summer dreamers 2016 math level d pathway · chart paper, markers, tape student notebooks,...

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SUMMER DREAMERS 2016 MATH

LEVEL D PATHWAY

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SDA Math LEVEL D

DAY: 1, June 27, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to complete summer pre‐assessment. NUMBER TALK 15 min

SEQUENCE‐Week 1, Day 1 GROUP PROBLEM SOLVING/Examplar: 20 min Strategies: model (manipulatives), diagram/key, number line, bar graph Problem: “Mrs. Jackson loves to read chapter books out loud to her children. Mrs. Jackson reads a chapter book that has one hundred forty‐three pages. If Mrs. Jackson reads ten pages every day out loud to her children, when will she finish reading the book? Show all mathematical thinking.”

*Chart paper, markers, tape*Student notebooks, pencils, crayons

NUMBER WORLD LESSON: 30 min Administer summer pre‐assessment

*Pre assessment

GROUPS & GAMES: 15 min Introduce EDM game ‘Digit Game’

*Materials: Everyday Math deck (Number cards 0‐9, 4 of each)

REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when playing ‘Digit Game’, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

3

SDA Math LEVEL D

DAY: 2, June 28, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to identify the number of hundreds, tens, and ones in a number NUMBER TALK 15 min

SEQUENCE‐Week 1, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategies: model (manipulatives), diagram/key, number line, bar graph Problem: “Mrs. Jackson loves to read chapter books out loud to her children. Mrs. Jackson reads a chapter book that has one hundred pages. If Mrs. Jackson reads ten pages every day out loud to her children, when will she finish reading the book? Show all mathematical thinking.”


NUMBER WORLD LESSON: 30 min Unit 2, Week 2, Lesson 1 & 2

TM pp. 120‐123, Activity Card 2D & 2E , SW p. 17‐21

*Student work pp. 17‐21

GROUPS & GAMES: 15 min EDM game ‘Digit Game’ Pull small group for targeted instruction.

Materials: Everyday Math deck (Number cards 0-9, 4 of each)

REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when _____________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

4

SDA Math LEVEL D

DAY: 3, June 29, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to make trades between one, tens, and hundreds, make connections to money system. NUMBER TALK 15 min

SEQUENCE‐Week 1, Day 3 GROUP PROBLEM SOLVING/Examplar: 20 min Strategies: model (manipulatives), diagram/key, number line, bar graph Problem: “Mrs. Jackson loves to read chapter books out loud to her children. Mrs. Jackson reads a chapter book that has one hundred twenty pages. Mrs. Jackson reads ten pages a day for the first eight days. After that, Mrs. Jackson is only able to read five pages a day. When will she finish reading the book? Show all mathematical thinking.”


NUMBER WORLD LESSON: 30 min Unit 2, Week 2 , Lesson 3 & 4

TM pp. 124‐127, Activity Cards 2F & 2G , SW p. 22‐25




REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when ______________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

5

SDA Math LEVEL D

DAY: 4, June 30, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to determine the value of each digit in a two‐ or three‐digit number. NUMBER TALK 15 min

SEQUENCE‐Week 1, Day 4 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: Model (manipulatives), diagram/key, graph, number line Problem: “Steve is interested in motorcycles. Steve is reading a book about the types of motorcycles made over the past three decades. The first day Steve reads 10 pages in 5 minutes. The second day Steve reads 20 pages in 10 minutes. The third day Steve reads 30 pages in 15 minutes. If this pattern continues, how many pages does Steve read on the ninth day? How many minutes does Steve read on the ninth day? Show all your mathematical thinking.”



TM pp. 134‐137, Activity Cards 2H & 2I , SW pp. 29‐33




REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when __________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 5, July 1, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to use place value understanding to count and exchange coins, make trades between pennies and dimes and dimes and dollars, NUMBER TALK 15 min

SEQUENCE‐Week 1, Day 5 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: Model (manipulatives), diagram/key, graph, number line Problem: “Steve is interested in motorcycles. Steve is reading a book about motorcycles. The first day Steve reads 10 pages in 5 minutes. The second day Steve reads 20 pages in 10 minutes. The third day Steve reads 30 pages in 15 minutes. If this pattern continues, how many pages does Steve read on the sixth day? How many minutes does Steve read on the sixth day? Show all your mathematical thinking.”

