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Friday week 1
Tuesday week 2
Thursday week 2
Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.
Wednesday week
1
Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.
Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.
Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.
Core-standard Goal:
7. EE Solve real-life and
mathematical problems
using numerical and
algebraic expressions and
equations.
7. EE.4 Use variables to
represent quantities in a realworld or mathematical
problem, and construct
simple equations and
inequalities to solve
problems by reasoning about
the quantities.
Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing tables,
chairs, and/or desks
against my
classmates, paras
and teachers.
Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing tables,
chairs, and/or desks
against my
classmates, paras
and teachers.
Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing tables,
chairs, and/or desks
against my
classmates, paras
and teachers.
Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing
tables, chairs,
and/or desks
against my
classmates, paras
and teachers.
Behavior Objective:
I can enter and exit the
classroom without shoving or
pushing furniture and/or
people. This includes
refraining from pushing
tables, chairs, and/or desks
against my classmates, paras
and teachers.
Academic Objective:
Students will be able to
demonstrate division and
addition of fractions using
both manipulatives and
description,
Lesson Agenda:
Starter: Math vocabulary
Academic Objective:
Students will be able
to identify
equivalent fractions
and demonstrate
division of the whole
into the sum of its
parts.
Academic Objective:
Students will be
able to create and
solve real-life math
problems using
written expression
and numeric
equations with
variables.
Academic Objective:
Students will be
able to identify
equivalent fractions
and demonstrate
addition of the sum
of its parts into a
whole number.
Lesson Agenda:
Starter: timing of
math vocabulary
with students in
pairs.
Review main
ideas/key points
from last lesson: we
review math
vocabulary with two
examples for each
definition. The math
vocabulary terms
include fractions,
numerator,
denominator,
divisor, equal
shares, equal
sharing, equivalent,
whole, half of,
fourths, quarters,
thirds, and fifths.
Modeling: I doI use
concrete
manipulatives to
demonstrate how
whole numbers are
divided into equal
parts.
Guided practice: We
dowhole class -
Lesson Agenda:
Lesson Agenda:
Starter: timing of
Starter: timing of
math vocabulary
math vocabulary
with students in
with students in
pairs.
pairs.
Review main
Review main
ideas/key points
ideas/key points
from last lesson:
from last lesson:
students present the
this review has two
word problems that
parts; first, we use
they created in pairs
concrete
during our last class.
manipulatives to
Modeling: I doI
divide whole
use concrete
numbers into
manipulatives to
equivalent parts.
demonstrate how
Second, we use
the addition of equal
numeric equations
parts equates to a
to demonstrate the
whole number.
same answers.
(three problems)
Modeling: I doI
Guided practice: We
begin with an
dothe whole class
answer to create a
uses Wikki Stix to
word problem that
work problems
equates to the same demonstrating the
answer. (I
addition of equal
demonstrate three
parts equates to a
problems)
whole number. We
Guided practice: I
practice these
ask the students to
problems using both
come up to the
manipulatives and
students/instructor
are using concrete
manipulatives to
demonstrate how
whole numbers are
divided into equal
parts.
Independent
practice: You do
Students work in
pairs using
manipulatives to
divide whole
numbers into equal
parts.
Review main
ideas/key points
from todays lesson:
Each pair of
students is asked to
present their
problem to the
class, they explain
their answer and
identify the steps
they took to solve
their problem.
Students are given
OTR to questions
about todays lesson
and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.
Evaluation:
Daily Checks for
understanding
board, one at a
time, and provide
an answer. We turn
each answer into a
word problem.
Independent
practice: You do
Students are asked
to work in pairs
using the problems
they solved with
manipulatives in the
last class to create a
word problem that
equates to the same
answer.
Review main
ideas/key points
from todays lesson:
Students are given
OTR to questions
about todays
lesson and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.
numeric equations.
Independent
practice: You do
Students work in
pairs using
manipulatives to
add equal parts of a
fraction into the
sum of its parts that
equates to a whole
number. Their
answer is presented
both as a concrete
representation using
manipulatives, and
as a numeric
equation (abstract).
Review main
ideas/key points
from todays lesson:
Students are given
OTR to questions
about todays lesson
and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.
Evaluation:
Daily Checks for
understanding
include OTR during
and after todays
lesson, and during
review at the start
of tomorrows
lesson.
Throughout the
instructional period I
Evaluation:
Evaluation:
Daily Checks for
Daily Checks for
understanding
understanding
include OTR during
include OTR during
and after todays
and after todays
lesson, and during
lesson, and during
review at the start
review at the start
of tomorrows
of tomorrows lesson. lesson.
Throughout the
Throughout the
instructional period I instructional period
ask students to
explain their
answers, identify
the steps they took
to solve the
problems, state if
they agree with the
answers of other
students, and
provide an
explanation for why
they agree or
disagree. During all
instructional periods
my students are
receiving ongoing
formative
assessments that
require multiple
types of responses
to demonstrate
learning, including
writing equations in
numerical form,
writing word
problems, and
solving problems
using
manipulatives/tally
marks/pictographs.
Skills to be
assessed: written
expression of math
equations using
math vocabulary.
ask students to
explain their
answers, identify
the steps they took
to solve the
problems, state if
they agree with the
answers of other
students, and
provide an
explanation for why
they agree or
disagree. During all
instructional periods
my students are
receiving ongoing
formative
assessments that
require multiple
types of responses
to demonstrate
learning, including
writing equations in
numerical form,
writing word
problems, and
solving problems
using
manipulatives/tally
marks/pictographs.
Skills to be
assessed:
Addition of fractions
into a whole number
that equates to the
sum of its parts.
Written expression
of equations using
math vocabulary.
I ask students to
explain their
answers, identify
the steps they took
to solve the
problems, state if
they agree with the
answers of other
students, and
provide an
explanation for why
they agree or
disagree. During all
instructional periods
my students are
receiving ongoing
formative
assessments that
require multiple
types of responses
to demonstrate
learning, including
writing equations in
numerical form,
writing word
problems, and
solving problems
using
manipulatives/tally
marks/pictographs.
Skills to be
assessed:
Written expression
of numeric
equations. Math
vocabulary.
manipulatives/pictographs/w
ord problems. Written
expression of math
equations.
Frequency of assessment: An
instructor assesses daily
timings of math vocabulary
every two weeks. On the fifth
day of math instruction
students are given a threepart assessment. The first
part of the assessment asks
students to demonstrate
their ability to solve fractions
using manipulatives in a
whole class activity. The
second part of the
assessment requires
students work problems on
their whiteboards using tally
marks/pictographs to
represent the problems on
the board. The third part of
the assessment is comprised
of three problems on a
worksheet, and two bonus
problems.
equal parts.