Table of Contents - Teacher Created Materials

© Teacher Created Materials #11340 (i2931)—Mathematics Readers, Level 1 Spanish Version 3

Table of ContentsIntroduction

Research on Mathematics and Literacy . . . . 5

How to Use This Product . . . . . . . . . . . . . . . 12

Organization of the Readers . . . . . . . . . . 12

Components of the Product . . . . . . . . . . 15

Assessment Strategies . . . . . . . . . . . . . . . 17

Reading Levels Chart . . . . . . . . . . . . . . . . 18

NCTM Correlations . . . . . . . . . . . . . . . . . 19

Level 1 Pacing Plan . . . . . . . . . . . . . . . . . . 20

Program Scope and Sequence . . . . . . . . . . . 22

Mathematics Chart . . . . . . . . . . . . . . . . . . 22

Nonfiction Literacy Chart . . . . . . . . . . . . 24

Reader Summaries . . . . . . . . . . . . . . . . . . . . . 25

Using the Readers

Unit 1: Counting . . . . . . . . . . . . . . . . . . . .33–56

Celebremos los 100 días Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 36

Student Reproducibles . . . . . . . . . . . . . . . 39

¡Es hora de festejar! Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 41


Focused Mathematics Lesson

Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 47


Using the Problem-Solving Transparencies

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 52


Unit 2: Addition Facts . . . . . . . . . . . . . . .57–80

Una montaña de basura Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 60


¡Sonríe! Vamos al dentista Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 65



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 71



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 76


Unit 3: Subtraction Facts . . . . . . . . . . . .81–104

De compras por la ciudad Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 84


¡Juguemos! Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 89



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 95



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 100

Student Reproducibles . . . . . . . . . . . . . . 102

Unit 4: Patterns . . . . . . . . . . . . . . . . . . 105–128

Música de todo el mundo Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 108


Niños artesanos Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 113



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 119



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 124


#11340 (i2931)—Mathematics Readers, Level 1 Spanish Version © Teacher Created Materials4

Table of Contents (cont.)

Unit 5: 2-D Shapes . . . . . . . . . . . . . . . 129–152

En busca de las figuras Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 132


Formemos figuras Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 137



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 143



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 148


Unit 6: Time . . . . . . . . . . . . . . . . . . . . . 153–176

Un año de nuestras vidas Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 156


Un día de nuestras vidas Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 161



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 167



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 172


Unit 7: Nonstandard Measurement 177–200

Un día en el zoológico Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 180


Una noche en el centro comunitario Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 185



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 191



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 196


Unit 8: Graphs . . . . . . . . . . . . . . . . . . . 201–224

El refugio para animales de la calle Main Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 204


Favoritos Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 209



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 215



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 220


Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . 225

Culminating Activity . . . . . . . . . . . . . . . . . . 233

Appendices . . . . . . . . . . . . . . . . . . . . . . 243–261

Appendix A: References Cited . . . . . . . . . . 244

Appendix B: Interactive Mathematics Activities CD . . . . . . . . . . . . . . . . . . . . . . . . . 246

Appendix C: Glossary . . . . . . . . . . . . . . . . . . 249

Appendix D: Answer Key . . . . . . . . . . . . . . 253

Appendix E: Contents of Teacher Resource CD . . . . . . . . . . . . . . . . . . . . . . . . . 259

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Introduction

Research on Mathematics and Literacy

Meeting Needs in Today’s Classrooms

More than ever before, there is a need to boost students’ understanding of mathematics in all grade levels. “We must expect all of our students to learn mathematics well beyond what we previously expected. We need all students to be more profi cient than in the past, and we need many more students to pursue careers based on mathematics and science” (Seeley 2005). Th ere is also great need for more eff ective instruction in reading comprehension using nonfi ction texts. In a study published in 2000 by Michigan State University education researcher Nell Duke, it was reported that fi rst graders were exposed to an average of 3.6 minutes of informational text per day. Students in low socioeconomic groups were exposed to less than two minutes of informational text per day (Collier 2006). Today’s world is focused on information. Th e advent of the Internet has put countless informational resources at our fi ngertips. Students will be ill equipped in the real world unless they are exposed to informational texts in school. Nonfi ction texts are also prevalent on high-stakes tests. “Reading nonfi ction materials would increase students’ depth of knowledge in the content areas, and probably help students score higher on the standardized tests that are of such concern to teachers and administrators” (Ivey and Broaddus 2000).

