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.
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
MATH: Math vocab. to help your child learn is 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. 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 can help your child understand 6+4=10 add 2 more=12
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
MATH: Lesson 2-6
Count Back to subtract think addition to subtract
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 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.