# Hill City Elementary School The Weeks of April 20th and 27th

Math

Topic ATTRIBUTES TO DEFINE TWO-DIMENSIONAL (2-D) Shapes, Defining and non-defining Attributes of 2-D Shapes (triangles are closed and three sided) versus (non-defining attributes, e.g. color, orientation, overall size)

Ixl.com  and Seesaw will have activities for your child.

I will add more of Topic 14 to Pearson Realize (our online math book). They will be able to take a test over shapes.  Your child should know how to get to Pearson Realize, but if they have forgotten, they can click on google chrome, then look for Pearson Realize on the green homepage. Click on it and it should take him/her to their page. Unfortunately, they will have to scroll through all the activities before they get to shapes.

Vocabulary: 2-D shapes, side, vertex/vertices, 3-D shapes, flat surfaces, edges, faces, rectangular prism

I will add an interactive textbook on Pearson Realize. I will have activities on Seesaw, they can go to shapes on ixl.com, there are so many activities you can do at home. Do a shape hunt😊

MATH: Math Vocab: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs, tens and ones place, shapes that are 2  and 3 dimensional, skip counting by 2, 5, 10s, counting to 120,  more or less, symbolize(<,>,=),greater and less than or equal, compare. Between, inches, length, MEASURE, LENGTH UNIT, COMPARE, LARGEST, SHORTEST, LONGER, SHORTER,

Weeks of March 23rd and 30th Math: Topic 12 Indirect Measurement In lesson 12, students compare the length of two objects to determine which object is longer or shorter. They indirectly measure two objects by using a third object to compare them, such as a crayon or a piece of string. This is an application of the Transitive Property.

• I will add more of Topic 12 to Pearson Realize. They will be able to take a test over topic. Your child should know how to get to Pearson Realize, but if they have forgotten, they can click on google chrome, then look for Pearson Realize. Click on it and it should take him/her there.

The Week of March 2

Topic 11...Strategies to subtract

MATH: Math Vocab: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs, tens and ones place, shapes that are 2  and 3 dimensional, skip counting by 2, 5, 10s, counting to 120,  more or less, symbolize(<,>,=),greater and less than or equal, compare. Between, inches, length

Math: Topic 11, Students will use strategies to practice subtraction.

MATH: Math Vocab: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs, tens and ones place, shapes that are 2  and 3 dimensional, skip counting by 2, 5, 10s, counting to 120,  more or less, symbolize(<,>,=),greater and less than or equal, compare. between

Math: Topic 10 Students will add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategy based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to written method and explain the reasoning used.

The WEEK of FEB. 18

The Week of Feb. 10th

MATH: Math Vocab: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs, tens and ones place, shapes that are 2  and 3 dimensional, skip counting by 2, 5, 10s, counting to 120,  more or less, symbolize(<,>,=),greater and less than or equal, compare. between

Math: Topic 10 Students will add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategy based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to written method and explain the reasoning used. Students will use a 100 chart to add tens and ones. Students will learn hat when a two-digit number is added to a one-digit number, the ones are added to the ones. When a two-digit number is added to a multiple of ten, the tens are added to the tens.

The Week of February 3rd

MATH: Math Vocab: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs, tens and ones place, shapes that are 2  and 3 dimensional, skip counting by 2, 5, 10s, counting to 120,  more or less, symbolize(<,>,=),greater and less than or equal, compare

Math: Topic 10 Students will add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategy based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to written method and explain the reasoning used. Students will use a 100 chart to add tens and ones. Students will learn hat when a two-digit number is added to a one-digit number, the ones are added to the ones. When a two-digit number is added to a multiple of ten, the tens are added to the tens.

The Week of Jan. 27th

MATH: Math Vocab: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs, tens and ones place, shapes that are 2  and 3 dimensional, skip counting by 2, 5, 10s, counting to 120,  more or less, compare , symbolize(<,>,=),greater and less than or equal, compare

Math: Topic 9 Place Value and Compare numbers on a number line. Using greater and less than or equal, compare

Essential Understanding: Given a two digit number, mentally find 10 more 10 less than the number, without having to count; explain the reasoning used.

Students will continue using models of tens and ones as they use place-value models in order to find numbers that are 1 more, 1 less, 10 more, 10 less than a given two-digit number. They learn to find patterns on the hundred chart.

The Week of Jan. 21st

MATH: Math Vocab: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs, tens and ones place, shapes that are 2  and 3 dimensional, skip counting by 2, 5, 10s, counting to 120,  more or less, compare , symbolize(<,>,=)

Math: Topic 9 Place Value and Compare numbers on a number line. Using greater and less than or equal

Essential Understanding: For any two-digit number shown on a number line, the numbers to its left are less than the number and the numbers to its right are greater than the number.

Math: Topic 8 Place Value

Learning place value is an important concept in math that helps your child be able to read and recognize numbers.  Without place value it would be very difficult to communicate numbers or values.  This is even more important when discussing money values and providing change for a purchase.

