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October 27th – 31st

Math 2 (9:50-10:20)

Monday Tuesday Wednesday Thursday FridayStandards 3.OA.1

Interpret products of whole numberse.g. Interpret 5x7 as the total number of objects in 5 groups of 7 objects each3.OA.2Interpret whole-number quotients of whole numberse.g. Interpret 56/8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares

5.1.1.4 Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results.

N/A 5.1.1.4 Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results.

5.1.1.4.Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results.

Objectives TSWBAT share some excited news from their weekend. TSWBAT check their weekly class job and share job expectations with a neighbor. TSWBAT complete multiple timed formative assessments on multiplication math facts.

TSWBAT use beans to show the representation of different math fact families.

TSWBAT quietly participate in a game of silent ball.

TSWBAT practice using the drawing pictures strategy to learn multiplication math facts. TSWBAT play factor captor with a partner.

TSWBAT play safety zone in partners while practicing multiplication math facts.

Materials Pencils, Math facts formative assessments for 11, 12, Squares

Dry erase boards and markers, safety zone pages, number cubes

Small ball for silent ball Dry erase boards and markers, factor captor pages

Name sticks, safety zone sheets in plastic sleeve, dry erase marker, cubes

Instruction Paper passers will distribute a formative assessment of multiplication math

Introduce students to manipulative fact practice.Give students beans in

Art until 10:05.

The students have been asking to play silent ball

Introduce the drawing pictures practice strategy.State a fact family 4, 4,

- Have students share weekend plans by pulling name sticks for each student.


facts to be completed timed with the whole class.We will try to complete at least 3 assessments of math facts for 11, 12 and squares.

a Ziploc bag.Ask students to create representations for different X5 facts.Students compare their representations with a neighbor.Continue all X5 facts.Ask students to create a representation for ÷5 fact.Students compare with a neighbor and continue with al ÷5 facts.

Students will play safety zone using number cubes of fact families they need practice learning based on the formative assessments administered last week.

since they played it in Mr. Scruggs’ class. I will have different students help explain the rules they will play by.

Students will play silent ball until it is time to switch for our last day of Social Studies with Mr. Scruggs.

16.Write the two fact number sentences for the family.Draw a picture for each number sentence using stars in circles.State another fact family and have students write the two number sentences on their white boards.Choose one number sentence to model, and have students draw the picture for that number sentence.Students share, and then repeat with more examples.

Students will play factor captor and practice finding factors of different double digit numbers.

-Safety Zone multiplication practice while I conference in small groups helping reteach skills and standards from previous tests and assignments.

Evaluation TSW prove their competence with a multiplication math fact family by completing a formative assessment.

TSW use beans to create representations of different fact families.

TSW remain quiet and throw the ball under control while playing silent ball.

TSW use the drawing picture strategy to represent different fact families on their dry erase boards.

TSW play safety zone quietly with a partner while practicing one multiplication fact family using cubes.


Science (10:20-11:00)

Monday Tuesday Wednesday Thursday FridayStandards N/A N/A N/A Demonstrate an

understanding of how to “listen up” and “talk it out” to solve a problem.

Demonstrate an understanding of how to compromise to solve a problem.

Demonstrate use of the conflict resolution process.

Demonstrate an understanding of how to “listen up” and “talk it out” to solve a problem.

Demonstrate an understanding of how to compromise to solve a problem.

Demonstrate use of the conflict resolution process.

Objectives TSWBAT discuss and share answers to test review questions in table groups.

TSWBAT take the variables science test.

TSWBAT finish the variables science test and write about their favorite science experiment.

TSWBAT identify and explain the steps to follow in resolving conflicts. TSWBAT identify people in their support system and will be able to share one person that they support.

TSWBAT articulate and explain the TIPS for Problem Solving steps for resolving conflicts with peers.

Materials Dry erase boards and markers, trash can, trash ball, study guide for test, variables journal

Variables TEST, pencils, books to read when finished

Variables TEST, pencils Kelso poster, pencils, paper, laptop, SMART Board

Kelso poster, pencils, paper, laptop, SMART Board, TIPS poster, “I Messages” worksheet

Instruction Test Review Day(Students took longer than expected to graph their results, we reviewed a little on Friday.)- We will review the variables smart

Variables TESTMr. Scruggs’ class

Variables TEST (continued time to finish for some.) Last Day for Mr. Scruggs’ class.

Hand back graded tests for students to review and earn points back by

Interpersonal Skills: Problem Solving and Conflict Resolution

Lesson 1: What do we do when we have a problem?


Lesson 2: How can we resolve a problem? Use poster to teach the steps to resolving a


notebook file from all previous investigations. - We will use the variables journal to review our definitions of the vocabulary words.- I will use the test to create a study guide with the key concepts and ideas that students will need to know in order to do well on the test.- We will play trash-ketball to help engage students in participating in reviewing. Each team’s right answer on their dry erase board gets them points they will use to attempt shots in the game of trash-ketball.

correcting answers or providing more explanation/detailed writing.

Once all students are done taking the test, we will review common mistakes and concepts missed by the class.

Students done early will write about their most enjoyable science experiment and what they would want to do next with it.

Share small candy treat with all students and thank them for their hard work.


(See district lesson provided. Attached to the bottom of SOMIEs)

conflict.


(See district lesson provided. Attached to the bottom of SOMIEs)

Evaluation TSW review the content of their variables experiments in table groups and play trash-ketball.

TSW take the variables science unit 1 test.

TSW review their test and write about their favorite experiment.

TSW independently generate a list of 3 big problems and 3 small problems to be shared in small groups.

TSW explain how to use the Kelso poster to solve small problems.TSW participate in role plays to practice the TIPS method.


Reading & Writing (11:15-12:20)

Monday Tuesday Wednesday Thursday FridayStandardsObjectives TSWBAT … TSWBAT … TSWBAT … TSWBAT … TSWBAT …

Materials

InstructionEvaluation

Action 100 (1:00-1:40)

Monday Tuesday Wednesday Thursday Friday


Standards L6: Acquire and use academic and domain specific words

W8: Recall relevant information and summarize or paraphrase information.RL2. Summarize the text.

W8: Recall relevant information and summarize or paraphrase information.

L6: Acquire and use academic and domain specific words

CCSS.ELA-Literacy.RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific information in the text.

Objectives TSWBAT notice unknown or difficult words as they read.

TSWBAT read for 30 minutes following our class expectations. TSWBAT summarize the main details from their reading today and make at least one connection to their own life.

TSWBAT identify 1 descriptive word that demonstrates what their book is about and write 3 reasons/details from the book to support their answer.

TSWBAT find academic vocab during their reading and complete a vocabulary card.

TSWBAT explain the relationship between two or more individuals in their story using details to support their thinking.

Materials Color level books, carpets, pencil, reader’s notebook

Color level books, carpets, pencil, reader’s notebook




Instruction Students will read for 30 minutes and as they read will be finding and noting down different difficult or unknown words (min. of 3) and the page they encountered them on. They will write what they think it means and draw a picture to describe their thoughts after they are done reading.

Teacher will be conferencing with:

Students will read for 30 minutes and will be thinking about the summary of what happens after each page of their story. Then students will have the chance when done reading to write a minimum of a 2 sentence summary and make one connection with their reading from today. (If informational text then students will write 3 facts they learned and conclusion they have come to about their

Students will read for 30 minutes and then write a 1 word descriptive review of their book so far and give 3 reasons/details why they chose that word based on the details from the book. Students will then share with a table member their word and supporting details from their story.

Teacher will be conferencing with: -Danya: Read with her for the first time

Students will read for 30 minutes and will find at least 2 academic words they do not use in everyday speech and complete a 3X5 vocabulary card to put up on the vocabulary word wall.

Teacher will be conferencing with: -Terrance: Review results of the Black outlaw test last time and practice the words that were missed. Make sure to suggest different series books

Students will read for 30 minutes and after reading will write in their reader’s notebook about the interactions between two individuals in their story using details from the story.

Teacher will be conferencing with: -Camdon: Check to hear if he is still inserting words that are not in the text, but are similar in meaning. Make sure he has found a series book that he enjoys and is able to


-Brian: Make sure he is reading at his color level = 2R. Have him read the outlaw words and mark off the ones that he can read on sight. Have him practice the ones he has trouble with. -Ethan: Make sure he is reading books at his level (1R) so that he can make the most progress during Action 100 time. Use the back of the coaching record to practice some phonics.

reading.)

Teacher will be conferencing with: -Kate: Check to see how she is doing with inserting small words into sentences and carefully reading every word. Continue to self-correct well. Have her go through the White Outlaw words and mark the ones she gets correct so she can practice the rest. -Mazie: Check how she is doing with her fluency and if she has been able to read aloud to her siblings recently. Have her go through the White Outlaw words and mark the ones she gets correct so she can practice the rest.

and assess her fluency and tendencies while reading aloud. Have her go through the Black Outlaw words and mark the ones she gets correct so she can practice the rest. -Elli: Read with her for the first time and assess her fluency and tendencies while reading aloud. Have her go through the White Outlaw words and mark the ones she gets correct so she can practice the rest.

to help him get hooked and read through multiple chapter books in consecutive weeks. -Vivi: Check with her on how she is doing with reading a Black chapter book each week or two and if she has found a series that she could read one book after the other. Have her complete the Black outlaw words list and mark the ones she gets and practice the ones she still needs to know.

read a chapter book in a week or two. Have him complete the Black outlaw sight word list and practice the ones he doesn’t know yet. -Mikayla: Check to see how she seems to be pronouncing words while reading aloud. Have her complete the Black outlaw sight word list and practice the ones she does not know yet.

Evaluation TSW be engaged in reading for 30 minutes while following our agreed upon rules as a class for Action 100 time. TSW write down at least 3 unknown words and then when finished reading write what they think it means and draw a picture to help describe each word.

