# 21st Century Theme: Business 21st Century Skills: Critical Thinking and Problem Solving Operations & Algebraic Thinking

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2 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). * Concrete models to solve word problems. *Picture drawings to solve 3 digit addition problems. (ex =) *Use concrete objects to correlate with given number. *Modeling of correct numeral formation. Math Curriculum Formative Concrete counters and objects Self Benchmark Project-Based Formative Various concrete items Numeral Self formation Flashcards Benchmark Project-Based Art-Draw related picture for given word problem. Music- addition or subtraction songs Count on Addends Sum Equations Missing number Sets Groups Count

3 Essential Question(s): How do we solve addition and subtraction problems/ sentences? 21st Century Theme: 21st Century Skills: Operations & Algebraic Thinking 1. OA B. Understand and apply properties of operations and the relationship between addition and subtraction. Skills Instructional Procedures Resources Interdisciplinary 3. Apply properties of operations as strategies to add and subtract.2 Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) *Concrete models to introduce and solve addition and subtraction sentences. *Picture drawing to solve various addition and subtraction sentences. Formative Self Benchmark Project-Based Student produced models Counters Connecting Cubes Computer Software SmartBoard Chalk Board MiniWhite Boards Literature: Mission Addition by: Loreen Leedy Subtraction Action by: Loreen Leedy Elevator Magic by: Stuart J. Murphy Science: Using science related items to count (ex. acorns, shells, etc.) Fact Families (Same as above)

4 4. Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. Use concrete objects to teach concept. Teach students to count up on the number line. 10-8= Have students start at 8 and count how many numbers to 10. Math Curriculum Formative Counters Connecting Cubes Self Computer Software Benchmark SmartBoard Chalk Board MiniWhite Boards Project-Based Number Line Student produced models Literature: Create a subtraction number story book.

5 Essential Question(s): How is addition and subtraction related? 21st Century Theme: Operations & Algebraic Thinking 1. AO C. Add and subtract within 20. Skills Instructional Procedures Resources Interdisciplinary 5. Relate counting to addition Number line and subtraction (e.g., by Manipulatives counting on 2 to add 2). *Use drawings to solve addition and subtraction problems. *Use models to introduce and practice addition & subtraction problems. Formative Self Benchmark Project-Based Literature: A Bag Full of Pups by: Dick Gackenbach Counting on counting back

6 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). *Use songs, chants, rhymes related to addition/ subtraction to enhance fluency. *Continue to use concrete models, picture drawings to solve addition & subtraction problems. Math Curriculum Formative Self Benchmark Project-Based Math CD songs Addition charts Adding and subtracting website for songs: ching.com/math/a dditionsubtractions ongs.htm Literature: Have students write their own addition/ subtraction rap.

7 Essential Question(s): Math Curriculum How do we determine if number sentences are true or false? 21st Century Theme: Operations and Algebraic Thinking 1.OA D. Work with addition and subtraction equations. Skills Instructional Procedures Resources Interdisciplinary 7. Understand the meaning of Concrete modeling to introduce Formative Concrete Language Arts: Have the equal sign, and determine equal/not equal concepts. objects/manipulati students create their if equations involving addition Picture drawings to show equal Self ve own problems for and subtraction are true or and not equal sets. Number lines center time. false. For example, which of Benchmark Counting Cubes the following equations are SmartBoart true and which are false? 6 = Chalkboard 6, 7 = 8 1, = 2 + 5, Project-Based Computer = Software Equal Signs True False Correct Incorrect Equals "Equal To" Symbol Equal Sets Unequal sets

8 8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = _ 3, = _. Use concrete models, pictures or drawings to solve addition and subtraction problems. Math Curriculum Formative Math CD songs Center games Self Counting Cubes and other Benchmark manipulative counters Project-Based Have students write addition and subtraction equations related to problems in the classroom. Ex. I have 3 pieces of paper and 6 students, how many more do I need? 3+ =6 Missing addends Vertical addition/subtractio n Unknown number

