SUMMER DREAMERS 2016 MATH LEVEL C PATHWAY€¦ · NUMBER WORLD LESSON: 30 min Week 13, Lesson 1 and 2 TM pp. 186‐189, Warm‐up Card 3, Activity Cards 23 and 24, SW p. 41‐43 *Student

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SUMMER DREAMERS 2016 MATH

LEVEL C PATHWAY

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SDA Math LEVEL C

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 Strategy of the week: model (manipulatives), diagram/key, number line, table, tally chart Problem: “Chris has seven marbles. Chris wants to have as many marbles as Josh has. Josh has ten marbles. How many more marbles does Chris need to have as many marbles as Josh? Show all of you mathematical thinking.”

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

NUMBER WORLD LESSON: 30 min Administer summer pre‐assessment

*Pre assessment

GROUPS & GAMES: 15 min Introduce EDM ‘Rolling for 50’

Materials: Game master 194, 1 die, 2 counters

REFLECTION: 10 min Turn and talk‐learned concepts, share out Describe strategies you use when playing ‘Rolling for 50’, explain Probe for understanding Preview tomorrow’s work

Teacher Notes:

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SDA Math LEVEL C

DAY: 2, June 28, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to work with number sequences to 100. *Depending on the general ability level of

students, teachers can use some of each lesson, or Lesson 1 or 2.

NUMBER TALK 15 min SEQUENCE‐Week 1, Day 2

GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, number line, table, tally chart Problem: “Chris has five marbles. Chris wants to have as many marbles as Josh has. Josh has twelve marbles. How many more marbles does Chris need to have as many marbles as Josh? Show all of you mathematical thinking.”


NUMBER WORLD LESSON: 30 min Week 13, Lesson 1 and 2

TM pp. 186‐189, Warm‐up Card 3, Activity Cards 23 and 24, SW p. 41‐43

*Student work pages 41-43

GROUPS & GAMES: 15 min Game ‘Rolling for 50’ Pull small group for targeted instruction, based on pre‐assessment data


REFLECTION: 10 min Turn and talk‐learned concepts, share out Re‐cap objective Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL C

DAY: 3, June 29, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to use numerals to 100 and relate number magnitude to distance traveled.

*Depending on the general ability level of students, teachers can use some of each lesson, or Lesson 3 or 4.

NUMBER TALK: 15 min SEQUENCE‐Week 1, Day 3

GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, number line, table, tally chart Problem: “Chris has two marbles. Chris wants to have as many marbles as Josh has. Josh has five marbles. How many more marbles does Chris need in order to have as many marbles as Josh? Show all of your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Week 13, Lesson 3 and 4

TM pp. 210‐211, Warm‐up Card 3, Activity cards 23 and 24 GROUPS & GAMES: 15 min

EDM game ‘Rolling for 50’ Pull small group for targeted instruction.



Teacher notes:

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SDA Math LEVEL C

DAY: 4, June 30, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to review and reflect. NUMBER TALK: 15 min

SEQUENCE‐Week 1, Day 4 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, number line, table, tally chart Problem: “Chris has five marbles. Chris wants to have as many marbles as Josh has. Josh has twenty‐two marbles. How many more marbles does Chris need in order to have as many marbles as Josh? Show all of your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Week 13, Review and reflect

TM pp.194‐195, Warm up card 3, SW p. 43

*Student work p. 43

GROUPS & GAMES: 15 min EDM game ‘Rolling for 50’ Pull small group for targeted instruction.

*Materials: Game master 194, 1 die, 2 counters


Teacher notes:

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SDA Math LEVEL C

DAY: 5, July 1, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to count, compare, and add sets. “Designing a new cafeteria” NUMBER TALK: 15 min

SEQUENCE‐Week 1, Day 5 PROJECT BASED LEARNING: 65 min

PROJECT #1‐Place Mat Combinations‐Students count up and use addition to solve problems. TM p. 196‐197

PROJECT #2‐Mixing Fruit‐students add whole numbers and write addition equations. TM p. 210‐211, Fruit, p. a27

PROJECT #3‐Our Favorite Foods‐students create a graph of data, can be a pictograph or bar graph, and count and compare quantities. TM p. 224‐225


Teacher notes:

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SDA Math LEVEL C

DAY: 6, July 5, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to reinforce counting and number sequence skills and subtract small quantities from single and double digit numbers. NUMBER TALK: 15 min

SEQUENCE‐Week 2, Day 1 GROUP PROBLEM SOLVING/Examplar:20 min Strategy of the week: model (manipulatives), diagram/key, number line, tally chart, table Problem: “Sofia has some seashells in a box. Clair brings Sofia six more seashells. Now Sofia has twelve seashells in a box. How many seashells did Sofia have in the box to start with? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Week 20 Lesson 1

TM pp.284‐285, Warm‐up card 7, activity cards 36, SW p. 62

*Student work p. 62

GROUP & GAMES: 15 min Introduce EDM game ‘Addition and/or Subtractions Top‐it’ Pull small group for targeted instruction.

*EDM math deck, cards 0‐9, 4 of each


Teacher notes:

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SDA Math LEVEL C

DAY: 7, July 6, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practice counting and number sequence skills, add two sets of numbers, and identify a missing addend. NUMBER TALK: 15 min

SEQUENCE‐Week 2, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, number line, tally chart, table Problem: “Sofia has some seashells in a box. Clair brings Sofia one more seashells. Now Sofia has six seashells in a box. How many seashells did Sofia have in the box to start with? Show all your mathematical thinking.”



TM pp.286‐2857, Warm‐up card 7, activity card 37, SW p. 63

*Student work p. 63

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



Teacher notes:

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SDA Math LEVEL C

DAY: 8, July 7, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to reinforce counting and number sequence skills and subtract small quantities from single and double digit numbers. 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, tally chart, table Problem: “Sofia has some seashells in a box. Clair brings Sofia sixteen more seashells. Now Sofia has twenty‐four seashells in a box. How many seashells did Sofia have in the box to start with? Show all your mathematical thinking.”



TM pp.288‐289, Warm‐up card 7, activity cards 36, Picture Land Activity Sheet 11, p. A14 and 12, p. A15

GROUPS & GAMES: 15 min Introduce EDM game ‘Addition and/or Subtraction Top‐it’ Pull small group for targeted instruction.



Teacher notes:

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SDA Math LEVEL C

DAY: 9, July 8, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to count, compare, and add sets. “Design Your Own Pet” NUMBER TALK: 15 min

SEQUENCE‐Week 2, Day 4/5 PROJECT BASED LEARNING: 70 min

PROJECT #1‐Now Competing‐Students add whole numbers, use math symbols, and compare numbers. TM p. 252‐253 Cats and dogs, p. A28

PROJECT #2‐In the News‐Students add, subtract and compare whole numbers. TM p. 266‐267, p. A28

PROJECT #3‐Prizes for the Winners‐Students add and subtract whole numbers. TM p. 280‐281, p. A28

PROJECT #4‐Pet Parade Puppets‐Students add and subtract whole numbers, using math symbols to record their work. TM p. 294‐295, p. A28

PRESENT PROJECT REFLECTION: 10 min

Turn and talk‐learned concepts, share out Re‐cap objective Probe for understanding Preview tomorrow’s work

Teacher notes:

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SDA Math LEVEL C

DAY: 10, July 11, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able practice counting and number sequence skills, add two sets of numbers, and identify a missing addend. 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, tally chart, table Problem: “Sofia has some seashells in a box. Claire bring Sofia sixteen more seashells. Now Sofia has twenty‐four seashells in the box. How many seashells did Sofia have in the box to start with? Show all you mathematical thinking.”



TM pp. 290‐291 , Warm‐up card 7, Activity card 37, GROUPS & GAMES: 15 min

Introduce EDM game ‘Before and After’ Pull small group for targeted instruction.

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


Teacher notes:

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SDA Math LEVEL C

DAY: 11, July 12, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able review and reflect NUMBER TALK: 15 min

SEQUENCE‐Week 3, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Mom puts fourteen carrot sticks on a plate. Rita eats six of them for a snack. Mom wants to know how many carrot sticks are left on the plate. How many carrot sticks are left on the plate? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min TM pp. 292‐293 , Warm‐up card 7, SW p. 64, Assessment 51 (optional)

*Student work p. 64*Assessment 51

GROUPS & GAMES: 15 min EDM game ‘Before and After’ Pull small group for targeted instruction.



Teacher notes:

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SDA Math LEVEL C

DAY: 12, July 13, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able practice numeration skills and subtract quantities from single and double digit numbers. NUMBER TALK: 15 min

SEQUENCE‐Week 3, Day 3 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Mom puts seven carrot sticks on a plate. Rita eats four of them for a snack. Mom wants to know how many carrot sticks are left on the plate. How many carrot sticks are left on the plate? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Week 23, Lesson 1

TM pp. 326‐327, Warm‐up card 4, activity card 42, SW p. 71

*Student work p. 71




Teacher notes:

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SDA Math LEVEL C

DAY: 13, July 14, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practiced numeration skills and use addition and subtraction in successive operations. NUMBER TALK: 15 min

SEQUENCE‐Week 3, Day 4 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Mom puts twenty‐four carrot sticks on a plate. Rita eats eight of them for a snack. Rita gives seven of them to her friend to eat for a snack. Mom wants to know how many carrot sticks are lefts on the plate. How many carrot sticks are left on the plate? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min TM pp. 328‐329, Warm‐up card 5, activity card 32, SW p. 72

