Math
We will be using the Everyday Math Program. There is a student login page to provide access to electronic resources and games.
September:
Students began the year by starting with our classroom routines including the calendar, the number of the day, the attendance, and the weather. Students began Unit 1 by observing and counting pennies and nickels, and then later dimes. Students identified missing numbers on number lines, practiced skip counting by 2s, 5s, and 10s, and solved various number stories (word problems).
Students discussed patterns on the number grid and played The Number Grid Game. They also continued to practice counting groups of pennies and nickels and groups of pennies and dimes.
Next students learned about equivalent names for numbers. They identified different names for a number using addition, subtraction, tally marks, coins, and words. We also solved some broken calculator problems. Students worked with the combinations of 10 (ex. 5+5, 8+2) and played Fishing for 10. Students learned how to use our Quick Look Cards to solve mental math problems and explain our own strategies. They also learned about the math boxes in our math journals.
October:
Students continued to practice counting groups of dimes and nickels. Students learned about even and odd numbers. They also spent time comparing numbers with words and symbols.
Students reviewed the concepts from Unit 1 and took our first Unit Assessment. They were also introduced to the quarter and learned to count to 100 by 25s.
Next students completed the Explorations for Unit 1. They sorted dominoes by their addition facts and covered rectangles with various shapes.
As we began Unit 2 students observed and counted $1, $10, and $100 bills. They also played the Exchange Game with these bills. Students modeled various number stories with counters and studied doubles addition facts. We continued to practice counting groups of quarters as well as groups of dimes, nickels, and pennies.
Students solved number stories, identified even and odd number, solved doubles facts, discussed the turn-around rule and created name collection boxes for various numbers. We also found time to practice counting coins.
November:
Students worked with frames-and-arrows diagrams. They also made name collection boxes and practiced counting coins. Students completed the rest of the Unit 2 activities, including a Unit 2 Review Sheet.
After that students took the Unit 2 Assessment and then started Unit 3. Students counted groups of coins, solved number stories, and explained our strategies when using Quick Look Cards. Students learned about fact families and practiced writing related facts with given numbers. We learned how to use the Additiong/Subtraction Table to solve addition and subtraction facts. Students also learned how to use the fact triangles to practice +/- facts (fact triangles are a type of flashcard).
Students compared numbers, created more name collection boxes, and learned the game Salute! to practice basic facts. Students solved number stories. They also learned when to count up and when to count back while doing subtraction. Students spent time doing some Thanksgiving math activities and also played the online version of several games from Units 1-2.
December:
Students learned various way to use the friendly number of 10 to solve basic addition and subtraction problems. They also practiced with fact triangles and continued to solve number stories.
Students discussed the parts of an analog clock and practice telling time to the hour and half hour. Then they learned tthe difference between AM and PM and how to tell time to the nearest quarter hour.
Next students worked with place value and learned to write and compare numbers using expanded form. They used base-10 blocks to model various 2 and 3-digit numbers and practiced telling time to the nearest quarter hour.
January:
Students will continue to work on the concepts of place value and telling time. They started the month off by practicing reading and writing numbers in expanded form. Students also learned to compare numbers using expanded form. Students identified numbers in base-10 blocks, modeled numbers using base-10 blocks, and made trades using base-10 blocks. They also continued to tell time to the nearest quarter hour.
Next students made trades with base-10 blocks so they could continue to subtract from 100. They learned about the units of 1 foot, 1 inch, and 1 centimeter. Students measureed length will pattern blocks, 12-inch rulers, centimeter cubes, 10-cm rulers, and tape measures. We compare measurement tools and units. Students also learned to tell time to the nearest minute.
Students completed the Unit 4 Assessment and the Midyear Assessment, and then began Unit 5. Students discussed the importance of having fact power and played the game Beat the Calculator with addition facts. Students practice identifying and counting coins. They pretended to make purchases at a fruit and vegetable stand with and without exact change. So they learned how to make change. Students practiced these concepts again buy pretending to make purchases from a vending machine.
February:
Students practiced writing numbers in expanded form and telling time to the nearest 5 minutes. Students also made and discussed arrays. Then they wrote number models that matched these arrays. Students made shapes on geoboards, drew those shapes on paper, and then identified the names of those shapes based on their number of sides.
Students also practiced skip counting by 10s. They practiced mentally adding and subracting 10 from various numbers, and came up with rules for doing this. We will played Addition/Subtraction Spin, The Number Grid Game, and Addition Top-It in class.
Next students practiced skip counting by 100 and mentally adding and subtracting 100 from various numbers. Students noticed patterns with these calculations and come up with a rule for doing it. Students learned how to use an open number line to add and subtract multiples of 10 from various numbers. They dalso complete some Valentine's Day activities.
Students learned how to solve number stories using number change diagrams and parts-and-total diagrams. We discussed temperature and the use of thermometers. Then students practiced reading a thermometer and solving number stories using temperature-change diagrams.
Students continued to practice solving number stories using various diagrams for support. They even completed an extended response number story that included money. Students completed the Unit 5 Review and the Unit 5 Assessment. We also practiced basic addition and subtraction facts with fact triangles and practiced comparing numbers with the game Number Top-It. On Friday, students collected some data and used it to make a tally chart, picture graph, and bar graph. Students discussed the data and practiced solving addition problems.
March:
Students solved 2-step number stories using a number line. They also learned about friendly numbers and how to make a ballpark estimate either before or after doing the real addition, in order to check if their answer makes sense. Next students reviewed how to model numbers with base-10 blocks, and used those blocks to add 2 and 3-digit numbers with and without regrouping. Then students reviewed about expanded form, and used that to add 2 and 3-digit numbers that sometimes required regrouping. This method is also called partial sums.
We reviewed that there are various strategies for adding large numbers, such as with a number grid, base-10 blocks or base-10 shorthand, and even partial sums (expanded form). Then students learned the traditional method of double-digit addition with regrouping. Students learned the poem: Add up to 9, everything is fine! 10 or more, take the extra next door. Students practiced double-digit problems all week, starting by regrouping the ones, and moving on to regroup the tens and even the hundreds places. Students solved an extended response problem later in the week, that involved subtracting large numbers that require regrouping. After that, students completed a unit Exploration that involved making and labeling some arrays using geoboards.
Next students completed the Unit 6 Assessment and then began Unit 7. Students solved basic facts that have missing addends. They also solved addition problems with 3 single-digit addends and discussed strategies for deciding which 2 numbers to add first. Students solved number stories and completed some Easter math activities at the end of the week.
April:
Students learned how to subtract large numbers using the traditional method, that did not require regrouping. They practiced that and how to add 3-4 numbers. Next students learned how to subtract numbers that require regrouping. We used this helpful rhyme: More on the top, no need to stop. More on the floor, go next door. And take 10 more.
Students made a picture graph. They also learned about the unit of a yard, and practice measuring with a yardstick in class. Last week students learned about the unit of a meter. They used a meter stick and compared it to a yard stick. Students also found personal references for 1cm, 10cm, and 1m. We did more measurement by measuring our arm span, long jump, height, head size and shoe length.
As the week continued, students wrote dictated numbers, compared numbers, and subtracted numbers. They also made, read and interpreted line plots.
This week students will make, read, and interpret picture graphs and bar graphs. They will also sort shapes by their attributes. Students will do more measuring, as well as practice with addition and subtraction. Later in the week students will review the concepts from Unit 7 and then take the Unit 7 Assessment.