*Chart paper, markers, tape*Student notebook, pencil, crayons

NUMBER WORLD LESSON: PROJECT BASED LEARNING:

What is a bank? TM p. 116‐117, SW p. 16 What is a bank? TM p. 130‐130, SW p. 28

*Student work pp. 16 & 28

GROUPS & GAMES: 15 min Introduce EDM game ‘Penny Plate’

Materials: Game Master 179 (record sheet- attached), 10 (or more) pennies, 1 plate (or circle piece of paper)

REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when ______________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

7

SDA Math LEVEL D

DAY: 6, July 5, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to relate base‐10 relationships to money through modeling. NUMBER TALK 15 min

SEQUENCE‐Week 2, Day 1 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: Model (manipulatives), diagram/key, graph, number line Problem: “Steve is interested in motorcycles. Steve is reading a book about the types of motorcycles made over the past three decades. The first day Steve reads 10 pages in 5 minutes. The second day Steve reads 20 pages in 10 minutes. The third day Steve reads 30 pages in 15 minutes. If this pattern continues, how many pages does Steve read on the twelfth day? How many minutes does Steve read on the twelfth day? Show all your mathematical thinking.”

*Chart paper, markers, tape*Student notebook, pencil, crayons

NUMBER WORLD LESSON: 30 min Unit 2, Week 2, Lesson 3 &4

TM pp. 138‐141, Activity Cards 2J & 2K, SW p. 34‐37


GROUPS & GAMES: 15 min EDM game ‘Penny Plate’ Pull small group for targeted instruction.


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when ____________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 7, July 6, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to make base‐10 models of three‐digit numbers and make trades. NUMBER TALK 15 min

SEQUENCE‐Week 2, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: Model (manipulatives), diagram/key, graph, number line Problem: “Steve is interested in motorcycles. Steve is reading a book about the types of motorcycles made over the past three decades. The first day Steve reads 10 pages in 5 minutes. The second day Steve reads 20 pages in 10 minutes. The third day Steve reads 30 pages in 15 minutes. If this pattern continues, how many pages does Steve read on the ninth day? How many minutes does Steve read on the ninth day? Show all your mathematical thinking.”

*Chart paper, markers, tape*Student notebook, pencils, crayons

NUMBER WORLD LESSON: 30 min Unit 2, Week 4 , Lesson 1 & 2

TM pp. 150‐151, Activity Cards 2L &2M, SW pp. 41‐45


GROUPS & GAMES: 15 min EDM game ‘Penny Plate’ Pull small group for targeted instruction


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when _____________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

9

SDA Math LEVEL D

DAY: 8, July 7, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to compare numbers with the same number of digits and identify the greater or lesser value. NUMBER TALK 15 min

SEQUENCE‐Week 2, Day 3 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, number line, table, bar graph Problem: “Mr. Linton is reading a book that is nine hundred pages long. Mr. Linton will read one hundred pages every day until he finishes the book. Mr. Linton thinks it will take seven days to finish the book. Is Mr. Linton correct? Show all your mathematical thinking.”



TM pp. 152‐155, Activity Cards 2N & 2O, SW pp. 46‐49


GROUPS & GAMES: 15 min EDM game ‘Digit game’ for review Pull small group for targeted instruction


REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when _________________________‐, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 9, July 8, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to use place value to model a given value of money, use place value to count and compare two sets of coins to find the greater value, use number sense to act out being a banker. NUMBER TALK 15 min

SEQUENCE‐Week 2, Day 4 & 5 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, number line, table, bar graph Problem: “Mr. Linton is reading a book that is five hundred pages long. Mr. Linton will read one hundred pages every day until he finishes the book. Mr. Linton thinks it will take four days to finish the book. Is Mr. Linton correct? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min PROJECT BASED LEARNING:

Counting at the bank. TM p. 144‐145, SW p. 40 Who has more? TM p. 158‐159, SW p. 52 Be the banker. TM p. 186‐187, SW p. 76 What is a bank? Project presentation

*Student work pp. 40, 52, 76

GROUPS & GAMES: 15 min Introduce EDM game ‘Number Grid Game’

Materials: Number Grid Game Master 157 or 159, 1 die, 1 counter per player (different colors)

REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when ____________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 10, July 11, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to order a series of numbers from least to greatest. NUMBER TALK 15 min

SEQUENCE‐Week 3, Day 1 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, number line, table, bar graph Problem: “Mr. Linton is reading a book that is nine hundred pages long. Mr. Linton will read fifty pages every day until he finishes the book. Mr. Linton thinks it will take fifteen days to finish the book. Is Mr. Linton correct? Show all your mathematical thinking.”



