**Weekly Math Concepts and Skills**

**Week of Aug. 21st- Sept. 15th:Chapter 1- Represet, Count, and Write #'s to 5.**

The Counting process is based on four principles.

-Each object to be counted must be assigned one and only one number name.

-The number name list must be used in a fixed ordr every time a group of objects is counted.

-The order inw hich objects are counted does not matter.

-The last number name used tells the number of objects and is the cardiumber of the group.

Chapter Vocabulary: one, two, three, four, five, zero, match pair, and, larger, fewer, more.

**Week Sept. 18th-Oct. 3rd: Chapter 2- Compare Numbers to 5.**

Children must connect coutning to symbols and to accurate representations. They learn to communicate their mathematical knowledge by translating among various representations for numbers. A few of the ways they do this follow.

-Match objects to numbers orally as they count (one-to-one correspondence).

-Recognize the symbol that corresponds to a number (accurate symbolic form).

-Describe a result numerically in oral and written form (translat among representations).

-Solve problems that deal with comparisons.

-Explain the process and answer accurately, with appropriate precision.

Chapter Vocabulary: compare, greater, less, same number, match, more, fewer, one, two, three, four, five.

**Week Oct. 3rd-Oct. 30th: Chapter 3- Represent, Count, Write Numbers 6 to 9.**

In this chapter children demonstrate their knoweldge of numbers from 6 to 9 by:

-Counting and determing how many.

-Linking the number of objects in a set to the symbol and word in oral and written form.

-Recognizing a number symbol and creating sets that correspond to that number.

-Making sense of what a number means in terms of size or quantity.

-Understanding the relative position of a number i.e., after 6 comes 7.

Chapter Vocabular: seix, seven, eight, nine.

**Week Oct 30th-Nov. 11th:Chapter 4- Represent and Compare Numbers to 10.**

The instructional goal in Chapter 4 is to build readiness for understanding place value.

-The numbers 5 and 10 and the ten frame build readiness for Chapter 4 is to build readiness for understanding place value,

-The umbers 5 and 10 and the ten frame build readiness for understanding the concept of 10.

-A ten frame is a powerful visual model to show that 10 can be through of as ten single counters, two groups of 5, or one group of 10.

-Numbers 6 to 9 can be developed using the ten frame. Children can fill a five frame and then count 1, 2, 3, 4, 5, more counters to show how the numbers 6 to 10 relate to the concept of 5 and some more and one group of 10.

-Children count forward to 10 to develop their counting skills and to understand how to model ways to make 10 and how to compare numbers to 10.

Chapter Vocabulary: ten, match, pair, and, compare, greater, less.

**Week : Nov. 21st- Chapter 5-Addition**

Children make sense of decomposing numbers as they make number pairs.

-Given a number like 3, they find the numebr that makes 10 when added to 3. This experience will lead to addition strategies like "make 10" in later grades.

-Children explore number pairs by representing a number such as 8 with two different colors of cubes. They might use three red cubes and five blue cubes or six red cubes and two blue cubes.

-Student record their thinking using number sentences.

Chapter Vocabulary: add, is equal to, plus, pair, six, seven, eight, nine, ten.

**Week : Chapter 6-Subtraction**

Children explore subtraction through situations that involve the action of taking away. They use problem situations, pictures, and models.

-Children model subtraction sentences, circle the objects that are taken away from the set, and then cross out the subtracted set.

-It is very important that children learn to use the word minus when they read a subtraction number sentence since not all subtraction problems involve the action of taking away.

Chapter Vocabulary: minus, subtract, is equal to, plus.

**Week : Chapter 7-Represent, Count, and Write 11 to 19.**

The number names for the "teen" numbers are difficult for many children to understand and remember.

-It is helpful to pair single two-digit number names with a related two-digit number name to help children understand the words.

-For example, for the number 15, write five and fifteen on the chalkboard. Tell children to notice that they both begin with the same sound.

