Sue+Carr

__Lesson #1-1: Daily Routines - TM16__
District Benchmark(s): NO 1.1 Count and read whole numbers to 100.

Enduring Understanding: Counting is a basis for addition and subtraction.

Essential Question(s):
 * What does a number line show?
 * What is counting forward? counting backward?
 * When would you use the strategies of counting forward and backward?

Support Materials:
 * Class number line, straws with pocket chart
 * Home Link Family Letter (beginning of the year)
 * RA book - Emily's First 100 Days of School
 * Online stopwatch

Assessment:
 * Formative: MM+ p. 5
 * Student Self-Assessment: 100 Days of School booklet
 * Summative:

Activities (Pedagogy):
 * 1) MMR
 * 2) Pose question, "What is math?" and chart responses
 * 3) Introduce number line, add pointer to number 1, add straw to pocket chart
 * 4) Sing number rhymes & song
 * 5) Count up and back with online stopwatch
 * 6) Complete Day 1 of 100 Days Booklet (RA Emily's 1st 100 Days of School)
 * 7) MM+ p5

Time to Complete: 1 Day

//__Peer Check:__//

 * ====== //[_n] Problem-Based (Y or N)// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

__Lesson #1-2: Investigating the Number Line - TM20__
District Benchmark(s): NO 6.3 Show basic whole number relationships comparing numbers.

Enduring Understanding: The size of whole numbers can be compared, ordered, and represented on a number line.

Essential Question(s):
 * How can you compare numbers using a number line?
 * Which way do you count to find a bigger number? a smaller number?
 * Why is it important to be able to compare numbers?

//Support Materials:// 2 frames for Monster Squeeze (masters p 4&5); attendance tally chart

Assessment:
 * Formative: MM+
 * Student Self-Assessment: 100 Days booklet
 * Summative:

Activities (Pedagogy):
 * 1) MMR
 * 2) Monster Squeeze
 * 3) Tally Chart
 * 4) Rhymes & Songs
 * 5) RA Emily & 100 Days booklet
 * 6) MM+ p 28

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

__Lesson #1-3: Tools for Doing Mathematics - TM25__
District Benchmark(s): NO 1.1 Count & read whole numbers to 100.

Enduring Understanding: Counting is a basis for addition and subtraction.

Essential Question(s):
 * How can you show a number using dice and pennies?
 * How can you prove a number is more or less using tools?
 * How can understanding more and less help you solve a problem?

//Support Materials:// tool kits, dotted dice, pattern blocks

Assessment:
 * Formative: Penny-Dice game (more/less)
 * Student Self-Assessment: Day 100 booklet
 * Summative:

Activities (Pedagogy):
 * 1) MMR
 * 2) Explore tool kits & dice dot patterns (readiness)
 * 3) Penny-Dice game with partner
 * 4) RA Emily & Day 100 booklet
 * 5) Make geometric patterns - build & record

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

__Lesson #1-4: Number-Writing Practice - TM 29__
District Benchmark(s): (K) NO 1.2 Create pictorial representations of numbers to 20.

Enduring Understanding: Numbers represent quantities.(K)

Essential Question(s):
 * How can you show the same number using digits and pictures?
 * What other ways can you show a number?
 * How are numbers shown different ways in our world?

//Support Materials:// MJ; slates & writing tools

Assessment:
 * Formative: MJ
 * Student Self-Assessment: 100 Days booklet
 * Summative:

Activities (Pedagogy):
 * 1) MMR
 * 2) Introduce slates as tools
 * 3) Introduce Math Journals & MJ rules
 * 4) Complete MJ p1
 * 5) RA Emily & 100 Days booklet
 * 6) On-going: penny-dice game; geometric patterns

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

__Lesson #1-5: One More, One Less - TM33__
District Benchmark(s): NO 6.3 Show basic whole number relationships...comparing numbers.

Enduring Understanding: The size of whole numbers can be compared, ordered and represented on a number line.

Essential Question(s):
 * How can you show more than and less than on a number line?
 * What things in our world are like number lines?

//Support Materials:// MJ; (Master 341 or 0-20 number lines); 1 die per partnership

Assessment:
 * Formative: Watch for children that begin counting at 1 instead of 0.
 * Student Self-Assessment: MM&R
 * Summative:

Activities (Pedagogy):
 * 1) MMR with slates
 * 2) Solve 1 more & 1 less stories
 * 3) Play Bunny Hop (or Bear Hop if using teddy bears)
 * 4) RA Emily & 100 Days booklet
 * 5) On-going: Penny-Dice game; writing numbers 1 & 2 (Master 304)

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[_y] Problem-Based// ======
 * ====== //[_y] Aligns with ICC// ======
 * ====== //[_y] Aligns with Dist. Benchmarks// ======
 * ====== //[_y] Student-to-Student Engagement// ======
 * ====== //[_y] EM/CP as primary materials// ======

__Lesson #1-6: Comparing Numbers - TM 37__
District Benchmark(s): NO 6.3 Show basic whole number relationships using tens and ones; comparing numbers and identifying 10 more and 10 less.

Enduring Understanding: The size of whole numbers can be compared, ordered, and represented on a number line.

Essential Question(s):
 * Why does a number line go from smallest to largest?
 * When would you use the strategy one more? one less?

//Support Materials:// Math deck 0-15 (MJ sheet 1), exit slips (Master 305), practice (Master 9); counting chips

Assessment:
 * Formative: observe partner activities and recording sheet
 * Student Self-Assessment: Connect dots sheet
 * Summative: Exit Slip

Activities (Pedagogy):
 * 1) MMR with slates
 * 2) Compare number cards; order from smallest to largest
 * 3) Exit slip
 * 4) Partner game - Top-It (2 variations)
 * 5) RA Emily & 100 day booklet
 * 6) On-going practice - Master 9
 * 7) Diff Options - Matching Counters or Flip & Compare - partners

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

__Lesson #1-7: Recording Tally Counts - TM 42__
District Benchmark(s): DA 1.1 Demonstrate data representation with pictographs, tally charts and bar graphs using 1 to 1 correspondence.

Enduring Understanding: Using measurement and data to solve problems enhances number sense.

Essential Question(s):
 * How do tally marks help you record and use information easily and quickly?
 * When could you use a tally chart?

//Support Materials:// MJ; chart paper

Assessment:
 * Formative: Check slates for tally mark accuracy (4 standing tall, 1 takes a fall)
 * Student Self-Assessment: MJ - circle best effort with red pen
 * Summative:

Activities (Pedagogy):
 * 1) MMR
 * 2) Introduce tally marks
 * 3) Make class tally chart
 * 4) RA Emily & 100 Days booklet
 * 5) MM+ p 3,27,31
 * 6) On-going: write 3 & 4 (MJ p2)
 * 7) Enrich - make a listening tally

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

__Lesson #1-8: Investigating Equally Likely Outcomes - TM47__
District Benchmark(s): DA 3.1 Discuss events related to student's experiences as likely or unlikely.

Enduring Understanding: Using measurement and data to solve problems enhances number sense.

Essential Question(s):
 * How can recording information help you make predictions?

//Support Materials:// dice for partnerships; MJ 3; Master 304; Master 10; Master 352

Assessment:
 * Formative: MJ - assess ability to make tally marks
 * Student Self-Assessment: check accuracy of tally marks with partner during game
 * Summative:

Activities (Pedagogy):
 * 1) MMR
 * 2) Partner Game - Dice-Roll-Tally
 * 3) Make cumulative tally chart of partner results & discuss
 * 4) RA Emily & 100 Day booklets
 * 5) Ongoing - writing numbers 3 & 4 (Master 304)
 * 6) Partner game - Rock, Paper Scissors & record with tallies
 * 7) Home Link (Master 10)

//Time to Complete: 1 day//

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

__Lesson #1-9: The Calendar - TM52__
District Benchmark(s): G 7.1 Read the calendar.

Enduring Understanding: Composing and decomposing figures guildes understanding of part-whole relationships and properties of basic figures.

Essential Question(s):
 * What skills do you need before you can read a calendar?
 * How is a calendar organized?
 * What information can you get from a calendar?
 * Why were calendars invented?