Current research by the National Council of Teachers of English shows that students have diffi culty learning when subjects are taught in isolation (NCTE 1993). “When language skills are embedded in meaningful contexts, they are easier and more enjoyable for children to learn. In the same way, numbers and their operations, when embedded in meaningful real-world contexts, give children the opportunity to make sense of mathematics and to gain mathematical power” (NCTM 2000).

Mathematics Readers is a mathematics-based reading program. It combines eff ective instruction in nonfi ction reading-comprehension strategies with standards-based mathematical content. Although literacy continues to be the primary focus in today’s schools, it is essential that teachers do not decrease instructional time spent in other crucial content areas. Th is program effi ciently integrates instruction in mathematics and reading comprehension with a collection of engaging readers that focuses on mathematical concepts. Nonfi ction writing assignments are also provided as extensions to what is being taught in the mathematics and reading lessons. Each reader is written around real-life situations that are applicable to the students. Th e readers include captivating photographs, interesting facts and captions, engaging questions, problem-solving scenarios, and leveled text. Nonfi ction features, such as tables of contents, glossaries, and indices, are also included. All of the readers are organized by mathematical content strands to give the students a base of vocabulary and understanding on which to build more comprehension.

Th e teacher’s guide off ers lesson plans and teaching suggestions for both the reading and mathematics components. As a result, the teachers are able to engage students, address diff erent learning styles, and develop student understanding that leads to higher-level thinking. Th is program will support teachers’ eff ective mathematics instruction while boosting general reading skills.

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Celebremos los 100 días and¡Es hora de festejar! (cont.)

Materials

• index cards

• manipulatives (e.g., chips, blocks, cubes)

• small pieces of writing paper for writing math equations

Introduction to Mathematics

Vocabulary

1. Choose an even number of manipulatives to distribute to each student or each pair of students.

2. Ask students to count the number of manipulatives they have and share it with the group. Explain to students that to contar (count) means to add things up to see how many there are.

3. Divide your own amount of manipulatives into two groups. Ask students to do the same with their manipulatives. Explain to students that these are now two conjuntos (sets). Tell them that a set is a group of things.

4. Count the number of manipulatives in each set. Then tell students that in order to figure out how much these sets make together, they need to add two numbers. Explain that to sumar (add) means to figure out the total of two or more numbers. A total (total) is the sum of two or more amounts added together.

5. Have students gather their manipulatives together. Explain that this means that they will coleccionar (collect) their manipulatives. Challenge students to use their manipulatives to create a math problem to resolver (solve). This means that they will have to find out the answer to a math problem. Have students share their math problems and solutions in pairs or in small groups.

6. Distribute small pieces of paper for students to record their math problems on.

Vocabulary

• coleccionar—juntar objetos

• conjuntos—grupos de cosas

• contar—sumar uno por uno para hallar la cantidad total de un conjunto

• resolver—elaborar la solución a un problema de matemáticas

• sumar—unión de dos o más números para obtener un número que se llama total

• total—la suma de dos o más cantidades

Differentiation

Prior to the vocabulary lesson, review counting with below-grade-level students. Make sure that students know numbers in the correct order. Help students use index cards to create a few counting cards that show numbers and matching pictures. Th ese cards should refl ect your students’ current mathematical understanding and may range from numbers 1 to 10 to something more complex such as multiples of 10 up to 100.

Counting Teacher Resources

Introduction

How to Use This Product (cont.)

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OO B J E C T I V E SO B J E C T I V E S

© Teacher Created Materials #11340 (i2931)—Mathematics Readers, Level 1 33


Timeline for the Unit

Mathematics Language Arts

Day 1Complete the Introduction to Mathematics Vocabulary and the Before Reading activities. (30 min.)

Complete the Before Reading activities. (30 min.)

Day 2Begin the During Reading activities. Assign the student activity sheet. (30 min.)

Begin the During Reading activities. (60 min.)

Day 3Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Day 4Complete the Focused Mathematics Lesson. (60 min.)

Have students reread the readers or do the extension activities.

Day 5Complete the Problem-Solving Lesson. (45 min.)

Reread, if necessary, or complete the extension activities.

Celebremos los 100 días and ¡Es hora de festejar!

• Mathematics: Students count whole numbers.

• Nonfiction reading: Students relate stories to personal experiences (e.g., events, characters, conflicts, themes).

• Nonfiction writing: Students use writing and other methods (e.g., using letters or phonetically spelled words, telling, dictating, making lists) to describe familiar people, places, objects, or experiences.

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Learning Objectives




Materials

• Celebremos los 100 días readers

• copies of student reproducibles (pages 39–40; page039.pdf; page040.pdf)

• chart paper and markers

• hundred charts and math manipulatives (optional)

• Celebremos los 100 días electronic version (100dias.pdf ) (optional)

Using the Readers

Before Reading

1. Complete the Introduction to Mathematics Vocabulary activity (page 34) with the whole class. Then, divide your students into ability-based reading groups. This book is written for students at or above a first-grade reading level.

2. Reading Activity—Distribute the Celebremos los 100 días readers to students. Have students preview the reader, skimming over the pages and looking at the pictures, headings, and charts. Ask students to consider what connections they can make from the text to their own experiences and background knowledge.

3. Writing Activity—Ask students to share familiar words or phrases that they recognize from school, home, or some other context. Make a list of these recognizable words on a piece of chart paper. Save the list for later use in the lesson.

4. Mathematics Activity—Ask students to think about what they know about the number 100. This might include objects that come in a set of 100, ways to count to 100, or numbers that add up to 100.

Suzanne Barchers

Contar

CelebremosCelebremos los 100 días

los 100 días

Celeb

remo

s los 100 d

ías

Barchers


Differentiation

Give your below-grade-level students hundred charts to use to help with number patterns, writing numbers, and number sense. Allow them to also use manipulatives to help make the activity more concrete and to give them additional ways to communicate their mathematical understanding.



• This chart provides information to help you organize your scheduling of the unit. It estimates how long each part of each lesson will take to complete with your class.

Objectives

• Listed here are the mathematics, reading, and writing objectives for the lesson plans. Each pair of readers has the same objectives so that students are focused on learning the same skills and concepts.

Introduction to Mathematics Vocabulary

• Each set of lessons has an introductory activity for the mathematics vocabulary. This activity introduces the key mathematics words for the unit and is completed as a whole class.

Using the Readers

• This section begins the actual lesson plan for working with the students as they read the readers. This is the first page of the lesson plan. In total, there are three sections: Before Reading, During Reading, and After Reading. Many of the activities and questions can be used in any order that you would like. You do not need to follow the step-by-step directions to be successful with these activities.

Components of the Product

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Introduction


E x p l o r e m o s l a s m a t e m á t i c a sE x p l o r e m o s l a s m a t e m á t i c a s

#11340 (i2931)—Mathematics Readers, Level 1 © Teacher Created Materials40

Nombre __________________________________

Counting Student Reproducibles

Exploremos las matemáticas—Celebremos los 100 días

Instrucciones: Contesta las preguntas.


¿Cuándo se cumple tu día 100 de clases? Usa tu calendario para averiguarlo.

_________________________

En la siguiente ilustración se muestra cuántas velas puso el maestro Lin en el pastel. Están en grupos de 10. ¿Cuántas velas tiene el pastel?_______________


Los estudiantes quieren formar filas de cuentas. Primero deben contar 100 cuentas. Luego hacen grupos de 10. Por último, forman las filas.

Observa las cuentas que alinearon hasta ahora.

a. ¿Cuántas cuentas hay en las filas? ________

b. ¿Cuántas cuentas más necesitan para llegar a 100?_______________

Student Reproducibles

• There are many student guided practice pages throughout the unit. These pages can be completed individually as seatwork, in small groups as centers, or as homework.

• Every reader has a page like this one, which relates directly back to the Exploremos las matemáticas boxes in the reader. Students may want to refer back to the reader to get further information so they can solve the problems.


• As students finish with the reader, move into the whole-class mathematics lesson. The lessons focus on key mathematical skills and concepts. These activities can be completed during mathematics time in support of what you have done during your reading block.


• Each lesson has a problem-solving overhead transparency. These transparencies can be used in small group lessons or for whole-class activities. The real-life problems on the transparencies support the mathematical concepts of the readers.

• There are a total of sixteen transparencies. Eight of the transparencies match the problem-solving activities in the readers. The other eight were created to support this integration of mathematical skills and problem-solving strategies.

Components of the Product (cont.)

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Using the Problem-Solving Transparencies:

Counting

Materials

• Celebremos los 100 días and ¡Es hora de festejar! readers

• Contemos las velas overhead transparency (candles1.pdf )

• Contemos todas las edades overhead transparency (counting1.pdf)

• copies of Contemos los cumpleaños activity sheet (page 54; page054.pdf)

• copies of ¿Cuántos años tienes? activity sheet (page 55; page055.pdf)

Contemos las velas

Summary

A word problem requires students to use their counting skills to find an answer. They represent numbers using sets of tally marks and then count those sets to determine a total. Students must also practice counting by 5s.

Problem-Solving Steps

1. Discuss why a specific number of candles is placed on a birthday cake. What does this number signify? Tell students that in order to make sure that the correct number of candles is on a cake, a person must count correctly.

2. Display the Contemos las velas transparency. Explain to students that a family is celebrating two birthdays with one cake. They must determine how many candles to put on the cake to represent both birthdays.

3. Direct students to read the problem silently while you read it aloud.

4. Explain to students that they must figure out the correct total number of candles. Have them work in groups to answer the ¡Resuélvelo! questions. Students should record their answers for the ¡Resuélvelo! questions on their Contemos los cumpleaños activity sheet (page 54).

5. Discuss the activity sheet once every group has had an opportunity to solve all of the problems. Have student groups talk about why counting by 5s was a smart strategy for this word problem.


Differentiation

For below-grade-level students, an in-depth version of the problem-solving transparency is provided (candles2.pdf ) on the Teacher Resource CD. Th is version includes step-by-step directions for solving the problem.

#11340(i2701)—Mathematics Readers © Teacher Created Materials

Counting Problem-Solving Transparency

Contar todas las edades

Todos tienen un cumpleaños. Un cumpleaños puede ser un tiempo para celebrar. Una manera para celebrar es tener un pastel de cumpleaños. Puedes poner velas en el pastel para mostrar cuántos años cumples. Piensa en las edades de las personas en tu familia.

¡ R e s u é l v e l o !¡ R e s u é l v e l o !

¿Cuántas velas usó tu familia este año?

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Focused Mathematics Lesson:

Counting

Learning Objective


Materials

• copies of Prueba preliminar de contar(page 46; page046.pdf)


• copies of Contar con la práctica de fútbol(page 50; page050.pdf)

• copies of Contar en la clase(page 51; page051.pdf)

• two kinds of small classroom objects for counting (beans, paper clips, small cubes, etc.)

• manipulatives

Assessment

• This mathematics lesson has a pre-test (page 46; page046.pdf) of the mathematical objective. Use the pre-test to determine which skills your students need to focus on the most. This pre-test can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Prueba de diagnóstico (pages 225–232; page225.pdf) to assess student learning.

Reader Warm-Up

• Distribute the Celebremos los 100 días and ¡Es hora de festejar! readers to students. Have them look through the readers for the different examples that help them practice counting by 1s, 2s, 5s, and 10s. Have students practice their counting in pairs or in small groups. Then discuss these ways of counting as a class.

Vocabulary







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Assessment Strategies

Assessment is an integral, important part of this unit of study. You can gain insight into students’ learning through written pre-tests, small-group observations, analysis of written assignments, the diagnostic test, and a culminating activity. Th ese frequent formal and informal assessments provide you with the data needed to make informed decisions about what to teach and how to teach it. Th is is the best way for you to know who is struggling with various concepts and how to address the diffi culties that students are experiencing with the curriculum.

Th ere are several points throughout each lesson where useful evaluations can be made. Depending on the results, you can decide if you should continue with the lesson as planned or change gears to reteach or reinforce concepts.


Nombre __________________________________

Prueba preliminar de contar

Instrucciones: Marca con un círculo la mejor respuesta para cada una de las preguntas.

