5 - Glass - Math

Math Charts
Legend
10/31/2007
Liberty University
EDUC 410-002
A- art
AS – assessment
CA – class activity
CD – class discussion
CI – community involvement
CL – cultural literacy and diversity
CW – classwork
DA – differentation / accommodation
FA – fine arts
GA – group activity
GP – guided practice
IP – independent practice
L – literacy
LI – listening
LS – life skills
HW – homework
MA – manipulative activity
MO – movement / physical education
MU – music
R – reading
RS – research
RV - review
T – technology
TX – text
W - writing
Math Charts
Day 1 Day 2 Day 3 Day 4 Day 5
JWG SOL M 5.1 JWG SOL M 5.1 JWG SOL M 5.1 JWG SOL M 5.1 JWG SOL M 5.1
Decimal Numbers Decimal Numbers Decimal Numbers Decimal Numbers Decimal Numbers
GP/LI: The teacher LI: The teacher T: The students CD: The teacher FA: The students
will display a piece of will instruct the will use computers will show the class will work in
grid paper on an
overhead projector and
students about to access the statistics of groups of their
ask students the total place value internet and play professional choosing and write
number of squares. through “Decimal basketball player’s a song about what
The teacher will then thousandths. Challenge”, which field goal they want out of
have volunteers come consists of the percentage and ask math class. They
and shade part of the
grid and then will ask
GP: The teacher student trying to them what it will also include a
the class what the will write various find a certain means. verse about
shaded part represents decimal numbers decimal number decimal numbers
in decimal form. on the board, point between 1 and 10. CA: The students since that is the
to specific The students will will go outside and topic of the week.
CD: The teacher will
ask the students to list
numbers and ask play the game each shoot one The class will
instances in real life the class to multiple times and shot on a collectively sing
where decimal determine the the winners will be basketball hoop. the song at the end
numbers are used. If place value. given prizes. * The students will of class. It will
necessary, the teacher calculate the class become the theme
will prompt them with
LI: The teacher DA: Accelerated field goal song for the year.
ideas such as clocking
time when running, will instruct the learners may work percentage.
money, etc. students how to individually or in
round to the groups to create IP: The teacher
MO: The teacher will nearest tenth or their own game will write several
take the class outside hundredth. and present it to decimal numbers
and have them run a
the class later. on the board and
lap around the
playground, clocking IP: The students have each student
each time. will complete a write the numbers
lesson on decimal in word form.
place value from
the math textbook. CW/HW: The
students will
complete a lesson
from the textbook.
* http://www.interactivestuff.org/sums4fun/decchall.html
Math Charts
Converting Converting Converting Converting Converting
Decimals and Decimals and Decimals and Decimals and Decimals and
Fractions Fractions Fractions Fractions Fractions
R/LT: The class LI: The teacher T: The students LI: The teacher FA/MO: The
will read Gator will verbally will use computers will verbally teacher will use an
Pie, which is about instruct the to access the instruct the open space and
two gators finding students about how internet and play students about the have the class
ways to cut a pie. to convert fractions the “Fractions Pairs importance of become a “whole”
to decimals and Game”, in which being able to order and then divide up
CA: The students vice versa. the student must fractions from least to solve problems
will draw a match decimals to to greatest. such as becoming
rectangle on a GP: The teacher their equivalent two equal halves,
piece of paper and will walk through a fraction.* GP: The teacher fourths, and thirds.
draw as many few examples from will walk the When numbers are
different the text and have LI: The teacher students through a uneven, the teacher
representations of a the students copy will review few examples that will ask the
particular fraction from the board. material for the include fractions students how to
as possible. upcoming test next with like and deal with the
IP: The students Thursday. unlike “extras”.
DA: ESL students will complete a denominators
will receive special lesson on limited to 12 or
one-on-one converting less, and mixed
instruction from fractions to numbers.
the teacher while decimals and
the rest of the class decimals to IP: The students
is drawing in the fractions from the will complete a
previously textbook lesson on the
mentioned activity previous material
to compensate for a in the textbook.
lack of
comprehension
during the reading
of the book.
*http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/compar
ingall3/flash0.shtml
Math Charts
Adding and Adding and Adding and Adding and Adding and
Subtracting Subtracting Subtracting Subtracting Subtracting
Fractions Fractions Fractions Fractions Fractions
GP: The teacher will LI/CD/RV: The T: The students AS: The students R/LI: The class
write a menu on the teacher will review will use computers will be formally will read Pigs will
board and have a
volunteer order from
material for the to access the assessed through a be Pigs, which is
it. The student has a upcoming test and internet and play written exam about a group of
limit of five dollars answer any “Railroad Repair”, featuring 10 pigs that have
and the class must questions the in which the multiple choice search their house
figure out what kind of students may have. student must fix problems and 10 for money before
side, drink, and main
course can be bought
breaks in the track other math they can go eat.
by adding. The teacher IP: The students by adding new problems where
will then tell the will complete a track that is in the student GA: In groups, the
student to order items review worksheet decimal form. The provides the only students will look
previously selected by containing students will possible answer. at menus, brought
the teacher. When the
amount exceeds $5,
problems from the compete against in by the teacher,
the teacher will tell thepast two and a half each other in DA: ESL students from local
class to figure out what weeks, including seeing how fast unable to restaurants and will
must be taken away in decimal numbers they can complete comprehend the try to take one of
order for the student to and place value, the game. test in the given their families out
still be able to afford a
converting amount of time to eat on the
cookie, which costs 25
cents. decimals to may complete the amount of money
fractions and vice test in intervals or, the pigs had to
GA/T: Each student versa and adding if necessary, work spend.
will have a partner and and subtracting with an interpreter
will take turns ordering
decimals and in a separate area.
food from an online
menu. Using pencil fractions.
and paper, the students
will add and subtract
decimals. The students
will repeat using
different scenarios
such as having to buy
for their family,
friends, etc. with
different amount of
money.
http://www.teachervision.fen.com/decimals/lesson-plan/3032.html
http://pbskids.org/cyberchase/games/decimals/decimals.html
Math Charts
Strategic Problem Strategic Problem Strategic Problem Strategic Problem Strategic Problem
Solving with Solving with Solving with Solving with Solving with
Whole Numbers Whole Numbers Whole Numbers Whole Numbers Whole Numbers
R/LT: The class LI: The teacher T: The student will FA/LS/CA: The LT/W/HW: The
will read Math will verbally use computers to students will students will create
Curse, which is instruct the access the internet prepare a math character
about a girl who students about the and use virtual information about and write a story
sees everything as different method of base 10 blocks to works of art, with several
a math problem to adding, create and solve brought in by the chapters, with the
be solved. subtracting, problems teacher, to “sell” character solving a
multiplying, and involving whole them. Each student problem in each
CA/A: The dividing whole numbers and will take a turn at one. For the past
students will solve numbers, including decimals. The selling and week and next two,
the problems in the the use of students will must auctioning, and the student will
book and then estimation and each create and each student will write a chapter
make their own calculators along solve 10 problems. be given a sum of with at least one
book of similar with the standard money to spend. math problem
problems. way of pencil and DA: Accelerated The students must concerning the
paper. learners may walk use strategic topic or concept of
around the class as problem solving in the week.
IP: The students teacher’s assistants order to buy what
will complete a and help their they want while
lesson on adding, classmates. operating on a set
subtracting, budget.
multiplying and
dividing whole
numbers from the
textbook.
Math Charts
Strategic Problem Strategic Problem Strategic Problem Strategic Problem Strategic Problem
Estimating, Estimating, Estimating, Estimating, Estimating,
Calculators and Calculators and Calculators and Calculators and Calculators and
Computers Computers Computers Computers Computers
R/LT: The class LI: The teacher T: The students FA/GA: The IP: The students
will read If You will instruct the will use computers students will put will complete a
Made a Million, students in to access the key concepts lesson on
which explores functions on the internet and use an learned in the past multiplying and
how one might calculator. interactive week to a song. dividing whole
spend a million estimator to Working in groups numbers using
dollars. IP: The students practice of four, each group estimation.
will complete a estimation. will write a few
CA: The students lesson on lines and then CD: The teacher
will try to spend a estimation and DA: ESL students everyone will will ask various
million dollars by calculation from may practice their collaborate and put students to explain
rounding and the math textbook. English by them together. The specific problems.
estimating costs of estimating how song will be sung
things they want to much harder to a recognizable
buy. The students English is than tune. The lyrics
will use calculators their native will include key
to add. language. This vocabulary words
assignment will such as “quotient”,
consist of the “divisor”, and
student writing a “dividend”.
paragraph and
giving examples.
http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html
http://www.shodor.org/interactivate/activities/Estimator/?version=1.6.0_02&browser=MSIE&ve
ndor=Sun_Microsystems_Inc.
Math
Math Charts
Charts
Day
Day 31
26 Day
Day 32
27 Day
Day 33
28 Day
Day 34
29 Day
Day 35
30
JWG
JWG SOL
SOL M M 5.5
5.4 JWG
JWG SOL
SOL M M 5.5
5.4 JWG
JWG SOLSOL M M 5.5
5.4 JWG
JWG SOL
SOL M M 5.5
5.4 JWG
JWG SOLSOL M M 5.5
5.4
Complex Division
Strategic Problem Complex Division
Strategic Problem
CD: The teacher will LI: The teacher W/T: TheNumbers
students IP: The students GA/RV: The
Decimal Numbers Decimal Numbers Decimal Decimal Numbers Decimal Numbers
lead a discussion will go over the will use computers will complete a teacher will divide
where the students
LI:
name The teacherin
instances will
real
process
RV/CD:ofThe long to
AS:access Microsoft
The students lesson
GA/MA: fromIn the
pairs, the class into
CD/RV: The two
review the basic
life where they have division using
teacher will take Word and will
will be formally textbook on
students will play teams
teacher willwill
and talklead
concepts of what Thea paper and from
pencilthe write a one
used division.
decimal number is and
questions assessed on page
the complex
“Empty the division. awith
gametheofstudents
the by performing paper on how the jeopardy.
teacher will
how place
prompt
class concerning material from Board”, a game about whatThe they
students to value
think about several examples division is used in CA: The students questions willthe
works. they estimated the next day’s test.
whether last two weeks, that develops an have learned
on the board.
or got an exact answer The teacher will
real life.
including strategic will switch
algorithm for papers consist
past fourofdays.
math
GA/MA: In pairs,
with pencil and paper. the call on individual problem solving and grade each
subtractions like problems
students willwill
playguide GP: The teacher DA:
The teacher
“Race for thetoFlat”, a
students to perform with ESL
wholestudents other’s work.
the game on throughout the
GP: The teacher
the students a will walk
certain around
problems who
numbersnot
are andable to Monday did for year, with an
will walk through
game
logicalusing base ten
conclusion
blocks and number the room
on the as the
board for complete a one
strategic problem CD: The Instead
addition. teacher of emphasis being
difficult problems
concerning when and
cubes to develop
when not to estimate. an students
review. solve page
solving within the
paper will lead the
trying to fill the placed on
by performingcomplex
algorithm for adding problems from the allotted time will
estimating, students in helping
board, players will division.
them on the Teams
board
decimals. In thethegame, board. be
GA:
the
In pairs,
‘flat’ equals 1, the
IP: The students calculators, to
allowed and them correct
instead play to the will
step by step. one
be given
students, the students verbally record a ones
emptythey
the missed. minute to solve
rod
will equals .1, and theto will complete a
use a calculator
computers. board.
cube equals .01. IP: Thefrom
lesson students
the five minute Otherwise, the each problem.
IP: The student
use repeated
Players take turns will complete
textbook on a explanation
DA: Students ofwith
how game is played in will complete a
subtraction instead of
rolling
divisionthe to tenths
figure and
out lesson onproblem
strategic complex division is used
disabilities may in the same way as lesson in their
86 divided by 7. While solving with the
hundredths dice. After division from real life. Students
take the test in a “Race for the textbooks on
each roll, a player
one student subtracts, textbook. will be required to
collects a number of decimal numbers. separate place with Flat”. strategic problem
the other keeps track use dictionaries
base
of how tenmany
blocks 7s are an assistant. solving with
equivalent to the and find quality decimal numbers.
used and the
corresponding
remainder. The vocabulary words
numbers on the
students will dice
repeat with which to
and
this procedure foron his
places them express their
or her flat.
several otherOnproblems
following rolls, a by
thoughts.
written on the board
players
the teacher. The new
adds the
blocks
teachertowillthose
thenontell
the
flat students
the and is also allowed
to try
to trade. Each
subtracting moreaddition
than
will be recorded
one set of the divisor and at
validated by the blocks
a time. Students will
on the flat. The firstthe
next try to estimate
player
greatesttonumber
cover the of flat
sets
exactly is the winner.
of divisors they can
subtract for each place
in the dividend.
Math
Math Charts
Charts
Day
Day 36 Day
Day 37 Day
Day 38 Day
Day 39 Day
41 42 43 44 Day 40
45
JWG
JWG SOL
SOL M
M 5.6 JWG
JWG SOL
SOL M
M 5.6 JWG
JWG SOL
SOL M
M 5.6 JWG
JWG SOL
SOL M
M 5.6 JWG
5.7 5.7 5.7 5.7 JWG SOL
SOL M
M 5.6
5.7
Complex Division Complex Division Complex Division Complex Division Complex Division
Adding and Adding and Adding and Adding and Adding and
with Decimals with Decimals with Decimals with Decimals with Decimals
Subtracting Subtracting Subtracting Subtracting Subtracting
Fractions and Fractions and Fractions and Fractions and Fractions and
LI/CD: The teacher GA/MA: Working in GP: TheNumbers
teacher W: The teacher will GP: TheNumbers
teacher
Mixed
will write aNumbers
division Mixed
pairs, eachNumbers
student will Mixed Mixed
write a twoNumbers
lists of Mixed
withwithout
Unlike with Unlike willwith
guideUnlike
the with Unlike willwith
guideUnlike
students
problem prepare a chart with mathematical
Denominators
decimal numbers on the Denominators
headings
students through
Denominators Denominators
operations and terms
through several
Denominators
several
LI: Theexamples
the board
LI: and have
The teacher willthe ‘Number’, ‘Number of on theThe
board. The first examples on a
FA/MU: After the teacher AS: students LI: The teacher
in
will instruct theto
the textbook lesson
will go over their
students
introducefind the the
topic by Groups’, and ‘Number list will include from
students have will be formally the
precede
students aonlesson textbook
test from on
quotient.
explainingThe thatteacher
people in Each Group’. The adding, subtracting,
will and
add thensubtract
write themixed learned theask them
teacher will how to tested on material
multiplying, and the
on complex complex
same problem
numbers on the
in everyday symbols
to show thefor whole,
number write a cohesive from theThe
dividing. past two
second previous division
day and
division. with
boardsuch
life, except add a the
as finding half, quarter,
3.42 using place value paragraph and and a half
list will weeks,
consist of hand decimals.
them back to
decimal inofthea room
perimeter blocks
eighth,byandseparating effectively express whole numbers,
including strategic the students.
dividend. The teacher the IP: The students IP: The students
and measuring food sixteenthinto
blocks threethe
notes, one’s thoughts. fractions,
problemand solving
will complete a will
HW:complete
Studentsawill
will ask the students
ingredients. The if equal groups. The decimals. The teacher
they think
teacher willthe
shownumber
the
teacher willrecord
students will havethe with decimal
will instruct the
lesson
W: Thefrom the lesson
will be a adecimal
students graph of the students
appropriate solvein
numbers students numbers, complex
students to pick one take thefrom
teststheir
home
textbook
will writeon textbooks
number
how much or aofwhole
the and create
the chart. Thenote
teacher an word from and
division, each list and correctontheir
complex division complex
number and have
Appalachian trial them
lies will
mathcallproblems.
out a list of explanation of how and write adivision
complex one page errors anddivision
turn
with decimals. with
explain
in why. Thestates.
four different other numbers. to subtract mixed paper
with decimal why
explaining their decimals.
test back in
teacher will repeat this Afterwards, the teacher he or she either enjoys
procedure
GP: two or will
The teacher three DA: Students
will instruct the who numbers using numbers. The
or dislikes performing on Monday.
DA: To in their
morethe
lead times.
students in finish early will
students to formulate models format of
that operation theontest
those
accommodate
figuring out the total work in small
three additional explanations. will consist of a
numbers. IP: The students
GA/MA: ofWorking in problemsandwhere the ELL, the teacher
amount trail in two groups solve list of problems will complete a
pairs,
of the the students will modeled will write key
states and then as manynumber
mixedcan CD:
which Thethe
teacher will
students lesson from the
create at least five
find a different be evenly separated vocabulary terms call on volunteers to
word problems number
into equalsubtraction
groups with must solve.
share their paper with textbook on adding
combination. on the board such
involving the division sentences
no remainder. as they Students
the class. will also and subtracting
as ‘dividend’,
of a monetary amount
GA/RS/T/SS: In can by using up to be required to fractions with
by a 1-digit divisor. ‘quotient’, and
groups, the students three whole bars show their work. mixed numbers
The research
will students will then
the length ‘divisor’ and will
and four ¼ bars. and unlike
exchange
of the trailproblems
in the states have students copy
with other groups
denominators.
not included in theand those words five
use play money
graph and then use to times to ensure
model
mixed numbers toeach
and solve
problem.
write the length of the
comprehension.
trail in each of the 14
states from least to
greatest. The students
will write problems
based on their data that
involve addition and
subtraction of mixed
numbers.
Math Charts
Math Charts
JWG SOL M
Labeling and5.8 JWG SOL M
Labeling and5.8
Parts of Circle:
Recognizing Parts of a Circle:
Recognizing
Radius, Diameter,
Geometric Shapes Radius, Diameter,
Geometric Shapes
Chord, and Chord, and Chord, and Chord, and Chord, and
Circumference
LI/V: The teacher Circumference
LI: The teacher Circumference
T/A: The students Circumference
MO/CA: The Circumference
GA/A: The
will explain key will explain the will use computers teacher will call students will work
LI: The teacher
vocabulary terms R/LI: The of
properties class FA/GA:
to access The
the paint LI/RV:
out variousThe T:groups
in The students
of three
will explain
such as to the will read shapes
different Sir teacher
program andbring
will will teacher
geometric willshapes
review will use computers
or four and make
students
‘geometry’, the
what Cumference
and how to and in a mixing
draw a varietyboard
of the material
and the students for the to access
their ownthepuzzle
parts of a circle are
‘corresponding the Dragonthem.
recognize of Pi, and will provide
geometric figures test
will on
formnextthe internet and play a
out of geometric
and
sides andto
how find
angles’ which is about a the students
according to with
a list Thursday,
shapes as a class game called ’20
shapes. The teacher
them.
etc. riddle
IP: The regarding
students beats for the
written on the including
by movingadding around questions’,
will have a inlist of
the ratio of a
will complete students
board byto theput and
and subtracting
positioning which
shapes the
thatobject
the is
GP:
FA: TheThe teacher
teacher circumference
lesson in the to rhymes
teacher. to fractions
themselves andin such to get 20must
students more
will perform
will show the diameter
textbook that
on must consisting of the mixed numbers
a way as to right
include in theirthan
answers
example problems
students pieces of be solved
labeling and in order parts of ateacher
LI: The circle. with unlike
resemble the wrong
puzzle.answers.
on the board from
art that are very to save the life of
recognizing The
will students
explain towill
the denominators,
shapes called out The game has a
the textbook
geometric andasask
the Sir Cumference.
shapes. work in groups
students about theof labeling and
by the teacher. built-in timer and
students
them howfollow
the artist their
basicschoosing
of graphicand recognizing the students will
along
might by copying
have made it CA: The teacher
GP: The students will present
design. their geometric
A: The teacher shapes, compete to see
the
and why. Thework
teacher’s will
will find the
go over lyrics to the class and
will the
giveparts of a a
students who can win the
into theirwill then
students circumference
problems missed and for collaboration circle.
sets of directions fastest.
notebooks.
try their own diameter
on the testofthat was and class from which they
geometric math art multiple
taken lastcircles
week on performance. CD:
can useTheorigami
teacherto DA: Students who
IP: The students
by repeating shape and
Thursday. the
compute will
buildcall on
a variety of disabilities who do
will complete a
patterns. ratio. students
objects out to explain
of not handle
lesson in the math key concepts
paper. for
The teacher competition well
textbook giving
LI: The teacher the
willupcoming
emphasizetest. the may complete the
them
will show the in
practice The teacher
use of geometric will assignment without
recognizing the of
students pictures also
shapesanswer any
in making the timer.
parts of a circle
road signs and questions
folds.
and
labelhow
themto find concerning the
them.
according to what review
DA: Giftedmaterial.
kind of geometric learners may
figure they are. research origami
and write a one-
page paper about
its origins.
Math Charts
Finding the Finding the Finding the Finding the Finding the
Perimeter and Area Perimeter and Area Perimeter and Area Perimeter and Area Perimeter and Area
of Geometric of Geometric of Geometric of Geometric of Geometric
Shapes Shapes Shapes Shapes Shapes
R/LT: The class LI: The teacher T: The students AS: The students IP: The students
will read Counting will ensure the will use the will be formally will complete a
on Frank, which is students computer to access tested on the lesson on finding
about a boy who understand the the internet and material from the the perimeter and
studies sizes and proper formulas will play past two and a half area of geometric
types of facts, for finding the “Perimeter weeks, including shapes from the
including how perimeter and the Explorer”, which adding and textbook.
many of his dog, area by verbally presents the subtracting
Frank, would fit explaining the students with fractions and LI/HW: The
into a room and concepts. different geometric mixed numbers teacher will go
how tall he would shapes and asks with unlike over the test from
be if he grew at a GP: The teacher the students to give denominators, the previous day
certain rate. will write out both the perimeter labeling and and hand them
example problems and the area. The recognizing back to the
GA: In small on the board and game geometric shapes, students to be
groups, the complete them for automatically and the parts of a corrected over the
students will the students to keeps score. The circle. weekend.
determine the size copy. teacher will award
of the classroom the students who
and then figure out IP: The students have the top five
how many students will complete a scores.
would fit in the lesson on
room. The students perimeter and area DA: Students who
may also find how from the textbook. do not function
many of other well in competitive
objects will fit in environments may
the room, such as perform a
books, dogs, etc. worksheet.
Math Charts
Difference Difference Difference Difference Difference
Between Standards Between Standards Between Standards Between Standards Between Standards
of Measurement of Measurement of Measurement of Measurement of Measurement
R/LT: The LI: The teacher T/RS: The MO: The students LI/CD: The
students will be will instruct the students will use will go outside and teacher will review
given a copy of students about the computers to move according to what the students
How Much and difference between access the internet the teacher’s have learned
How Many: A standards of to research five commands. For during the week by
Story of Weights measurement. different things example, if the asking the class
and Measures. As which are teacher says to key questions.
a class, the GP: The teacher measured using walk four steps,
students will read will guide the five different the students will IP: The students
the first chapter. students through standards of walk and will run will complete a
two or three measurement. if the teacher says lesson from the
LI: The teacher examples of to run etc. Between textbook on
will explain the problems W: The students each command, the picking standards
importance of concerning will write a teacher will ask the of measurement
understanding choosing the sentence about student what the and then solving
measurement and proper standard of each one saying best standard of problems requiring
point out the quote measurement. why that particular measurement is to them to use
in from the book standard of measure how far specific standards
that says nothing IP: The students measurement is they have moved. of measurement.
can be completely will complete a used for each
understood until it lesson on thing. DA: Accelerated
can be measured. differentiating learners may write
between standards a one page paper
HW: The students of measurement about the different
will read this book from textbook. between the metric
during any free system and the
time during math English system.
class in the unit on
measurement. The
students will also
be allowed to take
the book home.
Math Charts
Applying Applying Applying Applying Applying
Appropriate Appropriate Appropriate Appropriate Appropriate
Standards of Standards of Standards of Standards of Standards of
Measurement to Measurement to Measurement to Measurement to Measurement to
Specific Problems Specific Problems Specific Problems Specific Problems Specific Problems
GP: The teacher CA/S/LS: The IP: The students CA: The students GA/MA: The
will guide the class will figure will complete a will write detailed teacher will give
students through out how many lesson from the instructions for the class a party in
several examples liters water is textbook on how to build an celebration of
from the textbook needed daily for a applying object of their Friday and the
on problems garden to be appropriate choice. The upcoming
dealing with healthy, how many standards of students must each weekend. The
applying pounds of measurement to include specific party will include
appropriate fertilizer, and how specific problems. measurements and Gatorade, which
standards of much square include at least the students, in
measurement. footage is needed DA: Accelerated four different groups will have to
in order to plant a learners may walk standards of make themselves
IP: The students specific number of around the measurement. by measuring
will complete a crops. classroom as Gatorade mix to go
lesson from the teacher’s assistants with a certain
textbook. CD/LS: The and help students amount of water.
teacher will lead who are have The party will also
the class in difficulty include fruit salad,
discussing how completing the which the students,
much work is lesson. in groups, will also
cultivating a make using
successful garden specific
and how it is instructions
important to requiring them to
understand how to measure certain
use different amounts of fruit to
standards of mix together with
measurement. yogurt.
Math Charts
Recognizing Recognizing Recognizing Recognizing Recognizing
Different Units of Different Units of Different Units of Different Units of Different Units of
Measurement Measurement Measurement Measurement Measurement
GP: The teacher CA: The students IP: The students GA: The teacher AS: The students
will guide the will walk around will complete a will divide the will be formally
students through displays set up on lesson from their class into two assessed on
several examples tables by the textbooks. teams and will material from the
from the textbook teacher of various play jeopardy as a past four weeks,
preceding the objects with GA: In small review for the including finding
lesson. certain groups, the upcoming test the the perimeter and
measurements students will next day. area of geometric
IP: The students attached to them. brainstorm and shapes,
will complete a Most of the formulate differentiating
lesson on measurements will questions for the between standards
recognizing be wrong, and the jeopardy game on of measurement,
different units of students will have Thursday. and applying
measurement. to adjust and appropriate
rewrite the standards of
measurement using measurement to
a more appropriate specific problems.
standard.
DA: ESL students
CD: The teacher who are unable to
will ask the class comprehend the
what their findings material in time
were and how they due to reading
fixed the problems. level may have the
test read to them in
a separate location.
Math Charts
Using Correct Using Correct Using Correct Using Correct Using Correct
Devices to Solve Devices to Solve Devices to Solve Devices to Solve Devices to Solve
Problems Problems Problems Problems Problems
Involving Length, Involving Length, Involving Length, Involving Length, Involving Length,
Weight, Volume, Weight, Volume, Weight, Volume, Weight, Volume, Weight, Volume,
Area, Time, and Area, Time, and Area, Time, and Area, Time, and Area, Time, and
Temperature Temperature Temperature Temperature Temperature
R/LT: The class GP: The teacher MA/CA: The IP: The class will T: The students
will read The will guide the students will each complete a lesson will use computers
Biggest Snowball students through be given a from their textbook to access the
of All, which several examples worksheet with on measurements internet to research
explores size by from the textbook. instruction telling involving length, how temperature
using snowballs. them how to build weight, volume, changes across the
IP: The students a miniature house area, time, and country. Students
CA: The students will complete a out of cardboard. temperature. will use ratios to
will explore the lesson from the The instructions show data and will
volume and textbook on will contain solve problems
surface area of finding length, specific from the board
different balls. The weight, volume, measurements, and concerning the
students will find area, time, and the students must temperature in
the regulation size temperature. follow them in different countries.
of balls for various order to properly
sports. build the house. DA: Accelerated
learners may
CD: The teacher research how
will lead the class temperature
in discussing how changes across the
knowledge of globe and write a
measurement is one-page paper
important in real about it.
life situations.
Math Charts
Solving Problems Solving Problems Solving Problems Solving Problems Solving Problems
Involving the Involving the Involving the Involving the Involving the
Conversion of Conversion of Conversion of Conversion of Conversion of
Celsius to Celsius to Celsius to Celsius to Celsius to
Fahrenheit Fahrenheit Fahrenheit Fahrenheit Fahrenheit
T: The students CD: The teacher IP: The students CI: The class will W: The students
will access the will draw a Celsius will complete a host a local will a paragraph
internet and thermometer on lesson from the meteorologist who about what they
research the the board ranging textbook requiring will talk about learned from the
history of the from 100 degrees them to solve what is involved in meteorologist from
Celsius to –10 degrees and problems predicting the the day before.
thermometer. have volunteers involving the weather and about
mark the average conversion of how knowing how CD: The teacher
W: The students winter temperature Celsius to to convert Celsius will facilitate a
will write a and the average Fahrenheit. to Fahrenheit is class discussion in
paragraph summer important. which the students
explaining the temperature for will share what
history of the their area and then they previously
Celsius discuss their wrote about their
thermometer and reasons for recently gained
including some of choosing what they knowledge about
the important chose. meteorology and
points. temperature.
LI: The teacher
will explain how to DA: Students with
convert Celsius to an interest in
Fahrenheit. meteorology can
write a one page
GP: The students paper about its
will follow along history and
as the teacher does progress.
calculations on the
board.
Math Charts
Converting Hours Converting Hours Converting Hours Converting Hours Converting Hours
to Minutes and to Minutes and to Minutes and to Minutes and to Minutes and
Seconds/Elapsed Seconds/Elapsed Seconds/Elapsed Seconds/Elapsed Seconds/Elapsed
Time Time Time Time Time
AS: The students LI: The teacher T: The students CA: The students IP: The students
will be formally will give several will use computers will each make a will complete a
assessed on the examples of how to access the chart in which they lesson from the
material from the converting hours to internet and play list every event textbook.
past two weeks, minutes and an interactive during an average
including using second is used in online game day in their lives HW: The students
correct devices to real life. consisting of three and record the time will receive their
solve problems clocks. One alongside each tests back and will
involving length, GP: The teacher displays the event. The students be given the
weight, volume, will go over starting time, one will calculate how assignment to
area, time, and several examples displays the ending much time they correct all of their
temperature and from the textbook time, and the third spend per week errors over the
solving problems and perform them represents the doing each activity. weekend and turn
involving the on the board for elapsed time. Upon the test back in on
conversion of students to follow pressing a button, CD: The class will Monday.
Celsius to along and copy. the clocks move share their findings
Fahrenheit. and the student with each other as
IP: The students must guess how the teacher
will complete a much time went facilitates the
lesson from the by. discussion.
textbook.
DA: Accelerated
learners may
calculate their
elapsed time for
specific activities
for a year.
Math Charts
Using Protractors Using Protractors Using Protractors Using Protractors Using Protractors
to Accurately to Accurately to Accurately to Accurately to Accurately
Measure, Draw, Measure, Draw, Measure, Draw, Measure, Draw, Measure, Draw,
and Compare and Compare and Compare and Compare and Compare
Triangles and their Triangles and their Triangles and their Triangles and their Triangles and their
Angles Angles Angles Angles Angles
LI: The teacher will IP: The students GA: Working in pairs, T: The students CI: The class will
explain that the will complete a students will use a will use computers host a local
students will construct ruler and a protractor
triangle congruence
lesson from the to construct an array of
to access the architect who will
axioms using a textbook triangles using specific internet and play come and share
compass, a protractor, consisting of measurements written an interactive with the students
and a ruler. measuring and on a worksheet and game that presents about how
drawing triangles then compare each of several angles at a architecture plans
GA: In pairs, the their triangles with
students will use a
and their angles. their partner.
time for the are constructed and
compass and a ruler to student to label. the importance of
construct triangles DA: Accelerated CD: The teacher will The student must understanding how
with specific parts learners may draw lead the class in choose between to draw triangle
given displayed on a their own angles discussing where the the different types and angles.
work sheet. The longest side of the
students will label and
and label them triangle is in relation to
of angles and
compare the triangles accordingly. the largest angle. select the right W: The class will
and angles with their one. The game write two
partner. The students GA: The students will automatically paragraphs about
will then use a ruler measure the lengths of keeps score, and what they learned.
and a protractor to the sides of each their
the teacher will
construct a triangle triangles and find the
with previously given ratio of the length of award the students
dimensions from the each side of their who earn the top
teacher and will triangle to the length five scores.
observe how the of the corresponding
angles and the given side of their partner’s
side of the triangle are triangle. The students
related. will record the ratios
using a table.
W: The students will
describe step by step
how they constructed
the triangle.
IP: The students will

independently practice
constructing triangles
using a protractor and
ruler by completing a
worksheet.
Math Charts
Using Geometric Using Geometric Using Geometric Using Geometric Using Geometric
Terms to Describe Terms to Describe Terms to Describe Terms to Describe Terms to Describe
and Classify and Classify and Classify and Classify and Classify
Different Kinds of Different Kinds of Different Kinds of Different Kinds of Different Kinds of
Angles and Angles and Angles and Angles and Angles and
Triangles Triangles Triangles Triangles Triangles
GA: In pairs, the GP: The teacher LI: The teacher will CA/MA: In pairs, the CI: The class will
students will construct will guide the draw an isosceles students will use a host a carpenter
triangles on a separate triangle on the board ruler and scissors to
sheet of paper and
students through and have students cut seven congruent
who will talk about
compare them to their several examples identify the two rectangular strips from the importance of
partners. Next, the from the textbook congruent sides. The a piece of cardboard. being able to
students will use a preceding the teacher will then put The students will then classify different
ruler to construct two lesson. single hash marks on use fasteners to join kinds of angles and
different triangles in each of those sides and the strips to make one
which one side is 6 cm explain that hash triangle and one
triangles when
long and the other is 9 IP: The students marks are the most square, being careful building things.
cm long. They will will complete a common way to mark to keep the fasteners
then compare triangles. lesson from their sides whose lengths loose enough so that W: The students
textbook involving have the same each strip can pivot will each write a
CD: The teacher will measure. freely. After making
lead the class in
using geometric the shapes, the
paragraph about
discussing how many terms to describe CA: The teacher will students will try to what they learned
different triangles and classify draw a series of plane pivot the joints and from the carpenter.
could be constructed different kinds of figures with some flex each figure. The
given the lengths of angles and congruent sides and teacher will inquire CD: The teacher
two sides. angles and have whether each figure
triangles. will ask for
volunteers use hash flexes or remains rigid.
GA: Using the same marks and arcs to volunteers to share
partners, the students identify them. The CD: The teacher will what they wrote.
will construct triangles teacher will ask then ask how this
from specific students how they information could be DA: Accelerated
measurements could mark figures that applied to an engineer.
learners may
previously written on have two sets of The teacher will point
the board by the congruent sides. The out that the Eiffel research other
teacher. teacher will explain Tower in Paris is made building besides
that two sets of out of triangles of the Eiffel Tower
CD: The teacher will congruent sides are steel. The teacher will that were made out
lead a discussion in shown by using double ask students to think of of triangles and
why some hash marks . other structures that
measurements cannot were made using write a one page
result in a triangle and IP: The students will triangles. paper about them.
the names of the complete a worksheet
different triangles and on identifying
angles that were congruent sides and
drawn. using hash marks.
Math Charts
Identifying and Identifying and Identifying and Identifying and Identifying and
Describing Two- Describing Two- Describing Two- Describing Two- Describing Two-
Dimensional Dimensional Dimensional Dimensional Dimensional
Figures and Shapes Figures and Shapes Figures and Shapes Figures and Figures and Shapes
with Correct with Correct with Correct Shapes with with Correct
Terminology Terminology Terminology Correct Terminology
Terminology
MA/LI: The A/CA: The AS: The students MA/RV: The CD/RV: The
teacher will bring teacher will bring will be formally teacher will bring teacher will return
in models of two- in paper and glue assessed on the in models of two- the tests to the
dimensional for the students to material from the dimensional students and will
figures and shapes construct their past three weeks, objects and set discuss the grades
for the students to models of two- including them up on tables. and any problems
view. The teacher dimensional converting hours to The students will that students had
will explain to the shapes. minutes and individually walk trouble with.
students how to seconds, around the tables
pronounce the CD: The teacher estimating and and write down HW: The students
names of each of will lead a calculating elapsed the names of each will correct any
them. discussion about time, using object next to a errors on their test
the use of two- protractors to corresponding and turn it back in
IP: The students dimensional accurately number. on Monday.
will complete a objects in real life. measure, draw, and
lesson in textbook compare triangles
on describing two- and their angles,
dimensional and using
figures and shapes. geometric terms to
describe and
classify different
kinds of angles and
triangles.
DA: Students with

