ANGUIANO

MATH 3.5
Monday Tuesday Wednesday Thursday Friday
Warm-Up / Number Sense
OBJECTIVE: S will use mental math to solve addition and subtraction problems using various strategies.
Warm-Up Minute Drill Minute Drill Minute Drill Minute Drill Minute Drill
Activitie Math Vocabulary Math Vocabulary Math Vocabulary Math Vocabulary Math Vocabulary
s: Subitizing: addition & Subitizing: addition & Subitizing: addition & Subitizing: addition & Subitizing: addition &
subtraction by 10 and subtraction by 10 and subtraction by 10 and subtraction by 10 and subtraction by 10 and
(5 min) 100 100 100 100 100
Content & Objectives
OBJECTIVES: [2.9A] Find the length of objects using concrete models for standard units of length
[2.9B] Describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an
object
Material Math textbook, math Math textbook, math Math textbook, math Math textbook, math Math textbook, math
s journal, Manila paper, journal, Manila paper, journal, Manila paper, journal, Manila paper, journal, Manila paper,
pencils, color tiles, pencils, color tiles, rods, pencils, color tiles, rods, pencils, color tiles, rods, pencils, color tiles,
rods, manipulatives manipulatives manipulatives manipulatives rods, manipulatives
Learning The student applies The student applies The student applies The student applies The student applies
Objectiv mathematical process mathematical process mathematical process mathematical process mathematical process
es standards to select and standards to select and standards to select and standards to select and standards to select
use units to describe use units to describe use units to describe use units to describe and use units to
length, area, and time. length, area, and time. length, area, and time. length, area, and time. describe length, area,
and time.
ELPS Ask and give Ask and give Ask and give Ask and give Ask and give
information ranging information ranging information ranging information ranging information ranging
from using a very from using a very from using a very from using a very from using a very
limited bank of high- limited bank of high- limited bank of high- limited bank of high- limited bank of high-
frequency, high-need, frequency, high-need, frequency, high-need, frequency, high-need, frequency, high-need,
concrete vocabulary, concrete vocabulary, concrete vocabulary, concrete vocabulary, concrete vocabulary,
including key words including key words and including key words and including key words and including key words
and expressions expressions needed for expressions needed for expressions needed for and expressions
needed for basic basic communication in basic communication in basic communication in needed for basic
communication in academic and social academic and social academic and social communication in
academic and social contexts, to using contexts, to using contexts, to using academic and social
contexts, to using abstract and content- abstract and content- abstract and content- contexts, to using
abstract and content- based vocabulary based vocabulary based vocabulary abstract and content-
based vocabulary during extended during extended during extended based vocabulary
during extended speaking assignments. speaking assignments. speaking assignments. during extended
speaking assignments. [3F] [3F] [3F] speaking
 ANGUIANO
MATH 3.5
[3F] assignments.[3F]
Lesson Region IV, Math Region IV, Math Region IV, Math Region IV, Math Region IV, Math
Source Solutions, Brain Pop, Solutions, Brain Pop, Solutions, Brain Pop, Solutions, Brain Pop, Solutions, Brain Pop,
Scholastic, Field Guide; Scholastic, Field Guide; Scholastic, Field Guide; Scholastic, Field Guide; Scholastic, Field
Eduphoria, 2nd grade Eduphoria, 2nd grade Eduphoria, 2nd grade Eduphoria, 2nd grade Guide; Eduphoria, 2nd
math teachers math teachers math teachers math teachers grade math teachers
Key 1.7D describe a length 1.7D describe a length 1.7D describe a length 1.7D describe a length 1.7D describe a length
Back- to the nearest whole to the nearest whole to the nearest whole to the nearest whole to the nearest whole
ground unit using a number unit using a number unit using a number and unit using a number and unit using a number
Knowled and a unit (R) and a unit (R) a unit (R) a unit (R) and a unit (R)
ge
Vocabula Length, Standard units, Length, Standard units, Length, Standard units, Length, Standard units, Length, Standard
ry centimeters, inches, centimeters, inches, centimeters, inches, centimeters, inches, units, centimeters,
feet, Inverse feet, Inverse feet, Inverse feet, Inverse inches, feet, Inverse
relationship, Length, relationship, Length, relationship, Length, relationship, Length, relationship, Length,
Size of unit, Unit of Size of unit, Unit of Size of unit, Unit of Size of unit, Unit of Size of unit, Unit of
measure measure measure measure measure
Lesson: Teacher & Student Actions
Hook: Watch video on Have a student get his Have a student take off Tell students that one of Have a student lie
YouTube: lunch box and measure his shoe and then them will measure a down on the rug. Ask
(5 min) https://www.youtube.co its length using rods. measure its length book using 2 different Ss if they will need
m/watch?v=q8o7n- Student can ask using inch tiles. standard units of more new pencils or
A0SC0 another student to Student can ask another measurement (inch tiles sticky notes to
(Remind Ss that they come up to the front student to come up to & rods). Ask students if measure the Ss
will be using standard and measure his lunch the front and measure they will need more length.
units of measurement box. his shoe. inch tiles or rods to
(tiles, rods, and base measure its length.
10 blocks.)
Mini- Use an anchor chart. Use Mondays anchor Use Mondays anchor Use a new anchor Use Thurs anchor
Lesson: [2.9A] chart and add new chart and add new chart. [2.9B] chart and add new
I Do info. [2.9A] info. [2.9A] info. [2.9B]
Model Teaching Point: Teaching Point:
Today Im going to Teaching Point: Teaching Point: Today Im going to Teaching Point:
(7 min) teach you that you can Today Im going to Today Im going to teach you about Inverse Today Im going to
measure the lengths of remind you that you remind you that you can Relationships. What remind you that
objects using standard can measure the measure the lengths of does that mean? Well, Inverse Relationships
units of measurement lengths of objects using objects using S.U. of M. it simply means the simply means that
such as tiles, rods, and S.U. of M. such as rods. such as inch tiles. longer the object, the longer the
ANGUIANO
MATH 3.5
base 10 blocks. TW hold up the same TW hold up the same 2 the fewer inch tiles object, the fewer
TW hold up 2 books 2 books used on books used on Monday needed to measure inch tiles needed to
and ask students which Monday and ask and Tuesday and ask its length and the measure its length
book is longer. students if they will students if they think shorter the object, and the shorter the
TW record their need more or less rods they will need more the more inch tiles object, the more
responses on the to measure the book. inch tiles than rods or needed to measure a inch tiles needed to
anchor chart. (This question is base 10 blocks. (This length. measure a length.
TW ask students how aligned with question is aligned TW draw a pencil on TW draw a caterpillar
they could find out Thursday & Fridays with Thursday & the anchor chart. (Draw on the anchor chart.
which one is actually mini-lesson). Fridays mini-lesson). it bigger than a real (Draw it big enough
larger. (Prove it) TW record their TW record their pencil). for S to see).
TW then place both responses on the responses on the TW carefully draw inch TW carefully draw
books on the rug and anchor chart. anchor chart. tiles and record its rods and record its
measure both using TW then place both TW then place both length. length.
base 10 blocks. books on the rug and books on the rug and TW draw another TW draw another
TW record the length measure them using measure both using bigger or smaller pencil bigger or smaller
of each book on the rods. inch tiles. on the anchor chart. caterpillar on the
anchor chart. TW record the length TW record the length TW carefully draw inch anchor chart.
TW ask S to turn and of each book on of each book on tiles and record its TW carefully draw
talk about a different Mondays anchor chart. Mondays anchor chart. length. rods and record its
way they can measure TW ask S to turn and TW ask S to turn and TW ask S to turn and length.
the books. talk and ask their rug talk and ask their rug talk to their rug TW ask S to turn and
TW close the mini- partners why less rods partners why more inch partners and explain talk to their rug
lesson by reminding S were needed even tiles were needed even what is happening. (T partners just like in
that they will be though the same books though the same books can prompt by saying: yesterdays lesson
measuring objects were used. were used. Why did we use about Inverse
using S.U. of M. TW close the mini- TW close the mini- more/less inch tiles on Relationships. (T can
lesson by reminding S lesson by reminding S the first/second pencil?) prompt by saying:
that they will be that they will be TW explain to S that Why did we use
measuring objects measuring objects using Inverse Relationships more/less rods on the
using S.U. of M. S.U. of M. simply means that the first/second
longer the object, the caterpillar?)
fewer inch tiles needed TW ask several S
to measure its length what Inverse
and the shorter the Relationships mean.
object, the more inch After a few S have
tiles needed to measure shared/answered, TW
a length. reinforce the
 ANGUIANO
MATH 3.5
T can show students 2 meaning/concept:
different objects and The longer the
ask the students if they object, the fewer inch
will need less/more inch tiles needed to
tiles to measure their measure its length
lengths. and the shorter the
object, the more inch
tiles needed to
measure a length.
Guided SW return to their SW return to their SW return to their SW return to their SW return to their
Practice: desks and TW provide desks and TW provide desks and TW provide desks and TW provide desks and TW provide
We Do them with S.U.of M. them with S.U.of M. them with S.U.of M. them with S.U.of M. them with S.U.of M.
Model (base 10 blocks) and a (rods) and a zip-lock (inch tiles) and a dry- (inch tiles) and 3 (base 10 blocks).
brand new pencil to bag. erase marker. different sized objects: TW pair students and
(7 min) measure. TW remind S once TW remind S once An index card, a sticky they will work
TW remind S that again that they must again that they must note, and a book. together.
they must measure measure carefully just measure carefully just TW remind S once Student will get base
carefully just like the like the girl in the video. like the girl in the video. again that they must 10 blocks to measure.
girl in the video. TW monitor S as they TW monitor S as they measure carefully just TW have students
TW monitor S as they practice measuring the practice measuring the like the girl in the video. wander about the
practice measuring the zip-lock bags. markers. TW monitor S as they room with their Math
pencils. TW ask S to trace the TW ask S to trace the practice measuring the journals measuring
TW ask S to trace the length of the zip-log length of the marker on all 4 objects. different objects.
length of the pencil on bags on their Math their Math Journals. Students will record Student pairs will
their Math Journals. Journals. TW ask S to record the their information on each measure the
TW ask S to record TW ask S to record the number of inch tiles their Math journals. same objects, draw
the number of base 10 number of rods they they used to measure TW ask S to talk to them on their Math
blocks they used to used to measure the the marker and their their table partners and journals and write
measure the pencil and zip-lock bag and their marker drawing (both explain why they larger down the amount of
their pencil drawing zip-lock bag drawing should match). objects need more inch base 10 blocks
(both should match). (both should match). tiles than the smaller needed to measure
objects. the object.
After a few minutes,
S will write down their S will return to their
explanations on their desks and share their
math journals. findings with their
partner.
TW monitor students
 ANGUIANO
MATH 3.5
and provide
clarification and key
questions as needed.
Student TW provide S with a TW provide S with a TW provide S with a SW continue using the SW continue using
Actions: Manila sheet of paper Manila sheet of paper. Manila sheet of paper inch tiles base 10 blocks.
You Do and have them fold it TW provide each table and have them fold it TW provide each TW provide each
Model into 8 equal parts. with a sheet of paper into 8 equal parts. student with a sheet of student with a sheet
TW provide each table with different objects to TW provide each table Manila paper. of paper with different
(20 min) with 6-8 objects to be measured. with 6-8 different SW measure the sized caterpillars.
measure. SW cut out the objects to measure. length of their desk, SW measure each
SW measure the different objects SW measure the their Math journal, their, caterpillar with the
objects using their carefully. objects using their inch their shoe, and their rods.
base 10 blocks. SW measure the tiles. own pencil. SW explain in writing
SW record their objects using their rods. SW record their SW then draw their on writing paper why
answers on their paper. SW quickly glue their answers on their paper. objects on their Manila the smaller
SW include an cut-outs on their Manila SW include an paper from longest to caterpillars needed
illustration with the paper and then record illustration with the shortest. (Longest on more base 10 blocks
number of base 10 the number of rods number of inch tiles top, shortest on than the larger
blocks used to used to measure their used to measure their bottom.) caterpillars and vice-
measure their lengths lengths. lengths (the drawings SW also write down versa.
(the drawings will be SW write: I used ___ will be drawn smaller the number of inch tiles TW ask S to think up
drawn smaller than the rods to measure the than the size of the needed to measure the 2 different, real life
size of the objects). _________. objects). length of each object. objects found in their
SW write: I used ___ SW write: I used ___ SW answer these homes and to write
base 10 blocks to inch tiles to measure questions (put on the down why those
measure the the _____________. board by the teacher): objects would need
_________. --Why did you need less more or less base 10
(Daily Grade 1) inch tiles for the shoe blocks to measure.
than the desk? S can cut out their
--Which object needed caterpillars and glue
less inch tiles? Why? them on Manila paper
--Would a train need when they are
more inch tiles than a finished with their
car? Why? written explanations.
--Which object required (Daily Grade 2)
more inch tiles? Why?
 ANGUIANO
MATH 3.5
Think, Students can compare Students can compare Students can compare Students can compare Students can compare
Pair- their findings and their findings and share their findings and share their findings and share their findings and
Share, share what they have what they have learned what they have learned what they have learned share what they have
Write learned by speaking by speaking and writing by speaking and writing by speaking and writing learned by speaking
Extensio and writing a short a short explanation. a short explanation. a short explanation. and writing a short
n explanation. explanation.

(5 min)
Small Group Centers & One-to-One:
Small CENTER 1 Teacher CENTER 1 Teacher CENTER 1 Teacher CENTER 1 Teacher CENTER 1
Group Table: (Group / One- Table: (Group / One- Table: (Group / One- Table: (Group / One- Teacher Table:
Centers to-One to-One to-One to-One (Group / One-to-One
& correspondence): correspondence): correspondence): correspondence): correspondence):
One-to- ~Measurement ~Measurement ~Measurement ~Measurement ~Measurement
One ~Word Problems ~Word Problems ~Word Problems ~Word Problems ~Word Problems
~Other Student ~Other Student ~Other Student ~Other Student ~Other Student
(40 min) Deficiencies Deficiencies Deficiencies Deficiencies Deficiencies
CENTER 2 Rug: CENTER 2 Rug: CENTER 2 Rug: CENTER 2 Rug: CENTER 2 Rug:
Groups ~Comparing Numbers ~Comparing Numbers ~Comparing Numbers ~Comparing Numbers ~Comparing Numbers
begin at (Wall hundreds chart & (Wall hundreds chart & (Wall hundreds chart & (Wall hundreds chart & (Wall hundreds chart
Teacher comparison chart). comparison chart). comparison chart). comparison chart). & comparison chart).
s Table. ~Addition/Subtr Facts ~Addition/Subtr Facts ~Addition/Subtr Facts ~Addition/Subtr Facts ~Addition/Subtr Facts
Students (Flash cards) (Flash cards) (Flash cards) (Flash cards) (Flash cards)
work ~Odd/Even (Number ~Odd/Even (Number ~Odd/Even (Number ~Odd/Even (Number ~Odd/Even (Number
with ing cubes & base ten cubes & base ten cubes & base ten blocks cubes & base ten blocks cubes & base ten
group & blocks on mats) blocks on mats) on mats) on mats) blocks on mats)
one-on- ~Plus/Minus 10 or 100 ~Plus/Minus 10 or 100 ~Plus/Minus 10 or 100 ~Plus/Minus 10 or 100 ~Plus/Minus 10 or 100
one. (5-Square in sheet (5-Square in sheet (5-Square in sheet (5-Square in sheet (5-Square in sheet
protector with random protector with random protector with random protector with random protector with random
This numbers; students use numbers; students use numbers; students use numbers; students use numbers; students
allows markers to write markers to write markers to write markers to write use markers to write
me to answers). answers). answers). answers). answers).
work ~Tangrams & 2D-3D ~Tangrams & 2D-3D ~Tangrams & 2D-3D ~Tangrams & 2D-3D ~Tangrams & 2D-3D
with 4 Shapes & Solids Shapes & Solids Shapes & Solids Shapes & Solids Shapes & Solids
different CENTER 3 Table 4: CENTER 3 Table 4: CENTER 3 Table 4: CENTER 3 Table 4: CENTER 3 Table
groups ~Standard Form ~Standard Form ~Standard Form ~Standard Form 4: ~Standard Form
on a ~Place Value ~Place Value ~Place Value ~Place Value ~Place Value
daily ~Picture Form ~Picture Form ~Picture Form ~Picture Form ~Picture Form
 ANGUIANO
MATH 3.5
basis. ~Expanded Form ~Expanded Form ~Expanded Form ~Expanded Form ~Expanded Form
~Word Form ~Word Form ~Word Form ~Word Form ~Word Form
Students CENTER 4 Table 2: CENTER 4 Table 2: CENTER 4 Table 2: CENTER 4 Table 2: CENTER 4 Table
who ~Counting coins ~Counting coins ~Counting coins (plastic ~Counting coins (plastic 2: ~Counting coins
confer (plastic money, (plastic money, money, dominos, and money, dominos, and (plastic money,
with me dominos, and place dominos, and place place value index place value index dominos, and place
are value index cards). value index cards). cards). cards). value index cards).
rotated CENTER 5 CENTER 5 Student CENTER 5 Student CENTER 5 Student CENTER 5
daily Student Computers: Computers: (2-3 Computers: (2-3 Computers: (2-3 Student Computers:
(one per (2-3 students from students from students from students from (2-3 students from
group). Teachers Table): Teachers Table): Teachers Table): Teachers Table): Teachers Table):
~Math Programs ~Math Programs ~Math Programs ~Math Programs ~Math Programs
This (Prodigy or I-Station (Prodigy or I-Station (Prodigy or I-Station (Prodigy or I-Station (Prodigy or I-Station
allows Math) Math) Math) Math) Math)
me to
work
with
each
student
once per
week.
Groups Monday Pink Group Tuesday White Group Wednesday Brown Thursday Blue Group Group A (Tier 2)
Group
Conferri Maria, Vanesa, Vincent, Robles Adrin, Daniel Jonathan, Kevin R. T. I. Math
ng Dariela, Paulina Anthony, Natalie Martnez, Edgar Omar, Leonel Intervention
& RTI (Friday only for Tier 2-
Reading S)
Math
Celebrate Learning
Closure: Journal Entry Journal Entry Journal Entry Journal Entry Journal Entry
S Generated Q? S Generated Q? S Generated Q? S Generated Q? S Generated Q?
S Exit Ticket S Exit Ticket S Exit Ticket S Exit Ticket S Exit Ticket
Differentiation
D.R.: Additional time One-to-one correspondence Small group instruction Peer tutoring Use of graphic
organizers Use of manipulatives