*Student work p. 72




Teacher notes:

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SDA Math LEVEL C

DAY: 14, July 15, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able add and compare whole numbers. NUMBER TALK: 15 min


PROJECT #1‐Family at home, students add whole numbers when telling addition and subtractions sword problems. TM. 308‐309 family p. A29

PROJECT #2‐People at the Store, students add whole numbers when telling addition and subtraction word problems. TM p. 322‐323, family p. A29

PROJECT #3‐People at the park, students add whole numbers when telling addition and subtraction word problems and use math symbols when writing equations. TM p. 336‐337, family p. A29

PROJECT #4‐People on the sidewalk, students add whole numbers when telling addition and subtraction word problem and use math symbols when writing equations. TM pp.350‐351, family p. A29

Project presentation REFLECTION: 10 min


Teacher notes:

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SDA Math LEVEL C

DAY: 15, July 18, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able practice numeration skills and subtract quantities from single and double‐digit numbers. NUMBER TALK: 15 min

SEQUENCE‐Week 4, Day 1 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Meg has a bowl. There are 20 grapes in the bowl. The first day Meg eats 4 grapes. The second day Meg eats 3 grapes. The third day Meg eats 7 grapes. The fourth day Meg eats 6 grapes. How many grapes are left in the bowl for Meg to eat on the fifth day? Show and tell how you know.”



TM pp. 330‐331, Warm‐up card 6, activity card 42

Magnetic number lineNumber cards

GROUPS & GAMES: 15 min Introduce EDM game ‘Subtraction top it’ Pull small group for targeted instruction.



Teacher notes:

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SDA Math LEVEL C

DAY: 16, July 19, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able practice numeration skills using addition and subtraction in successive operations. NUMBER TALK: 15 min

SEQUENCE‐Week 4, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Meg has a bowl. There are 10 grapes in the bowl. The first day Meg eats 3 grapes. The second day Meg eats 2 grapes. The third day Meg eats 1 grapes. How many grapes are left in the bowl for Meg to eat on the fourth day? Show and tell how you know.”



TM pp. 332‐333, Warm‐up card 7, activity card 32,

Dragon Quest game boardDragon quest cards

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



Teacher notes:

18

SDA Math LEVEL C

DAY: 17, July 20, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able NUMBER TALK: 15 min

SEQUENCE‐Week 4, Day 3 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Meg has a bowl. There are 25 grapes in the bowl. The first day Meg eats 4 grapes. The second day Meg eats 3 grapes. The third day Meg eats 6 grapes. The fourth day Meg eats 7 grapes. The fifth day Meg eats 1 grape. How many grapes are left in the bowl for Meg to eat on the sixth day? Show and tell how you know.”


NUMBER WORLD LESSON: 30 min Week 23 Reflect

TM pp. 335, SW p. 73, Assessment p. 57 (optional)





Teacher notes:

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SDA Math LEVEL C

DAY: 18, July 21, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practice counting and number sequence skills and coordinate tens and one to arrive at a one or two‐digit number. NUMBER TALK: 15 min

SEQUENCE‐Week 4, Day 4 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Carlos wants to build a box of wood. Carlos needs thirty nails to build the box. Carlos has a can of fifty nails. First, Carlos takes ten nails out of the can. Next Carlos takes ten nails out of the can. Last, Carlos takes ten nails out of the can. Does Carlos have thirty nails? Show all your mathematical thinking.”




*Student work p. 83




Teacher notes:

20

SDA Math LEVEL C

DAY: 19, July 22, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able explore addition, subtraction, and place value. Students will create sports themed book and reinforce understanding of whole numbers. NUMBER TALK: 15 min


PROJECT #1‐Getting a good seat, student will count to 100 by ones and compare and order numbers. TM p. 364‐365, 100 chart, p. A30

PROJECT #2‐Time to play, students add whole numbers, solve problems, and use math symbols to write addition sentences and solve problems. TM p. 378‐379

PROJECT #3‐Trophy Time, students count and identify numbers to 100 and group items into tens and skip count by tens. TM p. 392‐393

PROJECT #4‐Partner Jump, students add whole numbers and write addition equations. TM p. 406‐407

Project presentation

100 Chart

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

*EDM math deck


Teacher notes:

21

SDA Math LEVEL C

DAY: 20, July 25, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able practice number sequence skills and add successive quantities to single and double‐digit numbers. NUMBER TALK: 15 min

SEQUENCE‐Week 5, Day 1 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: : model (manipulative), diagram/key, number line, tally chart, table Problem: “Carlos wants to build a box of wood. Carlos needs twenty nails to build the box. Carlos has a can of thirty nails. First, Carlos takes ten nails out of the can. Last, Carlos takes ten nails out of the can. Does Carlos have twenty nails? Show all your mathematical thinking.”