disabilities may
have the test read
to them.
Math Charts
Similarities and Similarities and Similarities and Similarities and Similarities and
Differences Differences Differences Differences Differences
Between Between Between Between Between
Congruent and Congruent and Congruent and Congruent and Congruent and
Non-congruent Non-congruent Non-congruent Non-congruent Non-congruent
Figures Figures Figures Figures Figures
T: The students GP: The teacher A: The students GP: The teacher R/LT: The class will
will use computers will walk the will use clay to will guide the read Reflections, which
is a book that can be
to access the students through make a variety of students through read one way and then
internet and look several examples figures that are several examples turned over and read
up meanings for from their textbook congruent. They preceding the again. The images are
the word preceding the will then make lesson in their reflections and can be
congruent. lesson. figures that are not textbooks. interpreted in different
ways.
congruent for fun
W: The students IP: The students if time allows. IP: The students CA: The students will
will each write a will complete a will complete a create a picture and its
paragraph lesson in their DA: Accelerated lesson in their reflection image.
explaining what textbooks on learners may write textbooks.
MA: Pattern blocks
congruent means, identifying a one page paper may be used.
similarities and about how Hey Mrs.
CD: The teacher differences congruency affects Goodwin, I just LI/LS: The teacher
will call on between congruent the way carpenters wanted to say that will talk about how
volunteers to share and non-congruent approach a you are an attitudes and how we
act are reflections of
their findings. figures. building project. amazing teacher.
what is inside one’s
heart. The teacher will
LI: The teacher also talk about how
will talk about people can be
congruency and interpreted different
ways and how we
how it relates to
should get to know
figures and real someone before we
life. make judgments about
them.
Math Charts
Subdividing, Subdividing, Subdividing, Subdividing, Subdividing,
Transforming, and Transforming, and Transforming, and Transforming, and Transforming, and
Combining Shapes Combining Shapes Combining Shapes Combining Shapes Combining Shapes
LI: The teacher GP: The teacher CI: The class will T: The students RV/CA: The
will explain to the will walk the host a local artist will access the teacher will divide
students about the students through who will talk about internet and the class into two
basic concepts of several examples how subdividing, research how teams and play
subdividing, in preparation for transforming, and shapes have played jeopardy as a way
transforming, and the day’s lesson combining shapes a part in our to review the
combining shapes. from the textbook. is important in history and how material from the
understanding and different shapes past four days.
CD: The teacher IP: The student developing art. have been
will draw on will complete a discovered and DA: Accelerated
students’ prior lesson from the W: The students formed over the learners may help
knowledge by textbook. will write a couple years. make the
asking them how of paragraphs questions.
the topic at hand Wow, I am really about what they W: The students
relates to the past struggling right learned and about will put their
lessons from now with these what they might findings into the
previous weeks. lessons. But I want to do when form of two
know they are they get older. paragraphs.
giving me great
experience, so I CD: The students
will press on will share their
toward the goal. writings with the
class on a
volunteer basis.
Math Charts
Lines of Symmetry Lines of Symmetry Lines of Symmetry Lines of Symmetry Lines of Symmetry
R/LI: The class LI: The teacher AS: The students FA: The teacher IP: The students
will read Eight will instruct the will be formally will give each will complete a
Hands Round: A students about assessed on the student half of a lesson from the
Patchwork lines of symmetry. material from the picture from a textbook
Alphabet, which last two weeks, magazine or print. concerning lines of
consists of quilt IP: The students including The student will symmetry.
patterns related to will complete a identifying and carefully study and
each letter of the lesson from the describing two- try to duplicate it IP/HW: The
alphabet. Each textbook on lines dimensional on the other side teacher will go
quilt pattern of symmetry. figures and shapes showing over various test
included a brief with correct symmetry. questions that were
story, many of DA: ESL students terminology, missed day before
which to earlier will write a similarities and MO: In pairs, the yesterday and will
times in the history paragraph about differences students will play return the test to
of the country for a lines of symmetry between congruent the “Mirror the students to be
nice blend of using key and non-congruent Game”, in which corrected and re-
social studies with vocabulary terms figures, and one person copies submitted on
math. in order to show subdividing, their partner’s Monday.
comprehension of transforming, and every movement.
GA: In groups, the vocabulary. combining shapes.
students will create CD: The teacher
quilt squares with will lead a
various properties discussion
while concerning how
incorporating lines the game relates to
of symmetry. lines of symmetry.
Math Charts
Transforming and Transforming and Transforming and Transforming and Transforming and
Identifying Identifying Identifying Identifying Identifying
Geometric Figures Geometric Figures Geometric Figures Geometric Figures Geometric Figures
LI: The teacher LI: The teacher MA/CA: The A: The students IP: The students
will instruct the will begin by teacher will use will construct will complete a
students about the explaining to the flash cards of paper airplanes lesson in the
basic concepts of class the difference geometric figures using a variety of textbook.
transforming between regular to quiz the students designs from a
geometric figures. polygons and ones about the material handout given by DA: Students
that are not. covered from the the teacher. needing remedial
GP: The teacher past two days. help will be given
will go over GA/MO: In CA: The students extra work sheets
several examples groups, the IP: The students will have a contest to do in their
from the textbook. students will will complete a to see which particular subject
search for signs in lesson from the airplane flies the of assistance.
IP: The students the school, in textbook. farthest.
will complete a books, and in
lesson from the magazines and LI/CD: The
textbook on then copy and teacher will point
transforming classify them. The out that the
geometric figures. students will differences in
review last week’s design made
lesson by drawing certain planes go
lines of symmetry farther than others.
for the shapes and The teacher will
denoting the lead the class in
rotational discussing reasons
symmetry. why that is. The
teacher will talk to
the students about
aerodynamics.
Math Charts
Three-Dimensional Three-Dimensional Three-Dimensional Three-Dimensional Three-Dimensional
Shapes Shapes Shapes Shapes Shapes
MA/LI: The teacher IP: The students CA: Each student LI/RV: The R/LT: The class
will bring in models of will complete a will be given a teacher will review will read Flat
a cube, prisms,
pyramids, a cone, a
lesson from the worksheet with a the material that Stanley, which is
sphere, and a cylinder textbook on three- list of pictures. On will be on the test about a boy getting
and will go over the dimensional the left column, next Thursday, flattened and then
names of each. shapes. two sides of a including lines of using his new
three-dimensional symmetry, properties to
CA: The teacher will
give each of the
CD: The teacher geometric figure transforming and investigate many
students a worksheet will go over the will be shown. In identifying problems,
that has four shapes on worksheet and ask the other three geometric figures, including the
it. In the far left individual students columns, real-life and three- solution to a crime.
column, there is a face to give answers to objects will be dimensional
of a three-dimensional
object and the students
certain problems. shown in their full shapes. CD/RV: The
must match to one or form. The students teacher will lead a
more three- must identify CD: The teacher discussion about
dimensional objects in objects that would will encourage the the similarities and
the next three columns. have faces or sides students to answer differences
like the figures in each other’s between the
DA: Students who
have difficulty sitting the left column. questions and will common two-
still and those who are lead the class in dimensional and
kinesthetic learners CD: The teacher discussion of the three-dimensional
may walk to the table will lead a concepts. objects that were in
where the models are
discussion in their lessons.
displayed and use
them as assistance. which the students IP: The students
point out objects in will complete a
LI/RV: The teacher real life that are worksheet
will go over the three-dimensional. consisting of
answers to the review problems
worksheet. from the past two
and a half weeks.
Math Charts
Elements of Elements of Elements of Elements of Elements of
Probability and Probability and Probability and Probability and Probability and
Using Data Using Data Using Data Using Data Using Data
LI: The teacher IP: The students R/LT: The class AS: The students CA: The teacher
will introduce the will complete a will read Do You will be formally will lead the
basics of lesson from the Wanna Bet, which assessed on the students in figuring
probability and textbook on is about two material from the out the probability
explain what a tree probability and children who use past two and half of where one will
diagram is. using data. probability in weeks, including kick the ball in a
everyday life in lines of symmetry, game of kickball.
GA: In pairs, the GP: The teacher many different transforming and Predictions will be
students will play will walk around situations. identifying recorded on the
Rock-Paper- the room and geometric figures, board.
Scissors 45 times. ensure that each CA: The students and three-
Each student will student is will each come up dimensional MO: The class
tally the outcomes comprehending the with five different shapes. will play a twenty
in a table and then material. ways they use minute game of
use the data to probability in their DA: Students with kickball. Various
figure out the lives. learning students will
probability of them disabilities that assigned to keep
winning, their CD: The class will prevent them track of where the
partner winning, a share their findings finishing the test in ball goes each time
tie, and of them and discuss how time may complete it is kicked.
showing rock. probability effects the test in
their decisions increments CD: The teacher
CD: The students throughout their throughout the day. will lead the class
will present their everyday life. in comparing the
findings and give results to the
reasons whether or predictions.
not they think the
game is fair.
CA: The students

will organize their
data from the game
into a tree diagram.
Math Charts
Elements of Elements of Elements of Elements of Elements of
Probability and Probability and Probability and Probability and Probability and
Using Data Using Data Using Data Using Data Using Data
GP: The teacher T/W: The IP: The students CA: The teacher R/LT: The class
will guide the students will go will complete a will throw a class will read People, a
students through online and find lesson in their party in celebration book that
the first few data concerning textbook. of everyone’s celebrates the
examples to how gardens grow birthday for the diversity of the
prepare them for differently DA: Accelerated whole year. Before human population.
the day’s lesson. depending on soil, learners may do eating pizza,
environment, and two lessons. however, the CA/MO: The
IP: The students fertilizer. The students must students will walk
will complete a students will My wrists feel calculate the around the
lesson in their compare the data swollen from so probability that at classroom and
textbook about the and write a brief much typing. least two students survey each other
elements of paragraph about it. in the class will about their favorite
probability and have the exact food, music group,
using data. same birthday as sport, color, and
someone else. drink.
LI/CA: The
teacher will lead
the students in
gathering all of the
resulting data into
a circle graph
describing the
interests of the
class. The students
will then discuss
the probability of a
new classmate
meeting someone
who’s favorite
color is blue or
someone who likes
pizza, etc.
Math Charts
Deriving and Deriving and Deriving and Deriving and Deriving and
Displaying Data Displaying Data Displaying Data Displaying Data Displaying Data
CA: The students FA/MU/RV: The LI: The teacher LI/RV: The R/LI: The class
will each be given students will listen will explain that teacher will review will read Play
a small of bag of to music and sometimes there is the material for the Ball: Sports Math.
m&m’s. The record names of so much data that test next Tuesday,
students will instruments and it is difficult to which includes CA/HW/T: The
predict how much tally the times each display it elements of students will
of each color is in is heard and record individually for probability and research and
their bag and how the results using each item. The using data and collect sports data
many of each color bar graphs. teacher will deriving and on their favorite
will be in one explain how it is displaying data. sports activities
sample. The CA: The students sometimes more and then display
students will take will record their convenient to CD: The teacher similarities and
out a spoonful of data in a stem-and- group the data. will ask students differences
m&m’s and record leaf plot. questions about the between teams
the resulting data CA/SS: The material and will using graphs.
and compare it DA: Children who students will each answer any
with their are deaf may read be given a handout questions the
predictions. a book in Braille containing students may have
and record how information about concerning the
LI: The teacher many times a the presidents, material.
will explain the specific list of including their
different kinds of words appear and political party and IP: The students
graphs and their record the results their age at will complete a
uses. in a bar graph. inauguration. The worksheet
students will consisting of
A: The students complete a review problems
will graph their grouped frequency from the last two
data using a table for the and a half weeks.
pictograph in presidents’ age at
which they color inauguration.
circles to organize
the data.
CA: The students