Usa los dibujos abajo para contestar las preguntas 1 y 2.

1. El Sr. Baxter está clasificando los materiales escolares. Colocó los lápices y las gomas para borrar en grupos de 10. ¿Cuántos artículos tiene en total?

A. 10 B. 30

C. 15 D. 20

2. ¿Cuántos grupos de 10 se muestran?

A. 2 B. 1

C. 3 D. 10

3. ¿Cuántos lápices se muestran aquí?

A. 73 B. 50

C. 43 D. 35

4. La Sra. Fields usa señales de cuenta para llevar un registro del número de días soleados este mes. ¿Cuántos conjuntos de 5 anotó?

A. 1 B. 4

C. 20 D. 5

5. Mira las señales de cuenta en la pregunta número 4. ¿Cuántas señales de cuenta hay en total?

A. 20 B. 5

C. 15 D. 10

Counting Student Reproducibles • Before the Focused Mathematics Lesson—By giving the lesson pre-test, you can determine on which aspects of the lesson to focus. You can also use this assessment to differentiate your instruction. Students who do well on the pre-test can complete the enrichment challenges, while students who do not get all of the questions correct should participate in the lesson and may need some reteaching opportunities.

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Counting

Learning Objective


Materials

• copies of Prueba preliminar de contar(page 46; page046.pdf )


• copies of Contar con la práctica de fútbol(page 50; page050.pdf )

• copies of Contar en la clase(page 51; page051.pdf )


• manipulatives

Assessment

• This mathematics lesson has a pre-test (page 46; page046.pdf ) of the mathematical objective. Use the pre-test to determine which skills your students need to focus on the most. This pre-test can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Prueba de diagnóstico (pages 225–232; page225.pdf ) to assess student learning.

Reader Warm-Up


Vocabulary







• After Assessing Prior Knowledge—The warm-up mathematics vocabulary activity provides you with opportunities to assess students’ prior knowledge. During these activities, you may realize that students have strong understandings of the concepts being introduced. Or, it may become clear that students are weak in these concepts. Analyzing students during these introductory activities will help you adjust lessons as necessary.

• During Guided Practice—Within these lessons, practice problems are provided for teacher modeling as well as student practice. You can use this time to assess whether students have comprehended the lesson concepts and are on their way to mastery.

• Diagnostic Assessment—The Prueba de diagnóstico can be used as a pre-test and as a post-test to gauge students’ overall progress. If used as a post-test, the pre-tests from the individual units are great study guides. Have students review their pre-tests and re-solve the problems in preparation for the final test. A Diagnostic Test-Item Analysis is included on the CD (testitem.pdf; testitem.xls).

• Final Authentic Assessment—A culminating activity has been included in this unit. The activity allows students to apply what they have learned throughout the unit in an engaging, interactive way. Students can take what they have learned and use that information to create new ideas in a real-life context.

PP r e g u n t a sP r e g u n t a s


Nombre __________________________________

Contar con la práctica de fútbol

Instrucciones: Hoy es la práctica de fútbol para los Bobcats. Esta es la lista del equipo. Contesta las preguntas a continuación.

1. ¿Cuántos niños hay en el equipo de fútbol? _____________________________

2. ¿Cuántas niñas hay en el equipo? _________

3. ¿Cuántos niños hay en el equipo? _________

El entrenador se asegura de que haya suficientes pelotas para usar durante la práctica. Él las pone en grupos de 5.

4. ¿Cuántas pelotas de fútbol usará el equipo durante la práctica? ______________________________________________________

También es importante tener bastante agua y bocadillos para el equipo al final de la práctica. Estos son puestos en grupos de 10.

5. ¿Cuántas botellas de agua y bocadillos se muestran? ________

6. ¿Hay suficiente de cada artículo para el equipo? ¿Cómo lo sabes?

_________________________________________________________________________


PP r e g u n t a sP r e g u n t a s


Nombre __________________________________

Contar con la práctica de fútbol

Instrucciones: Hoy es la práctica de fútbol para los Bobcats. Esta es la lista del equipo. Contesta las preguntas a continuación.

1. ¿Cuántos niños hay en el equipo de fútbol? _____________________________

2. ¿Cuántas niñas hay en el equipo? _________

3. ¿Cuántos niños hay en el equipo? _________

El entrenador se asegura de que haya suficientes pelotas para usar durante la práctica. Él las pone en grupos de 5.

4. ¿Cuántas pelotas de fútbol usará el equipo durante la práctica? ______________________________________________________

También es importante tener bastante agua y bocadillos para el equipo al final de la práctica. Estos son puestos en grupos de 10.

5. ¿Cuántas botellas de agua y bocadillos se muestran? ________

6. ¿Hay suficiente de cada artículo para el equipo? ¿Cómo lo sabes?

_________________________________________________________________________





1. La señorita Murphy está clasificando artículos en la cafetería. Colocó manzanas y pretzels en grupos de 10. ¿Cuánta comida tiene en total?

A. 5 artículos

B. 30 artículos

C. 40 artículos

D. 20 artículos


A. 3 grupos

B. 1 grupos

C. 2 grupos

D. 30 grupos

3. ¿Cuántos cubos se muestran aquí?

A. 64 cubos

B. 46 cubos

C. 66 cubos

D. 36 cubos

Usa las señales de cuenta abajo para contestar las preguntas 4 y 5.

4. La Sra. Cruz uso señales de cuenta para llevar un registro del número de días escolares este año. ¿Cuántos conjuntos de 5 escribió?

A. 1 conjunto

B. 7 conjuntos

C. 6 conjuntos

D. 5 conjuntos

5. ¿Cuántas señales de cuenta hay en total?

A. 20 B. 30

C. 6 D. 5

Prueba de diagnóstico


Nombre __________________________________




1. La señorita Murphy está clasificando artículos en la cafetería. Colocó manzanas y pretzels en grupos de 10. ¿Cuánta comida tiene en total?

A. 5 artículos

B. 30 artículos

C. 40 artículos

D. 20 artículos


A. 3 grupos

B. 1 grupos

C. 2 grupos

D. 30 grupos

3. ¿Cuántos cubos se muestran aquí?

A. 64 cubos

B. 46 cubos

C. 66 cubos

D. 36 cubos

Usa las señales de cuenta abajo para contestar las preguntas 4 y 5.

4. La Sra. Cruz uso señales de cuenta para llevar un registro del número de días escolares este año. ¿Cuántos conjuntos de 5 escribió?

A. 1 conjunto

B. 7 conjuntos

C. 6 conjuntos

D. 5 conjuntos

5. ¿Cuántas señales de cuenta hay en total?

A. 20 B. 30

C. 6 D. 5

Prueba de diagnóstico


Nombre __________________________________

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Culminating Activity

Timeline for the Activity


One Week Prior to

Day 1Send Parent Letter Home

Day 1 Plan the celebration. Read the Lista de celebración. Complete the Medimos el cuarto activity sheet (page 239). (90 minutes)

Make a list of family members who may attend by completing the Cuenta los invitados activity sheet(page 237). Create an invitation to send home to families. (60 minutes)

Day 2 Enjoy the celebration! Graph some information gathered from your feast. (60 minutes)

Write thank-you notes to people who helped. (30 minutes)

Differentiation

• Review with English language learners the most relevant vocabulary from the mathematics lesson. Encourage them to share their own personal vocabulary when talking about a food or culture that is familiar to them.

• After the celebration, allow above-grade-level students to put an imaginary price tag on each kind of food. Then have them write addition and subtraction word problems that use those prices to determine how much total money was spent or how much money is leftover. Have students trade those word problems with other students and solve them.

Culminating Activity Lesson Plan

Materials

• copies of student reproducibles(pages 236–241)

• copies of the Carta para los padres (page 242)

• chart paper and marker

• tablecloths

• plates, utensils, and napkins

• crayons, colored pencils, or markers

• small clocks

• strings or some other material for nonstandard measurement

• world map

• all copies of the readers

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Culminating Activity

Timeline for the Activity


One Week Prior to

Day 1Send Parent Letter Home

Day 1 Plan the celebration. Read the Lista de celebración. Complete the Medimos el cuarto activity sheet (page 239). (90 minutes)

Make a list of family members who may attend by completing the Cuenta los invitados activity sheet(page 237). Create an invitation to send home to families. (60 minutes)

Day 2 Enjoy the celebration! Graph some information gathered from your feast. (60 minutes)

Write thank-you notes to people who helped. (30 minutes)

Differentiation

• Review with English language learners the most relevant vocabulary from the mathematics lesson. Encourage them to share their own personal vocabulary when talking about a food or culture that is familiar to them.

• After the celebration, allow above-grade-level students to put an imaginary price tag on each kind of food. Then have them write addition and subtraction word problems that use those prices to determine how much total money was spent or how much money is leftover. Have students trade those word problems with other students and solve them.

Culminating Activity Lesson Plan

Materials

• copies of student reproducibles(pages 236–241)

• copies of the Carta para los padres (page 242)

• chart paper and marker

• tablecloths

• plates, utensils, and napkins

• crayons, colored pencils, or markers

• small clocks

• strings or some other material for nonstandard measurement

• world map

• all copies of the readers

Introduction


Components of the Product (cont.)

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OO B J E C T I V E SO B J E C T I V E S





Day 1Complete the Introduction to Mathematics Vocabulary and the Before Reading activities. (30 min.)

Complete the Before Reading activities. (30 min.)

Day 2Begin the During Reading activities. Assign the student activity sheet. (30 min.)

Begin the During Reading activities. (60 min.)

Day 3Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Day 4Complete the Focused Mathematics Lesson. (60 min.)

Have students reread the readers or do the extension activities.

Day 5Complete the Problem-Solving Lesson. (45 min.)

Reread, if necessary, or complete the extension activities.

Celebremos los 100 días and ¡Es hora de festejar!




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Celebremos los 100 días and¡Es hora de festejar! (cont.)

Materials

• index cards

• manipulatives (e.g., chips, blocks, cubes)

• small pieces of writing paper for writing math equations

Introduction to Mathematics

Vocabulary

1. Choose an even number of manipulatives to distribute to each student or each pair of students.

2. Ask students to count the number of manipulatives they have and share it with the group. Explain to students that contar (to count) means to add things up to see how many there are.

3. Divide your own amount of manipulatives into two groups. Ask students to do the same with their manipulatives. Explain to students that these are now two conjuntos (sets). Tell them that a set is a group of things.

4. Count the number of manipulatives in each set. Then tell students that in order to figure out how much these sets make together, they need to add two numbers. Explain that sumar (to add) means to figure out the total of two or more numbers. A total (total) is the sum of two or more amounts added together.

5. Have students gather their manipulatives together. Explain that this means that they will coleccionar (collect) their manipulatives. Challenge students to use their manipulatives to create a math problem to resolver (solve). This means that they will have to find out the answer to a math problem. Have students share their math problems and solutions in pairs or in small groups.

6. Distribute small pieces of paper for students to record their math problems on.

Vocabulary







Differentiation

Prior to the vocabulary lesson, review counting with below-grade-level students. Make sure that students know numbers in the correct order. Help students use index cards to create a few counting cards that show numbers and matching pictures. Th ese cards should refl ect your students’ current mathematical understanding and may range from numbers 1 to 10 to something more complex such as multiples of 10 up to 100.


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Learning Objectives




Materials

• Celebremos los 100 días readers

• copies of student reproducibles (pages 39–40; page039.pdf; page040.pdf)

• chart paper and markers

• hundred charts and math manipulatives (optional)

• Celebremos los 100 días electronic version (100dias.pdf ) (optional)

Using the Readers

Before Reading

1. Complete the Introduction to Mathematics Vocabulary activity (page 34) with the whole class. Then, divide your students into ability-based reading groups. This book is written for students at or above a first-grade reading level.

2. Reading Activity—Distribute the Celebremos los 100 días readers to students. Have students preview the reader, skimming over the pages and looking at the pictures, headings, and charts. Ask students to consider what connections they can make from the text to their own experiences and background knowledge.

3. Writing Activity—Ask students to share familiar words or phrases that they recognize from school, home, or some other context. Make a list of these recognizable words on a piece of chart paper. Save the list for later use in the lesson.

4. Mathematics Activity—Ask students to think about what they know about the number 100. This might include objects that come in a set of 100, ways to count to 100, or numbers that add up to 100.

Suzanne Barchers

Contar

CelebremosCelebremos los 100 días

los 100 días

Celebremoslos 100 días Celeb

remo

s los 100 d

ías

Barchers


Differentiation

Give your below-grade-level students hundred charts to use to help with number patterns, writing numbers, and number sense. Allow them to also use manipulatives to help make the activity more concrete and to give them additional ways to communicate their mathematical understanding.




Nombre __________________________________


Exploremos las matemáticas—Celebremos los 100 días

Instrucciones: Contesta las preguntas.


¿Cuándo se cumple tu día 100 de clases? Usa tu calendario para averiguarlo.

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En la siguiente ilustración se muestra cuántas velas puso el maestro Lin en el pastel. Están en grupos de 10. ¿Cuántas velas tiene el pastel?_______________


Los estudiantes quieren formar filas de cuentas. Primero deben contar 100 cuentas. Luego hacen grupos de 10. Por último, forman las filas.

Observa las cuentas que alinearon hasta ahora.

a. ¿Cuántas cuentas hay en las filas? ________

b. ¿Cuántas cuentas más necesitan para llegar a 100?_______________

a =

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a =

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+ 4

47© Teacher Created Materials #11340 (i2931)—Mathematics Readers, Level 1 Spanish Version© Teacher Created Materials #11340 (i2931)—Mathematics Readers, Level 1 Spanish Version



Counting

Learning Objective


Materials

• copies of Prueba preliminar de contar(page 46; page046.pdf)


• copies of Contar con la práctica de fútbol(page 50; page050.pdf)

• copies of Contar en la clase(page 51; page051.pdf)


• manipulatives

Assessment

• This mathematics lesson has a pre-test (page 46; page046.pdf) of the mathematical objective. Use the pre-test to determine which skills your students need to focus on the most. This pre-test can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Prueba de diagnóstico (pages 225–232; page225.pdf) to assess student learning.

Reader Warm-Up


Vocabulary







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Using the Problem-Solving Transparencies:

Counting

Materials


• Contemos las velas overhead transparency (velas1.pdf)

• Contemos todas las edades overhead transparency (contemos1.pdf)

• copies of Contemos los cumpleaños activity sheet (page 54; page054.pdf)

• copies of ¿Cuántos años tienes? activity sheet (page 55; page055.pdf)

Contemos las velas

Summary

A word problem requires students to use their counting skills to find an answer. They represent numbers using sets of tally marks and then count those sets to determine a total. Students must also practice counting by 5s.

Problem-Solving Steps

1. Discuss why a specific number of candles is placed on a birthday cake. What does this number signify? Tell students that in order to make sure that the correct number of candles is on a cake, a person must count correctly.

2. Display the Contemos las velas transparency. Explain to students that a family is celebrating two birthdays with one cake. They must determine how many candles to put on the cake to represent both birthdays.

3. Direct students to read the problem silently while you read it aloud.

4. Explain to students that they must figure out the correct total number of candles. Have them work in groups to answer the ¡Resuélvelo! questions. Students should record their answers for the ¡Resuélvelo! questions on their Contemos los cumpleaños activity sheet (page 54).

5. Discuss the activity sheet once every group has had an opportunity to solve all of the problems. Have student groups talk about why counting by 5s was a smart strategy for this word problem.


Differentiation

For below-grade-level students, an in-depth version of the problem-solving transparency is provided (velas2.pdf) on the Teacher Resource CD. Th is version includes step-by-step directions for solving the problem.


Nombre __________________________________

Instrucciones: Contesta las preguntas abajo.

¡Piénsalo!

1. ¿Cuál es el mayor número de velas que has visto alguna vez en un pastel de cumpleaños? ¿Quién celebraba un cumpleaños con ese pastel?

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¡Resuélvelo!

2. Soluciona el problema de la actividad, Contemos las velas.

¿Cuántas velas se necesitarán en total para Min y su mamá?

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¡Descríbelo!

3. Escribe una oración para explicar lo que hiciste para solucionar el problema.

_________________________________________________________________________________

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¡Extiéndelo!

4. ¿Cómo podrías usar señales de cuenta para mostrar tu edad? Muestra tu trabajo abajo.

Contemos los cumpleaños


Documents

Table of Contents - Teacher Created Materials