//Support Materials:// completed Home Links 1-8; MJ; Master 11

Assessment:
 * Formative: calendars - correct number formation, correct order
 * Student Self-Assessment: MJ - circle best effort with red pen
 * Summative:

Activities (Pedagogy):
 * 1) MMR
 * 2) Share & Save Home Link 1-8
 * 3) Introduce class calendar & discuss
 * 4) Begin filing in calendars for current month (MJ4) - complete independently or with partner
 * 5) RA Emily & 100 days booklet
 * 6) Ongoing - write numbers 5 & 6 (MJ5)
 * 7) Diff options - share birth dates
 * 8) Home Link 1-9 (Master 11)

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

__Lesson #1-10: Working in Small Groups - TM56__
District Benchmark(s): NO 1.1 Count & read whole numbers to 100. NO 6.3 Show basic whole number relationships comparing numbers. DA 1.1 Demonstrate data representation with pictographs, tally charts and bar graphs using 1 to 1 correspondence.

Enduring Understanding: Using measurement and data to solve problems enhances number sense.

Essential Question(s):
 * How does working with a group improve your math skills?
 * When would you rather work with a group than independently?

//Support Materials:// Math Decks 0-22 (MJ sheet 2); yellow/red response squares for each student

Assessment:
 * Formative: Record & assess answers for MMR
 * Student Self-Assessment: group cooperation thumbs up/down
 * Summative:

Activities (Pedagogy):
 * 1) MMR & Home Link 1-9 follow-up
 * 2) Discuss small group rules
 * 3) Small group game - Top-It
 * 4) RA Emily & 100 Days booklet
 * 5) On-going - writing numbers 5 & 6 (Master 304)
 * 6) Diff Options - Compare quantities - use colored squares for response
 * 7) MM+ - 38,47,89
 * 8) Home Link (Master 12)

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[y_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

__Lesson #1-11: Exploring Math Materials - TM60__
District Benchmark(s): G 2.2 Compose and decompose plane shapes

Enduring Understanding: Composing and decomposing figures builds understanding of part-whole relationships and properties of basic figures.

Essential Question(s):
 * What does it mean to be an explorer?
 * How would you describe the math tools you are exploring?

//Support Materials:// exit slips; pattern blocks, base-10 blocks, geoboards, attribute blocks, pentominoes, dominoes; color word cards, Master 13

Assessment:
 * Formative: Exit slip
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):
 * 1) MMR with chant; Home Link follow-up
 * 2) Introduce explorations (voc) & rules & post
 * 3) Explore stations in small groups (pattern blocks, base-10 blocks, geoboards, attribute blocks, pentominoes, dominoes)
 * 4) Exit slip
 * 5) RA Emily & 100 days booklet
 * 6) Options - color word & pattern block matching; creating designs
 * 7) Ongoing - partner game Top-It
 * 8) Home Link (Master 13)

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

__Lesson #1-12: Weather and Temperature Routines - TM64__
District Benchmark(s): G 7.3 Read a thermometer to the nearest ten. DA 1.1 Demonstrate data representation with pictographs, tally charts and bar graphs using 1 to 1 correspondence.

Enduring Understanding: Composing and decomposing figures builds understanding of part-whole relationships and properties of basic figures.

Essential Question(s):
 * How is a thermometer like a number line?
 * What happens to the red liquid on a thermometer when it gets warmer? colder?

//Support Materials:// class thermometer; Master 307, MJ6, Master 14

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):
 * 1) Brainstorm weather words & record
 * 2) Introduce class outdoor thermometer with questions
 * 3) Discuss vocab - fahrenheit, degrees
 * 4) Prepare class thermometer and discuss weather job routine
 * 5) Make a tally chart for the question chosen by the class
 * 6) RA Emily & 100 days booklet
 * 7) Options - color temp. zones in MJ6
 * 8) Home Link - Master 14

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[n_] Problem-Based// ======
 * ====== //[y_] Aligns with ICC// ======
 * ====== //[y_] Aligns with Dist. Benchmarks// ======
 * ====== //[y_] Student-to-Student Engagement// ======
 * ====== //[y_] EM/CP as primary materials// ======

__Lesson #1-13: Number Stories - TM71__
District Benchmark(s): NO 4.2 Solve one-step problems to 12.

Enduring Understanding: Counting is a basis for addition and subtraction.

Essential Question(s):
 * What strategies can you use to solve a problem?
 * What story problem can you tell using numbers?

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

__Lesson #1-14: Progress Check 1 - TM76__
District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete:// 1 day

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

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District Benchmark(s):

Enduring Understanding:

Essential Question(s):

//Support Materials://

Assessment:
 * Formative:
 * Student Self-Assessment:
 * Summative:

Activities (Pedagogy):

//Time to Complete://

//__Peer Check:__//

 * ====== //[_] Problem-Based// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======