st grade math lesson plans day 1 topic of the week: number sense (unit 1) · · 2014-07-033 1st...

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1st Grade Math Lesson Plans Day 1

Topic of the Week: Number Sense (Unit 1)

Topic Title Number of

Minutes

Materials Example/Description

Routines Counting 10

Class Number Grid

Calendar

Lead campers in counting by 1s, 2s, 5s, and 10s to 100 from 0 and other starting points while stopping at various points.

Review month, day of week, date and year. Campers should also note how many Mondays in the month of July. Ask questions relevant to “Today is…”, “Yesterday was…”, and “Tomorrow will be…”

Count and stop at specified number, campers then must say the number that would follow

Please feel free to add any other Routines necessary to meet the needs of the campers

Number Worlds

Week 1 Lesson 1

Constructing Whole Numbers

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Level D, Teacher’s manual page 2C, 2-3

Dot Set Cards (1-10), p. B1

Number Cards (1-10), p. B2

Catch the Teacher, pp. B34-35

Concentration, p. B36

Student workbook pp. 2-3

Campers identify numerals and amounts from 1 to 10. Please refer to p.2C and p. 2-3 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: see Note above “Informal Assessment” You may use a class list to document your observations of campers.

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Problem Solving Counting 30

Navigating through Problem Solving and Reasoning in Grade 1, pp. 13-15, “Creature Feature”

See materials listed on p. 13

Read pages 13-15. Follow as directed on pages 13-14, Engage

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Topic Title Number of Minutes



Class Number Grid Calendar





Number Worlds

Week 1 Lesson 2


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Level D, Teacher’s manual page 4A, 4-5

Ten Frames Counters Student workbook pp.

4-5

Campers visualize and construct numbers from 1to 10, using a ten frame. Please refer to p.4C and p. 4-5 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Strategy Building”, “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: see Note above “Informal Assessment” You may use a class list to document your observations of campers.


Navigating through Problem Solving and Reasoning in Grade 1, pp. 13-15,

Read pages 13-15. Follow as directed on page 14, Explore

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“Creature Feature” See materials

listed on p. 13

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1st Grade Math Lesson Plans

Day 3 Topic of the Week: Number Sense (Unit 1)


Minutes








Number Worlds

Week 1 Lesson 3


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Index cards Ten Frames Counters (two different

colors) Student workbook pp. 6-7

Campers quickly visualize the number shown on a ten frame and how many more are needed to make a given number. Please refer to p.6A and p. 6-7 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building”, “Strategy Building”, and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: see Note above “Informal Assessment” You may use a class list to document your observations of campers.

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Navigating through Problem Solving and Reasoning in Grade 1, pp. 13-15, “Creature Feature” See materials listed on p.

13

Read pages 13-15. Follow as directed on pages 14-15, Extend and Discussion

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Minutes



Class Number Grid

Calendar





Number Worlds

Week 1 Lesson 4


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Concentration to 20, pp. B37-38

Dot Set Cards (1-10), p. B1

Dot Set 10 Cards, p. B4

Number Cards (1-20), pp. B2-B3


Campers count on from ten to construct numbers 11-20. Please refer to p.8A and p. 8-9 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: see Note above “Informal Assessment” You may use a class list to document your observations of campers.

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Minutes



Class Number Grid

Calendar





Number Worlds

Week 1 Lesson 5


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Review materials will be selected from those used in previous activities


Assessment pp. 24-25

Campers review skills learned this week and complete the weekly assessment. Please refer to p.10A and p. 10-11 of the Teacher’s Manual for lesson directions. Warm up: “Concept Building” Engage and Reflect: “Skill Building” “Using Student Pages” – Guide campers through these pages observing areas in need of clarification and/or reteaching. Assess: “Formal Assessment” – campers should complete the Weekly Assessment independently.

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Topic of the Week: Number Sense (Unit 1) (Note: Lessons are from Week 3 of Level D)




Class Number Grid

Calendar




Please feel free to add any other Routines necessary to meet the needs of the campers.