will show the data
in a line plot and in
a bar graph.
Math Charts
Using Data to Using Data to Using Data to Using Data to Using Data to
Solve Problems Solve Problems Solve Problems Solve Problems Solve Problems
with Mean, with Mean, with Mean, with Mean, with Mean,
Median, Mode and Median, Mode and Median, Mode and Median, Mode and Median, Mode and
Range Range Range Range Range
GA/MO: In pairs, AS: The students R/LT: The class will T/W: The students IP: The students
the students will will be formally read Celebrated will use computers will hand out their
time each other to Jumping Frog of
assessed on the Calaveras County.
to access Microsoft worksheets to their
see how many times material from the word and construct classmates for
they can snap their past two and a half CA: Each student will their own completion.
fingers in 15
weeks, including make a frog out of worksheet
seconds. The cotton and place it on a consisting of
students will ask 13
elements of CD: The teacher
paper clip that has
other people how probability and been slightly spread
problems which will lead a
many times they using data and out. Students have include finding the discussion about
snapped their fingers deriving and three chances to jump mean, median, specific problems
in 15 seconds and displaying data. their frogs and will mode, and range. which present
record the data in a measure the distance in Each student will difficulty. The
table. Using graph centimeters and will
each record their
make at least five students will talk
paper, the students problems. about how it felt to
longest one.
will construct a box- make a worksheet.
and-whisker plot to GA: In groups, the DA: Students who
show the values students will set up a are not up to par
from least to ‘race track’ consisting
greatest.
with the material
of a meter stick taped
to their table. The may complete a
LI/V: The teacher teacher will walk worksheet for
will explain the around the room and additional practice.
terms mean, median, observe as the students
measure their jumps as
mode, and range and
they race. The students
will explain how to will record both the
find them by total distance (line
showing the segments) and the
formulas. official distance
(straight line), and find
IP: The students will the mean, median, and
find the mean, range of both.
median, mode, and
range of the data and CD: The teacher will
complete the box- lead the class as they
collect all of the data
and-whisker plot.
and compare it and
plot it on a graph.
Math Charts
Structure and Structure and Structure and Structure and Structure and
Function of Function of Function of Function of Function of
Geometric and Geometric and Geometric and Geometric and Geometric and
Numerical Patterns Numerical Patterns Numerical Patterns Numerical Patterns Numerical Patterns
GP: The teacher CD: The teacher IP: The students FA: The class will IP: The students
will guide the will lead a will complete a all work together will complete a
students through discussion on how lesson from their and write a song lesson from their
the first few numerical patterns textbooks. about the structure textbooks.
examples of the are evident in and functions of
preceding lesson every day life. This week and geometric and
for the day. next week are numerical patterns.
W: The students actually the last The class will sing
IP: The students will write about an two weeks I have the song and relish
will complete the experience they before I am done. I in the joy of
lesson. have personally went out of order working together.
had that dealt and did some of
directly or the end ones DA: Kids who do
indirectly with a before these. not sing well will
numerical pattern not be
and how it affected discouraged. This
their life. activity is
specifically meant
for everyone to be
involved and feel
loved.
Math Charts
Structure and Structure and Structure and Structure and Structure and
Function of Function of Function of Function of Function of
Geometric and Geometric and Geometric and Geometric and Geometric and
Numerical Patterns Numerical Patterns Numerical Patterns Numerical Patterns Numerical Patterns
GP: The teacher W: The students IP: The students A: The students IP: The students
will guide the will write a one will complete a will exercise their will complete a
students through page paper about lesson from their creativity and lesson from their
the first few how knowing textbooks. design geometric textbooks.
examples of the about the structure figures and will
preceding lesson and function of DA: ELL learners also make a This was the last
for the day. geometric and will have the number pattern. day. I just finished
numerical patterns opportunity to They will all show my math charts.
IP: The students can be helpful to draw a bunch of each other their This has been an
will complete the them for their geometric figures creations and arduous journey,
lesson. future career. and label them everyone will and I feel like I am
Creativity will be instead of doing make at least one on top of a
encouraged by the the lesson. complement to at mountain right
teacher. least one other now.
person.
Math Charts
Variables Variables Variables Variables Variables
R/LT: The teacher will IP: The students AS: The students GP: The teacher IP/RV: The
read Two of will complete a will be formally will review sample teacher will review
Everything to the class,
which is a Chinese
worksheet assessed from the problems about the material
folk tale about an old consisting of word material from the variables from the covered the last
couple with a magic problems from last three weeks, textbook on the four days.
pot that doubles which students will including using board for the
everything that goes in make a table, data to solve students as they CD: The teacher
it. While reading, the
teacher will make a T-
decide the pattern, problems with follow along and will return the tests
chart on the board and write the equation, mean, median, copy. to the students and
record what went into and answer the mode and range have volunteers
the pot and what went question. and the structure IP: The student work out specific
out. and function of will complete a problems on the
CD: The teacher will
geometric and lesson from their board according to
ask the students what numerical patterns. textbooks which problems
happens when various consisting of students need help
numbers are put in the DA: ESL students recognizing and with.
pot and the teacher who cannot using variables.
will prompt them to
complete the test HW: The students
figure out the pattern
for each. The teacher in the allotted time will completely
will turn the patterns due to a lack of correct any errors
into mathematical reading made on their test
equations and comprehension from Wednesday
incorporate variables.
may complete the and will turn it
The teacher will then
put new numbers into test at later date back in on
the T-chart and ask the when the teacher Monday.
students to find the or fellow student is
pattern and make a able to read the test
new equation using a aloud to them.
variable.
V: Vocabulary will
include ‘variable’,
‘function’ and
‘equation’.
Math Charts
Mathematical Mathematical Mathematical Mathematical Mathematical
Equations and Equations and Equations and Equations and Equations and
Variables Variables Variables Variables Variables
LI/MA: The GP: The teacher T: The students IP: The students CD: The teacher
teacher will bring will guide the will use computers will complete a will lead a
in a manipulative students through to access the lesson in their discussion in
consisting of a several examples internet to go to textbook on which the students
piece of wood with from the textbook the mathematical talk about which
two buckets in preparation for www.msmath.net equations and problems during
attached to the the lesson. and complete variables. the week gave
ends. Each bucket online quizzes them the most
will contain a IP: The students concerning trouble.
variety of small will complete a mathematical
weights. The lesson from their equations and GP/RV: The
teacher will show textbook on variables. The teacher will go
the students that, in mathematical students will then over specific
order to maintain equations and e-mail their scores problems
balance, weight variables. to the teacher for according to the
that is added to one assessment. students needs. The
side must also be teacher will call on
added to the other. DA: Students who volunteers to
The teacher will do not have e-mail perform specific
relate the may copy the problems.
manipulative math online quiz
by saying whatever problems to a
is done to one side piece of paper and
of the equation turn them in to the
must be done to teacher manually.
the other.
Math Charts
Prime Numbers, Prime Numbers, Prime Numbers, Prime Numbers, Prime Numbers,
Factors, Multiples, Factors, Multiples, Factors, Multiples, Factors, Multiples, Factors, Multiples,
and the Number and the Number and the Number and the Number and the Number
Line Line Line Line Line
LI: The teacher will FA: The teacher IP: The students A: The teacher LI/RV: The
explain what a prime will allow the will complete a will take the teacher will review
number is and talk
about Eratosthenes, a
students to divide lesson from the students outside to the material from
Greek mathematician, themselves up into textbook about a sidewalk or the past week in
who invented the small groups. One prime numbers, blacktop and will preparation for the
“sieve” method for group will think of factors, multiples give each student a upcoming test.
finding prime a song consisting and the number piece of chalk. The
numbers.
of prime numbers, line. students will CA: The students
CA: Each student will another group will construct a giant will play jeopardy
get a copy of a blank thing of a song CD: The teacher number line. as a review
sieve and will color the consisting of will discuss strategy for the text
diamond with the two multiples, and the problems of CA/MO/MU: The next Friday.
in it orange. Red will
be used to color the
other group will difficulty and call teacher will
upper-left corner of the think of a song on volunteers to instruct the
key and the upper-left about the number help explain them. students how to
corner of all squares line. The students play “musical
containing multiples of will come together prime numbers”, a
2. Any number with a
and present their game that requires
corner colored will fall
through the sieve. The songs to the class. the students to
students will color the walk around the
diamond surround the DA: Students will number line while
3 orange and use blue feel uncomfortable music plays. When
for the upper-right
with seeing may the music stops,
corner of the key and
all other upper-right play ‘instruments’, the students must
corners containing consisting of find a prime
multiples of 3 and objects from number to stand
same thing will be around the on, with only
done for 5 and 7. The classroom, students allowed
diamonds surrounding
the numbers will be including, but not for each prime
orange and green will limited to, pencils, number.
be used to color the paper, desks, and
lower-right corners of rulers.
the key and all
multiples of 7. Yellow
is for the lower-left
hand corners. Orange
is used for the
diamond surrounding
all the numbers with
no corner colored. The
teacher will point out
that all orange
numbers are prime.
Math Charts
Concept of Infinity Concept of Infinity Concept of Infinity Concept of Infinity Concept of Infinity
and Converting and Converting and Converting and Converting and Converting
Fractions to Fractions to Fractions to Fractions to Fractions to
Percentages Percentages Percentages Percentages Percentages
CD: The teacher LI: The teacher GA: The students, in LI: The teacher AS: The students
will open the floor will verbally groups of four, will will talk about how will be formally
write down the names
for discussion on instruct the of everyone in the
decimals are assessed on the
the concept of students about how group in a table and converted into material from the
infinity. to convert then predict the order, percentages when last four weeks
decimals and from largest to statisticians record including
LI: The teacher fractions to smallest, for the the results of a variables,
percent increase for
will draw a percentages and each muscle for each
player’s mathematical
number line and the importance of member of the group performance. equations with
explain that lines being able to do and enter the variables, prime
never end. so. predictions in the T/IP: The students numbers, factors,
table. The students will will use computers multiples, and the
then measure, in
DA: Accelerated GP: The teacher centimeters, their
to access the number line, and
learners may do a will perform biceps and calves and internet and will the concept of
research paper on examples from the then flex and measure research their infinity and
the history of textbook on the again. favorite sports converting
understanding board for the player and gather decimals and
GP: The teacher will
infinity. students to follow data from their fractions to
walk around the room
along and copy in as the students statistics and percentages.
their notebooks. determine the percent convert them from
increase for each decimals to
IP: The students muscle and record it in fractions and to
the table.
will complete a percentages.
lesson from their CD: The teacher will
textbook facilitate discussion W: The student
consisting of about the experiment will record their
converting and will ask key information in the
decimals and questions including form of a
how the final order of
fractions to the percent increased paragraph.
percentages. compared with their
predictions and who
had the greatest
percent increase.
Works Cited
Activities. (2006). Retrieved October 28, 2007, from 321know:
http://www.321know.com/geo612x4.htm
Axelrod, A. (1994). Pigs Will Be Pigs. New York: Simon & Schuster Books.
Bendick, J. (1947). How Much and How Many: The Story of Weights and Measures. New York:
Whittlesey House, McGraw-Hill Book Company.
Brown, J. (1964). Flat Stanley. New York: HarperTrophy.
Clement, R. (1991). Counting on Frank. Milwaukee: Gareth Stevens Publishing.
Cushman, J. (2007). Do You Wanna Bet? Your Chance to Find About Probability. New York:
Clarion Books.
Decimals Lesson Plan. (2007). Retrieved October 28, 2007, from Teacher Vision:
http://www.teachervision.fen.com/decimals/lesson-plan/3032.html.
Dolan, D. (2004). Mathematics Activites for Elementary School Teachers. Boston, MA:
Pearson Addison-Wesley.
Eicholz, R. E. (1993). Addison-Wesley Mathematics. Menlo Park, CA:

Addison-Wesley Publishing Company.
Elementary Curriculum. (2004). Retrieved October 29, 2007, from bcps:

http://www.bcps.org/offices/lis/curric/elem/elemgeo.html#grade5.
Estimator. (2003). Retrieved October 28, 2007, from Shodor:

http://www.shodor.org/interactivate/activities/Estimator/?version=1.6.0_02&browser=
MSIE&vendor=Sun_Microsystems_Inc.
Fennell, F. (1986). Ideas from the Arithmetic Teacher. Reston, VA:

National Council of Teachers of Mathematics.
Frames. (2001). Retrieved October 28, 2007, from nlvm.usa.edu:

http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html.
Greenes, C. (2002). Houghton Mifflin Mathematics Teacher's Edition. Boston, MA:

Houghton Mifflin Company.
Homeschool Math. (2007). Retrieved October 27, 2007, from www.homeschoolmath.net:

http://www.homeschoolmath.net/math_resources_3.php#decimals.
Hong, T. L. (1993). Two of Everything. Morton, IL: Albert Whitman.
Internet Activites. (2005). Retrieved October 28, 2007, from NeedhamK12:

http://eliot.needham.k12.ma.us/technology/lessons/internet_activities/g5/5_teacher_math.
htm#problem.
Jonas, A. (1987). Reflections. New York: Greenwillow Books.
Make a Frog. (2005). Retrieved October 28, 2007, from mathforum:

http://mathforum.org/paths/measurement/frog.html.
Maletsky, E. M. (2004). Harcourt Math Teacher Edition, Volume 2. Orlando, FL: Harcourt, Inc.
Materials Binder. (2004). Retrieved October 28, 2007, from coreacademy:

http://coreacademy.usu.edu/04_Materials/Binder/hdbk5.pdf.
Math Resources. (2004). Retrieved October 28, 2007, from fcit.usf.edu:

http://fcit.usf.edu/math/resource/bib.html.
Mathews, L. (1979). Gator Pie. Littletone, MA: Sundance Publishing.
Neuschwander, C. (1997). Sir Cumference and the Dragon of Pi. Watertown, MA:
Charlesbridge.
Paul, A. W. (1991). Eight Hands Round: A Patchwork Alphabet.

New York: HarperCollins Publishers.
Schwartz, D. M. (1989). If You Made a Million. New York: Lothrop, Lee & Shepard Books.
Scieszka, J. (1995). Math Curse. New York: Viking.
Sinbads. (2007). Retrieved October 27, 2007, from www.sinbads.com/menu/htm.
Spier, P. (1980). People. New York: Doubleday.
Twain, M. (1987). Celebrated Jumping Frog of Calaveras County and Other Sketches.
New York: C.H. Webb.

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Math Charts

Day 1 Day 2 Day 3 Day 4 Day 5

Day 6 Day 7 Day 8 Day 9 Day 10

Day 11 Day 12 Day 13 Day 14 Day 15

Day 16 Day 17 Day 18 Day 19 Day 20

Day 21 Day 22 Day 23 Day 24 Day 25

Day 56 Day 57 Day 58 Day 59 Day 60

Day 61 Day 62 Day 63 Day 64 Day 65

Day 66 Day 67 Day 68 Day 69 Day 70

Day 71 Day 72 Day 73 Day 74 Day 75

Day 76 Day 77 Day 78 Day 79 Day 80

Day 81 Day 82 Day 83 Day 84 Day 85

Day 86 Day 87 Day 88 Day 89 Day 90

Day 91 Day 92 Day 93 Day 94 Day 95

IP: The students will

Day 96 Day 97 Day 98 Day 99 Day 100

DA: Students with

CA: The students

CA: The students

Clement, R. (1991). Counting on Frank. Milwaukee: Gareth Stevens Publishing.

Eicholz, R. E. (1993). Addison-Wesley Mathematics. Menlo Park, CA:

Elementary Curriculum. (2004). Retrieved October 29, 2007, from bcps:

Estimator. (2003). Retrieved October 28, 2007, from Shodor:

Fennell, F. (1986). Ideas from the Arithmetic Teacher. Reston, VA:

Frames. (2001). Retrieved October 28, 2007, from nlvm.usa.edu:

Greenes, C. (2002). Houghton Mifflin Mathematics Teacher's Edition. Boston, MA:

Homeschool Math. (2007). Retrieved October 27, 2007, from www.homeschoolmath.net:

Hong, T. L. (1993). Two of Everything. Morton, IL: Albert Whitman.

Internet Activites. (2005). Retrieved October 28, 2007, from NeedhamK12:

Jonas, A. (1987). Reflections. New York: Greenwillow Books.

Make a Frog. (2005). Retrieved October 28, 2007, from mathforum:

Materials Binder. (2004). Retrieved October 28, 2007, from coreacademy:

Math Resources. (2004). Retrieved October 28, 2007, from fcit.usf.edu:

Paul, A. W. (1991). Eight Hands Round: A Patchwork Alphabet.

Scieszka, J. (1995). Math Curse. New York: Viking.

Sinbads. (2007). Retrieved October 27, 2007, from www.sinbads.com/menu/htm.

Spier, P. (1980). People. New York: Doubleday.

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