Week 1 August 27 - 31 Learning Standards: Review from 2nd grade Major Concepts: Establish routines Processes: Establish routines Instruction Resources Math Stations Interventions/Extension Assessment The first six weeks of school, students will review and expand on their knowledge of place value, rounding, estimation, addition, subtraction, and problem solving. The first week of school the teacher will focus on teaching expectations, routines, and procedures. Math Essentials: (Daily Routine) Ten minutes of basic fact fluency (District program – Creative Math by Kim Sutton) Ten minutes of spiral review and vocabulary – this may be a math station Problem of the Day - this may be a math station Close each math lesson with a math journal entry (invented spelling is acceptable) encourage complete sentences. As they apply to the topics read the books in the Math Start collection and then allow the students to read them (accordingly). Teach students the daily routine. The daily routine consists of basic facts fluency, inquiry, problem solving, Math Stations, small group instruction with the teacher, journal reflection/writing, and number fluency through the “Number of the Week.” Teach the West Orange Problem Solving Model. Practice this model with several problems daily the first week to ensure students are familiar with the process and expectations. enVision Math Literature –Spunky Monkeys On Parade Number fluency – addition and subtraction Problem Solving – word problems and problem solving strategies Number of the week Journal Entry Vocabulary Cards Problem- Solving Strategies on pages xiv-xvii of the student edition Interventions/Extensions Interventions and extensions the first week should be based on the Pre-Assessment. Struggling students should be taught in small groups and scaffold to ensure they grasp the place value system. This can be accomplished through the use of base 10 blocks while making numbers and adding and subtracting. As an extension the first week of school, develop an Pre-Assessment End of 2nd grade Product/Project Spunky Monkeys on Parade number collage Journal Entry Math Stations Math Concept Board – using vocabulary and knowledge from second grade Vocabulary Cards – using the words from the glossary
Making a Plan: Ask the students, “How are you going to solve the problem?” Ask the students, “What is the important information in the problem?” Possible Answer: “We use place value. The important information is that there is an 8 in the ten thousands place and a 2 in the thousands place.” Carrying out the Plan: Ask the students, “How did you solve the problem?” Possible Answer: “We placed the numbers given into a place value chart and found the number that had a n 8 in the ten thousands place and a 2 in the thousands place.” Evaluating for Reasonableness: Ask the students, “Did you answer the question in the problem?” Ask the students, “Does your answer make sense?” Possible Answer: “We know that the number 82,210 has an 8 in the ten thousands place and a 2 in the thousands place. So, the number 82,210 answers the question in the problem.” Interventions/Extensions Students will work in small group with the teacher to practice the problem solving process. The teacher will reiterate the use of reading strategies in math to comprehend the problem. Students will use manipulatives and work mats as needed. GT: Students will write word problems for their partner to solve. Students will exchange papers and solve each other’s problems. Products/Project Problem solving poster from a word problem. Journal reflection entry explaining their thought process in solving a specific problem. Week 4 & 5 Learning Standards Major Concepts Processes: