2022 Math First Grade Assignments

no school

no school

no school

Review measurements 

Review measurements 

Review measurements 

Draw the big G for gallon
Draw 4 Q's in the G for quarts
Draw 2 p's in each Q for pints
draw two c's in each p for cups
HW: none

Draw the big G for gallon
Draw 4 Q's in the G for quarts
Draw 2 p's in each Q for pints
draw two c's in each p for cups
HW: none

Draw the big G for gallon
Draw 4 Q's in the G for quarts
Draw 2 p's in each Q for pints
draw two c's in each p for cups
HW: none

Introduce quart
workbook page 427- work together on the smart board- draw a big q and write two little c's for two cups
HW: none

Introduce quart
workbook page 427- work together on the smart board- draw a big q and write two little c's for two cups
HW: none

Introduce quart
workbook page 427- work together on the smart board- draw a big q and write two little c's for two cups
HW: none

Introduce cups and pints
workbook page 425- skip page 423

Introduce cups and pints
workbook page 425- skip page 423

Introduce cups and pints
workbook page 425- skip page 423

Review measurement, time, and money skills will handout
Work together on the smart board
HW: none

Review measurement, time, and money skills will handout
Work together on the smart board
HW: none

Thursday
Review mixed addition and subtraction with Around the World
Review with dry-erase activities or hands on measuring

HOMEWORK:  NONE

Thursday
Review mixed addition and subtraction with Around the World
Review with dry-erase activities or hands on measuring

HOMEWORK:  NONE

Wednesday
1.  Speed Drill - MIXED addition and subtraction facts - 30 problems in 4 minutes
2.  Daily Grade on Measurement - Check Your Progress pg. 421-422
3.  Project the pages on the smart board and go over each direction as the students work individually. 
HOMEWORK:  none

Wednesday
1.  Speed Drill - MIXED addition and subtraction facts - 30 problems in 4 minutes
2.  Daily Grade on Measurement - Check Your Progress pg. 421-422
3.  Project the pages on the smart board and go over each direction as the students work individually. 
HOMEWORK:  none

Tuesday
Chapter 9 Lesson 7 Problem Solving
Pages:  419-420


1.  Write the following on the board:  
60 minutes                    1 half hour
5 nickels                        1 foot
10 pennies                     1 hour
12 inches                       1 quarter
30 minutes                     1 dime
Have the students try to match each measure of time, money or length in the first column with an equivalent measure in the second column.  
2.  Project page 419 on the smart board.  Read aloud the problem at the top of the page.  Tell them the problem tells us that Sue's flower is 1 foot tall. and Marlo's flower is 11 inches tall.  One height is given in inches and the other in feet.  What do we know about inches and feet? (12 inches = 1 foot)
3.  Guide the children though exercises 1-5 and help them find the hidden information to answer the questions.  
4.  Complete page 420 in the same manner.  
HOMEWORK:  Practice MIXED addition and subtraction facts for the LAST speed drill tomorrow.  Also, LOOK OVER pages 122-126 to prepare for a daily grade on measurement tomorrow.

Tuesday
Chapter 9 Lesson 7 Problem Solving
Pages:  419-420


1.  Write the following on the board:  
60 minutes                    1 half hour
5 nickels                        1 foot
10 pennies                     1 hour
12 inches                       1 quarter
30 minutes                     1 dime
Have the students try to match each measure of time, money or length in the first column with an equivalent measure in the second column.  
2.  Project page 419 on the smart board.  Read aloud the problem at the top of the page.  Tell them the problem tells us that Sue's flower is 1 foot tall. and Marlo's flower is 11 inches tall.  One height is given in inches and the other in feet.  What do we know about inches and feet? (12 inches = 1 foot)
3.  Guide the children though exercises 1-5 and help them find the hidden information to answer the questions.  
4.  Complete page 420 in the same manner.  
HOMEWORK:  Practice MIXED addition and subtraction facts for the LAST speed drill tomorrow.  Also, LOOK OVER pages 122-126 to prepare for a daily grade on measurement tomorrow.

Monday
Chapter 9 Lesson 6
Pages:  417-418
Vocabulary:  foot, feet
1.  Hold up a 12 inch ruler.  Ask "How many inches are long is this ruler?"  Explain that rulers are 12 inches long.  Then write "12 inches = 1 foot" on the board.  
2.  Point out that "foot" is another standard unit for measuring.  Show how to use a ruler to measure items in feet when the items are longer that 1 foot.  
3.  Then ask "Do you think you would measure the length of out classroom in inches or feet?"  Discuss that items that are greater lengths are usually measured in feet instead of inches
4.  Project the workbook page 417 on the smart board and focus on the Let's Learn box at the top.  Remind the students that a ruler is 12 inches long and 12 inches is equal to 1 foot.  Ask if they think the blue crayon is 1 foot long.  (No) Is it less than 1 foot or more than one foot?  (Less)  then continue with the other two items at the top of the page - height of the math book )about 1 foot) and the height of the chalkboard (more than 1 foot).
5.  Complete the workbook pages together by discussing each object and deciding if it is more than 1 foot, about 1 foot or less than 1 foot.  
HOMEWORK:  Complete the workbook page 126 and practice MIXED addition and subtraction facts for a speed drill on Wednesday

Monday
Chapter 9 Lesson 6
Pages:  417-418
Vocabulary:  foot, feet
1.  Hold up a 12 inch ruler.  Ask "How many inches are long is this ruler?"  Explain that rulers are 12 inches long.  Then write "12 inches = 1 foot" on the board.  
2.  Point out that "foot" is another standard unit for measuring.  Show how to use a ruler to measure items in feet when the items are longer that 1 foot.  
3.  Then ask "Do you think you would measure the length of out classroom in inches or feet?"  Discuss that items that are greater lengths are usually measured in feet instead of inches
4.  Project the workbook page 417 on the smart board and focus on the Let's Learn box at the top.  Remind the students that a ruler is 12 inches long and 12 inches is equal to 1 foot.  Ask if they think the blue crayon is 1 foot long.  (No) Is it less than 1 foot or more than one foot?  (Less)  then continue with the other two items at the top of the page - height of the math book )about 1 foot) and the height of the chalkboard (more than 1 foot).
5.  Complete the workbook pages together by discussing each object and deciding if it is more than 1 foot, about 1 foot or less than 1 foot.  
HOMEWORK:  Complete the workbook page 126 and practice MIXED addition and subtraction facts for a speed drill on Wednesday

Friday
Chapter 9 Lesson 5 -  INCHES
Pages:  415-416
Vocabulary:  inch (inches), inch ruler
1.  Explain that today we will learn to use a ruler to measure in inches.  Focus on the carrot at the top of the page.   Have the students use their ruler to measure the carrot.  See if they all get the same number.  Remind the students the importance of lining up the edge of the ruler to the edge of the object being measured. Then tell the students that a small paper clip is about the same as one inch on the ruler.  
2.  Complete the pages by practicing using the ruler to measure each object in inches.  
HOMEWORK:  none

Friday
Chapter 9 Lesson 5 -  INCHES
Pages:  415-416
Vocabulary:  inch (inches), inch ruler
1.  Explain that today we will learn to use a ruler to measure in inches.  Focus on the carrot at the top of the page.   Have the students use their ruler to measure the carrot.  See if they all get the same number.  Remind the students the importance of lining up the edge of the ruler to the edge of the object being measured. Then tell the students that a small paper clip is about the same as one inch on the ruler.  
2.  Complete the pages by practicing using the ruler to measure each object in inches.  
HOMEWORK:  none

Thursday
Chapter 9 Lesson 4
Comparing Lengths
Pages:  413-414
Vocabulary:  shortest, longest
1.  Display 3 pencils of different lengths on the smart board using the projector.  Tell the children that we need to put these pencils in order from shortest to longest.  Explain that lining them up at one end is the first step in comparing length.  Then discuss how to place the pencils in order from shortest to longest.  Review first, second, and third when naming the shortest pencil, the longer second, and the longest third.  
2.  Discuss how the peppers are ordered at the top of pg. 413.  One group is in order from shortest to longest and the other group is order from longest to shortest.  Then the ordinal numbers 1st, 2nd, and 3rd are used to compare.  
3.  Complete the pages 413-414 by comparing the length of the objects and writing the ordinal numbers 1st, 2nd, and 3rd.  Remind the students that we need to pay close attention to the directions as we order - either shortest to longest OR longest to shortest.  
HOMEWORK:  Complete workbook page 124

Thursday
Chapter 9 Lesson 4
Comparing Lengths
Pages:  413-414
Vocabulary:  shortest, longest
1.  Display 3 pencils of different lengths on the smart board using the projector.  Tell the children that we need to put these pencils in order from shortest to longest.  Explain that lining them up at one end is the first step in comparing length.  Then discuss how to place the pencils in order from shortest to longest.  Review first, second, and third when naming the shortest pencil, the longer second, and the longest third.  
2.  Discuss how the peppers are ordered at the top of pg. 413.  One group is in order from shortest to longest and the other group is order from longest to shortest.  Then the ordinal numbers 1st, 2nd, and 3rd are used to compare.  
3.  Complete the pages 413-414 by comparing the length of the objects and writing the ordinal numbers 1st, 2nd, and 3rd.  Remind the students that we need to pay close attention to the directions as we order - either shortest to longest OR longest to shortest.  
HOMEWORK:  Complete workbook page 124

Wednesday
SPEED DRILL - MIXED addition and subtraction facts (40 problems in 4 minutes) facts 1-10
Chapter 9 Lesson 3
Perimeter
Pages:  411-412
Vocabulary:  perimeter
1.  Project page 411 on the smart board and focus on the purple rectangle at the top of the page.  Explain that today's lesson is on perimeter.  Read the definition of perimeter at the top of the page.  We will use paper strips with small paper clips to find the perimeter of objects in our book.  The purple rectangle has 8 paper clips around it so the perimeter is about 8 paper clips.  
2.  The students will use the paper clips to measure the perimeter around each shape.
HOMEWORK:  none

Wednesday
SPEED DRILL - MIXED addition and subtraction facts (40 problems in 4 minutes) facts 1-10
Chapter 9 Lesson 3
Perimeter
Pages:  411-412
Vocabulary:  perimeter
1.  Project page 411 on the smart board and focus on the purple rectangle at the top of the page.  Explain that today's lesson is on perimeter.  Read the definition of perimeter at the top of the page.  We will use paper strips with small paper clips to find the perimeter of objects in our book.  The purple rectangle has 8 paper clips around it so the perimeter is about 8 paper clips.  
2.  The students will use the paper clips to measure the perimeter around each shape.
HOMEWORK:  none

Tuesday
Chapter 9 Lesson 2
Estimate with nonstandard units
Pages:  409-410
1.  Display a marker underneath the projector so students can see it on the smart board.  Ask the students to estimate how many cubes long they think it is.  Then write their estimation on the board.  Then use cubes to actually measure the length and write the length to compare. 
2.  Complete workbook pages 409-410 by estimating the length and height of the objects and then measure with cubes to compare.  
HOMEWORK:  Practice MIXED addition and subtraction facts for the speed drill tomorrow.

Tuesday
Chapter 9 Lesson 2
Estimate with nonstandard units
Pages:  409-410
1.  Display a marker underneath the projector so students can see it on the smart board.  Ask the students to estimate how many cubes long they think it is.  Then write their estimation on the board.  Then use cubes to actually measure the length and write the length to compare. 
2.  Complete workbook pages 409-410 by estimating the length and height of the objects and then measure with cubes to compare.  
HOMEWORK:  Practice MIXED addition and subtraction facts for the speed drill tomorrow.

Monday
Chapter 9 Lesson 1
Pages:  405-408
Vocabulary:  measure, length, height
Introduce measurement on pg 405 by reading "Mr. Green's Garden".  Have the students point to each type of vegetable as you read the story.  Ask them "How did Mr. Green arrange the plants in his garden?" (from shortest to tallest)
1.  Project pg. 407 on the smart board. Direct the children to the top of the page and read aloud the definitions of length and height.  Point out the red dashed lines that mark the beginning and end of the picture of the shovel.  Have the students place counting cubes to match up the measuring of the picture of the shove..  Then discuss that it is 4 cubes long. 
2.  Use cubes to measure the length of the pictures on pg. 407.
3.  Use cubes to measure the height of the pictures on pg. 408.  
HOMEWORK:   Complete workbook pg. 122 and continue to practice MIXED addition and subtraction facts.

Monday
Chapter 9 Lesson 1
Pages:  405-408
Vocabulary:  measure, length, height
Introduce measurement on pg 405 by reading "Mr. Green's Garden".  Have the students point to each type of vegetable as you read the story.  Ask them "How did Mr. Green arrange the plants in his garden?" (from shortest to tallest)
1.  Project pg. 407 on the smart board. Direct the children to the top of the page and read aloud the definitions of length and height.  Point out the red dashed lines that mark the beginning and end of the picture of the shovel.  Have the students place counting cubes to match up the measuring of the picture of the shove..  Then discuss that it is 4 cubes long. 
2.  Use cubes to measure the length of the pictures on pg. 407.
3.  Use cubes to measure the height of the pictures on pg. 408.  
HOMEWORK:   Complete workbook pg. 122 and continue to practice MIXED addition and subtraction facts.

Friday
SPRING FLING!!!

Friday
SPRING FLING!!!

Thursday
Chapter 8 TEST
Pages:  399-400- copied and Changed slightly ... Add additional page
1.  Project the page on the smart board and go over each direction as the students work individually.  
2.  Review MIXED addition and subtraction facts.  (1-10)
HOMEWORK:  none

Thursday
Chapter 8 TEST
Pages:  399-400- copied and Changed slightly ... Add additional page
1.  Project the page on the smart board and go over each direction as the students work individually.  
2.  Review MIXED addition and subtraction facts.  (1-10)
HOMEWORK:  none

Wednesday
Speed Drill - MIXED addition and subtraction 
1.  Complete the Study Guide on Chapter 8.
2.  Project the page on the smart board and work it together.  
HOMEWORK:  Look over the Study Guide for Chapter 8 to prepare for the Chapter test tomorrow.

Wednesday
Speed Drill - MIXED addition and subtraction 
1.  Complete the Study Guide on Chapter 8. Workbook page 397 and  practice pages on time and money
2.  Project the page on the smart board and work it together.  
HOMEWORK:  Look over the Study Guide for Chapter 8 to prepare for the Chapter test tomorrow.

Tuesday
1.  Review quarters, dimes, nickels, and pennies and the value of each.
2.  Practice counting coins.  
3.  Complete the practice page on counting money.  
HOMEWORK:  Practice MIXED addition and subtraction facts for the speed drill tomorrow. ( 4 minutes)

Tuesday
1.  Review quarters, dimes, nickels, and pennies and the value of each.
2.  Practice counting coins.  
3.  Complete the practice page on counting money.  
HOMEWORK:  Practice MIXED addition and subtraction facts for the speed drill tomorrow. ( 4 minutes)

Monday
Chapter 8 Lesson 16

Pages:  389-390
Vocabulary:  calendar, month, day, year, week, date


1.  Discuss the months of the year.  Remind the students that there are 12 months in a year.  Look at the calendar for this month and discuss the days of the week being listed at the top.  Remind them that there are 7 days in a week.  Explain that the number for each day represents the day in the month.  Ask, "Does each month being on a Sunday?" (no) 
2.  Project pg 389 on the smart board and look at the calendar at the top of the page.  Have the students find the month, days, etc on the calendar.  Answer the questions 1-6 about the calendar. 
3.  Project pg. 390 on the smart board.  Have the students complete the calendar to match the calendar for our month (April). Answer the questions to follow using the calendar they created.  
HOMEWORK:  Complete workbook pg 119 and practice MIXED subtraction and addition  for the speed drill on Wednesday.

Monday
Chapter 8 Lesson 16

Pages:  389-390
Vocabulary:  calendar, month, day, year, week, date


1.  Discuss the months of the year.  Remind the students that there are 12 months in a year.  Look at the calendar for this month and discuss the days of the week being listed at the top.  Remind them that there are 7 days in a week.  Explain that the number for each day represents the day in the month.  Ask, "Does each month being on a Sunday?" (no) 
2.  Project pg 389 on the smart board and look at the calendar at the top of the page.  Have the students find the month, days, etc on the calendar.  Answer the questions 1-6 about the calendar. 
3.  Project pg. 390 on the smart board.  Have the students complete the calendar to match the calendar for our month (April). Answer the questions to follow using the calendar they created.  
HOMEWORK:  Complete workbook pg 119 and practice MIXED subtraction and addition  for the speed drill on Wednesday.

Friday
Chapter 8 Lesson 15
Ordinals to the 31st
Pages:  387-388
1.  Project the page 387 on the smart board.  Focus on the Let's Learn box at the top of the page.  Read the top of the page to the students.  Then read this story:  The wind-up toys are on the shelves.  We don't see the first 10 toys, but we do see the 11th toy and the toys after it.  The 11th toy is an elephant.  The last toy is drummer.  What is ordinal number for the drummer?  (20th) 
2.  Complete the page by writing the ordinal number for each wind-up toy by using the pictures at the top of the page.  
3.  Project page 388 on the smart board and complete it by writing the ordinal numbers for each stuffed animal.  
HOMEWORK:  NONE

Friday
Chapter 8 Lesson 15
Ordinals to the 31st
Pages:  387-388
1.  Project the page 387 on the smart board.  Focus on the Let's Learn box at the top of the page.  Read the top of the page to the students.  Then read this story:  The wind-up toys are on the shelves.  We don't see the first 10 toys, but we do see the 11th toy and the toys after it.  The 11th toy is an elephant.  The last toy is drummer.  What is ordinal number for the drummer?  (20th) 
2.  Complete the page by writing the ordinal number for each wind-up toy by using the pictures at the top of the page.  
3.  Project page 388 on the smart board and complete it by writing the ordinal numbers for each stuffed animal.  
HOMEWORK:  NONE

Thursday
Daily Grade on Time
Pages:  385-386 and attached page.
Project the page on the smart board.  Go over the directions for each question as the students work individually.  
HOMEWORK:  Begin to practice MIXED subtraction and addition facts (1-10) for next week.

Thursday
Daily Grade on Time
Pages:  385-386 and attached page.
Project the page on the smart board.  Go over the directions for each question as the students work individually.  
HOMEWORK:  Begin to practice MIXED subtraction and addition facts (1-10) for next week.

1. Complete speed drill, subtraction mixed facts, 40 problems in four minutes.
2. Count by 5’s as preparation for telling time review. Review time, telling time to the hour, half hour, 15 min intervals, and 5 min intervals. Review time difference, a minute and an hour, morning, evening and afternoon time frame as well. We will also review lapsed time to prepare for daily grade tomorrow.
3. Complete and check together review page.

Homework: Review telling time with clock and sheet from class today to prepare for daily grade tomorrow.

1. Complete speed drill, subtraction mixed facts, 40 problems in four minutes.
2. Count by 5’s as preparation for telling time review. Review time, telling time to the hour, half hour, 15 min intervals, and 5 min intervals. Review time difference, a minute and an hour, morning, evening and afternoon time frame as well. We will also review lapsed time to prepare for daily grade tomorrow.
3. Complete and check together review page.

Homework: Review telling time with clock and sheet from class today to prepare for daily grade tomorrow.

We will watch you tube video, telling time-first grade, time by 5 minute intervals. We will practice using Judy clocks individually to match time on smart panel. Students will complete review sheet together, and check for correctness.

Homework: Study for mixed subtraction speed drill tomorrow.

We will watch you tube video, telling time-first grade, time by 5 minute intervals. We will practice using Judy clocks individually to match time on smart panel. Students will complete review sheet together, and check for correctness.

Homework: Study for mixed subtraction speed drill tomorrow.

Telling time to 5 minute intervals.
We will review counting by 5’s around the clock. To tell time, we will use the classroom clock on the smart board to read a clock. Students will complete sheet to practice telling time to 5 minute intervals

Homework: tell time by 5 minute intervals worksheet and continue to review mixed subtraction facts for speed drill Wednesday.

Telling time to 5 minute intervals.
We will review counting by 5’s around the clock. To tell time, we will use the classroom clock on the smart board to read a clock. Students will complete sheet to practice telling time to 5 minute intervals

Homework: tell time by 5 minute intervals worksheet and continue to review mixed subtraction facts for speed drill Wednesday.

1. Review telling time to the hour, half hour, and quarter hour on the smart board.
2.  Complete skills pages in workbook-379-383 Skills: about how long does this take? Morning, afternoon, and evening timeframes.... 

1. Review telling time to the hour, half hour, and quarter hour on the smart board.
2.  Complete skills pages in workbook-379-383 Skills: about how long does this take? Morning, afternoon, and evening timeframes.... 

Review TIME.
1.  Review time to the HOUR and HALF HOUR using the classroom clock.  Play Hip Hop Around the Clock for hour and half hour times.
2.  Introduce time to the quarter hour.  Talk about dividing a circle into 4 parts... note by counting 5's the 12 (we start at :00) 3 (:15), the 6 (:30) and the 9 (:45) .  Complete the practice page, telling time to the quarter hour together... Students will work in pairs to play game, Scoot the room, for telling time practice.. 
3.  Play scoot the room.  We will search the room for clocks to fill in our scoot sheet, a-x boxes must all have correct times to have completed the mission. 
HOMEWORK:  No homework

Review TIME.
1.  Review time to the HOUR and HALF HOUR using the classroom clock.  Play Hip Hop Around the Clock for hour and half hour times.
2.  Introduce time to the quarter hour.  Talk about dividing a circle into 4 parts... note by counting 5's the 12 (we start at :00) 3 (:15), the 6 (:30) and the 9 (:45) .  Complete the practice page, telling time to the quarter hour together... Students will work in pairs to play game, Scoot the room, for telling time practice.. 
3.  Play scoot the room.  We will search the room for clocks to fill in our scoot sheet, a-x boxes must all have correct times to have completed the mission. 
HOMEWORK:  No homework

Wednesday
Speed Drill - 40 problems MIXED subtraction in 4 minutes


Pages:  handout 

Vocabulary:  one hour, one half hour
1.  Display the analog clock and point out the tick marks between the numbers. Explain that each little mark represents 1 minute.  Have the students notice that there are 5 marks between the 12 and the 1 on the clock.  This represents 5 minutes.  Then start at the 12 and show how you count by 5s as you move along the clock from number to number.  When you reach the 12 again it has been one hour which is 60 minutes.  Then explain that one half hour is 30 minutes (from the 12 to the 6 is one half hour or 30 minutes).  Watch the video Telling Time to the Half Hour.
2.  Project handout page on the smart board and look at the analog clock at the top of the page.  Read aloud "There are 60 minutes in one hour.  There are 30 minutes in one half hour."  Have the students notice the position of the hour and minute hands.  When it is one half hour, the hour hand is in between the two numbers and the minute hand is on the 6.  Then discuss how the digital clock shows the same time.    
3.  Complete the page together writing the time for each clock to the half hour.
4.  Practice telling time to the hour and half hour using the classroom digital clocks.  


Videos:

Telling Time to the Half Hour - 1st Grade
 

Telling Time to the Half Hour: Grade 2 Math | Tutway
 

Hip-Hop Around the Clock | Learn How to Tell Time | Jack Hartmann

Wednesday
Speed Drill - 40 problems MIXED subtraction in 4 minutes


Pages:  handout 

Vocabulary:  one hour, one half hour
1.  Display the analog clock and point out the tick marks between the numbers. Explain that each little mark represents 1 minute.  Have the students notice that there are 5 marks between the 12 and the 1 on the clock.  This represents 5 minutes.  Then start at the 12 and show how you count by 5s as you move along the clock from number to number.  When you reach the 12 again it has been one hour which is 60 minutes.  Then explain that one half hour is 30 minutes (from the 12 to the 6 is one half hour or 30 minutes).  Watch the video Telling Time to the Half Hour.
2.  Project handout page on the smart board and look at the analog clock at the top of the page.  Read aloud "There are 60 minutes in one hour.  There are 30 minutes in one half hour."  Have the students notice the position of the hour and minute hands.  When it is one half hour, the hour hand is in between the two numbers and the minute hand is on the 6.  Then discuss how the digital clock shows the same time.    
3.  Complete the page together writing the time for each clock to the half hour.
4.  Practice telling time to the hour and half hour using the classroom digital clocks.  


Videos:

Telling Time to the Half Hour - 1st Grade
 

Telling Time to the Half Hour: Grade 2 Math | Tutway
 

Hip-Hop Around the Clock | Learn How to Tell Time | Jack Hartmann

Thursday
Introduce TIME - Chapter 8 Lesson 9 - HOUR
Pages: 373-374
Vocabulary: hour hand, minute hand
1. Display the analog clock. Point to each number on the clock starting with 12. Explain that after 12 the clock shows 1 and continues in order around the clock back to 12.
2. Point out the parts of the clock: the short hand, the long hand, the face and the numbers. Explain that the short hand is called the hour hand and it tells the hour. The long hand is called the minute hand and it tells the minutes.  Watch the video:  Telling Time
3. Show 1 o'clock on the clock. Explain that you look at the hour hand first and then the minute hand. This clock shows 1 o'clock because the hour hand is pointing to the 1 and the minute hand is on the 12 which mean o'clock. Move the hands to 3 o'clock and ask "What time do you think the clock is showing now?" Sing Hip Hop Around the Clock.  
4. Look on pg. 373 at the top of the page. Ask "How do we know by looking at the clock that it is 7 o'clock?" (The hour hand is on the 7 and the minute hand is on the 12.) Have them look at the digital clock at the top and discuss that it shows the same time. The 7 is to the left of the two dots and its the hour and the two zeros are the to the right and stand for o'clock.
Telling Time - Basics of the Clock 1st Grade
YouTube video   ‪4 minutes‬
Hip-Hop Around the Clock | Learn How to Tell Time | Jack Hartmann
YouTube video   ‪2 minutes‬

5. Complete the pages together by writing the analog and digital times for each clock.
HOMEWORK:  Complete workbook pg. 112 and practice for the MIXED subtraction speed drill tomorrow.

Thursday
Introduce TIME - Chapter 8 Lesson 9 - HOUR
Pages: 373-374
Vocabulary: hour hand, minute hand
1. Display the analog clock. Point to each number on the clock starting with 12. Explain that after 12 the clock shows 1 and continues in order around the clock back to 12.
2. Point out the parts of the clock: the short hand, the long hand, the face and the numbers. Explain that the short hand is called the hour hand and it tells the hour. The long hand is called the minute hand and it tells the minutes.  Watch the video:  Telling Time
3. Show 1 o'clock on the clock. Explain that you look at the hour hand first and then the minute hand. This clock shows 1 o'clock because the hour hand is pointing to the 1 and the minute hand is on the 12 which mean o'clock. Move the hands to 3 o'clock and ask "What time do you think the clock is showing now?" Sing Hip Hop Around the Clock.  
4. Look on pg. 373 at the top of the page. Ask "How do we know by looking at the clock that it is 7 o'clock?" (The hour hand is on the 7 and the minute hand is on the 12.) Have them look at the digital clock at the top and discuss that it shows the same time. The 7 is to the left of the two dots and its the hour and the two zeros are the to the right and stand for o'clock.
Telling Time - Basics of the Clock 1st Grade
YouTube video   ‪4 minutes‬
Hip-Hop Around the Clock | Learn How to Tell Time | Jack Hartmann
YouTube video   ‪2 minutes‬

5. Complete the pages together by writing the analog and digital times for each clock.
HOMEWORK:  Complete workbook pg. 112 and practice for the MIXED subtraction speed drill tomorrow.

Wednesday
SPEED Drill (MIXED subtraction 1-10) 40 problems in 4 minutes
Check Your Progress Daily Grade
Complete pages 371-372 and extra sheet 
HOMEWORK: No written

Wednesday
SPEED Drill (MIXED subtraction 1-10) 40 problems in 4 minutes
Check Your Progress Daily Grade
Complete pages 371-372 and extra sheet 
HOMEWORK: No written

Review for Daily Grade on Money tomorrow.
Complete the practice page on counting coins to prepare for tomorrow's daily grade. Review: equal amounts, spending money, and one dollar.
HOMEWORK: Look over the classwork from today to prepare for tomorrow's daily grade on money. Practice MIXED subtraction facts for speed drill tomorrow.

Review for Daily Grade on Money tomorrow.
Complete the practice page on counting coins to prepare for tomorrow's daily grade. Review: equal amounts, spending money, and one dollar.
HOMEWORK: Look over the classwork from today to prepare for tomorrow's daily grade on money. Practice MIXED subtraction facts for speed drill tomorrow.

Extra practice handout ( counting by 5's and counting money)
Review money using the hands on sorting mats and dry erase markers-Review: equal amounts, spending money, and one dollar.


HW: review worksheet on money to prepare for the daily grade on Wednesday, mixed subtraction speed drill again this Wednesday

Extra practice handout ( counting by 5's and counting money)
Review money using the hands on sorting mats and dry erase markers-Review: equal amounts, spending money, and one dollar.


HW: review worksheet on money to prepare for the daily grade on Wednesday, mixed subtraction speed drill again this Wednesday

Friday
Review money with coin sorting hands on activity using sorting mat and dry erase markers

Friday
Review money with coin sorting hands on activity using sorting mat and dry erase markers

Thursday
Chapter 8 Lesson 8
Pages: 369-370
Vocabulary: one dollar, $1, dollar sign ($)
1. Review each coin we have learned and its value. Show the students 4 quarters and review counting quarters explaining that 4 quarters equals $1. Also, point out that $1 is the same as 100 pennies.
2. Complete page 369 by skip counting by 5s and 10s to 100 to circle nickels and dimes that are equal to $1.
3. Project pg. 370 on the smart board and practice counting mixed coins to $1. Circle the group of coins that is equal to $1.
4. After the practice page, have a few students come to the projector to count out coins that are equal to $1.
HOMEWORK: none

Thursday
Chapter 8 Lesson 8
Pages: 369-370
Vocabulary: one dollar, $1, dollar sign ($)
1. Review each coin we have learned and its value. Show the students 4 quarters and review counting quarters explaining that 4 quarters equals $1. Also, point out that $1 is the same as 100 pennies.
2. Complete page 369 by skip counting by 5s and 10s to 100 to circle nickels and dimes that are equal to $1.
3. Project pg. 370 on the smart board and practice counting mixed coins to $1. Circle the group of coins that is equal to $1.
4. After the practice page, have a few students come to the projector to count out coins that are equal to $1.
HOMEWORK: none

Wednesday
Speed Drill
-8 subtraction facts (40 problems in 4 minutes)

Review counting money with extra practice page. No workbook page
HOMEWORK: Practice counting coins at home.

Wednesday
Speed Drill
-8 subtraction facts (40 problems in 4 minutes)

Review counting money with extra practice page. No workbook page
HOMEWORK: Practice counting coins at home.

Tuesday
Chapter 8 Lesson 7 Spending Money
Pages: 367-368
1. Display 1 dime, 2 nickels, and 2 pennies. Tell the students you want to buy a whistle that is 23 cents. Ask, "Do I have enough money?" "How can I find out?" Discuss that first you have to count the money you have to see if you have enough. Then compare the amount of money you have to the cost of the whistle. After counting the coins shown explain that the coins are worth 22 cents. the whistle cost 23 cents. You do not have enough because 22 cents is less than 23 cents. Then ask "How much more money do I need to have 23 cents?" (1 cent)
2. Project the page (367) on the smart board. Discuss the Let's Learn box at the top of the page. Read the story aloud. Count the coins at the top. Does Todd have enough money to buy the 32 cent plane? No Todd doesn't so there is a sad face.
3. Complete the page by counting the money on each page and writing the amount as you count. Then draw a happy face if you have enough money and a sad face if you do not have enough money for your purchase.
HOMEWORK: Complete workbook page 110 and practice -8 subtraction facts for speed drill tomorrow 

Tuesday
Chapter 8 Lesson 7 Spending Money
Pages: 367-368
1. Display 1 dime, 2 nickels, and 2 pennies. Tell the students you want to buy a whistle that is 23 cents. Ask, "Do I have enough money?" "How can I find out?" Discuss that first you have to count the money you have to see if you have enough. Then compare the amount of money you have to the cost of the whistle. After counting the coins shown explain that the coins are worth 22 cents. the whistle cost 23 cents. You do not have enough because 22 cents is less than 23 cents. Then ask "How much more money do I need to have 23 cents?" (1 cent)
2. Project the page (367) on the smart board. Discuss the Let's Learn box at the top of the page. Read the story aloud. Count the coins at the top. Does Todd have enough money to buy the 32 cent plane? No Todd doesn't so there is a sad face.
3. Complete the page by counting the money on each page and writing the amount as you count. Then draw a happy face if you have enough money and a sad face if you do not have enough money for your purchase.
HOMEWORK: Complete workbook page 110 and practice -8 subtraction facts for speed drill tomorrow 

Monday
Chapter 8 Lesson 6 Equal Amounts
Pages: 365-366
Vocabulary: equal amounts

1. Project page 365 on the smart board. Focus on the box at the top of the page. Read aloud the question: Do Pat, Jim and Kate have equal amounts? Discuss how much each child has together and explain that they each have the same amount of money but all have different coins. (10 cents)
2. Provide examples of groups of coins showing equal amounts.
3. Complete the page together by counting each group of coins and write the amount for each group. Then circle the amounts that are equal.
HOMEWORK: Complete workbook pg 109 and practice subtraction facts -8 for speed drill on Wednesday.

Monday
Chapter 8 Lesson 6 Equal Amounts
Pages: 365-366
Vocabulary: equal amounts

1. Project page 365 on the smart board. Focus on the box at the top of the page. Read aloud the question: Do Pat, Jim and Kate have equal amounts? Discuss how much each child has together and explain that they each have the same amount of money but all have different coins. (10 cents)
2. Provide examples of groups of coins showing equal amounts.
3. Complete the page together by counting each group of coins and write the amount for each group. Then circle the amounts that are equal.
HOMEWORK: Complete workbook pg 109 and practice subtraction facts -8 for speed drill on Wednesday.

Friday
Review each coin and its value: penny, nickel, dime and quarter.
Complete the practice page on counting coins.

Friday
Review each coin and its value: penny, nickel, dime and quarter.
Complete the practice page on counting coins.

Thursday
Chapter 8 Lessons 1-5 Check Your Progress
Daily Grade
Project pages 363-364 on the smart board. Go over each direction as the students complete work independently to complete the daily grade.
HOMEWORK: Workbook p 108.  Continue to practice mixed facts for next week

Thursday
Chapter 8 Lessons 1-5 Check Your Progress
Daily Grade
Project pages 363-364 on the smart board. Go over each direction as the students complete work independently to complete the daily grade.
HOMEWORK: Workbook p 108.  Continue to practice mixed facts for next week

Wednesday
Speed Drill (-7 facts 40 problems in 4 minutes)
Chapter 8 Lesson 5
Pages: 361-362
1. Review each coin and its value: penny, nickel, dime and quarter. Practice sorting coins and counting on to find the total amount. Place coins under the projector. Have students come and sort the coins and count them together as a class. Practice with several different sets of coins.
2. Project workbook page 361 on the smart board. Read the story at the top of the page. Explain the steps to count the coins: Sort like coins, order the coins from greatest to least values, and count on to find the total.
3. Complete pages 361-362 together as a class by counting on and writing the amount for each.
4. EXTRA Practice: Counting Coins page: count the coins and write the total amount in the box.
HOMEWORK: NONE 

Wednesday
Speed Drill (-7 facts 40 problems in 4 minutes)
Chapter 8 Lesson 5
Pages: 361-362
1. Review each coin and its value: penny, nickel, dime and quarter. Practice sorting coins and counting on to find the total amount. Place coins under the projector. Have students come and sort the coins and count them together as a class. Practice with several different sets of coins.
2. Project workbook page 361 on the smart board. Read the story at the top of the page. Explain the steps to count the coins: Sort like coins, order the coins from greatest to least values, and count on to find the total.
3. Complete pages 361-362 together as a class by counting on and writing the amount for each.
4. EXTRA Practice: Counting Coins page: count the coins and write the total amount in the box.
HOMEWORK: NONE 

Tuesday
Chapter 8 Lesson 4
Pages: 359-360
Vocabulary: sort, order
1. Watch the Coin Value Song video and review the coins: nickels, dimes and quarters.
2. Explain that today we will be counting dimes and nickels. Review what each coin looks like and the value of each coin. Practice counting by 10s and 5s.
3. Watch the video of Miller and Alli Rhodes counting dimes and nickels.
4. Explain that you must sort your coins first before counting. You start counting the dimes first because they are worth more. Then you count on by 5s to count the nickels. Count the coins at the top of page 359.
5. Complete the pages together by counting by tens and fives to count the money. Write the number under each coin as you count together. Write the total amount at the end in the coin purse with a cent sign.


Coin Value Song- Pennies, Nickels, Dimes, Quarters!
YouTube video   ‪2 minutes‬

HOMEWORK: Complete workbook pg. 107 and practice for -7 speed drill tomorrow

Tuesday
Chapter 8 Lesson 4
Pages: 359-360
Vocabulary: sort, order
1. Watch the Coin Value Song video and review the coins: nickels, dimes and quarters.
2. Explain that today we will be counting dimes and nickels. Review what each coin looks like and the value of each coin. Practice counting by 10s and 5s.
3. Watch the video of Miller and Alli Rhodes counting dimes and nickels.
4. Explain that you must sort your coins first before counting. You start counting the dimes first because they are worth more. Then you count on by 5s to count the nickels. Count the coins at the top of page 359.
5. Complete the pages together by counting by tens and fives to count the money. Write the number under each coin as you count together. Write the total amount at the end in the coin purse with a cent sign.


Coin Value Song- Pennies, Nickels, Dimes, Quarters!
YouTube video   ‪2 minutes‬

HOMEWORK: Complete workbook pg. 107 and practice for -7 speed drill tomorrow

Monday
Chapter 8 Lesson 3
Pages: 357-358
Vocabulary: quarter
1. Introduce the quarter. Look at the front and the back of the coin. Discuss that it is worth 25 cents. Practice counting by 25s: 25, 50, 75, 100 (a dollar). Watch the Coin Value Song video and sing about each coin.
2. Focus on the top of page 357 and count the coins together. Explain that when counting quarters you start with 25. The other coins are pennies so you count on by ones. 25, 26, 27, 28 - 28 cents.
3. Complete the pages together by counting the coins together as a class. Write the amount under each coin as you count. Write the total amount in the coin purse and write a cent sign.

Coin Value Song- Pennies, Nickels, Dimes, Quarters!
YouTube video   ‪2 minutesHOMEWORK: Complete workbook page 106 and practice -7 facts for speed drill on Wednesday 

Monday
Chapter 8 Lesson 3
Pages: 357-358
Vocabulary: quarter
1. Introduce the quarter. Look at the front and the back of the coin. Discuss that it is worth 25 cents. Practice counting by 25s: 25, 50, 75, 100 (a dollar). Watch the Coin Value Song video and sing about each coin.
2. Focus on the top of page 357 and count the coins together. Explain that when counting quarters you start with 25. The other coins are pennies so you count on by ones. 25, 26, 27, 28 - 28 cents.
3. Complete the pages together by counting the coins together as a class. Write the amount under each coin as you count. Write the total amount in the coin purse and write a cent sign.

Coin Value Song- Pennies, Nickels, Dimes, Quarters!
YouTube video   ‪2 minutesHOMEWORK: Complete workbook page 106 and practice -7 facts for speed drill on Wednesday 

Review handout on nickels and pennies
HW: none
continue working on - 7 speed for for the dailly grade when we return from spring break

Worksheet reviewing counting by 5 and adding nickels
HW: none

Wednesday
 subtraction facts -7 speed drill practice
Worksheet review- Counting and writing numbers 0 to 30, writing sums with + 0 to 5, greater or less than, tens place place value, subtraction sentences and review pennies are one cent
HW- none

Tuesday 

Introduce Chapter 8 Money and Time
Page: 355
1. Review the Money Memory Work poem
2.Project the lesson pages on the smart board (355-356). Focus on the value of the dime and penny. Discuss the front and the back of each coin. Practice counting dimes by counting by 10’s on the hundreds chart.
3. Watch a youtube video on dimes and pennies.
4. Count the money together at the top of page 356.
5. Count each group of coins together and write the amount until you reach the total for each problem. Write the total in the piggy bank.
6. Continue counting dimes and pennies together and writing the total for each group of coins.
HOMEWORK: Complete workbook page 105 and practice -7 subtraction facts for the week we return from spring break

Monday
Page: 351
1. Read the poem from TE 351. Ask the students to listen for the toys and find them in the picture as you read the poem.
Ask "What would you buy and why?" Discuss the value of a penny, nickel, dime and quarter. Then model buying one item by saying, "I would buy the mask. It costs 2 cents. I would use 2 pennies."
2. Project the lesson pages on the smart board (353-354). Focus on the value of the nickel and penny. Discuss the front and the back of each coin. Practice counting nickels by counting by 5s on the hundreds chart.
3. Watch the video on nickels and pennies.
4. Count the money together at the top of page 353.
5. Count each group of coins together and write the amount until you reach the total for each problem. Write the total in the penny bank.
6. Continue counting nickels and pennies together and writing the total for each group of coins.
HOMEWORK: Complete workbook page 104 and practice -6 subtraction facts for Wednesday's speed drill.

worksheet to introduce pennies and review old skills
work on the smart board together
HW: none

Chapter 4 test   Each set of directions are read orally
We work one problem and one page at a time
HW: none.   continue working on -6 math facts

- 6 speed drill daily grade
Chapter 4 review for the test tomorrow.
HW: look over classwork to prepare for the test tomorrow.

practice - 6 speed drill practice
worksheet reviewing rang and mode
HW: - 6 speed drill practice (does not have to be returned)

practice 16 subtraction for speed drill on Wednesday
worksheet reviewing pictographs, tally charts, and bar graphs
HW: none

Check your progress page 185 
Math review, bar graphs, tally charts, picture graphs
review key words for addition and subtraction word problems   +   in all and altogether        -     how many more or  fewer

review range, mode, and median to prepare for the test next week

Thursday
- 6 practice speed drill 
Workbook page 183 and 184
Reviewing pictographs and bar graphs for Chapter Test 4 test next week
Complete the review page together as a class.
HOMEWORK:  practice -6 facts to prepare for SPEED drill next week (40 problems in 4 minutes)

Chapter 4 Lesson 12
Pages: 181-182
Problem Solving using a graph
1. Project pg. 181 on the smart board. Work together using the information in the graph to answer the questions.
2. Project pg. 182 on the smart board. Complete the page by using the graph to answer the questions.
HOMEWORK: practice -6 facts to prepare for SPEED drill next week (40 problems in 4 minutes)

Tuesday
Chapter 4 Lesson 11
Problem solving
Pages: 179-180
1. Project pg. 179 on the smart board. Read aloud to the children the problem about Patti's model cars. Ask "What is the problem asking us to find?" (the mode) Remind them what a mode is before starting the problem.
2. Complete each questions by using the information in the story.
3. Project pg. 180 on the smart board and read the problem at the top of the page aloud to the students. Ask "What is the problem asking us to find? (the median)
4. Complete the page by answering the questions.
HOMEWORK: No workbook page. Practice -5 math facts for Wednesday speed drill.

No school

Friday
None half day

Thursday
Chapter 4 Lesson 10
Pages: 177-178
Vocabulary: median
1. Project page 177 on the smart board. Have the students look at the chart for the ball collection. Explain that today's lesson is about finding the median. To find the median you first must put the numbers in order. Then you find the number that is in the middle and that is the median.
2. Complete pages 177-178 together as a class by ordering the numbers and finding the median.

HW: worksheet combining 54 and 55 workbook pages- Do not send home workbook

Wednesday
Speed drill daily grade- minus 4 
Chapter 4 Lesson 9
Pages: 175-176
Vocabulary: mode
1. Refer to the chart from yesterday's lesson:
Marbles in a Box
Red 7
Yellow 10
Blue 9
Green 4
Orange 10
2. Explain that today we will use this chart to find the MODE. Explain the the mode is the number that is seen most often. Write the numbers in order from least to greatest then circle the two number 10s. Explain that this is the mode because it is seen the most in the chart.
HOMEWORK:  begin practicing for -5 speed drill next week

Chapter 4 Lesson 8
Pages: 173-174
Vocabulary: range
1. Write this chart on the board:
Marbles in a Box
Red 7
Yellow 10
Blue 9
Green 4
Orange 10
2. Ask the students to help put the numbers in order from least to greatest. Then ask "What number is the greatest?" (10) "What number is the least?" (4) Then write 10 - 4 = ? and have them find the difference. (6). Then explain the difference between the greatest number and the least number is the range. (6)

3. complete pages 173-174 together on the smart board
HW: Practice for the - 4 speed drill tomorrow

Tuesday
Chapter 4 Lesson 7
Pages: 171-172
Surveys
Vocabulary: survey, data
1. Tell the students that we are going to learn about surveys today. When you survey you ask questions and record people's answers. Explain that using a tally chart is a good way to record the responses.
2. Ask the students, which food is their favorite. Remind them they can only choose one food item. Ask them to raise their hand showing which is their favorite: pizza, chicken nuggets, or hot dogs. Create a tally chart with their responses.
3. Project the workbook pg. 171 on the smart board and focus on the tally chart at the top. Read the story that goes along with the tally chart.
4. Have the students create a bar graph that matches the tally chart.
5. Use the bar graph to answer the questions.
6. Complete pg. 172 by creating a bar graph and answering the questions.
HOMEWORK: Complete workbook pg. 53 and practice -4 subtraction facts for speed drill Wednesday.

Friday
Review activity and practice for speed drill -4

Thursday
Check Your Progress daily grade
Pages: 169-170
1. Project the page on the smart board and go over the directions for each question as the students work individually.
2. Practice -4 subtraction facts to prepare for NEXT week.
HOMEWORK: NONE

Wednesday
Speed Drill -3 subtraction facts
Review handout

HOMEWORK: Look over class work for a daily grade on graphs tomorrow

Tuesday
Review handout
HOMEWORK: Practice -3 subtraction facts for speed drill tomorrow.

Monday
Chapter 4 Lesson 6
Bar Graphs
Pages: 167-168
Vocabulary: bar graph
1. Project the page on the smart board and look at the bar graph at the top of page 167.
2. Relate the tally chart to the bar graph. Compare the headings of the two and explain that for a bar graph boxes are filled in to show how many.
3. Use the bar graph to answer the questions about Tami's animals.
4. Have the students compare the tally chart and bar graph on pg. 168 and then answer the questions about the information.
HOMEWORK: Complete workbook pg. 52 and practice subtraction facts for -3 facts.

Friday
Chapter 4 Lesson 5
Pictographs
Pages: 165-166
Vocabulary: pictographs, symbol, key
1. Project page 165 on the smart board.
2. Explain that the information shown on the tally chart is used to create a pictograph for the same information. Point out that a key is provided on the pictograph and that the key tells what each symbol on a graph stands for. Each smiley face stands for 1 vote.
3. Answer the following questions about the information in the pictograph.

Thursday
Chapter 4 Lesson 4
Picture Graphs
Pages: 163-164
Vocabulary: picture graphs
1. Project pg 163 on the smart board. Use the picture graph of red, blue and green gems to answers the questions.
2. Create number sentences to answer the questions.
3. Project pg. 164 on the smart board.
4. Sort the key chains to make a picture graph by drawing the correct number of each type of key chain.
5. Answer the questions and create number sentences about the graph.
HOMEWORK: Complete workbook pg. 50 and continue with -3 facts practice for next week

Wednesday
SPEED DRILL - (-2 facts) 40 problems in 4 minutes
Chapter 4 Lesson 3
Real Graphs
Pages: 161-162
1. Project page 161 on the smart board. Look at the top of the page at the Tally Chart and the real graph using cubes to show favorite crayons.
2. Use cubes or counters to make a real graph from the tally chart provided.
3. Answer questions about the information in the graph.
4. Use the tally chart on pg. 162 to create a real graph and answer questions about the graph.
HOMEWORK: NO written. Begin to practice -3 subtraction facts for NEXT WEEK.

Tuesday
Chapter 4 Lesson 2
Tally Marks
Pages: 159-160
Vocabulary: tally marks, tally chart
1. Project pg. 159 on the smart board and focus on the top of the page. Discuss tally marks and a tally chart.
2. Complete the page by using tally marks to complete each tally chart for the information provided.
3. Then create number sentences to to answer the questions.
4. Continue on page 160.
HOMEWORK: Complete workbook pg. 49 and practice -2 facts for speed drill tomorrow (40 problems in 4 minutes)

Monday
Chapter 4 Lesson 1
pages: 155-158
Chapter Intro on pg. 155
vocabulary: Venn diagram
1. Tell students to look at the picture and listen closely as you read the poem. Read the poem from TE pg. 155 "Flying High". Ask "How many of each kind of kite do you see?" Make a tally chart showing the number for each kind of kite.
2. Project page 157 on the smart board. Remind the students that we have used a Venn diagram before to compare things and show how they are alike and different. Discuss the Venn diagram at the top of the page comparing marbles that are green, small, and both green and small.
3. Complete the workbook pages using Venn diagrams.
Homework: Complete workbook page: 48 and practice -2 subtraction facts.

Friday
Chapter 3 TEST
pages: 145-146- attach extra page
Project the pages on the smart board and go over the directions for each problem as the students work individually.
HOMEWORK: none

Thursday 
Chapter 3 REVIEW
Complete the chapter 3 review in class.
Project on the smart board and work each problem together as a class.
HOMEWORK: Look over the Chapter 3 review from class to prepare for the chapter test tomorrow.

Wednesday
SPEED drill -1 subtraction facts (40 problems in 4 minutes)
Chapter 3 Lessons 14-19
Check Your Progress
1. Project the page on the smart board.
2. Go over the directions for each problem and work together as a class. This does NOT count as a grade.
HOMEWORK: NO written just practice -2 subtraction facts for next week

Tuesday
Chapter 3 Lesson 19
Pages: 141-142
1. Project page 141 on the smart board and read the story problem at the top of the page. Ask the children what strategy they would use to solve it. Ask them to show their work by writing each number sentence in the space provided.
2. Complete the page together by reading the story problems and deciding on the strategy to work each.
HOMEWORK: complete workbook page 47 and practice -1 subtraction facts for speed drill tomorrow. (40 problems in 4 minutes)

Monday
Pages: 139-140
1. Project page 139 on the smart board and read the story problem to the students. Ask them if they think we will need to add or subtract to find the answer. Trace the circle around the word subtract. Discuss that the word loses is a key word to know you need to subtract. Finish tracing the number sentence to answer the problem.
2. Complete the pages together by reading the story problems. Choose the correct operation and write the number sentence to answer each problem.
HOMEWORK: Complete workbook pg 46 and practice -1 subtraction for the speed drill on Wednesday.

Friday 
Chapter 3 Lesson 17 - Mixed practice (+,-)
Pages: 137-138
1. Remind the students that adding and subtracting can be tricky if you don't pay attention to the sign. Have the students look at the top of page 137 and discuss why the 4 facts are circled in blue. (They are all in the same fact family and are related facts).
2. Add or subtract on each row and then circle the facts that are related and belong in the same fact family.
3. Complete the extra page on Fact Families (snowman page).
HOMEWORK: NONE

Thursday
Chapter 3 Lesson 16 - Problem Solving
Pages: 135-136
1. Explain that we will solve problems today that involve more than one step. Read the story problem on page 135. Work through the problem with the students by answering questions together.
2. Use the story at the top of page 136 to answer the questions 5-8 on the page together.
HOMEWORK: NO WRITTEN! Continue to practice -1 subtraction facts for next week.

Wednesday
SPEED Drill - subtraction (40 problems in 4 minutes)
Chapter 3 Lesson 15
Pages: 133-134
Vocabulary: how many more, how many fewer
1. Write this on the board: Sarah has 7 pennies. Don has 4 pennies. Who has more pennies? (sarah) How many more? (3)
2. Project pg. 133 on the smart board. Focus on the story at the top of the page. Read the story problem to the students and have them use the drawing to help determine that Mia has more pennies than Carl. Emphasize the important of the drawing of the pennies to match up in the two rows. Explain that 8 - 6 = 2 tells us that Mia has 2 more pennies than Carl.
3. Complete the pages together by drawing circles neatly and subtracting by writing the subtraction sentences on the lines.
HOMEWORK: Practice subtraction for -1 for NEXT week's speed drill tomorrow.

Friday
DAILY GRADE
Pages: 129-130
1. Project the page on the smart board. Go over the directions for each question as the students work individually.
2, Complete the practice page if time permits for extra reinforcement of fact families.
HOMEWORK: none

Thursday
Chapter 3 Lesson 13
Pages: 127-128
Vocabulary: fact families
1. Display a dot card on the board. Ask how many dots are on each side. Have the students name addition facts to match the card. Then ask if they can name subtraction facts to go along with these. Remind them about related facts and explain that these facts are in a fact family. Repeat with another dot card for extra practice.
2. Complete the workbook pages to create fact families for each dot card on page 127. Then do the same thing on page 128 for each given fact.
HOMEWORK: Complete pg. 43 and look over pages 38-43 to prepare for a daily grade tomorrow.

Wednesday
SPEED DRILL - mixed addition facts 40 problems in 4 minutes
Chapter 3 Lesson 12
Pages: 125-126
1. Remind students how we have discussed that subtraction and addition are opposites. Explain that we can check our work by doing the opposite operation either subtraction or addition. Look at the top of page 125. Read the story problem and look at the subtraction sentence that matches it. Then show where the parts are then added to check.
2. Complete the page together by first answering the subtraction fact and then creating the addition fact with the parts that will check.
HOMEWORK:  Begin to practice -0 for subtraction speed drill NEXT week

Tuesday
Chapter 3 Lesson 11
Pages: 123-124
vocabulary: related addition and related subtraction
1. Point out the addition pig and the subtraction raccoon at the top of the page. Discuss that the numbers that are used in each fact are the same numbers but one is an addition fact and one is a subtraction fact. Explain that these facts are related. Also, point out that the number of cubes the pig is adding is the same number that the raccoon is taking away.
2, Write the following facts on the board but not beside each pair: 2+3=5, 4+2=6, 7+3=10, 5-3=2, 6-2=4, 10-3=7. Have students come the board and identify related addition and subtraction pairs.
3. Complete the workbook page together as a class by writing the related subtraction fact for each addition fact.
HOMEWORK: Compete workbook pg. 41 and practice mixed addition facts for a speed drill tomorrow (40 problems in 4 minutes)

Monday
Chapter 3 Lesson 10
Pages: 121-122
Vocabulary - Related Subtraction Facts
1. Discuss the red and blue cubes at the top of the page. Ask the students what the subtraction sentences at the top of the page have in common. (They all have 9 as the whole and the parts of each are the same numbers). Then ask how are they different? (The parts are switching places in each one 9-3=6 and 9-6=3)
2. Write a subtraction sentence on the board: 10-4=6. Have a student tell what the related fact of this would be and then write it on the board. Continue with a few more subtraction facts.
3. Complete the workbook pages together as a class.
HOMEWORK: Complete workbook page 40 and practice mixed addition (1-10) for speed drill on Wednesday.

Thursday
Check your progress DAILY GRADE
Complete pages 115-116
Project the pages on the smart board and go over the directions for each as the students complete each problem.
HOMEWORK: NO WRITTEN. Continue to practice mixed addition facts.

Chapter 3 Lesson 9
page 119- 120 subtraction patterns
Work and check answers on the smart board.
HW: none

Wednesday
Chapter 3 Lesson 8 - Number line subtraction
Pages: 117-118
1. Project the page on the smart board and focus on the number line at the top of the page. 11-2 = ? Have the students put their finger on the number 11. Then hop backward 2 times for the number being taken away. Explain that the number they land on is the difference or what's left. 11 - 2 = 9.
2. Complete the page together by using the provided number lines.
HOMEWORK: Daily grade tomorrow on subtraction skills from chapter 3 

After the Gingerbread hunt, complete the gingerbread "graphing activity with cookies and handout.
 Ask the students to take one bite of their cookie.  Graph who bit the head first, arm, or leg... Make a class bar graph and a tally chart with the data
HW: none

begin working on + 10 with a worksheet 
HW: none

review + 9 handout
Work on + 9 speed and accuracy with a game
HW: none

Monday   
Chapter 3 Lesson 6 subtracting from 9 and 10
Pages: 111-112
1. Draw a ten frame on the board and fill it with circles to represent 10. Ask the children to tell how many it is without counting. (10) Have them look away as you erase some, then see if they can tell how many without counting. Explain how ten-frames can help with subtraction.
2. Project page 111 on the smart board and have the students look at the ten frames at the top of the page. Explain that in the first ten frame 9 is the number you have in all and boxed counters are the ones you are taking away. 9-4=5.
3. Complete the pages together as a class use counters on page 112 for those who need them.
HOMEWORK: None

Friday
Chapter 3, Lesson 5
Pages: 109 - 110
1. Focus on the Let's Learn box at the top of the page (pg 109). Discuss the words "whole" and "part" and how they relate to subtraction. Ask "How many markers are in the orange part?" 95) "How many makers are in the green part?" (3). Read the subtraction sentence together that relates to the markers. 8 - 3 = 5
2. Work through the rest of the page together as a class, having the students use the words "part" and "whole" when discussing each one.
3. HOMEWORK: none

Thursday
Chapter 3 Lesson 4 - subtracting with 0
Pages: 107-108
Tell the students these stories:
* Sam has 2 bananas in his snack bag. He eats all the bananas. How many bananas does Same have now? (0)
*Jean has 2 plums in her snack bag. She drops the bag but none of the plums fall out. How many plums does Jean have left? (2)

1. Project the workbook page on the smart board (pg. 107) and discuss the groups of pencils and subtraction and addition fact for each. Ask "What happens when you add 0 to a number? Subtract if from a number?"
2. Complete the pages together as a class Pay close attention to the + and - signs.
3. HOMEWORK: Complete workbook page 34

Wednesday
SPEED DRILL - +9
Chapter 3 Lesson 3
Pages: 105 - 106
Vocabulary: subtraction fact, difference

1. Project 4 counters onto the smart board. Tell the students each counter represents a ship. Then draw a box around two of the counters. Write this number sentence on the board. 4-2=2. Ask the children "What does the 4 represents?" (the number of ships in all) Then ask "What does the 2 after the minus sign represent?" (the number of ships being taken away) and "What about the 2 after the equal sign?" (The number of ships left).
2. Project today's workbook page on the smart board and focus on the box at the top of page 105. Tell this story: There were 6 backpacks on a shelf. Roy bought 1 of them. How many backpacks are left? (5) Explain that 6 - 1 = 5 is the subtraction fact that tells about the story.
3. Complete workbook pages together as a class. Use counters when needed.
HOMEWORK: NONE 

Tuesday
Chapter 3, Lesson 2
Pages: 103-104
Vocabulary: subtract, minus (-), equals (=), subtraction sentence
1. Project the page (103) on the smart board and focus on the Let's Learn box at the top of the page. Read the students the subtraction story: Four lunch boxes are on the table. Sam takes 1 of them. How many lunch boxes are left? (3) Point out that the red boxed lunch box indicates that it is being taken away. Discuss the subtraction sentence 4-1 = 3 and what the minus and equals signs mean.
2. Complete the workbook pages together as a class.
3. Use counters on the projector to practice more subtraction sentences.
HOMEWORK: practice for +9 speed drill ( speed drill is tomorrow - 40 problems in 4 minutes)

Monday
Chapter 3 Subtraction Lesson 1
Pages: 99-102
1. Read the poem on TE pg. 99 "Tunnel of Fun" Ask "How many children are in the picture?" (7) "How many children are waiting to crawl through the tunnel? (4) Ask "Do you think there might be any children hiding in the tunnel? (no, because the poem states there are 7 and they all can be seen.)
2. Display 5 books for the students. Tell the following story: "There are 5 books in all. Rory takes one of them away. Now there are 4 books." Explain that this is a subtraction story because you are taking away.
3, Project the workbook page on the smart board and bring the students' attention to the Let's Learn box at the top. Read them the subtraction story: "There are 4 pencils in the box. Miss Jones takes away 3 pencils. How many pencils are left in the box?" (1)
4. Complete the workbook pages together as a class.
HOMEWORK: Complete workbook pg. 31 and practice +9 addition facts for the speed drill on Wednesday (40 problems in 4 minutes)

No school   Christmas parade

Thursday
Chapter 5 Test Handout
Pages: Skip or Throw away pages 245-246 and 243 from the book
Project the test on the smart board and go over the directions orally as student answer each question.
HOMEWORK: none

Wednesday
SPEED DRILL - +8 addition fact (40 problems in 4 minutes)

NO WORKBOOK PAGE-Review handout
 Complete the Chapter 5 Review.
HOMEWORK:  look over the Chapter 5 review for the test tomorrow

Tuesday
Chapter 5 Lesson 20 - Count by 2s
Pages: 237-238
Vocabulary: count by 2s

1. Project the page on the smart board. Have the students point to each pair of cubes at the top of the page and say the numbers as they point: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20. Have them look at the Hundred Chart Together with the children count by 2s from 2 to 100. Ask if they notice any patterns. Children should recognize that counting by 2s, the numbers are even since the ones digits are 2, 4, 6, 8, or 0.
2. Have the students complete the 100 chart on page 237 by writing the numbers counting by twos.
3. Complete workbook pg. 238 together as a class.
HOMEWORK: Complete workbook pg. 74 and practice +8 addition facts.

Monday  Chapter 5 Lesson 19
Pages: 235-236
Vocabulary: count by 5s
1. Using a hundred chart either on the wall or on the students desk. have the students identify every 5th number in the chart until 30. Write the numbers they call out on the board: (5, 10, 15, 20, 25, 30) Ask the students to repeat the numbers with you as ou point to them. Ask the "What do you notice about the ones digit in these numbers?" (They alternate between 5 and 0 in the ones place.)
2. Project the workbook page on the smart board. Have the students find the hundred chart at the top of the page. Have the students color the boxes on the chart that show counting by 5s to 100.
3. Complete the workbook pages together as a class.
HOMEWORK: Complete workbook page 73 and continue to practice +8 addition facts for a speed drill on Wednesday

Friday
REVIEW - ODD and EVEN
Write the number 25 on the board. Ask the students "Which place do I need to look in to decide if the number is odd or even?" (ones place) "What number is in the ones place?" (5) Is this number odd or even?
EXTRA PRACTICE....First underline the digit in the ones place in each number. Color the Odd numbers orange and the Even numbers yellow.
Continue to practice +8 addition facts
HOMEWORK: none

Thursday
Chapter 5 Lesson 18 - Even and Odd
Pages: 233-234
Vocabulary: even, odd
1. Give each student 4 counters. Have them make pairs with the counters. Then ask "Where you able to make pairs with the counters?" (yes) "Were any counters left over?" (no)Explain that since none are left over, 4 is an even number. Then give each child 1 more counter. Have them make pairs again. Explain that since one is left over, 5 is an odd number. List all the odd and even numbers on the board. Odd (1, 3, 5, 7, 9) Even (0, 2, 4, 6, 8)
2. Project the page on the smart board. Circle pairs and then write the total number and whether the number is even or odd.
HOMEWORK: Complete workbook page 72 and continue to practice +8 addition facts

Wednesday
SPEED DRILL - +8 addition facts - 40 problems in 4 minutes
Check Your Progress Daily Grade
Pages: 231-232

Project the page on the smart board and go over the directions for each as the students answer individually.
HOMEWORK: Continue to practice addition facts

Tuesday
Chapter 5 Review for daily grade handout.  No math workbook page
Practice addition facts with flash cards.
HOMEWORK: Practice for the +8 addition speed drill TOMORROW. Complete the Math Review Study Guide to prepare for the Daily Grade tomorrow.