9 Essential Question(s): How does place value help us to solve problems using addition and subtraction? 21st Century Theme: Economic Awareness- How money and objects relate to economy 21st Century Skills: ICT Literacy; Critical Thinking and Problem Solving Number and Operations in Base Ten 1. NBT A. Extend the counting sequence. Skills Instructional Procedures Resources Interdisciplinary 1. Count to 120, starting at Model ways to make numbers any number less than 120. In up to 120 using ten frames, this range, read and write counting on, doubles, grouping, numerals and represent a etc. number of objects with a written numeral. Formative Self Benchmark Project-Based Ten frame Number line Blocks Computer software A+Math (website) Study Island Calendar Word Wall Connecting Cubes 100 Chart Songs Poems Calculators Flash Cards Literature: Monster Math by: Anne Miranda A Dozen Dogs by: Harriet Ziefert Ones Tens Grouping Fact Families Facts Doubles Counting on Left/ Right Essential Question(s):

10 21st Century Theme: Numbers & Operations in Base Ten 1. NBT B. Understand place value. Skills Instructional Procedures Resources Interdisciplinary 2. Understand that the two *Understand that the two digits Formative Ten frame Literature: Monster digits of a two-digit number of a two digit number represent Number line Math by: Anne Miranda represent amounts of tens amounts of tens and ones. Self Blocks A Dozen Dogs by: and ones. Understand the *Write number sentences to Computer software Harriet Ziefert following as special cases: represent the place value. Benchmark A+Math (website) 10 can be thought of as a *Use money to represent place Study Island bundle of ten ones called a value. Calendar ten. Project-Based Word Wall The numbers from 11 to 19 Connecting Cubes are composed of a ten and 100 Chart one, two, three, four, five, six, Songs seven, eight, or nine ones. Poems The numbers 10, 20, 30, 40, Calculators 50, 60, 70, 80, 90 refer to one, Flash Cards two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Ones Tens Grouping Fact Families Facts Doubles Counting on Left/ Right Vertical Horizontal Columns Alignment 3. Compare two -digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. *Compare and order whole numbers to 100. *Use <, >, = to compare whole numbers. Same as previous standard. Coins Money Counters Literature: Just Enough Carrots by: Stuart J. Murphy More Greater Than Less Than Equal Estimate

11 Essential Question(s): 21st Century Theme: Numbers & Operations in Base Ten 1.NBT C. Use place value understanding and properties of operations to add and subtract.

12 Skills Instructional Procedures Resources Interdisciplinary 4. Add within 100, including *Solve multi-digit addition and Formative Flash Cards adding a two-digit number subtraction problems using Counters and a one-digit number, and models and number sentences. Self Available Objects adding a two-digit number *Use fact families and related and a multiple of 10, using facts to illustrate the properties. Benchmark concrete models or drawings *Teach the relationship and strategies based on place between number sentences value, properties of through ordinary objects. Project-Based operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Social Studies: Relate fact families to students' families Sum Difference Carry on (move it over) Math Fact Flip Digits Fact Families Selected Facts 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use mental strategies to add and subtract.

13 6. Subtract multiples of 10 in Using concrete models or the range from drawings and strategies based multiples of 10 in the range 10-on place value, properties of 90 (positive or zero operations, and/or the differences), using concrete relationship between addition models or drawings and and subtraction; relate the strategies based on place strategy to a written method value, properties of and explain the reasoning used. operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Math Curriculum Essential Question(s): How can measurements be used to solve problems? 21st Century Theme: Global Awareness 21st Century Skills: Critical Thinking and Problem Solving Measurement and Data 1.MD

14 A. Measure lengths indirectly and by iterating length units. Skills Instructional Procedures Resources Interdisciplinary 1. Order three objects by SmartBoard length; compare the lengths Assorted of two objects indirectly by measuring tools using a third object. *Using SmartBoard or models students will order objects from short to shortest and long to longest. *Understand the inverse relationship between the size of an unit and the number of units. *Students will organize classroom objects. Formative Self Benchmark Project-Based Literature: How Big is a Foot? By: Rolf Myller Language Arts: Grammar lesson on the use or er and est endings. Students can write stories using words with these endings. Length Inch Foot Yard Meter Centimeter Short -er, -est long -er, -est

15 2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Model measuring a desk with a pencil or other available nonstandard use of measurement. *Demonstrate the need for exactness. *Discuss how and why measurements differ. *Introduce standard units of measurement. *If students are ready introduce rulers. Math Curriculum Formative Self Benchmark Project-Based Funbrain.com (website) Literature: The Biggest Fish by: Shelia Keenan Measure end to end

16 Essential Question(s): Why do we need to tell time? 21st Century Theme: Health Literacy 21st Century Skill: Life and Career Skills Measurement & Data 1.MD B. Tell and write time. Skills Instructional Procedures Resources Interdisciplinary 3. Tell and write time in hours and half-hours using analog and digital clocks. *Use the Judy Clock or SmartBoard to demonstrate telling time to the hour and half hour. Model how to write time properly using both analog and digital units. *Play bingo game match analog to digital time. *Have children practice telling time in small groups using small clocks. *Survey class to gather data about times they eat dinner, go to sleep, wake up, etc. Formative Self Benchmark Project-Based Island) Group & Judy Clocks Smart Boards Small Clocks for the students Time Bingo Game Digital Clock Analog Clock Literature: The Grouchy Ladybug by: Eric Carle Social Studies: Create a time line of the students day. Science: Sun rise and sun set Health: How much sleep is needed? Physical Education: Use of the stopwatch. Hour Minute Second Half Hour Clock Face Minute hand Hour Hand Second Hand Analog Digital

17 Essential Question(s): How can the collection, organization, interpretation, and display of data be used to answer questions? 21st Century Theme: Global Awareness 21st Century Skills: Critical Thinking and Problem Solving, Information Literacy Measurement & Data 1.MD C. Represent and interpret data. Skills Instructional Procedures Resources Interdisciplinary 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. *Guide students to collect data and discuss how to represent as a graph. Crate class graph. In journal, write a sentence that describes the data. *Ask students questions about data, or have students formulate their own questions in their journals to ask their classmates. Formative Self Benchmark Project-Based Island) Group & Graph Pocket Chart Clipboards Math Journals Science: Graph the weather Language Arts- Journal results into sentences Health: Graph Healthy Foods Physical Education: Graph number of jumping jack, how far can everyone kick a ball, etc. Graph -picture -bar Most Greatest Least More Less

18 Essential Question(s): How do we use shapes and attributes in the real world? 21st Century Theme: Global Awareness 21st Century Skills: Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Innovation Geometry 1.G A. Reason with shapes and their attributes. Skills Instructional Procedures Resources Interdisciplinary 1. Distinguish between defining attributes (e.g., triangles are closed and threesided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. *Identify real world two dimensional shapes. *Identify and describe attributes and properties of two dimensional shapes *Sort and classify two dimensional shapes *Identify real world three dimensional shapes *Sort and classify three dimensional shapes *Recognize shapes from different perspectives *Tally shapes in the neighborhood Formative Self Benchmark Project-Based Island) Group & Tangrams Geometric Shapes Geo-Board District Specific Texts Software Attribute Blocks Craft Sticks Blocks Wiki-Sticks Pattern Blocks Computer Literature & Triangles Engineering: Read the Quadrilaterals Three Little Pigs then Pentagons have students build Hexagons houses in small groups, Cubes using different shapes. Sort They are building Classify houses for the little pigs Alike that the wolf can't blow Different down. (Teachers can use Rectangular Prism the blow dryer to Cone simulate the wolf Cylinder blowing.) Sphere Pyramid Face (How many faces does the shape have?) Two-dimensional Three-dimensional

19 2. Compose two-dimensional *Look at incomplete shapes and shapes (rectangles, squares, identify what the should be. trapezoids, triangles, halfcircles, and quarter-circles) or dimensional shapes. *Compose and decompose two three-dimensional shapes *Understand that three (cubes, right rectangular dimensional shapes are made prisms, right circular cones, up off two dimensional shapes. and right circular cylinders) to *Compose and decompose create a composite shape, and three dimensional shapes. compose new shapes from *Identify two dimensional in the composite shape.1 three dimensional shapes. Math Curriculum Formative Self Benchmark Project-Based Island) Group & Blocks Tangrams Geoboards Three-dimensional Shapes Wiki-Sticks SmartBoards Art/Engineering: Have students create threedimensional transportation using recyclable materials in small groups. Have students present their creation to the class. Make Break apart Trapezoid Half Circle Quarter Circle Right Rectangular prisms Right Circular Cones Right Circular Cylinders 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. *Develop initial understanding of congruence and symmetry. *Using paper create two shapes that are equal size. *Have children use the SmartBoard to "cut" real world items in halves and quarters. *Walk around the school and identify fractions in the school environment. Formative Self Benchmark Project-Based Island) Group & Fraction Tiles SmartBoard Bar Modeling Art: Lines of Symmetry Science: Explore Butterflies and the explore the symmetry Half of Quarter of Halves Quarters Equal Shares Fourth of Cut into

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