TM pp. 186‐187, SW p. 76

*Student work p. 76

GROUPS & GAMES: 15 min EDM game ‘Number Grid Game’ Pull small group for targeted instruction


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when _______________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 11, July 12, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to identify pattern in the addition table and find sums of doubles facts for addends up to 10. NUMBER TALK 15 min

SEQUENCE‐Week 3, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, table, number line, tally chart Problem: “Rachel has some coins in her pocket. Rachel has 5 dimes, 2 nickels, and 15 pennies in her pocket. Sarah says she has the same amount of money in her pocket, but not any of the same coins. What is in Sarah’s pocket? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Unit 3, Week 2, Lesson 1& 2

TM pp. 206‐209, Activity Cards 3E & 3F, SW p. 17‐21


GROUPS & GAMES: 15 min EDM game ‘Number Grid Game’ Pull small group for targeted instruction


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when ______________________‐, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 12, July 13, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to find sums of near‐doubles facts for addends up to 10 and solve facts with sums up to 20. NUMBER TALK 15 min


*Chart paper, markers, tape


TM pp. 210‐213, Activity Cards 3G & 3H, SW p.22‐25 GROUPS & GAMES: 15 min

EDM game ‘Addition Top‐it’ Pull small group for targeted instruction


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when _______________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 13, July 14, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to write an equation that matches a number line model. NUMBER TALK 15 min


*Chart paper, markers, tape*Student notebook, pencils, crayons

NUMBER WORLD LESSON: 30 min Unit 3, Week 4 , Lesson 1

TM pp.234‐235, Activity Card 3M, SW p. 41‐43


GROUPS & GAMES: 15 min EDM game ‘Addition Top‐it’ Pull small group for targeted instruction


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when _______________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

15

SDA Math LEVEL D

DAY: 14, July 15, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to use addition fundamentals to describe collections, identify how many in a collection by counting, counting on, or adding, and identify tools and strategies that can be used to solve addition problems. NUMBER TALK 15 min

SEQUENCE‐Week 3, Day 5 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: Model (manipulative), diagram/key, guess and check Problem: “Sarah and Vonice are working on an addition puzzle. The puzzle says to use the digits 1, 2, 3, 4, 5, 6, 7, 8, and 9 only one to make an addition problem true. Sarah says she has discovered that there are LOTS of solutions. Vonice agrees. Vonice says she has made a discovery. In all of the solutions Vonice has found, the digits in the sum add up to eighteen. What are two solutions Sarah and Vonice could find? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min PROJECT BASED LEARNING

Pick a collection. TM p. 202‐203, SW p. 16 Organize a collection. TM p. 216‐217, SW p. 28 Organize a collection. TM p. 244‐245, SW p. 52 Organize a collection Project Presentations

*Student work pp. 16, 28, 52

GROUPS & GAMES: 15 min Introduce EDM game ‘Close to 100’

Materials: One deck of number cards, Close to 100 sheet to record scores, one for each player

REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when _____________________‐, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 15, July 18, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to use number lines and count‐on strategy to add. NUMBER TALK 15 min

SEQUENCE‐Week 4, Day 1 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: Model (manipulative), diagram/key, guess and check Problem: “Sarah and Vonice are working on an addition puzzle. The puzzle says to use the digits 1, 2, 3, 4, and 5 to make an addition problem true. Sarah says she has discovered that there are LOTS of solutions. Vonice agrees. Vonice says she has made a discovery. You have to use one of the digits twice. What are two solutions Sarah and Vonice could find? Show all your mathematical thinking.”



TM pp. 236‐239, Activity Cards 3N & 3O, SW p. 44‐47


GROUPS & GAMES: 15 min EDM game ‘Close to 100’ Pull small group for targeted instruction


REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when ______________________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL D

DAY: 16, July 19, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to master basic facts use addition tools and strategies. (Review) NUMBER TALK 15 min

SEQUENCE‐Week 4, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, guess and check Problem: “The cat walks all over a problem on Sofia’s math homework with muddy feet. All Sofia can see is the answer, which is 267. Sofia remembers it is a subtraction problem. Sofia remembers that the problem used the digits 1, 2, 3, 4, 5, and 6 once each. What could Sofia’s problem look like? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min TM pp. 214‐215, SW p. 26‐27 Assessment optional

*Student work pp. 26‐27*Assessment



REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when ___________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

18

SDA Math LEVEL D

DAY: 17, July 20, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to solve addition word problems with 100. NUMBER TALK 15 min

SEQUENCE‐Week 4, Day 3 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, guess and check Problem: “The cat walks all over a problem on Sofia’s math homework with muddy feet. All Sofia can see is the answer, which is 377. Sofia remembers it is a subtraction problem. Sofia remembers that the problem used the digits 1, 2, 3, 4, and 5 once each. What could Sofia’s problem look like? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Unit 3, Week 5, Lesson 1

TM pp. 248‐249, Activity Cards 3Q, SW p. 53‐55

Student work pp. 53‐55




Teacher notes:

19

SDA Math LEVEL D

DAY: 18, July 21, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to identify unknown addend addition word problems within 100. NUMBER TALK 15 min

SEQUENCE‐Week 4, Day 4 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, guess and check Problem: “The cat walks all over a problem on Sofia’s math homework with muddy feet. All Sofia can see is the answer, which is 766. Sofia remembers it is a subtraction problem. Sofia remembers that the problem used the digits 0, 1, 2, 3, and 4. One of the digits is used three times. The rest of the digits are used one time each. What could Sofia’s problem look like? Show all your mathematical thinking.”



TM pp. 250‐251, Activity Cards 3R , SW p. 56‐57


GROUPS & GAMES: 15 min EDM game ‘Number Grid Game’ for review Pull small group for targeted instruction


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when __________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

20

SDA Math LEVEL D

DAY: 19, July 22, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to create and solve word problems with unknows. NUMBER TALK 15 min

SEQUENCE‐Week 4, Day 5 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, table, guess and check Problem: “Melanie just made up a subtraction puzzle for Rachael to solve. The digits are disguised as letters. What is one solution Rachael can find? Show all your mathematical thinking.” A B C ‐ B A B D A B



Solve collection problems with unknowns. TM pp. 258‐259, SW p. 64 Project presentations

*Student work p. 64

GROUPS & GAMES: 15 min Introduce EDM game ‘Beat the Calculator’ Pull small group for targeted instruction

Materials: Everyday Math Deck (number cards 1-9, 4 of each), Calculators

REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when _________________________‐, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

21

SDA Math LEVEL D

DAY: 20, July 25, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to solve two‐step addition word problems within 100. NUMBER TALK 15 min

SEQUENCE‐Week 5, Day 1 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, table, guess and check Problem: “Melanie just made up a subtraction puzzle for Rachael to solve. The digits are disguised as letters. What is one solution Rachael can find? Show all your mathematical thinking.” A B ‐ B A C C



TM pp. 252‐253, Activity Card 3S , SW p. 58‐59


GROUPS & GAMES: 15 min EDM game ‘Beat the Calculator’ Pull small group for targeted instruction


REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when ________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

22

SDA Math LEVEL D

DAY: 21, July 26, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to one and two‐step addition word problems within 100. NUMBER TALK 15 min

SEQUENCE‐Week 5, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, table, guess and check Problem: “Melanie just made up a subtraction puzzle for Rachael to solve. The digits are disguised as letters. What is one solution Rachael can find? Show all your mathematical thinking.” A B C B ‐ E E E A F G A



TM pp. 254‐255, Activity Card 3T , SW p. 60‐61


GROUPS & GAMES: 15 min EDM game ‘Beat the Calculator’ Pull small group for targeted instruction


REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when _______________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

23

SDA Math LEVEL D

DAY: 22, July 27, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to solve word problems. (REVIEW) NUMBER TALK 15 min

SEQUENCE‐Week 5, Day 3 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, tally chart, chart Problem: “Amy makes two bracelets with nine beads on each bracelet. Jen makes three bracelets with six beads on each bracelet. Ben makes one bracelet with eighteen beads on the bracelet. Amy says they all use the same amount of beads to make their bracelets. Is Amy correct? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Unit 3, Week 5

TM pp. 256‐257, SW p. 62‐63 (ASSESSEMENT OPTIONAL)

*Student work pp.62‐63*Assessment

GROUPS & GAMES: 15 min EDM games‐any played up to this point Pull small group for targeted instruction

Materials-various


Teacher notes:

24

SDA Math LEVEL D

DAY: 23, July 28, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to use doubles facts and near‐doubles facts to solve subtractions problems. NUMBER TALK 15 min

SEQUENCE‐Week 5, Day 4 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, tally chart, chart Problem: “Amy makes two bracelets with nine beads on each bracelet. Jen makes three bracelets with six beads on each bracelet. Amy says they both use the same amount of beads to make their bracelets. Amy correct? Show all your mathematical thinking.”



TM pp. 292‐295, Activity Card 4E & 4F, SW p. 17‐21


GROUPS & GAMES: 15 min EDM game ‘Subtraction Top‐it’ Pull small group for targeted instruction

Materials: Everyday Math deck (Number cards 0‐9, 4 of each

REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when _________________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

25

SDA Math LEVEL D

DAY: 24, July 29, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to interpret and solve two‐step subtraction word problems and write equations to describe each step. NUMBER TALK 15 min

SEQUENCE‐Week 5, Day 5 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, tally chart, chart Problem: “Amy makes six bracelets with nine beads on each bracelet. Jen makes nine bracelets with six beads on each bracelet. Ben makes three bracelet with eighteen beads on the bracelet. Amy says they all use the same amount of beads to make their bracelets. Is Amy correct? Show all your mathematical thinking.”



How many can you sell? TM pp. 302‐303, SW p. 28 Project presentations

*Student work p. 28

GROUPS & GAMES: 15 min EDM game ‘Subtraction Top‐it’ Pull small group for targeted instruction

Materials: Everyday Math deck (Number cards 0-9, 4 of each


Teacher notes:

26

SDA Math LEVEL D

DAY: 25, August 1, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to use simple known facts to solve unknown facts; write and solve equations to determine answers to word problems. NUMBER TALK 15 min

SEQUENCE‐review GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, chart Problem: “There are three spiders on the wall. There are six ladybugs on the wall. How man spider and ladybug legs are there on the wall? Show and tell how you know.”



TM pp. 296‐299, Activity Card 4G & 4H, SW p.22‐25


GROUPS & GAMES: 15 min EDM game ‘Name that Number’ Pull small group for targeted instruction

Materials: Everyday Math Deck, Paper and pencil or slates, Game Master 153 or 154

REFLECTION: 10 min

Turn and talk‐learned concepts, share out Describe strategies you use when _________________, explain Probe for understanding Preview tomorrow’s work

Teacher notes:

27

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SDA Math LEVEL D

DAY: 26, August 2, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to solve subtraction operations and write equations to describe them; relate subtraction to addition. NUMBER TALK 15 min

SEQUENCE‐review GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, chart Problem: “There are two spiders on the wall. There are three ladybugs on the wall. How man spider and ladybug legs are there on the wall? Show and tell how you know.”


NUMBER WORLD LESSON: 30 min Unit 4, Week 3, Lessons 1 & 2

TM pp. 306‐309, Activity Card 4I & 4J, SW p. 29‐31


GROUPS & GAMES: 15 min EDM game‐any Pull small group for targeted instruction

Materials: various


Teacher notes:

28

SDA Math LEVEL D

DAY: 27, August 3, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to master basic facts. (Review) POST‐ASSESSMENT NUMBER TALK 15 min

SEQUENCE‐review GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, chart Problem: “There are ten spiders on the wall. There are six ladybugs on the wall. How man spider and ladybug legs are there on the wall? Show and tell how you know.”


NUMBER WORLD LESSON: 30 min Unit 4 Review skills

TM pp. 300‐301 & 314‐315, SW p. 26‐27 & 38‐39

*Student work pp. 26‐27, 38‐39*Post Assessment

GROUPS & GAMES: 15 min EDM game‐any

Materials: various

REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you learned this summer, explain Probe for understanding

summer dreamers 2016 math level d pathway · *chart paper, markers, tape *student notebooks,...

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summer dreamers 2016 math level d pathway · chart paper, markers, tape student notebooks,...