Monday
Chapter 5 Lesson 16 - 10 Less, 10 More
Pages: 227-228
Vocabulary: ten less, ten more

1. Write 5 tens and 3 ones on the smart board. Ask "What does the 5 represent?" (tens) "What number is the showing?" (53) Then change the 5 to a 4 to show 4 tens and 3 ones. Ask "What happened?" Explain that removing one tens makes a number that is 10 ten less. Now the number is 43. Repeat by adding a ten to the tens place making it 6 tens and 3 ones. Then the number is 10 more. (63) Explain that the tens place number is the only one changing.
2. Project the page on the smart board have the students look at the place value models at the top of page 227. Mack has 41 red cubes. Explain that the blue cubes are 10 less than 41 (31) and the green cubes are 10 more (51).
3. Complete the pages together as a class.
HOMEWORK: Complete workbook page 71 and practice +8 addition facts for a speed drill on Wednesday.

Friday
Chapter 5 Lesson 15 Hundred Chart Patterns
Pages: 225-226
Vocabulary: hundred chart
1. Project the page on the smart board. Have the students tell where we can find a hundred chart in our classroom. Explain that today we will focus on the different patterns of numbers we can find on the hundred chart. Start by looking at the row of 1-10. Ask what is happening to the numbers as we say the numbers on this row (they are going up by 1). Point out that this pattern continues on the each row and that the tens place digit stays the same in the first nine numbers and only the ones place digit goes up by 1.
2. Complete the pages together as a class.
3. Complete HOMEWORK workbook pg. 71 for EXTRA practice in class.
HOMEWORK: none

Thursday
Chapter 5 Lesson 14 - Ordering Numbers
Pages 223-224
1. Remind the students where we can look in our classroom to find a number line. Explain that we can use a number line to help us put numbers in order.
2. Project the workbook page on the smart board and have the students look at the surfboards with numbers on them at the top of the page. Read the story to them about Robin. Have them point to each number on the number line from the surfboards: 50, 41 and 46. This number line can help us put these numbers in order. (41, 46, and 50)
3. Complete the workbook pages together as a class by writing in the missing numbers in order.
HOMEWORK: Complete workbook page 70 and continue practicing +8 addition facts for next week

Wednesday
SPEED DRILL - +7 addition facts (40 problems in 4 minutes)
Chapter 5 Lesson 13
Pages: 221-222
Vocabulary: compare
1. Project the workbook page on the smart board. Have the students look at the place-value models at the top of page 221.
Explain that we can use what we know about tens and ones to compare 2-digit numbers. Tell the students that its important to look at the tens place first when trying to compare 2 digit numbers. Compare 54 and 36 by looking at the 5 in the tens place and the 3 in the tens place. 5 tens is more than 3 tens so 54 is greater than 36. Continue with comparing 32 and 36, and 42 and 42.
2. Complete the workbook page together as a class by comparing the 2-digit numbers by using >, =, or <.
HOMEWORK: begin to practice +8 addition facts for next week

Tuesday
Chapter 5 Lesson 12
Pages: 219-220
1. Have students find the number line on their desk name plate or the classroom wall. Ask "What number comes just after 20? (21) "What number comes just before 24?" (23) "What number comes between 21 and 23?" (22)
2. Project the page on the smart board (219) and discuss the numbers and 36, 37, and 38 at the top. 36 is just before 37 and 38 is just after 37.
3. Complete the pages together as a class.
HOMEWORK: Complete page 68 and practice +7 facts for speed drill tomorrow (40 problems in 4 minutes)

Monday 
Chapter 5 Lesson 11
Pages: 217-218 One More, One Less
1. Project the workbook page on the smart board. Have the students look at the tens sticks and ones units at the top of the page. Explain that removing a ones unit is like counting back 1 from a number. Then explain that adding a ones unit is like counting on 1 to find the number that is one more.
2. Complete the pages together by writing the number that is one less or one more.
HOMEWORK: Complete workbook page 67 and continue to practice addition facts for +7

Friday
Chapter 5 Lesson 10
Pages: 215-216
Vocabulary: Expanded form
1. Write 2 tens and 5 ones on the board. Ask the students the value of the 2 tens. Write 20 under it. Then ask the value of the 5 ones. Write 5 under it. Show them that the expanded form for this would be 20 + 5.
2. Project the workbook page on the smart board. Have the students find the place value chart at the top and discuss the number 45 as 4 tens and 5 ones. The expanded form would be 40 + 5.
3. Complete the page together as a class.
4. Have the students complete HOMEWORK workbook pg 66 # 10-15 for extra practice.
HOMEWORK: none

Thursday
Chapter 5 Lesson 9
Pages: 213-214
Vocabulary: value, digit
1. Write the number 42 on the board. Ask the students how many tens and ones are in this number. (4 tens and 2 ones) Explain the tens column is referred to the tens place and the ones column is the ones place. Point to the 2 in the ones place and explain that the value is 2 because you count by ones in the ones place. Then point to the 4 in the tens place and explain that the value of the 4 is 40 because you count by tens in the tens place.
2. Project the workbook pg on to the smart board. Have the students tell what place the underlined digit is in each problem before stating the value of the underlined number. Complete the page together as a class.
HOMEWORK: Complete handout

Wednesday
SPEED DRILL - +7 addition facts (40 problems in 4 minutes)
Chapter 5 Lesson 8 - Estimate Quantities
Pages: 211-212
Vocabulary: estimate
1. Place ten counters under the projector. Tell the students that the group is a group of ten counters. Then place another group of counters beside this group but don't tell the students how many is in the group. Explain that they will estimate or make a guess on the number in the second group by comparing it to the first group of ten. After the students estimate, count and find the actual number.
2. Project the workbook page on the smart board. (pg. 211) Have the students look at the top of the page at the two jars. Read the story to the class. Show the students how to mark off with their finger from the first jar of ten across to the other jar. You can see Beth has almost two times what Kyle has so it would be about 20.
3. Complete the pages together as a class.
HOMEWORK: Continue working on +7 facts

Tuesday
Check Your Progress on Chapter 5 Lessons 1-7
Pages: 209-210 classwork
1. Project the pages on the smart board. Go over each direction orally as the students work individually.
2. Review addition facts for +7.
HOMEWORK: Practice +7 speed drill. SPEED DRILL tomorrow for a DAILY GRADE.

Chapter 5 Lesson 7 - Numbers 90-100
Pages: 207-208
1. Project the page on the smart board and have the students look at the place value charts at the top of the page. Explain that the first model shows 98, 9 tens and 8 ones. Ask the students what is happening in the next place value chart. (One more ones unit was added to make 9 tens and 9 ones -99.) Finally, look at the last place value chart and discuss what has changed. (One more ones unit has been added to make 9 tens and 10 ones. The 10 ones was traded for one ten to make 10 tens or 100)
2. Complete the page together as a class.
HOMEWORK: practice +7 addition facts for a speed drill on Wednesday, (40 problems in 4 minutes)

REVIEW Place Value
Complete the practice page together as class.
Trace the number, color the ten frames to match the number and write the number of tens and ones.
HOMEWORK: NONE

Chapter 5 Lesson 6 - Numbers 60-89
Pages: 205 - 206
1. Project the page on the smart board. Have the students count the number of tens rods and ones units on each place value mat at the top of the page.
2. Discuss the different ways of expressing each number (6 tens 9 ones, 69, sixty-nine)
3. Complete the page together as a class writing the tens and ones and the number words for each.
HOMEWORK: Complete workbook pg. 63 

Chapter 5 Lesson 5 - Numbers 40-59
Pages 203-204
1. Project the workbook page on the smart board and complete it together as a class by counting the tens and ones for each number.
2. Discuss using number words for tens and ones.

HOMEWORK: Complete pg. 62 in workbook 

Chapter 5 Lesson 4 - Numbers 20-39
Pages 201-202

1. Write the number 21 on the board. Ask the students "How many tens are in this number?" (2) and "How many ones?" (1)
2. Project workbook pg. 201 on the smart board and complete together as a class writing the tens and ones for each number.
3. Project pg. 202 on the smart board and discuss using numbers and number words for tens and ones.
4. Practice flash cards for +6 addition facts.
HOMEWORK: Complete workbookk pg. 61 and practice +6 addition facts for speed drill on Wednesday (DAILY GRADE)

Chapter 5 Lesson 3 - Numbers 11 - 19
Pages: 199-200
The children will learn that numbers 11 - 19 are all a group of 1 ten and a given amount of ones.
1. Project page 199 on the smart board. Explain that a two-digit number has tens and ones. Look at the tens and ones for the number 15 at the top of the page. Discuss the four ways the number 15 is shown.
2. Complete the page together by having the children tell the number of tens and ones shown for each. Then have them relate the tens and ones to the two-digit numbers.
HOMEWORK: page 60, work on +6 facts for speed drill wednesday

Chapter 5 Lesson 2 - Tens through 100
Pages: 197 - 198
1. Project page 197 on the smart board. Count by tens together as a class as they point to each group of tens at the top of the page. Remind them that the number at also listed. They will use this as a reference when writing the words in the lesson.
2. Complete the page together as a class by writing the number and number word for each group of tens.
HOMEWORK: practice +5 facts for next week.

SPEED Drill +5 addition facts (40 problems in 4 minutes)
Chapter 5 Lesson 1 - Place Value
1. Read the poem on TE pg. 193 to the class "Tens Beach" and have the children count the number of turtles, shells and coconuts. Explain that they are all groups of ten. Ask, "How many more groups of ten can you make?"
Have the students count the flowers. Ask, "Is it a group of ten?" (no) "How many more do we need to make a group of ten?"
2. Turn to page 195 and project the page on the smart board. Direct the children's attention to the box at the top of the page. Discuss how Al makes a group of ten. How many tens does Al make?(2) How many are left over? (1 one)
3. Complete the page together as a class by making groups of tens and writing how many tens and how many ones.
HOMEWORK: Complete workbook pg. 58 and practice +6 addition facts for speed drill NEXT week.

Chapter 2 test
Review addition facts (1-5) for speed drill.
HOMEWORK: Practice addition facts for +5 addition speed drill for DAILY GRADE tomorrow.

Complete the practice Chapter 2 Test
Workbook Pages: 93-94 and 91
Project the practice test on the smart board and go over the directions orally for each questions and complete together as a class.

HOMEWORK: Complete the Chapter 2 study guide to prepare for Chapter 2 test tomorrow. Practice addition facts +5 for speed drill on Wednesday.

workbook page 85
Review lessons
Complete practice speed drill

Chapter 2 Lesson 15 (adding 3 numbers)
Pages: 83 - 84
1. Project the page on the smart board and direct the attention the cubes at the top of page 83.
2. Explain that we are going to add 3 numbers today by grouping two of the addends and then add the third addend. Look at the examples at the top for adding 3 +4 + 3. You can group the top two and work down or the bottom 2 and work up. Look at the examples for each.
3. Complete the page together as a class.
HOMEWORK: Complete workbook pg. 27

Chapter 2 Lesson 14
Pages: 81-82
Practice using various addition strategies when students cannot recall the facts: numbers lines, counters, counting up, ten frames, etc.
1. Project the page on the smart board and complete together as a class.
2. Ask students which strategy they would use to find the answer.
HW Page 26

Check Your Progress - DAILY GRADE
Pages: 79-80
Project the pages on the smart board and go over each direction orally.
Practice +4 addition facts.
HOMEWORK: Complete the practice speed drill on +4 addition facts (40 problems in 4 minutes)

TSW complete the Check your Progress review sheet with the teacher for the daily grade tomorrow.

Homework: Review over the Check your Progress sheet to prepare for daily grade tomorrow.  Continue working on plus 4 facts for speed drill wednesday

SPEED DRILL - +4 (40 problems in 4 minutes)


Chapter 2 Lesson 12
Pages: 75-76
Vocabulary: doubles fact
1. Project the workbook page on the smart board. Discuss the addition fact at the top of the page 3+ 3 = 6. Relate the addends to the green cubes. Explain that this is a doubles addition fact because both addends are the same number.
2. Look at number 1 on the workbook page. Hold up 5 fingers and ask the students to do the same. 5 + 5 is a doubles fact. Do the same for 3 and 4 fingers ( 3+ 3 and 4 +4 )
3. Complete the workbook pages 75-76 together as a class.
HW: workbook page 25 and continue practicing + 4 facts

Speed drill + 4
Chapter 2 Lesson 11 - Adding using patterns
Pages: 73-74
Vocabulary: addition patterns
1. Project the page on the smart board and direct the children's attention to the addition chart at the top. Explain that addend + addend = sum in the chart.
2. Help the children identify a pattern: the first addend is going up by one and the second addend is staying the same. This makes the sum go up by one each time.
3. Complete the page together as a class, identifying the pattern each time.
HOMEWORK: Complete workbook pg. 24 and continue working on + 4 facts for daily grade next week

Chapter 2 Lesson 10 - Number Line Addition
Pages: 71 - 72
1. Remind the students where in the classroom they can find a number line. Explain that you can use a number line to add.
2. Project the workbook pages on the smart board and ask the students to find the number line at the top of the page.
3. Using the addition sentence 8 + 3 = ? at the top of the page, explain that the blue arrow relates to the first addend in the addition sentence which is 8. Trace the blue arrow with your finger.
4. Then have the students trace the green hops to show counting on 3 which is the second addend.
5. Explain that the number you land on after hopping 3 times is the answer or sum (8).
6. Complete the page together as a class.
HOMEWORK: Practice + 4 to prepare for plus 4 speed drill tomorrow and complete workbook pg. 23

Review Chapter 2 skills and practice + 4 facts for a speed drill on Wednesday
No workbook page
HW: Practice + 4 facts with speed drill app, flash cards, etc...

Tuesday
Chapter 2, Lesson 7
Pages: 63 - 64, review sheet for daily grade tomorrow
Sums of 11 and 12
1. Project the workbook page on the smart board (pg. 63) and point to the addition sentence at the top of the page: 8 + 3 = 11. Relate the addends to the tiles. Ask "How many tiles that are outside of the ten frame can fit in the ten frame?" (2) If the ten frame was filled that would represent 10 and what is one more than 10? (11) 8 + 3 = 11.
2. Complete pages 63-64 together as a class using counters if needed.
3. Practice addition flash cards.
HOMEWORK: Practice addition facts for speed drill tomorrow and look over daily grade review sheet for daily grade tomorrow 

Monday


Chapter  2, Lesson 6

Pages: 61-62

Sums of 9 and 10

1. Project the page on the smart board (pg. 61). Read the addition sentence at
the top of the page: 5 + 4 = 9. Explain that the first addend matches the red
counters and the second addend matches the blue counters. When you join the
counters together it equals 9. Continue with 5 + 5 = 10.

2. Complete pages 61-62 together as class using counters if needed.

3. Practice addition facts with flash cards. Continue with +3 addition fasts
this week.

HOMEWORK - complete workbook pg 20

Chapter 2 - Addition
Pages: 49-52
Read the poem on TE pg 49 "Peggy's Pets" and ask students to listen for words that describe where the pets are. (on Peggy's head, on her left and so on). Then ask the students "How many of each kind of pet do you see?"
Vocabulary: addition story, join, plus, equals, in all, addend

Project page 51 on the smart board.
Read the addition story to the class -
Anna sees 2 frogs on a lily pad.
3 more frogs join them.
How many frogs does Anna see in all?

Complete pages 51-52 together as a class using counters as needed to show how to join together.
HOMEWORK: Complete workbook pg. 15 and practice +3 addition facts to prepare for Wednesday's speed drill.

Description:
Chapter 2 Lesson 5
Pages: 59-60 
Sums of 7 and 8
Vocabulary: part + part = whole, addition fact

Hold up a domino card for an addition fact such as 4 + 3 = 7. Identify each group of dots (4, 3) as a part of the whole (7). then write 4 + 3 = 7 on the board. Repeat with another domino card. 
 Project the workbook pg on the smart board (pg. 59-60) and complete together as a class by identifying each part (addends) and the whole (sum) for each addition fact.
 HOMEWORK: none

Chapter 2, Lesson 4
Pages: 57 - 58 
Vocabulary: related addition facts 
Write this addition story on the smart board "I have 1 goldfish and 2 red fish. I have 3 fish in all. " 1 + 2 = 3. Then write this story on the board. I have 2 red fish and 1 goldfish. I have 3 fish in all. 2 + 1 = 3. Explain that 1 + 2 = 3 and 2 + 1 = 3 are related addition facts. The addends are the same but in a different order and the sums are the same. When we switch addends in an addition sentence the sum will stay the same. 
 Complete pages 57-58 together as a class. 
 HOMEWORK: Complete workbook page 18

SPEED DRILL - (+3 addition facts, 40 in 4 minutes for a daily grade) 
Chapter 2 Lesson 3
Pages: 55 - 56
Vocabulary: addend, sum, addition fact
Draw 3 fish in a group on the board and then draw 2 more fish in the next group. Write the addition sentence 3 + 2=5.
Ask "What do the numbers before and after the plus sign tell us?" (How many in each group) "What does the 5 after the equal sign tell us? " (How many in all.) Explain that the numbers 3 and 2 are the addends in the addition sentence and the number 5 is the sum. 
 Project page 55 on the smart board and look at the number sentence at the top. 4+1=5. Have the students name the addends and the sum in the sentence.
The students will complete the page together as a class. 
 HOMEWORK: Complete workbook pg. 17

Chapter 2 Lesson 2
Pages: 53-54 
Vocabulary: add, plus (+), equals (=), addition sentence 
Project page 53 on the smart board.
Discuss the addition story at the top of the page.
1 cat played with a ball.
3 more cats join.
How many cats play all together? Write the addition sentence. 1 + 3 = 4
The students will complete pages 53-54 together as a class. 
 HOMEWORK: Complete workbook page 16 and practice +3 addition facts for a speed drill daily grade tomorrow.

Review chapter 1 skills with review worksheet or smart board game
skills: number words, ordinal numbers,  one more, one less, between, great than, less than, equal to, number line
HW: none

Chapter 1 Test (weight of 2)
Pages 39-40 and 37 stapled to the back

Project the test on the smart board. Go over each direction as they students complete the test. 
 HOMEWORK - none   Begin to work on + 3 facts for next week

SPEED Drill +2 Addition facts (40 in 4 minutes) Practice only
 Complete the Chapter 1 practice test (not for a grade ) in class together to prepare for a Chapter 1 Test tomorrow.

HOMEWORK: Look over the Chapter 1 practice test from class today. There will be a Chapter 1 Test tomorrow for a grade similar to this practice test.

Chapter 1 Lesson 15
Pages: 35-36
Problem Solving and Ordinal Numbers
Write this problem on the board and discuss as a class the problem solving strategy to complete it.
Jamal plants 7 flowers.
Maya plants 3 more than flowers than Jamal.
How many flowers does Maya plant?

1. Project the math workbook pg. 35 on the smart board screen. Read each story problem to the class and discuss together how to solve each problem.
2. Use a problem solving strategy to answer the practice questions on pg. 36 on ordinals numbers together as a class.
3. Review +2 addition facts for a speed drill tomorrow. 
 Homework - Complete workbook pg. 14. Practice +2 addition facts for a speed drill tomorrow.

No school   Labor Day

Friday-  workbook page 33 and 34  Problem solving    (hands on lesson)  use chips or  tiles
HW:  none

Thursday-page 31 and 32  ordinals from top to bottom
HW:  workbook page 12

Wednesday- 
+ 2 speed drill daily grade (40 problems in 4 minutes)
pages 29 and 30    Ordinal numbers 1st, 2nd, etc…. through 10th
HW:  workbook page 11

Tuesday- page 27, 28, and attach handout (daily grade)   read each question orally and highlight on the smart board
HW:  practice + 2 facts for speed drill tomorrow  (daily grade)

Math


Monday
– page 25 and 26 


Greater than, less than, equal


Homework- workbook page 10 and look over and
review past homework pages 5-9 for a daily grade tomorrow