When starting to practice place value skills with your child at home, you should start by talking about the places of the numbers: ones, tens, hundreds, and thousands.  Using manipulatives like base ten blocks to build numbers will help them to differentiate between the place values. For example, the number 54 can be broken down into 5 tens and 4 ones.  Virtual manipulatives can be used to visually represent the different place values.

The Week of December 16

MATH: Math Vocab. to help your child learn: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs.

We will graph what we eat first on our gingerbread men. We will discuss shapes from 2 dimensional to 3 dimensional. Students will learn what shapes make a milk carton for gingerbread houses.

December 2

MATH: Math Vocab. to help your child learn: addended (5 +4), equation (5+4=9), sum. Fewer, less than, more or greater than, tallies, bar graphs, pictographs.

We will work with Topic 7. Students will learn about the tens and ones place. Count  by 1s to 120and by 10s to 120. Students will practice reading and writing to 120.

The Week of November 18

MATH: Math vocab. to help your child learn: addended (5 +4), equation (5+4=9), sum. We will work with Topic 5. Topic 5.4 will be about numbers can be grouped in different ways to solve word problems with 3 addends. Students will use different strategies for adding here numbers.

The Week of November 11

THE WEEK OF NOVEMBER 4

MATH: Math vocab. to help your child learn is addended (5 +4), equation (5+4=9), sum. We will Start Topic An addition or subtraction equations is true if the values on each side of the equal sign are the same value ex. 7-1=5+1 or3+6=4+5

Topic 5.4 will be about numbers can be grouped in different ways to solve word problems with 3 addends. Ex. I have 6 oranges. Alex has 2 pears, and Jada has 4 apples. How many pieces of fruit do we have in all? You could help your child understand 6+4=10 add 2 more=12

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MATH: Topic 4-4 Fact Families: Making addition and subtraction facts using the same three numbers. Students will use a part-part whole diagram to examine the part-whole relationships in addition and subtraction. By doing so, they see how addition and subtraction have an inverse relationship for facts within 12. Ex. 9+2=11, 2+9=11, 11-9+2 11-2=9

MATH: Topic 4 Subtraction Focus: this topic introduces students to several key strategies for solving subtraction facts to 20. These strategies include counting to subtract, making 10 to subtract, and using addition to subtract. Please practice at home to give them real life subtraction and addition practice.

MATH: Lesson 3-5

• This lesson focuses Doubles plus 1…5+5=10 then 5+6=11
• Doubles plus 2
• Make 10 to add…..7+4 becomes 7+3=10 and 10+1=11
• Explain how you came up with the sun or answer
• Solve word problems with facts to 20

MATH: Lesson 2-6

Count Back to subtract think addition to subtract

• This lesson focuses on counting back to solve subtraction facts within 10. Students will use a number line as a tool for counting back.

THE WEEK OF SEPTEMBER 23

In math, we will focus on students recognizing and solving near doubles and double addition facts, or facts in which one addend is 1 or 2 greater than the other addend. Students solve near doubles facts by finding the sum of a near double fact, and then adding 1 or 2 to that sum.  This lesson emphasizes conceptual understanding and fluency. In order to build knowledge of all addition facts through 10, students gradually learn strategies for solving facts which include counting on to add and using double facts.

I am sending home extra math work. If you would like to help your child with these…..great. If you have other math ideas…..great. Everything I send home is not homework. I have had parents ask for extra work.   I am seeing improvement! Keep up the great work at home😊

The Week of September 16

Math

Strategy: Counting On

I start this lesson by introducing the term “counting on” to my students.  I demonstrate how to solve an addition sentence by adding 2 or 3, such as 5 + 2 = ___.  To demonstrate, I say, “I’m going to put 5 (the biggest number) in my head, and then I hold up 2 fingers, and I keep counting on my fingers.”  I point to my head and say “5”, then count on my fingers saying, “6, 7”.  “So I know that 5 + 2 = 7”.  I repeat using different facts with sums within 10.  I encourage children to count along with me. Practice at home counting on

To continue keeping them thinking about counting on, I give each student 10 counters.  Have them turn 4 counters to the “red” side, have the students turn 2 counters to the yellow side or use anything that is two different colors.  Demonstrate how to count on using 4+2=6.

THE WEEK OF SEPTEMBER 9
COUNTING ON....A NUMBER LINE CAN HEP COUNT ON
DOUBLES AND NEAR DOUBLES
The Week of September 10

## Direct Instruction

Understanding addition and subtraction is related

The direct instruction for this lesson is done by acting out the story, Ten Flashing Fireflies. This story is about two children who see ten flashing fireflies at night and they catch one at a time and place them in a jar.

I make construction paper fireflies (or you can print and color the Fireflies Template in the resources) and I have a plastic jar. I tape ten paper fireflies to a piece of chart paper. As I read the story, I remove one firefly at a time and place it in the jar. With each movement, I go recite the two equations that go with it.

Me: There are 6 fireflies in our jar. How many are outside of the jar?

Kids: 4!

Me: That's right, we started with 10 and now there are 6 in our jar and only 4 left out. So now I know that 10-6=4. We catch another one and place it in the jar. We had 6 in the jar and we added one more. How many are in the jar now?

Kids: 7!

Me: Awesome! 6+1=7  How many fireflies are left outside?

Kids: 3!

Me: Alright so 10-7=3 and 4-1=3

We work through the rest of the story like this.

The Week of September 3
Math: We are working with adding and subtraction. We are learning that we can draw pictures to help us solve.  of Topc 1 is on conceptual understanding of addition and subtraction. Various representation and acting out help students understand "add to," "put together," "take apart," and "compare" situations.  This early foundation supports the deep understanding that is essential when they move from one-step problems to multistep scenarios. This foundational knowledge of addition and subtraction also help supports the development of the concepts of multiplication and division.
We will be working on recording number sentences.
2019-2020 School Year!
Math
We made a graph with the letters in our names.
The Week of August 26
• I will read Good Night, Gorilla
• Students will try to solve how many feet are in the zoo keeper's house.
• This problem lends itself to multiple strategies because it give students the message that there are many ways to arrive at a solution for most problems. Students also use counting skills to solve this problem.
• 1. Students will predict from looking at cover....front and back.
• setting, characters
• speech bubbles
• this is mainly a picture book, kids will help tell the story.
• When the zoo keepers wife turns off the light....:How many feet are in the room?
• How could we go about figuring out this problem?
• Students will comment on the animals in the room. Iwill sketch the animals and legs (draw pictures to help solve)... seven animals and two zoo keepers.
• Students will go back to seats and try to figure out how many feet were in the bedroom.
• Students will pick up a piece of paper and title it Good Night, Gorilla.
• then they will use words, pictures, and numbers to solve the problem.

The Week of April 23rd
Equal shares of circles and rectangles
Are these shapes divided into shares of equal size/

The Week of April 15
• 2D is flat not fat
• 3D is fat not flat
• In the future students will be working on fractions 1/4, 1/2, 1/3__________________________________________________

The Week of April 8
Students will be working on 2D and 3D Shapes
• faces, edges, vertex/vertices, flat and sides

The Week of April 1
The topic this week is measurement.
Topic 12 builds students' understanding involving measurement, first by focusing on direct comparisions of length and then indirect comparisons of two objects through
use of a third object.

Also, students will use nonstandard units, such as cubes and paper clips, to determine the length of given items.
We will watch Brainpop Jr. on measurement.
We will do a center on measuring different objcts.

The Week of March 25
We will measure lengths!

The Week of March 18
We use addition to subtract tens. Students will use place value to understand the properties of operations to add and subtract. EX. 40+ 40 = 80, 80-40 = 40, 80- ?= 40.

The Week of March 11
• First grade students will be working on telling time and writing time.
• Students will use analog clocks with movable hands to show times to the hour and half-hour.

The Week of March 4
Lesson 10 Assessment
Use Models and strategies to subtract tens
• Essential Question
Hoe can I use what I know about subtraction to subtract to tens?

The Week of Feb. 25th
• Students will add tens and onesusing an open number line.
•

The Week of February 19
Students will use models and strategies to add tens and ones.
• Students will do mental math:ten more than a number.
• Make a 10 to add
•

The Week of January 28
Students will be reviewing adding and subtracting.
I will be at a conference in Kansas City for five days.

The Week of January 22
• Understanding Place Value
• Essential Question: How can you count and add using tens and ones?

The Week of January 14, 2019
Students are working on understanding place value.
• Essential Question is How can you count and add using tens and ones?
• Vocabulary is ten digit, ones digit, tens frames

THE WEEK OF JANUARY 3, 2019
• We will review and work on place value.
THE WEEK OF DECEMBER 17,2018
• Student will be working on number words to ten.
• Students will be reviewing fluency to 10.

Math the Week of December 9, 2018
Students will LEARN TO REPRESENT AND INTERPRET DATA
•

THE WEEK OF NOVEMBER 26
• STUDENTS ARE LEARNING ABOUT TRUE EQUATIONS
• The focus is on finding the missing number in an equation in order to make the equation true.
• These equations involve operation symbols on both sides of the equal sign.
•

The Week of November 12
We will work on fact families

The Week of the 22
Students will be learning about a number line.

The Week of October 10
Vocabulary: parts, whole, plus, add, sum, equation, number sentence, more, fewer equals, difference, subtract, minus, and addends
Students will be introduced to properties of operations and the relationship between addition and subtraction.

Students will be introduced to fact families!

Vocabulary: parts, whole, plus, add, sum, equation, number sentence, more, fewer equals, difference, subtract, minus, and addends

First grade students are learning how to build understanding of numbers. The focus is operations and algebraic thinking. Students will use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Student will learn to solve addition problems involving situations of pulling two parts.