TM pp. 384‐385, Warm‐up card 7, Activity card 49, SW p. 84

*Student work p. 84

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

*EDM Game master 178, 40 pennies or other counters, per group


Teacher notes:

22

SDA Math LEVEL C

DAY: 21, July 26, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practice counting and number sequence skills and coordinate tens and ones to arrive at a one or two‐digit number. NUMBER TALK: 15 min

SEQUENCE‐Week 5, Day 2 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “Carlos wants to build a box of wood. Carlos needs sixty nails to build the box. Carlos has a can of eighty nails. First, Carlos takes twenty nails out of the can. Next, Carlos takes twenty nails out of the can. Last, Carlos takes twenty nails out of the can. Carlos looks in the can. How many nails are now in the can? Show all your mathematical thinking.”



TM pp. 386‐387, Warm‐up card 1, Neighborhood number line

Neighborhood number line

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



Teacher notes:

23

SDA Math LEVEL C

DAY: 22, July 27, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practice number sequence skills and add successive quantities to single and double‐digit numbers. NUMBER TALK: 15 min

SEQUENCE‐Week 5, Day 3 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “The first and second grade classes begin a recycling program. The first grade class puts four plastic bottles and seven cans in the recycle bin. The second grade class puts five plastic bottles and eight cans in the recycle bin. Which class puts more items in the recycle bin? Show and tell how you know.”



TM pp. 388‐389, Warm‐up card 2, activity card 49

Dragon Quest game board

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



Teacher notes:

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Math LEVEL C

DAY: 23, July 28, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to review and reflect. NUMBER TALK: 15 min

SEQUENCE‐Week 5, Day 4 GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “The first and second grade classes begin a recycling program. The first grade class puts two plastic bottles and six cans in the recycle bin. The second grade class puts five plastic bottles and two cans in the recycle bin. Which class puts more items in the recycle bin? Show and tell how you know.”


NUMBER WORLD LESSON: 30 min Week 27 Review and Reflect

TM pp. 335, SW p. 73, Assessment p. 57 (optional)


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

*Dragon Quest game board*EDM Game master 178, 40 pennies or other counters, per group


Teacher notes:

25

SDA Math LEVEL C

DAY: 24, July 29, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practice numeration skills and solve successive addition and subtraction problems. NUMBER TALK: 15 min


Creating a Ride, students add and subtract whole numbers and write equations to express addition and subtraction expressions. TM p. 420‐421

Project presentation REFLECTION: 10 min


Teacher notes:

26

SDA Math LEVEL C

DAY:25, August 1, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practice numeration skills and solve two‐step word problems. NUMBER TALK: 15 min

SEQUENCE‐review GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulative), diagram/key, number line, tally chart, table Problem: “The first and second grade classes begin a recycling program. The first grade class puts five plastic bottles and eight cans in the recycle bin. The second grade class puts four plastic bottles, three glass bottles, and seven cans in the recycle bin. Which class puts more items in the recycle bin? Show and tell how you know.”




*Student work p. 89

GROUPS & GAMES: 15 min Use any of the games used throughout the summer. Pull small group for targeted instruction.


Teacher notes:

27

SDA Math LEVEL C

DAY: 26, August 2, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able to practice numeration skills and solve two‐step word problems. NUMBER TALK: 15 min

SEQUENCE‐review GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, tally chart, number line Problem: “Donna sees 15 mini muffins on a plate. Donna munches 5 mini muffins. How many mini muffins are now on the plate? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min TM pp. 412‐413, Warm‐up card 3, activity card 53, SW p. 90

*Student work p. 90



Teacher notes:

28

SDA Math LEVEL C

DAY: 27, August 3, 2016 TEACHERS NOTES & MATERIALS OBJECTIVE: Students will be able complete end‐of‐summer assessment NUMBER TALK: 15 min

SEQUENCE‐review GROUP PROBLEM SOLVING/Examplar: 20 min Strategy of the week: model (manipulatives), diagram/key, tally chart, number line Problem: “Donna sees 12 mini muffins on a plate. Donna munches 6 mini muffins. How many mini muffins are now on the plate? Show all your mathematical thinking.”


NUMBER WORLD LESSON: 30 min Administer end‐of‐summer assessment

*post assessment


Documents

SUMMER DREAMERS 2016 MATH LEVEL C PATHWAY€¦ · NUMBER WORLD LESSON: 30 min Week 13, Lesson 1 and 2 TM pp. 186‐189, Warm‐up Card 3, Activity Cards 23 and 24, SW p. 41‐43 *Student