Unit 1- Trading Stickers, combining coins
Investigation 1- Session 1.8 Making Numbers with 100s, 10s, and 1s
We will compose and decompose numbers up to 100,000.
I will find different combinations of 100s, 10s, and 1s for a number, and recognize their equivalence.
1. What different combinations of strips and single could you buy to make 37? What if you could only buy _____ strip(s) of 10? Can you make 37?
2. If the number of stickers is 137, how can we have a combination that doesn't have a sheet of 100?
3. Why is the number of singles different in these two sticker pictures?
cubes in towers of 10 (as needed)
T8 sticker station sheets (cut out sheet and place with strips and singles from T2)
Chart "Ways to Make 137" (see page 81)
SAB: pp. 31-32
We will sequence and summarize the plot's main events and explain their influence on future events.
I will summarize the plot's main events on an exit ticket.
1. How do you determine the main events in a story?
2. How did the first event influence the next event?
3. How do you summarize each event into a sentence?
Choose a fiction story and summarize the plot's main events with a beginning/middle/end
Writing: Wrestling with Cohesion and Story Structure 22-25
We will plan a first draft by generating ideas through a range of strategies.
I will create a rubric explaining how to organize my story.
1. How does one of your changes create more changes in the story?
2. How can you organize your story to make it clear to others?
3. What should you include in your fairy tale adaptation?
Here’s how to do it:
- Starting with the description of a “good” piece, work together to list the criteria you want to assess and describe the qualities of this "good" one.
- Then, move onto the description of a “pretty good” piece. Be sure to parallel the same ingredients or components from the "good" one in the "pretty good" one.
- Continue through this process for at least three levels, including as many as you want.
You might go back and label the different levels with grades, or points, or simply label them Level 1, Level 2, Level 3, etc.
Word Study: (Daily 5)
We will identify and use antonyms and synonyms.
I will identify and use antonyms and synonyms using task cards
We will introduce scientific investigation and reasoning.
I will create a frayer model of new vocabulary.
FSGPT: How can I conduct investigations of the natural world?
How can we analyze data to form a conclusion?
Why is it important to do more than one trial of an investigation?
Teacher will lead students through STEMSCOPES vocabulary slideshow. Students will play interactive vocabulary game and make a frayer model of vocabulary.
CW: Frayer model
Students will demonstrate their understanding of experimental design by designing their own experiment using gummy bears, water, cups, rulers, magnifying lens, and their five senses to determine physical change.