week+of+3.16.09

Monday

 * //I can count by twos and fives fluently. This means I can count by twos and fives quickly and automatically.//
 * //I can understand and accurately solve stories about things in groups of twos and fives.//

Begin with lesson with buttons with 2 holes, and crackers with 5 holes. Hand out buttons to several students. Ask: How many buttons are there? How many holes?

Practice a few times, and practice counting by twos.

Do they same with crackers. How many crackers? How many holes? Practice counting by fives.

Centers:


 * Problems about 2s and 5s. [|Buttons1B.doc]
 * Counting bags by 2s and 5s.

__Small group__ Learning Target:
 * //I can count by twos and fives fluently. This means I can count by twos and fives quickly and automatically.//
 * //I can figure out if a number is odd or even.//

Spend some time with counting bags / problems about twos and fives.

Problems: [|buttons1.doc]

Wednesday
Same centers as Monday: counting bags and story problems

Thursday
Begin review for assessment

regular review: [|Unit3review.doc] advanced review: [|Unit3reviewB.doc]

study plan: [|studyplanunit3.doc]

Friday
Practice having kids act out story problems without solving them. Model it for them with cubes and part-part-whole mats.

"The first part of the problem-solving process is to visualize the problem to figure out how to solve it. Sometimes we get in the habit of doing one kind of problem, and so we forget to really visualize the problem and figure out what it is asking us to do. Today we are going to practice doing that without actually solving the problems. We are just going to act them out with counters and mats so we can be sure we know what the problem is asking. You need lots of practice with this so when you read a problem you can first stop and figure out what kind of problem it is."

1. The Bears made 12 pancakes. They ate some of them. There were 5 left. How many did they eat?

Teacher models it on part-part-whole mat. (Ask questions so kids help you model it.) What is the part? What is the other part? What is the whole? What is missing?

2. At snack we had 9 bananas. Then Mr. Montejo brought 4 more. How many bananas did we have?

Teacher models it on part-part-whole mat. (Ask questions so kids help you model it.) What is the part? What is the other part? What is the whole? What is missing?

3. There were 13 students in the class. Could everybody have a partner?

Model it. Is there a whole and a part? Not really. Don't use the part-part-whole mat. Ask how they would model it.

4. The Bumblebees collect 14 minerals. 8 of them were shiny. How many were not shiny?

Teacher models it on part-part-whole mat. (Ask questions so kids help you model it.) What is the part? What is the other part? What is the whole? What is missing?

Give each student counters and a part-part-whole mat. (or do it in pairs) Read more mixed problems and have them act them out. They do not need to solve them! You can ask quickly how they might solve them.

1. There were 11 ladybugs in the ladybug land. 5 died. How many were left? 2. We have 6 crackers. Each cracker has 5 holes. How many holes are there? 3. At DSNI, we got 15 cookies. Some of them were chocolate chip. 8 of them were oatmeal. How many were chocolate chip? 4. Seth found 10 crickets. Christian found 5 crickets. How many crickets did they have altogether? 5. There were 6 spiders in a cup. Each spider has two eyes. How many eyes were there? 6. Ms. Shah had 13 almonds. She ate some. She had 4 left. How many did she eat?

etc.

Then work on review packet.