Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level:

8/14/2019 Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level:

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STRUCTURED CURRICULUM LESSON PLAN

Day: 059 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6D1

ITBS/TAP:Choose and apply appropriate problem-solving

strategies

ISAT:Solve word problems

Unit Focus/Foci

Problem-Solving Strategies

Instructional Focus/Foci

Using the act-it-out problem-solving strategy

Materials

Six-Group Activity: Division (Solve with multiplication)

Math journals

Educational Strategies/Instructional Procedures

Warm-up Activity:

Read this problem aloud, quickly to the students. Ten people were on the train. At the first stop,

5 got on and 3 got off. At the second stop, 4 got on and 5 got off. At the third stop, 2 got on and4 got off. How many people remained on the bus? Most students will be unable to answer.(Answer: 9)

Lesson:

Tell students you will read the problem again and they are to find a way to act it out. Moststudents will want to physically get up and do it.

Tell students you will read another similar problem and ask them to find a way to act it out

without large groups of people getting up and moving around. Allow them sometime to thinkabout their method before reading the problem.


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Problem: Everyone has mail delivered to their homes. The mailman will leave letters and pick

up the letters to be mailed. One day the mailman started out for his route. At his first house, heleft 7 letters and picked up 2. At his second house, he delivered 9 letters and picked up 4. Next,

he delivered 2 and picked up 7. At the last house, he picked up 8 and left none because thisfamily was on vacation. How many letters did he deliver? How many did he pick up? (Answer:

delivered 18 letters and picked up 21 letters)

Distribute Post it pads to each student. Ask students to write their strategies for acting it out.

Ask students to look for common methods and group them. Have students write methods theylike in their math journals.

Provide further opportunities for practice. Examples: 1) Someone has six coins in his pocket.They add up to $1.00. What coins does he have? (2 quarters, 2 dimes, and 1 nickel) 2) A

jewelry maker added 7 yellow beads to a 20 bead necklace. Next, she took off 4 red beads. Last,she added 5 blue beads. How many beads long is the necklace now? (28) 3) An elevatorbegins at the 4th floor. It goes up seven floors, then down three floors, then up five floors, then

down seven floors. On what floor is the elevator? (sixth)

Summarize by reviewing all of the act it outmethods the class has discussed. (Physicallymoving, drawing pictures, using manipulatives should be some of the methods used.) If not,offer them to students as methods that are good. Allow them to add to their notes. Tell students

that although this is not complicated arithmetic, it is good math. These problems can stretchstudents thinking about processes and strategies, as well as numbers.

Ten Statements

Review the ten statements and have the students writeyes if they heard it in todays lesson andno if they did not. If the answer is no, say: The statement is true, but it was not heard in todays

lesson.

1) Acting a problem out is a good strategy for solving some problems. (yes)2) Add-on/Take-off problems can be easily solved by acting out. (yes)3) Combination problems, like the coin problem, are easier to solve when you act them out.

(yes)4) You can act out a problem by getting together with some classmates and physically moving

around. (yes)

5) Some problems have more information than you need to solve them. (no)6) You can use manipulatives to help you act out a problem. (yes)7) Some problems do not have enough information. (no)


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8) Problems do not have to contain difficult arithmetic in order to be good math problems.(yes)

9) Always answer math story problems in complete sentences. (no)10)Using problem-solving strategies helps you stretch your thinking about math. (yes)Free Choice Lesson

Have the students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete the teacher-directed activitysheet: Multiplication (Word problems).

Math Workshop

Have the students go into theMath Workshop after completing their Free Choice Lesson.

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Understanding the meaning of words in contextSC: Apply scientific method to solve problems

Analyze and interpret dataSS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: See attached Six-Group Activity sheet: Multiplication (Word problems).

Technology:


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Assessment

Assess students class participation, completed assignment and, Ten Statement Review.

Homework

Assign the following problem for homework.

Handshake problem: There are 5 people at a party. If each guest shakes hands exactly once withevery other guest, how many handshakes will there be? (Answer: 10)

Person Number of Handshakes

1 4 (does not shake with him/herself)

2 3 (does not shake with #1 again)

3 2

4 1

Teacher Notes


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Six-Group Activity

Division (Solving with multiplication)

Materials:

15 index cards (5 x 7)1 black marker1 pencil

1 envelope (9 x 6 )

Prepare the following index cards using the black marker to write the problems on the front of

the cards. Use the pencil to write the answers on the back of the cards.

2 18 7 28 8 24 6 24 455

8 56 9 72 3 21 8 40 2 12

7 63 9 45 8 32 2 10 6 42

Answers:

2 18

18

97 28

28

48 24

24

36 24

24

45 45

45

9

8 56

56

79 72

72

83 21

21

78 40

40

52 12

12

6

7 63

63

9 9 45

45

5 8 32

32

4 2 10

10

5 6 42

42

7

Copy the study board and use it to reteach the lesson.

Division (Solving with Multiplication)

Say: Multiplication can be used to solve division problems. The division problem 36 6 can be

solved by using 6 times the number that equals 36. (6) 36 6 = 6, 6 6 = 36

Look at the division problem 7 56 . Say: Think of what number times the divisor 7 equals 56.

7 8 = 56 7 56

56

8


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Look at the improper fraction36

9. Think: What number times 9 equals 36. 9 4 = 36.

36

94

?=

Review the study board with the students and use the sample problems to ask questions.

8 72 9 63 7 35 6 42

Ask the question: What times the divisor equals the dividend? Ask this for all the problems. Letthe students know that this will play a part in solving problems with larger divisors and

dividends.

Tell the students that they will write the answers to some division problems. Display a card onthe table and give the students five seconds to write the answer to the problem. Do this with the

rest of the cards. As the answer is revealed, say: The answer is Store the index cards andstudy board in the 9 x 6 envelope.


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Correlations (SG,CAS,CFS): 6D1; 8A1,2; 8B1


strategies


Unit Focus/Foci



Exploring problem-solving strategies of guess and check, make an organized list, look for apattern

Materials

Six-Group Activity: Problem Solving (Calculator activity)Large chart paper

Thick colored markers


Warm-up Activity:

Read or display the following problem. Sabrina has five pairs of shorts and eight T-shirts. Eachis a different color. Use the act-it-outstrategy to find how many different combinations of

outfits she can wear. (Note: Allow students to supply their own colors, or assign colors, such asshorts - black, navy, dark brown, tan, etc.; shirts - yellow, pink, red, etc.) The model will look

something like this.

Black shorts Navy shorts

yellow shirt yellow shirtpink shirt pink shirt etc.

red shirt red shirt


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(Answer is 40 outfits). If this problem is too large for your class, give smaller numbers, such as

three pairs of shorts and two T-shirts.

Lesson:

Begin by reviewing previous problems (coins, locker, handshake). Tell students that some ofthem used other good strategies, in addition to the act-it-outstrategy. For example, to solve thecoin problem (7 coins = $1.00 - What are the coins?) students probably started by guessing, then

checked to see if the guess fit both requirements (exactly 7 coins and value of exactly $1.00).Ask students what they think this method is called. (guess and check).

Some students listed their coin guesses. Other students may have listed guests at the party, andwritten the number of handshakes each would give. Ask what this method might be called.

(makean organized list) Some students may not have had to finish their list because they mayhave seen something to help them jump to the end of the list to find the final answer. Ask themwhat those students saw. (pattern)

Tell students that these three problem-solving strategies (guess and check, make an organized

list, and looking for a pattern) are three more methods to add to their notes about problem-solving techniques.

Guess and Check

Have students practice solving problems using the guess and check strategy.

Say: Item A and item B cost $29.90 together. Item B was $4.00 more than item A. What did

each item cost? Make a guess and check it.

Example 1: A. $25.90 B. $4.00 Why is this half right? (Prices add up to $29.90.) Whyis it half wrong? (Item B is not $4.00 more.)

Example 2: A. $21.95 B. $25.95 Why is this half right? (Item B is $4.00 more.) Why isit half wrong? (Total is $17.90, not $29.90.)

Example 3: A. $20.00 B. $9.90

Is this answer more like Example 1 or Example 2? (#1) Why? (Total is correct, but not thedifference.) Why is this one of the best guesses so far? (Numbers are closer together.) What

information does this give you about your next guess?


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(Try numbers between $20.00 and $19.90 that have a difference of $4.00.)

Have students work with a partner to find the final answer. Have partners discuss their answer

with the entire class. (Answer: Item A $16.95 Item B $12.95)

Making an Organized List

Have students practice solving problems using an organized liststrategy.

Say: You tutor third grade students in math. The parents pay you $3.00 per hour on weekdays,$4.00 per hour on weekends, and $5.00 per hour on school holidays. Your parents only allow

you to tutor 20 hours per month. Using an October calendar, show the amount of money youcould earn tutoring one hour per day. (Students could work alone, in a pair, or in a triad, as

they choose. Answers will vary depending on which days they choose to work. Class discussionfollowing the activity should include reasons for working or not working on Saturdays orColumbus Day, etc. Provide large chart paper to each student or group so that they can prepare

a display large enough for the class to see as they explain their answers. These answers mightbe simple lists, or tables, or charts, but must be well-organized.) Using an organized list with

Guess and Check helps you avoid wild random guessing.

Looking for a Pattern

Have students practice solving problems using the look for a pattern strategy.

Say: You read three pages of a book on Sunday. Each day for the next six days, you read twiceas many pages as the day before. How many pages did you read on Saturday? What is the

pattern? (Since twice as many means to multiply by two, start by multiplying 3 x 2. Thenmultiply that answer by two and so on. Combine this with Writing an Organized List.

Example: Sunday 3Monday 3 x 2 = 6 (etc.)

Tuesday 6 x 2 = 12

Or use mental math (3, 6, 12, 24, 48, 96, 192). (Final answer is: you read 192 pages onSaturday.) Summarize by saying that there is no right strategy, but that some strategies workbetter than others with certain types of problems. Organized lists work well when looking for

combinations. Guess and Check is good for finding an answer that must fit two or morerequirements. Patterns are useful for solving longer problems (over a number of days, for

example). You can often use more than one strategy.


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Ten Statements

Review the ten statements and have the students writeyes if they heard it in todays lesson andno if they did not. If the answer is no, say: The statement is true, but it was not heard in todayslesson.

1) Choosing an operation is an important step in the problem-solving process. (no)2) One problem-solving strategy involves making a guess, checking to see if your guess is

correct, then continuing to guess and check until you find an answer that fits allrequirements. (yes)

3) One problem-solving strategy involves writing an equation. (no)4) You can combine different strategies to help you solve problems. (yes)5) Making an organized list can help you see a pattern. (yes)6) Discovering a pattern sometimes allows you to skip to the end of the pattern, and can save

you time. (yes)7) You can rewrite a difficult problem as a simpler problem to help you decide how to solve the

more difficult problem. (no)8) If you write your guesses in an organized list, you can save time by avoiding wild, randomguessing. (yes)

9) Organized lists work well when looking for combinations. (yes)10)If your final answer has to fit two or more requirements, the guess and checkstrategy is

helpful. (yes)

Free Choice Lesson

Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six Group Activity

Have a group of six students, two from each ability level, complete the teacher-directed activitysheet: Problem solving.

Math Workshop

Have the students go into theMath Workshop after completing their Free-Choice Lesson.


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Analyze and interpret dataSS: Read and interpret maps, charts, tables, graphs, and cartoonsSequence information, especially using timelines


Connection(s)

Enrichment: Have students solve the following problem. Your job is to feed the birds and

puppies in the pet store. While you work, you count 20 heads and 56 legs. How many birds andpuppies did you feed? (Answer: puppies 8, and birds 12)

Hint: Try Guess and Check. Record your answers in a table. Be organized!

Example: Puppies

Heads 1 2 3 4 5 6 7 8

Legs 4 8 12 16 20 24 28 32

Birds

Heads 1 2 3 4 5 6 7 8 9 10 11 12

Legs 2 4 6 8 10 12 14 16 18 20 22 24

Heads: 8 + 12 = 20

Legs: 32 + 24 = 56

Students should see that each animal has only one head. Therefore, number of heads is the sameas the number of animals.

Fine Arts:

Home:

Remediation: See attached Six-Group Activity sheet: Problem Solving.

Technology:


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Assessment

Assess each students class participation and completed assignments as informal assessments

Homework

Have students write one or more problems that can be solved using one or more of the threestrategies, reviewed in todays lesson.

Teacher Notes

Photocopies of problems will be used in tomorrows lesson; they can be found in lesson sectionof tomorrows lesson plan.


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Six Group Activity

Problem Solving (Calculator Activity)

Materials:

6 index cards (5 x 7)1 black marker1 pencil

6 calculators1 envelope (9 x 6 )

Prepare the following index cards using the black marker to write the problems on the front ofthe cards. Use the pencil to write the answers on the back of the cards.

Tell the students they are going to do a problem-solving activity involving calculators. Use themenu below to find out what each ordered meal contains.

Ex:

$.25 Hot Pie$.16 Small Milk

+ $.29 French Fries.70

Choose items off the menu to equal the amount spent. Use the calculators to add the items

together and find the total cost.

Bought

and___________

Spent $1.07

Bought

and___________

Spent $1.17

Bought

and____________

Spent $1.45000

Hot Pie

__French Fries__

and__SmallMilk_


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Lay one card on the table and tell the students to look at the menu to figure out what was

purchased with the amount spent. Give the students time to figure the answer, then turn the cardover to reveal the answer. Continue this with the rest of the cards until complete.

MENU

Hamburger $.65Super burger $.89

Hot Dog $.55French Fries $.29Hot Pie $.25

Large Milk $.27Small Milk $.16

Write the menu on an index card (5 x 7) in black marker.

Answers:1. Hot dog 2. Hamburger 3. Super burger

Hot Pie Hot Pie French FriesLarge Milk Large Milk Large Milk

$1.07 $1.17 $1.45

4. Hot dog 5. Hot Pie 6. French FriesFrench Fries Small Milk Large Milk Small Milk $.52 $.56

$.96

Bought

and___________

Spent .96c

Bought

and___________

Spent .52c

Bought

and__________

Spent .56c


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Correlations (SG,CAS,CFS): 6D1; 8A1,2; 8B1


strategies


Unit Focus/Foci



Mixed review - act it out, guess and check, make an organized list, look for a pattern

Materials

Six-Group Activity: Addition (horizontally)

Copies of problems sufficient for number of students in classroom


Lesson:

Lead a brief discussion of the four problem-solving strategies the class has studied so far.

Organized lists work will when looking for a pattern. Guess and check is good for finding ananswer that fits more than one requirement. Looking for a pattern is helpful when solving longerproblems, especially those that stretch over time. Acting it out is good for solving problems with

lots of information.

Pose some problems and allow students to use one or more of the four strategies to solve them.They must be able to also write which strategy( ies) they used and why.

Sample problems (Make xerographic copies)


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1. Sandy wants to print a design on her new cap. She has 5 paint colors. She is only going to

use three colors. What possible color combinations can Sandy use? Students may choosetheir own colors and/or assign them the letters A, B, C, D, and E.

Possible method: ABC, ABD, ABE, ACD, ACE, ADE, BCD, BCE, BDE, and CDE

2. Find as many ways as possible to make $.15 using combinations of pennies, nickels, anddimes (every coin does not have to be represented in every combination).

Pennies Nickels Dimes

15 0 0

10 1 0

5 2 0

5 0 1

0 3 0

0 1 1

3. You read 5 pages on Monday. You read twice as many pages each day. How many pages

will you read in 5 days?

Day Pages Read

1 5

2 10

3 20

4 40

5 + 80

155 pages

They will probably be surprised to have so much. Variations: Have them PREDICT beforesolving. Have them solve for more days.

4. Sally bought 7 pencils for $2.50. One pencil cost $.25 a piece and the other pencil cost $.50a piece. How many of each kind did she buy?

Answer: 4 for $.25 and 3 for $.50.

Summarize by reminding the class to learn and use a variety of problem solving strategies.


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Ten Statements

Review the ten statements and have the students writeyes if they heard it in todays lesson andno if they did not. If the answer is no, say: The statement is true, but it was not heard in todayslesson.

1) If you have a problem to solve which tells you that someone earns a certain amount and thatpay doubles everyday, you can look for a pattern to help you find out how much he/she earns

on a certain day. (yes)2) You can work backwards to solve a problem. (no, true but not discussed today)3) Some problems have to much information. (yes)4) If you know how many coins are in someones pocket you can guess and check, act it out, or

make an organized list to find the answer. (yes)

5) You should learn and use a variety of problem-solving strategies. (yes)6) Problem-solving strategies can be combined. (yes)7) Making an organized list helps you find a pattern. (yes)8)

Acting out a problem can help you find a pattern. (yes)9) Sometimes a problem does not have enough information. (no)

10)Seeing a pattern can save you work and time by allowing you to jump ahead to find a finalanswer. (yes)

Free-Choice Lesson

Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete teacher directed activity

sheet Addition (horizontally)

Math Workshop



LA: Understanding explicit, factual informationUnderstanding the meaning of words in context

SC: Apply scientific method to solve problemsAnalyze and interpret data


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Six Group Activity

Addition: (Horizontally)

Materials:

5 index cards (5x7)1 black marker1 pencil

1 envelope (9 by 6 )

Prepare these index cards using the black marker to write the problems on the front of the cards

and the pencil to write the answers on the back.

7,035 + 49 + 6,43057 + 9 + 7,045535 + 29 + 7,315

35 + 908 + 1675,362 + 57 + 2,901

Answers:

7 0 35

+ 49

6430

13514

1 1 7 0 45

+ 9

57

7111

1 2 7315

+ 29

535

7879

1 9 08

+ 35

167

1110

1 2 5 3 6 2

+ 57

2901

8320

1 1 1

Tell the students that they are going to do activity that involves lining up numbers in their properplace value. The numbers are written horizontally and you want them written vertically andaccording to place value. Lay a card on the table and have the students write the answer. As you

reveal the answer, say: The answer is Store the activity cards and study board in the 9 x6 envelope.


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Correlations (SG,CAS,CFS): 6D1


strategies


Unit Focus/Foci



Working backwards

Materials

Six-Group Activity: Decimals (estimating decimal sums and difference)

Play moneyClock faces


Warm-up Activity:

Have students trade homework test problems and solve problems/answer questions. Thenhave each pair discuss the processes and answers. Have them assign grades to each other, whichyou can record in your grade book.

Lesson:

Display the following problem.

John took his family to dinner. The meal cost $85.00 including tax of $8.00 and a tip of $13.00.How much did the meal cost before the tax and tip?


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Discuss answers and strategies. Accept all strategies that are reasonable. Tell students (if no one

has offered it) that this type of problem is good for the strategy of working backwards.

Start with final cost $85.00subtract tax - 8.00

$77.00subtract tip - 13.00$64.00

The original cost of the meal was $64.00.

Duplicate problems for extra practice. Ask students to work backwards to find the answer.Provide materials as needed (play money, clocks). Sample problems.

1. Your friend arrived at your party at 3:00 p.m. yesterday. On the way her parents stopped topick up a gift (10 minutes) and another friend (15 minutes). It usually takes 20 minutes to

get from one house to the other without making any stops. What time did your friend leavehome?

3:00 - 10 minutes = 2:502:50 - 15 minutes = 2:352:35 - 20 minutes = 2:20

(Answer: Your friend left home at 2:20 p.m.)

2. You and two friends collect marbles. You have 150 more marbles than your first friend.Your first friend has 50 fewer marbles than your second friend. Your second friend has 200marbles. How many marbles do you have?

Second friend has 200 marbles

First friend has 50 marbles fewer200 - 50 = 150(Answer: You have 150 more marbles than your first friend.

150 + 150 = 300)

3. To get to the lake your teacher travels east for 8 miles and north for 3 miles. What is her(his) return route?

(Answer: South 3 miles, west 8 miles)


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Allow ample time to finish, then discuss solutions. Summarize by saying that working

backwards is a good way to solve problems when you know where something ends and you wantto know where it started. This strategy is especially useful when answering multiple choice

questions on tests like the Iowa Tests of Basic Skills . Using your number sense, try to eliminateone or two answers that are obviously wrong. Then work backwards from each remaining

choice to see which one leads to the beginning of the problem.

Example: 706 2 = A. 353

B. 303C. 3,053D. 1,412

E. NGC and D can be eliminated because they are too large. Division quotients are smaller than the

dividend. Working backwards multiply 303 x 2 and 353 x 2 to find which one equals 706.(Answer: 353 or A) Remind students that they can sometimes use guess and check, act it out,look for a pattern or make an organized list strategies along with the work backwards strategy to

solve problems.

Ten Statements

Review the ten statements and have the students writeyes if they heard it in todays lesson and

no if they did not. If the answer is no, say: The statement is true, but it was not heard in todayslesson.

1) Use the work backwards strategy when you know an end result and want to find outinformation about the beginning. (yes)

2) Working backwards can sometimes help you be successful on tests like the Iowa Tests. (yes)3) You can combine the working backward strategy with other strategies. (yes)4) Drawing a diagram is a useful problem-solving strategy. (no, true but not discussed today)5) When you know the final cost of an item and all the extra charges (tax and sellers profit, for

example), you can work backwards to find the original cost. (yes)

6) Solving a simpler problem is a good strategy. (no)7) When you know what time someone arrives, and the amount of time spent on various stops

along the way, you can work backwards to find what time they left. (yes)8) When you know the route someone takes to get to a certain place, you can travel backwards

along that route to get back to the original starting point. (yes)

9) If you travel two miles north, two miles east, two miles south, and two miles west, you areback where you started. (yes)

10)Make a chart, table, or graph to help you solve a problem. (no)


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Free Choice Lesson


Six Group Activity

Have a group of six students, two from each ability level, complete teacher directed activitysheet Decimals (estimating and Actual)

Math Workshop






Sequence information, especially using timelines


Connection(s)

Enrichment: Challenge students to invent a strategy (or strategies) of their own for solving

problems.

Fine Arts:

Home:

Remediation: See attached Six Group Activity Sheet Decimals: Estimating and Actual

Technology:


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Assessment

Class participation and completed assignment

Homework

Using todays problems, solve them again using different strategies. Write a paragraphexplaining what you tried.

Teacher Notes


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Correlations (SG,CAS,CFS): 6C1; 6D1;l 8A1,2; 8B1


strategies


Unit Focus/Foci



Formal Assessment-Problem solving strategies

Materials


Test (See attached)


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Test:

Distribute duplicated copies of these or similar problems. Have students solve, name strategythey used, and explain why they selected the problem-solving strategy or strategies that they

choose.

1. Solomons checking account statement:

Deposit $250.00Check $55.00Fee $3.00

Deposit $150.00

Balance (End of month) $585.00

What was his balance at the beginning of the month? (Solomons balance at the beginning of

the month was $243.00.)

2. A book is lying open on a desk. The product of the page numbers of the facing pages is 110.What are the facing pages? (The facing pages are 10 and 11.)

3. Sharon wants to play her 3 favorite songs at the party. What possible combinations of thesongs can she play? (ABC, BCA, BAC, CAB, CBA, ACB)

4. Tim bought a $3 sandwich. Then he spent half of his remaining money for a baseball cap.Next, he paid $6 for a ball. He now has $12. How much did he start with? ($12.00 + 6.00 +

18.00 + 3.00 = $39.00)

5. Apples cost $.08 each. 3 apples cost $.24. How much will 7 apples cost? ($.56) Completethe table.

Apples Cost

1 $.08

2 $.16

3 $.24

4

5

6

7


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6. A stack of sweaters is three times as high as a stack of T-shirts. If the stack of sweaters is 27

inches high, how high is the stack of T-shirts? (9 inches)

7. Sue is sending out party invitations. She expects 3 people out of every 4 people to come. Ifshe invites 88 people, how many does she expect to come? (66)

8. Jackie has 7 coins that equal $.40. What are the coins? (1 quarter, 1 dime, and 5 pennies)

9. The train left the station with 50 people. At the first stop 6 people got on and 9 people gotoff. At her second stop 4 people got off and 7 people got on. At the last stop no one got onand 2 people got off. How many people were left on board? (48)

10. Beckys cat had kittens. When they were 6 weeks old she gave half of them away to her

friends, and sold 2 of them to a pet store. She kept 2 for herself. How many kittens didBeckys cat have? (8)


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Ten Statements

Review the ten statements and have the students writeyes if they heard it in todays lesson andno if they did not. If the answer is no, say: The statement is true, but it was not heard in todays

lesson.

No Ten Statements today.

Free Choice Lesson


Six Group Activity

No Six Group Activity today.

Math Workshop



LA: Understanding explicit, factual informationUnderstanding the meaning of words in context

SC: Apply scientific method to solve problems


Sequence information, especially using timelinesSelect appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: See attached Six Group Activity Sheet No Six-Group Activity today.


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Documents

Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level: