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1st - Hobbs and McGee - Math Charts

1st - Hobbs and McGee - Math Charts

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03/18/2014

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Legend
Abbreviation
Meaning
A
Art
AM
Activity involving a manipulative
CC
Collaboration with community
CF
Collaboration with families
CL
Collaboration with colleagues
CT
Critical Thinking
D
Dance
DA
Differentiation / Accommodation
DR
Drama
E
Evaluation
GW
Group Work
LA
Language Arts
LS
Life Skills
M
Mathematics
MU
Music
PE
Physical Education / Movement
PH
Physical Health
PS
Public Speaking
R
Reading
S
Science
SS
Social Studies
T
Technology
VC
Value \u2013 Courage
VCP
Value \u2013 Cooperation
VCZ
Value \u2013 Citizenship
VI
Value \u2013 Integrity
VR
Value \u2013 Reliability
VRS
Value \u2013 Respect
VSC
Value - Self-Control
VSE
Value - Self-Esteem
W
Writing
Week 1\u2013 Math
Phoebe Hobbs & Kristi McGee
Monday
Day 1
Tuesday
Day 2
Wednesday
Day 3
Thursday
Day 4
Friday
Day 5
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
M/LA/R:Cal endar

Time. During the
week, the students
will assist the teacher
in placing birthdays
and holidays on the
calendar; marking
each special day with
something that makes
the day unique.

The teacher will use
the first week to
review information
learned in

kindergarten. After
reading 5 Green and
Speckled Frogs by

Martin Kelly, the
teacher will discuss
the numbers 0-10.

AM/M:Calendar
Time.

The teacher will
start to put up a
class number line in

the classroom. A

separate number
line will already be
on the wall, which
will contain the
numbers 0-100.
The teacher will
review the numbers
11-20 using
counters.

AM/M:Cal endar
Time.

The teacher will use
base ten blocks to
review the numbers
21-30. The teacher
will show the
importance of
numbers by using a
cut out from a
magazine or
newspaper. The
class will count the
times that numbers
are used in the
article.

M: Calendar Time.

The teacher will
make sure the
students have a
thorough knowledge
of the numbers 0-30.

AM/M:Cal endar
Time.

The teacher will
engage the students
in learning the
numbers 31-40. The
teacher will pass out
beans to use as
counters and bowls
to hold the beans.

A/AM/DR/M/MU:

The students will
make finger puppets
with felt and glue to
use in the song5

Green and Speckled
Frogs. The class will
sing 5 Green and
Speckled Frogs, while

using the finger
puppets to act out the
song, hiding a frog
each time one falls off
the log.

A/AM/M:The

students will be
able to place a
number on the
number line. Each
student will be
given a number to
place onto the
number line; they
will draw a picture
on the card,
referring to the
number given. The
class number line
will have illustrated
numbers 0-20 on it.

Bell V1, p. 15
AM/M:The

students will each
have base ten blocks
to review the
numbers 21-30. The
students will use
ones and tens from
base ten blocks to
organize into groups
as numbers are
written on the
board.

M/W: The students

will have different
connect the dots
worksheets. Using
numbers 0-30, the
dots will connect to
form different
costume pieces. The
student will make up
characters based upon
the costumes from
his/her worksheets.
The students will
write skits about their
character making sure
to include numbers
from 0-30 in their
skits.

AM/DR/M:The

students will use the
counters to group the
numbers 31, 32, 33,
34, 35, 36, 37, 38,
39, and 40. After the
lesson, the skits
made from Day 4
will be performed in
class.

DA:Visu all y

impaired students
will be given larger
objects to use as
counters during the
activity.

Week 2\u2013 Math
Phoebe Hobbs & Kristi McGee
Monday
Day 6
Tuesday
Day 7
Wednesday
Day 8
Thursday
Day 9
Friday
Day 10
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
KP SOL M 1.1
Counting to 100
M: Calendar Time.

During the week, the
class will count the
days of each month
in order to
consistently review
numbers. The class
number line will be
updated at the end of
the week.

The teacher will
instruct her students
in the numbers 41-
50.

M: Calendar Time.

The teacher will
introduce the
numbers 51-60,
focusing on
pronunciation, so as
not to confuse the
forties and fifties.

M: Calendar Time.

The teacher will
engage the students
in learning the
numbers 61-70. The
teacher will give
directions regarding
the magazine
activity.

M: Calendar Time.

The teacher will
lecture her students
on 71-80.

DA: Students having
trouble counting will
be able to work with
a peer.
M: Calendar Time.

The teacher will
cover the numbers
81-90 before
explaining the class
activity. The teacher
will ask her students
to take out their
crayons and listen
closely to the
directions.

M/MU:The
students will recall
the book, Fun at the
Fair by Shereen

Rutman. The
students will each
make up songs about
the 12 geese in the
story. The song will
consist of numbers
from 0-50,
specifically focusing
on the numbers 41-
50. The students will
be able to share their
songs with a partner.

Fennell, p. 15B
E/M: Students will

pair off and will
evaluate each other
as they say the
numbers 0-60 aloud.
The partner will
listen for any
numbers skipped
over and politely
correct their partner.
The pairs will switch
once the first student
has stated all the
numbers 0-60. If
assistance is needed,
students can look at
the class number line
for help.

PH/M:The

students will have
been instructed to
bring, parent
reviewed magazines
to class. The
students will focus
on finding articles
or advertisements
regarding exercising
or healthy eating.
The students will
have a chance to
correlate the type of
magazine to the
number of articles
or advertisements
that deal with
healthy living.

M/VRS:The

students will
volunteer to give an
age of an elderly
person that they
admire. The class will
count aloud up to that
specific age. The
students will be
assigned a specific
number between 71-
80 to research in the
classroom (ex. The
year 1980). The
students will find
something interesting
about the number to
share with the class.

A/M: The students

will update the class
number line.
Number cards will
be passed out among
the students. The
students will
illustrate objects in
nature that curve or
form straight lines to
use in making the
number. For
example, the number
ten could be
illustrated by using a
tree (one) and the
sun (zero).

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