Read Aloud Comparing numbers 15

More or Less by Stuart J. Murphy

Introduce the Book: read the title and author Tell students the genre is Math Fiction Information book about

comparing numbers. Encourage students to listen and participate throughout the reading of

the book as the main character, Eddie, compares numbers. Be sure to read rules of the “Let Eddie Guess Your Age Dunk Tank” on

p. 7 to motivate kids to see what will happen in the story. After reading the first age challenge on p. 7, talk about the questions

Eddie asked. Ask students what questions/strategies they would use to find the person’s age if they were Eddie. (Discuss how important it is to ask the right questions to come up with the correct answer.)

Have students orally discuss how they would solve the problem and continue reading to confirm predictions/strategies.

As each “age challenge” is read in the story, pause before giving Eddie’s

solution to encourage children to create their own questions and solutions.

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Discuss how each of Eddie’s questions helped him to find the correct solution throughout the story.

Number Worlds

Level D Week 3 Lesson 1

Whole Number Relationships

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Level D, Teacher’s manual page 22C, 22-23

Counters (2-sided colored)

Paper plates Plastic sandwich

bags Student workbook

pp. 22-23

Campers compare two amounts, and identify which is bigger or smaller. They also use the quantity of 10 to estimate amounts. Please refer to p.22C and p. 22-23 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Class Number Grid

Calendar





Read Aloud activity

Comparing Numbers 15

More or Less by Stuart J. Murphy

Paper and pencil

Complete the “Secret Number” activity on p. 33 of More or Less with campers.

Number Worlds



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Feed the Animals, p. B45

Zoo Pictures, p. B7 Number Cards (11-

20), p. B3 Student workbook

pp. 24-25 Counters Plastic sandwich

bags

Campers order a series of amounts and compare numbers up to 20. Please refer to p.24A and p. 24-25 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Class Number Grid

Calendar





Number Worlds



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Party, p. B47 Party BLM, p. B8 Student workbook

pp. 26-27

Campers use numbers to compare group of objects and say whether there are enough, too much, or too few. Please refer to p.26A, 26-27 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Class Number Grid

Calendar




Please feel free to add any other Routines necessary to meet the needs of the campers.

Read Aloud activitiy

Comparing Numbers 25

Math Read Aloud More or Less Activity direction sheet (for the teacher) titled “Who Am I Riddles”

Complete “Who am I?” riddles (Also called “Secret Number”) • Write out clues for a specific number. For example: “Greater than

50; less than 60; even number; sum of digits is 6, etc.”) • Give students first two clues and have him or her write down all the

possible number. • One by one, give the other clues. Have children cross out numbers

that are no longer possible until they find the secret number. • Have students explain WHY they crossed out each number. • Check to be sure the number fits ALL of the clues given.

Here is a possible riddle: Secret Number: 52 Clues: 1) I am greater than 50. ( >50 can also be written on board as a clue) 2) I am less than 60. ( <60 can also be written on board as a clue) (Students should write 51, 52, 53, 54, 55, 56, 57, 58, 59 on their papers explainingWHY these numbers fit the clues.) 3) Continue with the following clues: I am an even number. (Students should cross out 51, 53, 55, 57, 59 explaining WHY!)

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4) Continue with final clue: The sum of my digits is 9. (Some discussion may need to occur around the vocabulary “sum” and “digit.” Students should add up 5+2 = 7 (cross off), 5+4 = 9 (Fits all the clues!), 5+6=11 (cross off), 5+8=13 (cross off). 5) Students should be able to explain each step and why they kept or crossed of their numbers. 6) Have campers complete other questions on the Who Am I? Riddles handout. • For more advanced students, have them create their OWN secret number/clues for a partner or the class to solve.

Number Worlds



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Level D, Teacher’s manual page 28A, pp. 28-29

Construction paper Markers Student workbook

pp. 28-29

Campers correctly use the signs <, >, and = to relate two numbers. Please refer to p.28A and p. 28-29 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Class Number Grid

Calendar





Number Worlds



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Assessment pages 28-29

Campers review skills learned this week and complete the weekly assessment. Please refer to p.30A, pp. 30-31 of the Teacher’s Manual for lesson directions. Warm up: “Concept Building” Engage and Reflect: “Skill Building” “Using Student Pages” – Guide campers through these pages observing areas in need of clarification and/or re-teaching. Assess: “Formal Assessment” – campers should complete the Weekly Assessment independently.

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Class Number Grid

Calendar





Number Worlds


Tens and Ones

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Level D, Teacher’s manual page 32C, pp. 32-33

Making a Cityscape, p. B48

Rosemary in the City, p. B49

Neighborhood Number Line

Ten and One Cube Monster Cards, p.

B9 Rosemary’s Shoes,

p. B5 Student workbook

pp. 32-33

Campers coordinate movement along tens and ones on the Neighborhood Number Line to arrive at a target number. Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Strategy Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Problem Solving Counting 20-30

Navigating through Problem Solving and Reasoning in Grade 1, pp. 10-12, “Fit the Facts” See materials

listed on p. 10

Read pages 10-12. Follow as directed on pages 10-11, Engage

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Number Worlds


Tens and Ones

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Room Service Delivery Slips, p. B10

Introduction to the Hotel, p. B51

Hotel Room Service, p. B53

Hotel Game Board Pawns Student workbook pp.

34-35

Campers determine the value of digits in double-digit numbers. Please refer to pp.34A, 34-35 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Navigating through Problem Solving and Reasoning in Grade 1, pp. 10-12, “Fit the Facts” See materials

listed on p. 10

Read pages 10-12. Follow as directed on page 11, Explore

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Number Worlds


Tens and Ones

50


Double-Digit Number Composition, p. B55

Number Cards (1-9), p. B2 Number Construction Mat, p.

B11 Student workbook pp. 36-37

Campers model double-digit numbers as tens and ones. Please refer to p.36A, 36-37 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Navigating through Problem Solving and Reasoning in Grade 1, pp. 10-12, “Fit the Facts” See materials listed on p.

10

Read pages 10-12. Follow as directed on page 12, Extend and Discussion

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Class Number Grid

Calendar





Number Worlds


Tens and Ones

50


Building and Trading Numbers, p. B57

Number Cards (1-20), p. B2-B3

Number Construction Mat, p. B11

Place-value Mat, p. B12


Campers model double-digit numbers as tens and ones and trade ones for tens to solve addition problems. Please refer to p.38A, 38-39 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Strategy Building” and “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” – see Note above

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Minutes



Class Number Grid

Calendar





Number Worlds


Tens and Ones

50




Assessment pages 30-31


31


Topic of the Week: Addition (Unit 3) (Note: Lessons are from Week 4 of Level D)









Read Aloud Addition 15

The Mission of Addition by Brian Cleary

Please read the book The Mission of Addition to the campers. Tell the campers to be sure that they have their listening ears on because they will complete a fun activity tomorrow based on the story. Although there is a particular activity to go with each book that the campers will engage in each week, please do not hesitate to ask students questions during reading that will allow for comprehension and math discussions, as well as small activities that can be implemented during the reading of the book.

Number Worlds


Mastering the Basic Facts

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Level D, Teacher’s manual page 32C, pp. 32-33

Addition Table, p. B25

An overhead transparency of the addition table


Campers can identify patterns in an addition table and find addition facts for addends of 0, 1, 2, 3, or 10. Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage:

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“Skill Building” “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment” See Note above

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Math Read Aloud Addition 15

• Math Read Aloud Activity, “The Mission of Addition” activity direction sheet

• Counters • Chart paper/ overhead/

Elmo • Ten frames (optional)

• The activity will focus on what was happening in the book and the campers will need to find out how many more to make 10 or 20. Please refer to the directions on the Read Aloud The Mission of Addition activity sheet provided for the teachers for complete instructions

