October 26-30, 2009
Day 1
Whole Group:
1. EDC
2. Practice skip counting starting at different numbers. Provide each student with 2 sheets of the above hundreds charts. Color the multiples of 2,3,4,5,6,7,8,9)
Use the interactive chart as a guide:
http://www.apples4theteacher.com/math/games/100-number-chart-one.html#interactive100chart
Smalll Group:
1. Check progress on chart with teacher.
2. Finish charts.
3. science web quest
4. Multiplication Center with pumpkin multiples
H. Study 8 times tables.
Day 2
Whole Group:
1. EDC
2. Review multiples and vocabulary.
3. meanings for multiplication ppt. http://bit.ly/3fSGo8
4. List things that come in 2’s, 3’s….
5. Students will discuss:
Are there charts that have only even numbers?\
· Are there charts that have only odd numbers?
· What numbers never seem to be highlighted? Why do you think that is true?
· On what other charts might they be highlighted?
· What else did you notice?
Small Group:
1. Work with teacher on text pg. 124-126.
2. Science Web quest.
3. Multiplication center 
Multiples Pumpkin Center.docx pumpkin outline.docx
H. Finish pg. 126 #9-15. or P3-1
Day 3
Whole Group:
1. EDC/
2. TLW see the relationship between addition and multiplication and determine operation needed to solve a problem. Leap Number Lesson 4 http://bit.ly/IlEMn
H. Quiz on multiples, vocab, fact families
Small Group
1. Work with teacher to check homework.
2. Student Sheet 13 from Leap lesson 4. http://www.louisianaschools.net/lde/uploads/2099.pdf
3. Science Web Quest http://www.vickimartinez.com/science_animals_webquest.html
4. Multiplication Center
Day 4
1. EDC
2. Review and Introduce Pictograph worksheet:
Pumpkin Pictograph.docx
3. Test
October 12, 2009
This week we are working on using all the skills we've been practicing to write checks and balance a checkbook. On Wednesday we are going to take a break to spend math and science time learning how to create power points, do a webquest on animals. The children will then learn how to turn the power point into a movie presentation. Through all of this, good sentence structure, spelling, capital letters, and research protocols will be stressed.
October 5-8, 2009
Monday
1. EDC: Review polygon names.
2. TTW review the properties of addition: associative, commutative + identity text pg.62-63
H. Study 6 2-5 times tables
1. Review with teacher made chart.
2. EDC3. Study guide: unit1.7 and1.8 test review.doc
H. Study for a test.
Tuesday
1.
1. Review with teacher made chart.
2. EDC
3. Study guide: unit1.7 and1.8 test review.doc
H. Study for a test.
Review with teacher made chart.
2. EDC
3. Study guide: unit1.7 and1.8 test review.doc
H. Study for a test.
Wednesday
September 21-25, 2009
Lesson 1.7 
math_1.7.doc
Computer Centers this week:
Flash card fact practice:
http://www.aplusmath.com/Flashcards/
Rounding Flash cards :
http://www.aplusmath.com/Flashcards/rounding.html
Prongo Batters up multiplication game:
http://www.prongo.com/math/
Dositey subtraction game with 3 numbers:
http://www.dositey.com/addsub/mystery1SS.htm
This lesson recommends that students role play shopping at a store.
Partners ( groups of 4- 2 to play shopper and 2 to play sales person)
have play money and catalogs. They pick one item to buy and practice
counting back change.
The worksheets to the right are menus and questions. Extra worksheets
are provided as needed for classes.
The test for this lesson is from the gc and requires students to complete
a large order much like the center with the book order form.
No study guide is provided.
Day 1 Lesson
1. EDC: Review the attributes of square and rectangle: stress these words parallel, right angles,
opposites sides, line segment, congruent, rotation, closed figures.
2. Practice Multiplication facts. Distribute
Problem of the week ws.
3. Practice Adding items on a cash register receipt
pg. 71 Play money can be made
available for practicing counting up change.
Small group:
1.
math_p 72cash register receipts.pdf and
math_p 74cash register receipts.pdf
H.Shopping quiz
Day 2
Whole Group:
1. EDC
2. check yesterday's work together.
3. Review the stations below.
Small Group stations.
3. Shopping Quiz links below.
math_p 77shopping quiz.pdfand
math_p 78shopping quiz2.pdf
Practice the above center with a partner.
5. Store station: One or two students are the customer. One or two students are the clerk. Gather baggies of money for groups to use and catalogs for students to practice picking one item. Give the money without exact change to the clerk. The clerk counts up change.
Day 3
Whole Group
1. EDC
2. Review yesterday's work.
3. TLW practice multiplying multipling items to get a total WS ( ex. 2 cans of soup at .25 = .50)
pg. 81
Stations
4. Money Centers and
# 10 rtf and
11.
Low group works with teacher.
H. Finish all worksheets. Problem of the week is due Thursday.
Day 4
1. EDC
2. Review yesterday's work.
3. collect problem of the week and review answers on elmo.
4.
LEAP Tutoring Lesson 22 on money word problems.
Finish stations:
H. Study for a test.
Day 5
1. EDC
2. Review
3. Weekly Quiz
September 14, 2009
Monday
1. New Problem of the week worksheet:
WorksheetTuesday
1. How to find change by subtracting power point:
http://tiny.cc/cGzwE
2. Text pg. 33
Wednesday
1. Practice subtraction with regrouping:
worksheet2. Today's Math pg. 97 worksheet.
Thursday
1. Finish the problem of the week worksheet. It is due tomorrow for a grade.
There will be a short quiz on adding money and making change.
8-31-09 to September 4, 2009 Week 4 Study Guide
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Math Study Guide: Week 4 August 31 to Sept. 4, 2009
1. know the addition and subtraction key Words and be able to write addition and subtraction questions for problems. Be able to solve addition and subtraction word problems.
Example: Kim has 13 goldfish and 3 cats. Write an addition question. Write a subtraction question. Use rice to solve each problem.
Addition Key words:
How many altogether? What is the total? How many in all? What is the sum?
Subtraction Key Words: How many are left? How many fewer? How much greater? How much change? What is the difference?
2. Be able to add and subtract large numbers with borrowing and regrouping.
Example: 3, 4 5 7
- 2 5 6 8
3. Review Text pg. 30-31 Be able to count money and add money.
4. Be able to list multiples of numbers. We practice this daily in Every Day Counts calendar math.
5. Be able to tell the day of school in standard, expanded, and word form, list it as a fraction, decimal, percent, tell the difference between a square and a rectangle- as discussed in class.
Vocabulary:
1. Sum = the answer to an addition problem.
2. Difference – the answer to a subtraction problem.
3. estimate- to tell about how much
4. Odd + odd = even
5. even + even = even
6. Odd+ even = odd
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Week 5
Day1 (Tuesday)
1. Check points in Math test.
Homework: Study for a test using above study guide.
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Week 5 Day 2 (Wednesday) Counting Money
Day 2:
Weekly Test Early finishers do p. 29 in text.
Homework: pg. 29 # 1-13.
Day 3 Thursday
Check homework. TTW introduce Problems of the week worksheet: http://msmartinezclass.wikispaces.com/file/view/Math402.pdf Do 1 or 2 together.
TLW practice counting and adding money.Pass out wipe erase boards.
2. Review countinging money with flip chart. How_Much_Money_Do_You_Have.flp
3. Text pg. 31 # 1-13. Start center rotations as time permits.
Homework: Text pg. 54 Set 1-10. also finish pg. 31
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Week 5
Day 4 Friday
Week 5 Day 4 (Friday) Station Rotation with the above. TLW practice adding money amounts .
1. TLW choose 2 grocery items from a list, record what they are and their prices and use play money to show two different ways to make that amount. Student sheet 1 (Materials needed: 10-15 pantry items. Prices should be posted on the items, play money in bags).
2. Choose one of the restaurant menus.Order 3 or more things for lunch. You have a $15 budget.List the food and price of each item. Find the total cost. Student sheet 2 (Materials needed: 2- 3 menus from local diners).
3. TLW use a book order and a form to spend $100. (Materials needed: a book order a recording sheet, calculator) Student Sheet 3
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Week 4 Day 1 (Monday)
TLW review addition and subtraction word problems and the RICE Process.
TLW review study guide.
(LEAP number lesson 3(addition and subtraction key words): http://www.doe.state.la.us/lde/uploads/2098.pdf
2. Review study guide.
3. Assessment: GLE Assesment book page 14-15 and 16-17 worksheets.
Homework: Study for a test using study guide. Rounding, standard, expanded, word form.
Additional Resources for review below:
Review the rounding process using any of the following sources:
http://www.prometheanplanet.com/server.php?show=ConResource.331
Word problem review for extra information, addition problems:
http://www.prometheanplanet.com/server.php?show=ConResource.613
This site does a good job of reviewing the process for word problems,
but includes multiplication and division.
http://www.prometheanplanet.com/server.php?show=ConResource.11915
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Week 4 Day 2 (Tuesday)
1. Test
2. Problem of the Week WS or Read It Draw It Solve it.
There are 44 ears. How many dogs? How man legs? How many claws?
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Week 4 Day 3 (Wednesday)
TLW review adding and subtracting 2 and 3 digit numbers (Shows adding and subtracting
with base 10 blocks and expanded form. This helps review the process of borrowing and carrying.)
TLW review the math test.
TLW begin the September calendar and introduce the Daily Depositor and filling in the calendar and keeping track of money.
1. LEAP Number Lesson 7: http://www.doe.state.la.us/lde/uploads/2102.pdf or Teacher made flip chart; http://msmartinezclass.wikispaces.com/file/view/leap+lesson+7.flp
2. EDC calendar worksheet.
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Unit 1 Lesson 1.5 Concept Introduction
(Using Money to Understand Decimals) (Week 4)
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Week 4 day 4 (Thursday)
Objective: TLW understand that a dime is one tenth of a dollar and a penny is one hundredth of a dollar.
1. Every Day Calendar Math Activities will be completed. Pass out calculators to explore even + even = even, even + odd = odd, odd + odd = even. Make a chart.
2. Review the vocabulary: Estimate, rounding, digit, numeral, solution, sum, difference, inequalities
3. Review reading large numbers. Write 5 large numbers on the board. Turn to your neighbor and practice reading it. One person from each group read it to class.
4. Study zone lesson ppt on decimals and money:
http://www.studyzone.org/testprep/math4/d/decimals4l.cfm
Practice Counting Money with this flip chart. (http://www.prometheanplanet.com/server.php?show=ConResource.8720)
Basic Practice Counting and comparing money flip chart: Flip chart: http://msmartinezclass.wikispaces.com/file/view/money_20070312101546.flp
Money Practice:http://msmartinezclass.wikispaces.com/file/view/money_practice_20061127083304.flp
5. Text pg. 28-29
Homework: Text pg. 54 Set 1-9. Complete one RICE word problem.
Admit It! You’re Happy Day is on Sunday, August 12. Caleb’s birthday is 18 days after that day. On what day is Caleb’s birthday?
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Week 4 Day 5 (Friday)
Check homework. EDC activities.
1. TLW choose 2 grocery store items from a list, record what they are and their prices and use play money to show two different ways to make that amount. Student sheet 1 (Materials needed: 10-15 pantry items. Prices should be posted on the items, play money in bags).
2. Choose one of the restaurant menus.Order 3 or more things for lunch. You have a $10 budget.List the food and price of each item. Find the total cost. Student sheet 2 (Materials needed: 2- 3 menus from local diners).
3. TLW use a book order and a form to spend $100. (Materials needed: a book order a recording sheet, calculator) Student Sheet 3
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8-24-09
Everything is subject to change. The check points test is an assessment required by the parish and helps me to evaluate what your child's strengths are so that I can provide instruction more effectively. I am not entirely sure that the tests will come in on Monday. Any links that do not work here will work on the website listed above. It's very time consuming to link each activity twice. Go to Lesson 1.3.
| Day 1 (changed to September 8th)
1. Pacing Activity 1.
2. Checkpoints in Math Test.
3. Worksheet.(Practice Skip Counting) Hand out study guide for the week.
Homework: Finish the worksheet.
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| Day 2 (Tuesday)
TLW review the place value chart to millions. Review the place and value of each number.
Whole Group:
1. Check homework on elmo.
2. Review place value with chart and lesson below. Standard, Expanded, and Word Form PPt.
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Millions |
thousands |
ones |
Tenths |
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millions |
hundred thousands |
ten thousands |
thousands |
hundreds |
tens |
ones |
tenths |
hundredths |
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4 |
6 |
8 |
2 |
9 |
5 |
8 |
2 |
7 |
1. The four is in the millions place . What is the value of the 4?
2. The 6 is in the hundred thousands place. What is the value of the 6?
3. The 8 is in the ten thousands place. What is the value of the 8?
4. The 2 is in the thousands place. What is the value of the 2?
5. The 9 is in the hundreds place. What is the value of 9?
6. The 5 is in the tens place. What is the value of the 5?
7. The 8 is in the ones place. What is the value of the 8?
Whole Group
1. Practice reading the numbers of the problems below.
2. Tell the place of the underlined digit, then the value of the underlined digit.
3. Then write the number in expanded form and word form with wipe erase boards.
4. Choose a number to demonstrate with place value blocks using the Scott Foresman site below.
1. 8,795,281 2. 4, 298, 765 3. 1, 367, 201 4. 49, 287, 241
5. 497, 286, 000 6. 924, 876, 035 7. 173, 007, 073
8. 642, 000, 001 9. 329, 456, 780 10. 895, 236
Standard, Expanded, and Word Form PPt.
Scott Foresman Etools place value blocks to practice making each number.
Homework: Write the value of the digit homework sheet.
and Math_standard, exp., word form practice.docx
Small Group:
1. What's the biggest number you can make worksheet. Place and Value worksheet . ( or text pg. 6 # 8-18)
2. Work with teacher on place and value worksheet homework sheet. Practice reading large
numbers.
3. Close to 1000 game.
1. Draw 3 lines on paper. Roll die 3 times to create a number.Write it on the paper.
Place the digits in any order. Repeat to get another number.
2. Add the numbers. Subtract from 1000. The difference is your score.
3. Partner takes a turn.
4. Play continues until time is up. Lowest score wins.
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| Day 3 (Wednesday)
TLW continue to review standard, expanded, word form.
TLW continue to review reading, writing, and comparing large numbers.
Whole group:
1.Practice Skip counting
Explain games and centers.Place Value Flip Chart from Wiki
Large numberPlace value pair share activity.Larger Place value pair share card 2. From Here to There Game Card.
Small Group
1. Write the word name of large numbers worksheet.
2. Place value pair share to thousands cards or Place value pair share 2.
3. From Here to There Game Card.
4. Work with teacher. Check homework. Practice and review large numbers
H. Finish the worksheet on writing large numbers.
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Day 4 (Wednesday - Thursday)
TLW round to the nearest hundred and thousand.
Whole Group:
1.Check homework.
Review rounding rules short cut with this hundreds chart sheet.
2. M.Y. Rounding ppt. http://tiny.cc/oRVJj.
3.The following math jeopardy game is also a fun review. http://tiny.cc/wE276
4. Review and practice with these worksheets for examples as needed.
Round to nearest 10 or hundred worksheet. Round to the nearest thousand worksheet.
Wednesday -Rounding Sheet 2 - Thursday - Rounding Sheet 3
Small group:
1. Rounding with a partner sheet. Or text pg. 21 #1-6 Wed. Complete the rest on Thursday .
2. Estimating with jars of items: cereal, beans... complete investigations worksheet. Use investigations Student Sheet 16 http://msmartinezclass.wikispaces.com/file/view/ss_16.rtf
3. Practice with teacher. Worksheets from above.
Homework: Finish worksheets or text pg. 21#1-6 on Wednesday and the rest on Thursday..
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| Day 5 (Friday)
TTW review pacing 1 : 3 D shapes
TLW Estimate with addition and subtraction.
TLW Complete a word problems with rounding.
Whole Group:
1. Check Homework.
2. Pacing Activity 1 Review.http://tiny.cc/KWf3D Click on the hi lited shape.
3. Rounding Hangman: Round then add or subtract mentally.
Generate rounding worksheets with this site.
4. Practice rounding and then adding problems on board.Text pg. 63 #6-17 and 65 #10-25.
4. Estimate or calculator word problems on projector.
Homework: Finish text pg. 63 #6-17 and 66 #10-25
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8-17-09
Objectives for this week:
TLW be able to write numbers in standard , expanded, and word form.
TLW be able to compare and order numbers using greater than and less than.
TLW round numbers to the nearest ten.
There'll be a test on Friday pg. 4-22 if all goes as planned.
Plans are subject to change depending on student progress.
Monday
1.) 43 is between _____ and _____ and would be rounded to ______.
2.) 57 is between _____ and _____ and would be rounded to ______.
3.) 72 is between _____ and _____ and would be rounded to ______.
4.) 85 is between _____ and _____ and would be rounded to ______.
5.) 90 is between _____ and _____ and would be rounded to ______.
6.) 103 is between _____ and _____ and would be rounded to ______.
7.) 112 is between _____ and _____ and would be rounded to ______.
8.) 146 is between _____ and _____ and would be rounded to ______.
9.) 134 is between _____ and _____ and would be rounded to ______.
10.) 158 is between _____ and _____ and would be rounded to ______.
8 - 10-09
There is a math Test on Friday. The children have been given a study guide, stapled to their math notebook (folder).
Vocabulary: digit, even, odd, square, rectangle, row, column, vertical, horizontal, one, ten, hundred, thousand, ten thousand, hundred thousand, million
Digit- The symbol used to write a number: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 (pg. 4)
Odd Numbers – 1, 3 ,5 ,7 ,9, and all other numbers that end in these numbers.
Even Numbers – 0, 2, 4, 6, 8, and all other numbers that end in these numbers
Ones 1
Tens -10
Hundreds -100
Thousands - 1,000
Millions- 1,000,000
Rows – horizontal lines
Columns – vertical lines
RICE is a problem solving process.
R = Restate the important information
I = Illustrate the solution
C = Compute - Wrtie a number sentence to show how you arrived at the answer.
E = Explain your answer by writing one sentence to state the answer and another sentence to prove it.
Week 1: 8-11-08
Topic: Reading and Writing Large Numbers up to a million
Students should be able to read and write large numbers up to a million.
Students should be able to write large numbers in standard, expanded, and word form.
Students should be able to identify the place and the value of numbers.
Text pg. 4-14 will be covered.
April 20-24th
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Small Group:
1. Text pg. 530-531 Copy definitions and review.
2. Complete pg. 532 in text.
3. computer center: see above games.
4. Advanced groups: pg. 533
Homework: Finish
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Day 2:
TLW Review improper fractions and simplifying
TLW add fractions with like denominators.
Whole Group:
1. Flip Chart review of improper fractions and inroduction to "adding like fractions" : http://www.prometheanplanet.com/server.php?show=ConResource.11404
2. Review simplifying fractions: http://www.prometheanplanet.com/server.php?show=ConResource.11242
3. Check Pg. 532 and 533 homework.
4. Guided Practice: text pg. 564-565
Small group:
1. Independent practice: pg. 566-567
2.Computer games above./fraction file folders/fraction pizza/fraction overheads.
3. Work with teacher
Homework: finish classwork. |
Day 3
TLW review adding fractions with like denominators.
1. Check homework.
2. United Streaming Video: http://player.discoveryeducation.com/index.cfm?guidAssetId=D6B54447-DB0D-4F8D-AC7E-CE7FA77BB24A&blnFromSearch=1&productcode=US
3. Review with P10-2 Adding Fractions with like denominators; P9-10 Mixed Numbers and Improper Fractions; P9-7 Simplifying fractions.
H. Finish |
Day 4
TLW review for a test.
TLW work with a partner topractice adding fractions by doubling a recipe for cereal bags.
1. Check workshets P9-7, P9-10, and P10-2.
2. Adding Fractions Hands On activity.
Materials Needed ( 2 large bags of cereal from Walmart; 3 bags of marshmallows from dollar store)
See hand out from Day 1 for worksheet).
H. Study for a test pg. 530-533 and pg. 564- 567; practice simplifying. |
Weekly Quiz
Fraction Centers |
March 16-20, 2009
March 9-13, 2009
Probability
Day 11. LEAP Tutoring Lesson :
Data Analysis Lesson Number 3
Interactive Spinner for use with worksheet.
2. Review Vocabulary: certain, impossible, likely, unlikely, equally likely, probability. 3. Text pg. 700-703 4. P 12-5
Computer Station Centers:
A game is considered fair if each player has an equal chance of winning.
Suppose we were playing a game that used a number cube. If I got a point every time an even number was rolled and you got a point every time an odd number was rolled, the game would be considered fair.
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An event is something that may happen. Sometimes, we are certain that an event will occur.
Sometimes, we know it is impossible;
and sometimes, we just aren’t sure.
Certain (The sun will rise.)
Impossible (Frogs will talk.)
Likelyto happen (We will have rain next month.)
Unlikely to happen (I will not watch TV for a year.)
Equally likely to happen or not to happen (If I pick a card from a deck of cards, it will be red.) Probability is the likelihood that something may happen.
Instead of just saying something is likely to happen, we can use numbers from 0 to 1 to describe probability.
Probability is always shown as a number from 0 to 1. If the probability of an event happening is 0, the event is impossible.
Impossible Event:
(Today is Sunday, so tomorrow will be Thursday.)Write 0 as a decimal? 0.0 or 0 %
If the probability of an event is 1, then we know the event will happen.
What is an event that has a probability of 1? (A triangle will always have3 sides.) How could you write this answer as a decimal? (1.0) Sometimes you will hear the weather announcer say that the probability of rain today is 100%. That prediction means that the announcer is certain that it will rain.
The probability of an event that is certain to happen can bewritten as 1, 1.0, or 100%.
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Write whether each event is certain, likely, unlikely, or impossible.
| 1. |
The following coins are put in a bag:
 
Describe the probability of picking a nickel. |
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| 2. |
The following coins are put in a bag:
Describe the probability of picking a dime. |
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Sadie Pup has 5 toys. Three of them are stuffed animals and two of them are plastic chewy toys. Describe the probability of picking a plastic chewy toy. |
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| 4. |
| A number from the following list is chosen at random: 93, 74, 7, 3, 81, and 9. Describe the probability of picking an even number. |
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| 5. |
The following coins are put in a bag:
Describe the probability of picking a dime. |
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| 6. |
| A glass jar contains a total of 37 marbles. The jar has green and blue marbles. There are 8 blue marbles. Describe the probability of picking a green marble. |
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| 7. |
| A glass jar contains a total of 41 marbles. The jar has red and yellow marbles. There are 12 red marbles. Describe the probability of picking a yellow marble. |
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| 8. |
| A glass jar contains 26 red marbles. Describe the probability of picking a red marble. |
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| 9. |
| A glass jar contains 13 purple marbles. Describe the probability of picking a red marble. |
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| 10. |
| A glass jar contains a total of 30 marbles. The jar has yellow and blue marbles. There are 5 blue marbles. Describe the probability of picking a blue marble. |
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Listing Possible Outcomes
Quiz
Time
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Day 3
1. LEAP measurement lesson 4: temperature, elapsed time - great review
Teaching clock
Bang On Time Game
Studyzone ppt
2. Elapsed Time Power Point Elapsed Time Practice
Worksheet 1 - nearest half hour
Worksheet 2 medium
Worksheet 3 hardest
Worksheet 4 -Hardware Store
Worksheet 5
Worksheet 6: Story Problems
Worksheet 7: Story Problems 2 3.Telling Time : Text pg. 190-195 4. worksheet P4-1 and P4-2 Computer Stations:
1. Bang On Time Game
2. Bedtime Bandits
Units of Time
1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
1 month = about 4 weeks
1 year = 52 weeks
1 year = 12 months
1 year = 365 days
1 leap year = 366 days
1 decade = 10 years
1 century = 100 years
1 millennium = 1000 years
Center: Add 2 teaching clocks to center.One person write beginning time and show it on clock. Partner figures elapsed time.
Flashcards for above vocabulary. Play a concentration game.
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Time
 Analog Clock - a clock that displays time using hands.
Digital clock - a clock that displays time using numbers. A.M. includes times from midnight until noon.
P.M. includes time from noon until midnight.
Units of timeUnits of time in order from smallest to largest. (second, minute, hour, day,
week, month, and year)
Which unit would you use to measure the following time periods?
A. The length of a flight from New Orleans to New York (hours)
B. How much TV you watch a night (minutes or hours)
C. How long you sleep each night (hours)
D. How long it takes to become a teacher (years)
E. How long it takes to blink an eye (seconds)
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Temperature
Day 4
Temperature 1. LEAP measurement lesson 4: temperature, elapsed time - great review 2. Practice Worksheets:
Worksheet 1: Color the thermometer.
Worksheet 2 3. Temperature: SF Text pg. 664-665
Calendar: SF Text pg200-201 4. SF P-11-14 worksheet
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TemperatureThermometer is used to measure temperature.
Customary – Fahrenheit degrees,
Metric – Celsius degrees
Temperatures you should know:Farenheit -Standard measure
Water freezes at 32°F
Water boils at 212°F
Normal body temperature 98 – 99°F Weather:
90°F is hot outside
40F° is cold
Do you know?Should a bowl of hot soup be 50°F or 110°F?
The weather forecaster says the temperature will be 30°F. Should
you wear a coat? Byron has a temperature reading of 100°F. Does he have a
temperature?
If I am going to bake a cake, should I set the oven to 35°F or 350°F?
More Temperatures you should know: Well-known temperatures in degrees
Celsius - Metric Measure
Water freezes at 0°C
Water boils at 100°C
Would you like an ice cream cone that had been stored at 30°C or at
–5°C? The weather forecaster says the temperature will be 30°C. Should
you wear a coat?
Would you like your bowl of hot soup heated to 50°C or 20°C?
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March 2-6, 2009
Following are some links we'll be using in class. Your child should be able to find factors, greatest common factors; use greatest common factor to simplify; identify mixed numbers, improper fractions; we'll also have some adding of fractions. Check the assignment pad for test dates. We may be testing on Monday.
February 16-20, 2009
Monday: We are reviewing for a test on Tuesday.
Whole Group:
O.TLW review measure with length, http://www.vickimartinez.com/math_measure_fractions_p9_30001.pdf ws
O.TLW Review equivalent fractions A. http://www.vickimartinez.com/math_equal_fractions_r250.pdf ws
Small Group: Center rotations: fractions 1, 2, 3.; fraction file folders; pizza fractions; overhead projector fractions:< > = 1; compare fractions ws.
Time Flash cards/ clock station- play clocks; elapsed time ws
*Work with teacher (small group )
Thursday
Day 2
Compare Fractions by Cross Multiplying
1. LEAP review "Basic" sample
http://www.doe.state.la.us/lde/uploads/1247.pdf 2. Check homework.
3. Text pg. 522-527
Diagnostic Check: pg 529
P9-8 and 9-9
Computer Station:
Comparing Fractions: Must know multiplication facts
Fraction Switch: challenging - place fractions in order from greatest to least.
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Compare Fractions by Cross Multiplying
12 35
25
7 6
Which is bigger?
Multiply 6 x 2 = 12
Multiply 7 x 5 = 35
Since 35 is bigger than 12,
5/6 is bigger than 2/7.
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Friday as time permits:
February 9-13, 2009
The test on fractions will probably be Tuesday of next week.
Fractions
Text pg. 500-505
Lessons and Demos
Games
Parts of a fraction: numerator, division line, denominator
Numerator - this number tells how many equal parts are shaded. It is the number on top.
Denominator - this number tells how many equal parts in all. it is the number "down" on the bottom.
GLE's
1. Model, read, write compare order, and represent fractions with denominators through twelfths using region and set models.
2. Give decimal equivalents of halves, fourths, and tenths.
3. Use common equivalent reference points for percents i.e. 1/4 , 1/2, 3/4 and 1 whole)
4. Estimate fractional amounts through twelfths, using pictures,models, and diagrams.
Fraction Lessons
Week 1 Lesson Plans
Fractions as parts of a whole
Day 1 (Fractions as a whole)
Whole Group
http://www.lexington1.net/technology/instruct/ppts/mathppts/number%20operations/Fractions%20I.ppt#257 ,6,¾ looks like - PPT by Monicas Yusakis.
-Fraction Demo with construction paper. 4 sheets of construction paper. 1 whole, 2 halves, 4 fourths, 8 eighths
Problem: Ms. Koch, Ms. Abadie, and Ms. Flores want 1/8 of a piece of king cake cake. Ms. Delaup wants 1/4 of a piece.
Will there be any left for Ms. Martinez? Use the following activity to decide.
- Game: For this activity each student needs a sheet of 4 different colors of contstruction paper. Fold the first in half and cut it into 2 pieces. Label each as half. Fold the second into fourths and cut. Label each piece as 1/4. Fold the third into eighths and cut. Label each as 1/8. Students try to cover the "whole fraction sheet" with smaller pieces as a fraction die is thrown. First one to cover the sheet wins.
- Compare the fractions - Which is bigger? 1/4 or 1/2? 1/8 or 1/4? What do you notice?
-Into To Fractions Video
Project Worksheets for whole group review:
One half - circle the shape
One third - circle the shape
One fourth - circle the shape
What fraction does the colored part show? Circle the fraction
Draw lines to show the fraction
Small Group:
With Teacher: Review and complete pg. 500- 501
Fractions as Parts of a Set
Day 2 Fractions as a group
1. 2. Use fruit loop bags to figure what fraction of the group is red, what fraction of the group is green…. Write it as a fraction and a decimal (hundredths)
2. Ed Helper projector ws for review:
Parts of a group
Review
Draw a picture to show the fraction at promethean board and desk.
Text pg. 502-503/Stations /Centers for differentiation/ small group
Fraction Word Problems
Fraction Pizzas: http://math.about.com/library/pizza.pdf
Activity: Grab a box of candy hearts or a handful of skittles. Glue them to construction paper after sorting them by color. Tell what fraction of the whole each color is.
Homework: Finish
Fractions and Length
Day 3 (Fractions Related to Lengths)
1. Check pg. 502-503 Go to Measurement -practice with ruler
2. Ruler fractions : This has a large ruler for display.
3. Practice measuring: http://illuminations.nctm.org/lessons/3-5/fractionslength/FractionsLength-AS-InchbyInch.pdf
This worksheet can be on projector rather than copied.
4. Text pg. 504-507 Small Group: Centers/work with teacher for differentiation.
-Wacky Ruler and Cyber Worms to measure: http://pbskids.org/cyberchase/games/measurement/
-. Write the fraction on the promethean board from here: http://math.about.com/library/namefraction.pdf
-. Shade the fraction WS: http://math.about.com/library/fractionstrips.pdf
LEAP Tutoring Guide Lessons
http://math.about.com/od/worksheets/a/fractions.htm
Day 4 (Equivalent Fractions)
Whole Group:
1. Check homework pg. 504-507
4. Text pg. 518 # 1-4 Guided Practice.
Fraction Strip for projector: http://www.teachervision.fen.com/tv/printables/scottforesman/Math_3_TTT_12.pdf
Small Group:
Computer: bowling for fractions http://www.harcourtschool.com/activity/bowling_for_fractions/ or Fraction Frenzy: http://www.learningplanet.com/sam/ff/index.asp
Day 5
Review: Finding the fraction of a number
Whole Group:
1. Fractions 1 PPT: Parts of a Fraction
2. Fractions 2 PPT: Equivalent Fractions:
Centers -Work with teacher
1. Text pg.552 Set 9-1, 9-2, 9-3.
2. Finish up all centers
3.Computer Center: Basic: Bowling for Fractions
Equivalent Fractions- Fraction Frenzy
4.Work with teacher as needed for review.Short quiz on equal fractions.
February 2-6, 2009
We are continuing to review graphs: ordered pairs, line graphs, circle graphs. The test from last week's work is on Monday. The test will be on Friday.
http://www.vickimartinez.com/math_gc_unit3.html#Ordered%20Pairs%20(Coordinates)
A coordinate grid uses points to identify the location of objects.
An Ordered Pair is a pair of numbers that names a point on a coordinate grid.
To plot a point, locate and mark the point named by an ordered pair on a grid.
Always start at 0. Move right and then up.
Over and UP!Ordered Pairs (Coordinates)
pg 212-215
-A line graph connects points to show how data changes over time.
-In a line graph, when the line goes up from left to right, there is an increase in the data.
-When the line goes down, there is a decrease.
-The increase or decrease indicates the trend in the data.
The title of the graph tells what it's about.
The labels on the bottom and the side of the graph tell what kinds of facts
had been gathered.
The scales along the bottom and side tell how much or how many.
The points, or dots, tell the facts.
The lines connecting the points give estimated values about the line graph.
https://www.louisianaeagle.org//pma/orca2/cgi-bin/itemPrintTest.pl?testId=4
January 20-24, 2009 Please continue reviewing.
Averaging pg. 404-405
Another word for average is MEAN. The average or mean is found by adding all the numbers in a set and dividing by the number of numbers that you added.
What is the average of these grades?
95 75 90 100
Step 1: Add up all the numbers.
95 + 75 + 90 + 100 = 360
Step 2: How many numbers did I add? 4
Divide 360 by 4. Answer: 90 . That means my grade is a 90.
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| Find the average or mean of each set of data.
1. 3, 8, 8, 17
2. 15, 38, 25, 22, 40
3. 115, 38 , 22, 40
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How can you tell if one number is divisible by another?
You can use divisibility rules to decide if one number is divisible by another.
|
Divisibility Rules A whole number is divisible by 2 if the ones digits are even.
(That means that if the last number is even the whole number can be divided by 2.)
Example:
These numbers are divisible by 2 because the last number is even: 22, 78, 236
Check these with your calculator.
22 ÷ 2 = 11 (no remainder)
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| A whole number is divisible by 3 if the sume of its digits is divisible by 3.
(That means that when you add up the numbers, if the answer you get can be divided by 3, then that entire number can be divided evenly by 3 with no remainder.)
Example:
27 2 + 7 = 9 Can I divide? 9 ÷ 3 = 3. (I can divide 2 + 7 and not get a remainder.)That means that 27 is divisible by 3.
231 2 + 3 + 1 = 6 Can I divide? 6 ÷ 3 = 2 That means that 231 is divisible by 3.
Check these numbers: 36 97 42 126
(Add up the digits. Divide the sum by 3)
|
A whole number is divisible by 5 if the ones digit is a 0 or a 5.
That means that if the last number is a 0 or a 5, you can divide by 5.
Example:
These numbers are divisible by 5 because they end in 5.
45 805 85 2005 Check with your calculator.
These numbers are divisible by 5 because they end in 0.
90 10 200 5130 Check with your calculator.
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| A whole number is divisible by 9 if the sum of the digits is divible by 9.
That means that if you add up the digits of the number and you can divide the answer by 9 with no remainder, than that number is divisible by 9.
Example:
9, 36 189
36 3 + 6 = 9. 9 divided by 9 = 1. So 36 is divisible by 9.
Try the other numbers with your calculator.
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| A whole number is divisible by 10 if the number ends in 0.
These numbers end in 0. That means I can divide them by 10 with no remainder.
10 80 340
Try it with your calculator.
10 divided by 10 = 1.
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January 12 -18, 2009
Day 1 Mondays Class work:
LEAP Time: Attacking word problems-The following flip chart goes through the operations with examples and gives practice for groups to design a word problem for each operation. May be continued over a couple of days: http://www.prometheanplanet.com/server.php?show=ConResource.14218
Fact Review PPT: http://www.vrml.k12.la.us/cc/math/factppt/mult/mulFactpage.htm
Whole Group:
1. Review test from last week. Check and revise answers.
2. Long Division Review with flip chart: Dont Miss the School Bus: http://www.prometheanplanet.com/server.php?show=ConResource.17616
3. Guided Practice pg. 382 #1-4. and pg. 385 #1-2
How many ways can you make a number? This is a flip chart that can be used as a center. Ex. 4 - list the ways to make a number sentence answer be 4. http://www.prometheanplanet.com/server.php?show=ConResource.16138
Small Group:
1. Text pg. 382 # 10-15 and pg. 385 # 3-5. Finish for homework.
2. Promethean Flip chart long division practice flip chart: Long Division Practice Flip chart http://www.prometheanplanet.com/server.php?show=ConResource.9525
3. Computer: Division Bingo Game: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bingo/bingo1-4.html
4. Flash cards with partner/wipe erase board/center folders
5. Work with teacher: pg. 382 and 385
Tuesday
LEAP Time: Finish/ Review word problems flip chart from yesterday.http://www.prometheanplanet.com/server.php?show=ConResource.14218
Fact Review PPt: http://www.vrml.k12.la.us/cc/math/factppt/mult/mulFactpage.htm
Whole Group:
1. Check homework
2. Video on short division: lesson 4 segment: http://player.discoveryeducation.com/index.cfm?guidAssetId=BFA78C52-12F6-49F9-9052-6B4BFCF2DF52&blnFromSearch=1&productcode=US
3. Guided Practice: pg 388 # 1-4
Small Group:
1. pg. 388 # 10-18. finish for homework.
2.computer: Abmleweb fact practice: http://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.html
or for advanced group: http://fwt.txdnl.com/4-10/w/e/weddell/mw/division/3x1%20division.swf
3. practice math facts with a deck of cards - battle, highest product wins.
4. Blank promethean flip chart: complete pg. 388 problems. One partner works, other partner copies in notebook; switch.
5. Work with teacher pg. 388 practice/ review/check
Wednesday
Thursday
January 5-9, 2009
Divisor - the number by which another number is divided. (text pg. 146)
Example 32 ÷ 4 = 8 4 is the divisor
Dividend - the dividend is the number to be divided . (text pg. 146)
Example: 32÷ 4 = 8 32 is the dividend.
Quotient - the answer to a division problem.
Example: 32 ÷ 4 = 8 8 is the quotient.
Divisible - Can be divided by another number without leaving a remainder.
Example: 10 is divisible by 2 because I can divide 2 into 10 without having a remainder.
Use Fact Families to help you to divide.
2 x 5 = 10
5 x 2 = 10
10 ÷ 2 = 5
10 ÷ 5 = 2
DAY 1
*Math Lesson plans are subject to change depending on student progress. Check with student's homework pad for updates on homework. This is provided as a guideline for those wishing to review with students .
Use patterns to divide mentally pg. 366-367
To get started, underline the basic fact first.
Then count the number of zeros on the left.
Put that many zeros in your answer.
15 ÷ 3 = 5
150 ÷ 3 = 50
1500 ÷ 3 = 500
15000 ÷ 3 = 5000 |
81 ÷ 9 = 9
810 ÷ 9 = 90
8100 ÷ 9 = 900
81000 ÷ 9 = 9000 |
40 ÷ 5 = 8
400 ÷ 5 = 80
4000 ÷ 5 = 800
4000 ÷ 5 = 8000 |
DAY 2
Dividing With Remainders pg. 372-373
Sometimes when you divide, there are some left over.The part that is left over is called . The remainder should always be less than the divisor.
| Draw a picture to show this story problem:
Sadie is arranging 14 chairs into 3 rows so that each row has the same number of chairs. How many chairs are in each row? How many chairs are left over?
Write a number sentence to show what you did.
What does the remainder tell?
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Day 3
Two Digit Quotients pg. 374-377
| Pedro has 54 pencils and 3 empty pencil boxes. He wants to put the same number of pencils in each box. How many pencils should he put in each box?
Since Pedro wants to put the pencils into 3 equal grops he can divide.
54 ÷ 3. Show that in long division using the steps:
Divide.
Multiply.
Subtract.
Compare.
Bring Down.
Does McDonalds sell cheese burgers?
Show the work here:
Remember that the remainder must be smaller than the divisor.
|
Here is a sample problem:
Day 4
Review
Day 5
Weekly Quiz
Day 5
Check yesterday's classwork pg. 379.
Weekly quiz from Louisiana Daily GLE Practice and Test Prep pg. 81-84. Also copy the fact worksheet sent home at beginning of week for quiz.
Early Finishers:
1. computer sites listed above for division. 2 per computer limit.
2. File folder centers.
3. Flash cards. |
Drill sheets for math:
http://www.donnayoung.org/math/drills.htm
December 8-12, 2008
This week in math we will review the test we took on Monday. Some of the kids need a little more work on the algebra section. Check with your child. This is a leap skill. After that we will be working on multiplication of 2 digits by 2 digits. It is essential for the kids to know their facts. We will also be reviewing a different form of multiplying that some kids find easier to do: lattice multiplication. More information can be found on this page:
http://pangea.tec.selu.edu/~vmartinez/ETEC644/math_gc_unit2.html#multip_lattice
December 1-5, 2008
Please study division and multiplication facts daily. It is one of the most important things you can do to improve student skills and prepare for the leap test. Success in this will bring confidence in completing other related activities.
The kids have found some fun sites for review:
www.mathfactcafe.com and
http://www.wildmath.com/
This week we are reviewing algebra concepts on pages 162-177.
November 17-21, 2008
Here are some sites for practicing math facts. Please study daily!!
This is a sneak peak of what we hope to be learning in the second nine week: The power point at this site is great for review as we accomplish each task: math_gle_leap_review.ppt
For those who still need to review RICE, here is a power point: math_gumbo_rice_ppt.ppt
October 27-31, 2008
This week in math we will be testing on pg. 139-134 on Tuesday. After that we will continue reviewing multiplication, but we will use multiplication arrays to introduce geometry. We have some fun projects planned. One of the things we'll be doing is measuring the area and perimeter of shapes that are taped off in the hallways! Then we'll be measuring area and perimeter using starburst candies and grids! Yum! These sites will be used: Distributive property:
http://pangea.tec.selu.edu/~vmartinez/ETEC644/math_gc_unit2.html#Distributive%20Property
Area and perimeter:
http://pangea.tec.selu.edu/~vmartinez/ETEC644/math_gc_unit2.html#Area%20and%20Perimeter
Week 10, October 20-24
This week we are starting our study of multiplication. Since the children should have learned their times tables in third grade, we are reviewing them this week. They should be studying every night.
http://pangea.tec.selu.edu/~vmartinez/ETEC644/math_gc_unit2.html#Lesson%201.12 This site shows exactly what we'll be reviewing this week.
Week 9: October 13 - 17, 2008
What fun we are having this week! We have been learning how to write checks and keep an acurrate balance in the check register. We will continue to practice that activity and on Thursday we are going to be shopping at Academy, Toys R Us, and Mrs. Field's Cookie Shop! Well we will be pretending to shop, anyway! The children will choose items to purchase, write checks, and keep an accurate record in a check register. On Thursday the account will be checking the results. Friday will be a test on writing checks and recording accurately in a check register.
Week 8: October 6-9
http://pangea.tec.selu.edu/~vmartinez/ETEC644/math_assignments_unit_1_lessons.html Go to Unit 1.9 Writing checks
Math Review for Section 1.8/1.9
Adding large numbers: Decimals; fraction- decimal equivalents –
1. 10 one dollar bills = 1 ______________________________________ bill
2.10 ten dollar bills = 1 ______________________________________ bill
3.10 hundred dollar bills = ____________________________________ dollar bill
4 10 thousand dollar bills = 1 __________________________________ dollar bill
5. 10 ten thousand dollar bills = 1 ______________________________ dollar bill
Write the following numbers in standard form.
6. 1.2 =_________________________________________________________
7. 0.9 = ________________________________________________________
8. 3.90 = ________________________________________________________
9. 4.09 = ________________________________________________________
10. 0.7 = ________________________________________________________
Add or subtract the following numbers. Do your work on scratch paper.
11. 31. 35 + 86.09 = _________________________________________
12. $58.35 + 29.66 + ________________________________________
13. 2844 + 3916 + 104 = ______________________________________
14. $20.32 + $19.75 + $6.42 + $3.18 = ___________________________
15. $20.00 - $ 4.85 = _______________________________________
Fill in the blank.
16. ¼ = _______ percent_______ decimal
17. ½ = _______ percent _______ decimal
18. ¾ = _______percent ________ decimal
Solve the problem using RICE.
19. Sadie was doing Christmas shopping. She went to the store and bought 3 sets of drum sticks for Blake. Each set cost $8.50. She bought 2 CD’s for Scott. Each CD cost $12.00. She bought a bag of Milk Chocolate Lindt candies that cost $3.95 and a $25.00 gift certificate to Starbucks for her fabulous owner. What was the total amount of money that Sadie owed? If she paid the clerk with a $100 bill, how much change did she get back?
Restate Important information:
Restate Question:
Illustrate
Step 1 Step 2
Compute
Step 1 Step 2
Explain
Week 6: September 22-26, 2008
We will have a test on Tuesday on pg. 60-71. Go To Lesson 1.6 on our special class webpage to review some of the things that will be covered and find some good practice sites. Also please review the properties of Additon. Know what factors are. We are reviewing them in Every Day Counts Calendar math. We are also review these terms: triangle, quadrilateral, square, rectangle, hexagon, octagon. Please be able to identify definitions of these shapes.
After that test we will begin working on Lesson 1.7 and 1.8. Definitions
Commutative property -numbers can be added in any order. Ex. 3 + 4 = 4 + 3
Associative property - numbers can be grouped in any order to get the same answer:
(1 + 2) + 3 = 1 + (2 + 3)
Identity Property - any number plus zero equals that number: 3 + 0 = 3
Triangle - a three sided polygon
Quadrilateral - a four sided polygon
Square - a quadrilateral with all sides the same length and all right angles.
Rectangle - a quadrilateral with opposite sides the same length and all right angles.
pentagon - a five sided figure
hexagon - a six sided figure
octagon - an eight sided figure.
Game - Go to this site to practice setting up a lemonade stand.
Some sites for comparing numbers and rounding.
Week 1: 8-11-08
Topic: Reading and Writing Large Numbers up to a million
Students should be able to read and write large numbers up to a million.
Students should be able to write large numbers in standard, expanded, and word form.
Students should be able to identify the place and the value of numbers.
Text pg. 4-14 will be covered.