Children learn about numbers 11 to 19 by placing counters in ten frames so that they can see one set of ten and some more. They also model numbers 11 to 19 by making sets of 10 counters and some more counters. These experiences help students to focus the importance of 10 in our number sustem as they look for and make use of structure.

Chapter Vocabulary: eleven, tweleve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, ones.

**Week :Chapter 8-Represent, Count and Write 20 and Beyond.**

A hundred chart extends children's ability to count to 100 and to identify number patterns shown on the hundred chart.

-Children should use a hundred chart to count. After counting, they compare the positions of the numbers on the hundred chart by using the phrases greater than and less than.

-Children compare sets by counting and then recording the number of objects in each set. Then they can identify the set that has more or fewer objects.

Chapter Vocabulary: tens, twenty, fifty, one hundred, one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, compare.

**Week : Chapter 9: Identify and Describe Two-Dimensional Shapes.**

When children are exposed to shapes, they will use vocabulary that is accessible for them.

-When chidlren describe a triangle as having "three points" introducing the formal vocabulary of vertex will help them transition to using the formal language of geometry.

-Modeling the use of the formal vocabulary informs children without discrediting the developement that they have reached by using their own formal vocabulary.

A primary aim of engaging learner in the study of two-dimensional shapes is to develop their spatial sense.

-Spatial sense is "an intuition about shapes and the relationships among shapes." (Van de Walle, 2007. p. 408)

-Such intuition can be supported by giving children experiences with naming, describing, and sorting shapes.

-Being able to talk about shapes and their characteristics is an indicator of spatial snese. An example is describing shapes by the number of vertices and sides.

Chaper Vocabulary: alike, circle, curve, different, hexagon, rectangle, sides, square, triangle, vertex, corner, vertices.

**Week : Chapter 10-Identify and Describe Three-Dimensional Shapes.**

A good starting place for children to describe three-dimensional shapes is to use characteristics of the shapes that are inherent in their physical structure.

-Children can describe three-dimensional shapes by indicating whether or not the shapes have curved or flat surfaces.

-Another way to describe shapes is to tell whether or not they can roll or stack.

Chapter Vocabulary: above, behind, below, beside, next to, in front of, cone, cube, curved surface, cylinder, flat surface, roll, slide, sphere, stack, three-dimensional shapes.

**Week : Chapter 11-Measurement.**

Weight is the measurement of the pull of gravity on an object.

-A starting place for teaching chidlren about weight is to give them an opportunity to hold objects in their hands to compare them.

-When comparing weights, use terms such as heavier, lighter, or the same.

-Ordering objects according to weight helps build understanding of the concept.

In the concept of learning about length, chidlren should be guided to make comparisons between objects that explicitly display the attribute of length and use terms such as same as, shorter than, and longer than. Aligning objects one below the other and comparing their lengths using language as described above is an example of direct measurement of length. Like length, height is the measurement of distance between two points. Comparisons of height are described by using words like taller, shorter, higher, and lower.

Chapter Vocabulary: heavier, lighter, longer, shorter, taller, same height, same length, same weight.

**Week : Chapter 12-Classify and Sort Data.**

Having children explain their reasoning about why obejcts do or do not belong to a particular group helps chidlren deepen their understanding.

-Children should haev extensive opportunities to develop the language needed to sort and classify objects.

-Chidlren should be able to successfully sort using their own criteria (one or more attribtues), and explain to others how they made their decisions.

-Children often sort collections of objects based on attributes other than those provided by the teacher.

-Children cannot sort collections of objects on attributes they cannot distinguish.

-Playing the game "Guess my Rule" that emphasizes attributes and sorting can develop deeper understanding (Clements & Sarama, 2009).

-Children who struggle to make data displays often do so because they have difficulty sorting data.

Chapter Vocabulary: red, blue, green, yellow, classify, category, shape, size, small, big, graph.