Number Worlds



50

Level D, Teacher’s manual page 34A, pp. 34-35

Addition Table, p. B25 Sheets of paper An overhead transparency of

the addition table, B25 Student workbook pp. 34-35

Campers know doubles facts for addends p to 10. Please refer to p.34A, pp. 34-35 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building”

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Engage: “Skill Building” “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment”

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Minutes



Class Number Grid

Calendar





Number Worlds


Mastering the Basic

Facts

50

Addition Table Level D, Teacher’s

manual page 36A, pp. 36-37

Index cards An overhead

transparency of the addition tables


Campers know near-doubles facts for addends up to 10. Please refer to p.36A, pp. 36-37 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment”

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Class Number Grid

Calendar





Number Worlds


Mastering the Basic

Facts

50

Addition Table Level D, Teacher’s

manual page 38A, pp. 38-39

Number Cubes Student workbook

pp. 38-39

Campers know near-doubles facts for addends up to 10. Please refer to p.38A, pp. 38-39 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment”

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Class Number Grid

Calendar





Number Worlds


Mastering the Basic

Facts

50

Review materials selected from those used in previous activities




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Topic of the Week: Subtraction (Unit 4) (Note: Lessons are from Week 4 of Level D)


Minutes



Class Number Grid

Calendar





Read Aloud Subtraction 15

Shark Swimathon by Stuart Murphy

Please read the book Shark Swimathon to the campers. Tell the campers to be sure that they have their listening ears on because they will complete a fun activity tomorrow based on the story. Although there is a particular activity to go with each book that the campers will engage in each week, please do not hesitate to ask students questions during reading that will allow for comprehension and math discussions, as well as small activities that can be implemented during the reading of the book.

Number Worlds


Mastering the Basic

Facts

50

• Level D, Teacher’s manual page 32C, pp. 32-33

• Counters, 10 per camper

• Brown bags, 1 per camper

• Student workbook pp. 32-33

Campers solve subtraction problems with differences up to 10. Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building”

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“Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment”

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Day 22 Topic of the Week: Subtraction (Unit 4)

(Note: Lessons are from Week 4 of Level D)


Minutes



Class Number Grid

Calendar





Read Aloud Subtraction 15

Math Read Aloud Activity, “Shark Swimathon” activity direction sheet

The activity will focus on what was happening in the book and the campers will be asked to focus on how many more are needed with a focus on subtraction. Please refer to the directions on the Read Aloud Shark Swimathon activity sheet, provided for the teachers, for complete instructions.

Number Worlds

Level D

Week 4 Lesson 2


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Level D Teacher’s Manual, pp. 34A, 34-35

Math-link cubes, 20 per student


Campers will solve subtraction problems and related addition problems. Please refer to p.32C, pp. 32-33 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” “Using Student Pages”

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Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment”

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Day 23 Topic of the Week: Subtraction (Unit 4)

(Note: Lessons are from Week 4 of Level D)


Minutes



Class Number Grid

Calendar





Number Worlds


Mastering the Basic

Facts

50

Level D Teacher’s

Manual, pp. 36A, 36-37

Math-Link cubes Student workbook

pp. 36-37

Campers will use doubles facts to solve subtraction problems. Please refer to p.36A, pp. 36-37 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment”

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Class Number Grid

Calendar





Number Worlds


Mastering the Basic

Facts

50

Level D Teacher’s

Manual, pp. 38A, 38-39


Campers will use simple known facts to solve problems that involve greater numbers. Please refer to p.38A, pp. 38-39 of the Teacher’s Manual for lesson directions. Note: Assessment opportunities are throughout the lesson and not confined to after the “Reflect” portion of lesson… Warm up: “Concept Building” Engage: “Skill Building” “Using Student Pages” Reflect: “Extended Response” and “Real-World Application” Assess: “Informal Assessment”

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Class Number Grid

Calendar





Number Worlds


Mastering the Basic

Facts

50

Review materials selected from those used in previous activities




st grade math lesson plans day 1 topic of the week: number sense (unit 1) · · 2014-07-033 1st...

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