brazos y dé       Subterránea, cada pieza de la papa produjo cinco papas nuevas. ¿Cuántas papas
vuelta a la derecha. (90 grados) Repita por lo menos 3 veces mas.                            Joe creció en todos? Extensión de la matemáticas una investigación 3: Módulo nuevo
(brazos 10/stamp, 20/stamp… 1000/raise y la derecha de la vuelta)                            de las plantas

68
2 Semana, 5to Seis
Semanas

Actividad de cuenta diaria                                                            Problemas diarios de la historia
Lunes                                                                                        ¡Finja que tu clase tiene una vieja planta de la hiedra que esté creciendo demasiado
Los estudiantes pueden referir a su línea del número de la clase. ¿Qué número viene entre    grande! ¿Si cada estudiante en tu clase hace una planta nueva de un viejo vástago,
53 y 55? ¿62 y 63? ¿74 y 78? ¿88 y 92?                                                       cuántas plantas usted tendría?
¿Si tu clase vende todas las plantas nuevas para un cuarto cada uno, cuánto dinero
tendrían?
Investigación 3 de la extensión B de la matemáticas: Módulo nuevo de la planta
Martes                                                                                       Jeremy deseó plantar algunos bulbos en un barril. Él necesitó plantarlos en la caída
Repite el número que digo. Di el número que es uno más y martille sus puños.                 así que florecerían en el resorte. Él fue al cuarto de niños y compró cinco bulbos del
69: (69, 70/hammer) 89: (89, 90/hammer) 99: (99, (100/hammer) 78: (78, 79/hammer)            tulipán y seis bulbos del narciso. En el resorte, todos los bulbos crecieron a excepción
86: (86, 87/hammer)                                                                          de un tulipán y de un narciso. ¿Cuántos bulbos Jeremy tiene floración en el resorte?
Extensiones A de la matemáticas Investigación 4: Módulo nuevo de las plantas
Miercoles                                                                                    Los bulbos del ajo crecen en un manojo llamado una cabeza. Un jefe del ajo se
Repita el número que digo.                                                                   puede partir en seis pequeños bulbos. Cada pequeño bulbo puede crecer en una
Diga el número que es uno menos y toque tus dedos del pie. 52 (52, dedos del pie 51/touch)   planta. Cuando se crece la planta del invierno, el ajo florece bajo tierra. Rebecca
88 (88, dedos del pie 87/touch) 98 (98, dedos del pie 97/touch) 59 (59, dedos del pie        comía un jefe de ajo. Ella plantó cada uno de los bulbos y pronto tenía flores el
58/touch)                                                                                    florecer en su jardín. Ella deseó más plantas que florecían en su jardín el año
próximo. Ella cavó encima de las cabezas del ajo después de que las plantas
murieran así que ella ahorraría los bulbos. ¿Cuántos bulbos usted la piensa podrá
plantar el año próximo?
Investigación 4 de la extensión B de la matemáticas: Módulo nuevo de las plantas
Jueves                                                                                       Tu clase comenzó un almacén de la roca. ¡Todo se hace de rocas! Ian viene comprar
Utilice las tarjetas del número 1-35. (un número para cada niño en la clase)                 algunas rocas. Él tiene este mucho dinero en su bolsillo. ¿Qué puede comprar?
Pase uno hacia fuera a cada niño.                                                            Uso con el No. de la hoja del estudiante. 17.
¿“Como contamos (?) venido adelante cuando nombramos tu número y conseguimos en              Investigación 2 de la extensión B de la matemáticas: Módulo de los guijarros, de la
línea.”                                                                                      arena y del légamo

Viernes                                                                                      Tu y tus amigos desean hacer ladrillos de la arcilla en el país. Cada persona necesita
Cuente con mí por 3 como caigo 3 peniques a la vez en la poder: 3, 6, 9, 12, y 15. ¡Hazlo    2 tazas de arcilla. ¿Cuántas tazas de arcilla usted necesitará? Uso con el No. de la
otra vez!                                                                                    hoja del estudiante. 18. Extensión de la matemáticas una investigación 3: Guijarros,
arena, y módulo del légamo

69
3 Semana, 5to Seis
Semanas

Actividad de cuenta diaria                                                               Problemas diarios de la historia
Lunes                                                                                            Ginny y Harry están construyendo una pared con los ladrillos. Cada fila tendrá seis
Pide que nueve niños se alineen en la fuente que beben( o otra área).                            ladrillos cuando se hacen. La pared es cuatro filas altas. ¿Cómo muchos ladrillos
¿Quién es primer en la línea para conseguir una bebida? ¿Quién será el ultimo para               necesitarán para terminar cada fila?
beber? ¿Quién es segundo? ¿Tercer? ¿Quinto? ¿Cuarto?                                             Uso con el No. de la hoja del estudiante. 19.
Diga las palabras de la posición como cada uno toma una bebida. (Primero, segundo, tercer,       Extensión de la matemáticas una investigación 3: Módulo de los guijarros, de la arena
cuarto, quinto, sexto, séptimo, octavo, noveno).                                                 y del légamo

Martes                                                                                           Jay, Peter, Carol, Sally, y Mark están en el primer grado. Su clase fueron en una
Cuente por cinco a 55 mientras que tocas tu cabeza, hombros, cintura, rodillas, y dedos del      caza de la roca. ¿Si cada uno de los muchachos encontró cinco rocas, cuántas rocas
pie.                                                                                             trajeron de nuevo a clase?
(5/head, 10/shoulders, 15/waist, 20/knees, 25/toes, 30/head, 35/shoulders, 40/waist,             Investigación 4 de la extensión B de la matemáticas: Módulo de los guijarros, de la
45/knees, 50/toes, 55/head)                                                                      arena y del légamo

Miercoles                                                                                        ¿Quién son yo? Tengo 23 unos y 4 diez. ¿Quién son yo? 63 Tengo 30 unos y 3
Diré un número. Repita el número y diga los tres números siguientes en secuencia.                centenares. ¿Quién son yo? 330 Tengo 4 centenares, 12 diez, y 6 diez. ¿Quién son
13 (13, 14, 15, 16) 34 (35, 36, 37, 38) 59 (59, 60, 61.62) 83 (83, 84, 85, 86)                   yo? 526

Jueves                                                                                           ¿Quién son yo? Soy 45. Tengo 25 unos. ¿Cuántos diez tengo? 2 Tengo 13 diez, 2
Forma un círculo. ¿Me pregunto cuántos dedos tenemos en nuestro circulo? Soporta ambas           centenares, y 21 unos. 351 Soy 341. Tengo 22 diez. ¿Cuántos centenares tengo?
manos y sepára los dedos. ¿Cada uno de nosotros tememos cuántos dedos? (10)
Caminaré alrededor del círculo mientras que contamos por diez. Cuando golpeo ligeramente
tu cabeza, pon tus manos abajo.
(10/tap, 20/tap, 30/tap…)

Viernes                                                                                          ¿Quién so yo? Si tu pones 3 más diez con mí, yo sería 115. ¿Quién so yo? 85 Tengo
Contemos cuántos trenes tengo (Demuestra 10 entrena, cada uno hecho con 10 cubos del             17 unos. Estoy entre 40 y 50. ¿Cuántos diez tengo? 3 diez + 17 unos Tengo 17
unifix): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.                                                          unos. Estoy entre 40 y 50. ¿Quiénes son yo? 47
Ahora contemos los cubos mientras los rompo apagado y los caigo en el cubo: 1, 2, 3, 4, 5,
6, 7, 8, 9, 10 (pausa para conseguir otro tren), 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (pausa
para conseguir otro tren), 21, 22, 23, 24, 25… 100.

70
4 Semana, 5to Seis
Semanas

Actividad de cuenta diaria                                                              Problemas diarios de la historia
Lunes                                                                                           ¿Quién es la persona del misterio? Maria tiene 3 años Margaret es 7 años. Frank tiene
(Lugar aproximadamente 105 cubos en una tabla.) Vamos hoy a contar a 108. Cuente los            11 años Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años.Adivina el
cubos en grupos de 2 hasta que tenemos por lo menos 100. Cuente junto con mí como               miembro de la familia. Soy más viejo que Frank. Soy más joven que Grandpop. Soy
empujo a grupos de 2 cubos a un lado de la tabla. Cuenta el primer cubo suavemente y el         más viejo de 38. ¿Quién soy yo? Papá
segundo cubo en una voz normal: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, … 100, 101, 102, 103,
104, 105, 106, 107, 108.

Martes                                                                                          ¿Quién es la persona del misterio? Maria tiene 3 años Margaret tiene 7 años. Frank
Utilica las tarjetas numéricas 1-25 (un número para cada niño en tu clase). Pase hacia fuera    tiene 11 años. Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años.
una tarjeta numérica a cada niño. Invite a dos niños al paso adelante y demuestre tus           Adivina el miembro de la familia. Soy más joven que mamá. Soy más viejo de 3. Soy
tarjetas. “Si tienes el número más grande, levántelo encima de colmo.”                          más joven de 11. ¿Quién soy yo? Margaret
Continúa invitando diversos pares de niños al paso adelante . , Pregunta quién tiene el
número más pequeño.

Miercoles                                                                                       ¿Quién es la persona del misterio? Maria tiene 3 años Margaret tiene 7 años. Frank
Formación una de cada forma del bloque del patrón al lado de una tina. ¿Qué forma del           tiene 11 años. Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años.
bloque del patrón es primera en la línea a saltar en la tina? ¿Último? … etc. Di el nombre de   Adivian el miembro de la familia. Soy más viejo de 13. Soy más viejo que mamá. Soy
nd rd th  th   th
la posición de cada bloque del patrón como señalo. (Primero, 2 , 3 , 4 , 5 , 6 .)               más viejo de 41. ¿Quién soy yo? Grandpop

Jueves                                                                                          ¿Quién es la persona del misterio? Maria tiene 3 años. Margaret tiene 7 años.Frank
Usa cerca de 95 pennies verdaderos o del juego.                                                 tiene 11 años. Papa tiene 40 años. Mama tiene 38 años. Grandpop tiene 60 años.
“Me pregunto cuántos peniques tenemos. Contemos . Cuando conseguimos diez, los                  Adivian el miembro de la familia. Soy más joven de 40. Soy más viejo que Margaret.
agruparemos en una taza. (1, 2, 3, 4,… 10) pongamos este grupo de diez en una taza. Ahora       Soy más viejo de 10. ¿Quién soy yo? Frank
cuenta encendido a partir del 10.
(Diez..¡11, 12, 13, 14… 20) otros grupos de diez! Diez, veinte… (21, 22…) etc.”

Viernes                                                                                         Haz que los estudiantes creen sus propios. ¿Quién es la persona del misterio?
Diré un número. Repítalo y después di el número que es uno más. 29 (30, 31)                     Maria tiene 3 años. Margaret tiene 7 años. Frank tiene 11 años.Papa tiene 40 años.
39 (40, 41) 59 (60, 61) 79 (80, 81)                                                             Mama tiene 38 años. Grandpop tiene 60 años. Adivina el miembro de la familia.
Soy más viejo que______. Soy uno mas que________ más joven. Soy más viejo
que _____. ¿Quién son yo?

71
5 Semana, 5to Seis
Semanas

Actividad de cuenta diaria                                                                 Problemas diarios de la historia
Lunes                                                                                                Soluciona la adivinanza. Veo a 4 muchachos. ¿Cuántos ojos veo? Veo 3 caballos.
Siéntense en un círculo. Vamos a contar por 5 para encontrar cuántos dedos hay en nuestra            ¿Cuántas piernas veo? Veo 6 pájaros. ¿Cuántas piernas veo?
clase. Como circundamos el círculo, demuestre 1 mano de 5 dedos y después demuestre la
otra mano de 5 dedos. Cada uno cuenta con mí: 5, 10, 15, 20…

Martes                                                                                               Solucione la adivinanza. Veo 5 perritos. ¿Cuántos oídos veo? Veo 2 arañas.
¡Contaremos hoy a 200!                                                                               ¿Cuántas piernas veo? Veo 8 hormigas. ¿Cuántas piernas veo?
Como contamos, detengámosnos brevemente después de cada grupo de 10. Tome una
respiración profunda: 1, 2, 3, 4, 5, 6, 7, 8, 9, y 10 (pausa), 11, 12, 13, 14, 15, 16, 17, 18, 19,
20 (pausa)… 101, 102, 103, 104, 105, 106, 107, 108, 109, y 110 ...... 200

Miercoles                                                                                            Solucione la adivianaza. Veo a 4 muchachos. ¿Cuántos dedos veo?
Mira los contadores en el tarro.                                                                     Veo 3 caballos. ¿Cuántos ojos veo?
(Hasta 100 contadores). Contemos los contadores mientras los tomo del tarro y hago                   Veo a 6 muchachas. ¿Cuántos dedos del pie veo?
grupos de tres. Cuenta el contador pasado en cada grupo en alta voz: 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12…

Vamos hoy a contar el número de días hay somos en los meses de la primavera. Utilicemos              Veo a 4 muchachos. ¿Cuántas piernas veo?
marzo, abril, y mayo del calendario, : 1, 2, 3,… 92.                                                 Veo 3 gansos. ¿Cuántas piernas veo?
Veo 6 pollos. ¿Cuántas piernas veo?
Utilica los níqueles verdaderos. ¿Si tenemos cinco níqueles, cuántos centavos tenemos?               Veo 4 vacas. ¿Cuántos ojos veo?
Contemos por fives para descubrir. (5, 10, 15, 20.25)                                                Veo 3 pescados. ¿Cuántas piernas veo?
Haz igual con: 8 níqueles 9 níqueles 12 níqueles                                                     Veo 6 águilas. ¿Cuántas alas veo?

72
6 Semana, 5to Seis
Semanas
Actividad de cuenta diaria                                                            Problemas diarios de la historia
Lunes                                                                                         Había 15 rocas en un bolso. Entonces Sam agregó maz al bolso. Ahora hay 20 rocas
Diré un número. Repítalo y después di el número que es uno menos. 68 (68, 69)                 en el bolso. ¿Cuántas rocas puso Sam en el bolso?
89 (89, 90) 80 (81, 82) 96 (96, 97), etc.

Martes                                                                                        Había 21 goldfish en un acuario. Marlen agregó algunos más al acuario. Ahora hay
Levanta una mano y sepára los dedos. Si tu pulgar es “primer” en línea, punto al dedo que     25 goldfish en el acuario. ¿Cuántos goldfish agrego Marlen al acuario
es pasado, (meñique). Punta a tu tercer dedo. (centro). etc. Ahora punto a cada dedo como
nd  rd  th  th
decimos las palabras de la posición. (Primero, 2 , 3 , 4 , 5 )

Miercoles                                                                                     Hay 9 mariposas en una hoja. Algunas mariposas volaron lejos. Ahora hay 5
Utilica las tarjetas numéricas 1-25 (un número para cada niño en su clase.) Reparta una       mariposas en una hoja. ¿Cuántas mariposas volaron lejos?
tarjeta numérica a cada niño. Invita a cuatro niños que pasen adelante, levant tu número, y
pon en orden del numero más pequeño al más grande.
Repite con otros grupos de cuatro niños.

Miercoles                                                                                     Hay 12 hormigas en la acera. Algunas de las hormigas se arrastraron en la hierba.
Utilica las tarjetas numéricas 1-25 (un número para cada niño en su clase.) Reparta una       Ahora allí 10 hormigas en la acera. ¿Cuántas hormigas se arrastraron en hierba?
tarjeta numérica a cada niño. Invita a cuatro niños que pasen adelante, levant tu número, y
pon en orden del numero más pequeño al más grande.
Repite con otros grupos de cuatro niños.

Viernes                                                                                       Hay 6 ladybugs en una hoja. Algunos de los ladybugs volaron lejos. Ahora hay 4
Cuenta a 200 por unas, cincos, diez. ¿Cuál es el más rápido? ¿el más lento?                   ladybugs en una hoja. ¿Cuántos ladybugs volaron lejos?

73

```
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
 views: 17 posted: 7/27/2012 language: pages: 73