TSW be engaged in reading for 30 minutes while following our agreed upon rules as a class for Action 100 time. TSW write minimum of a 2 sentence summary of what happened in their reading today covering just the main details as well as write about at least 1 connection they have to the story.

TSW be engaged in reading for 30 minutes while following our agreed upon rules as a class for Action 100 time. TSW write a 1 word descriptive review of their reading with at least 3 reasons/details that support their word choice.

TSW be engaged in reading for 30 minutes while following our agreed upon rules as a class for Action 100 time. TSW write the definition, synonyms and a picture of the word on a 3X5 card after reading today.

TSW be engaged in reading for 30 minutes while following our agreed upon rules as a class for Action 100 time. TSW write about two individuals interactions in their story using details as evidence.


Daily 3 (1:40-2:05)

Monday Tuesday Wednesday Thursday FridayStandards N/A N/A

Objectives TSWBAT identify the three verb tenses. TSWBAT identify a sentence that has an incorrect usage of a verb tense.

TSWBAT take notes on the important aspects of the video related to the different verb tenses.

TSWBAT identify the four kinds of sentences.

TSWBAT properly cut and organize their word sort. TSWBAT describe the relevance and importance of completing word sorts at their instructional level.

TSWBAT use their WTW notebook to sort their words by writing them out.

Materials Writer’s notebook, Scott Foresman grammar book, pencil

Verb tenses video (18 min.), pencil, writer’s notebook, SMART Board, laptop

Scott Foresman red grammar books, pencil, writer’s notebook, SMART Board

Word Sorts, Ziploc bag, WTW folder, envelope, WTW poster for process, WTW menu of options for later, WTW book

Word Sorts, Ziploc bag, WTW folder, envelope, WTW poster for process, WTW menu of options for later, pencil, WTW book

Instruction Using the Scott Foresman red grammar books lesson 11 on page 110, I will teach past, present, and future tenses of a verb. We will read through the short mini lesson shaded in blue asking students for examples and situations to make

We will watch the video that discusses the different verb tenses. I will pause the video from time to time to have students write down key details and definitions as well as to discuss our thinking.

I will use lesson number 1 found on page 50 of the Scott Foresman grammar and writing book. We will discuss and read about the 4 different kinds of sentences and examples of each. I will write them on the board.

Begin word sorts. Have introductory lesson by Mr. C if possible.Spend a good amount of time having a discussion with the students about word sorts and why we do them. How they help each one of us individually at our own

The students will have the chance to do their first writing sort in their WTW notebook. I will have students get out their word sort and demonstrate on the board how I would use a sort to write them out. I will show them how to do it and then have


it connect to their life.

We will use our writer’s notebook to complete sections A, B, and C. Identifying the tense of the verbs in section A, completing the table with missing verb tenses in B, and rewriting sentences with the correct verb tense in section C.

We will work to complete sections A, B and C. We will do the first 2 of each section as a class and then have students work on the rest of the problems individually. I will have students turn and talk to share what they know about the different kinds of sentences and when they are used most commonly.

level.

Introduce students to the basic way of cutting them and maintaining them organized throughout the week. Practice with students to have them read it, say it, sort it, and read it again. Have students explore their first sort and discover the pattern on their own as I meet with small groups individually.(Buy two area rugs/carpets for the floor by my desk so we can have a nice place to meet and sort words.)

them do one with me.

We will discuss how it is important to be able to know how to spell these words in our sort as well. We will have a short spelling test at the end of each week.

Evaluation TSW complete sections A, B, and C in the red Scott Foresman grammar book practicing different verb tenses in their writer’s notebook.

TSW take notes while watching a video about verb tenses in their writer’s notebook.

TSW complete sections A, B, and C on pages 50 and 51.

TSW cut out and complete their first word sort. TSW participate in a class and group discussion about word sorts and their importance.

TSW write out the words from their word sort in their WTW notebook.

Math (2:20-3:25)


Monday Tuesday Wednesday Thursday FridayStandards 5.1.1.3 Estimate

solutions to multiplication problems.5.1.3.3 Estimate sums and differences of decimals and fractions to assess the reasonableness of results.5.2.2.1 Apply the distributive property.

5.1.1.3 Estimate solutions to multiplication problems.5.1.1.4 Solve real-world and mathematical problems requiring multiplication of multi-digit whole numbers using various strategies.5.1.3.4 Solve read-world and mathematical problems requiring addition and subtraction of decimals.5.2.3.2 Represent real-world situations using equations and inequalities involving variables.

5.1.1.3 Estimate solutions to multiplication problems.5.1.1.4 Solve real-world and mathematical problems requiring multiplication of multi-digit whole numbers using various strategies.5.1.3.4 Solve read-world and mathematical problems requiring addition and subtraction of decimals.5.2.3.2 Represent real-world situations using equations and inequalities involving variables.

5.1.1.4 Solve real-world and mathematical problems requiring multiplication of multi-digit whole numbers using various strategies.

5.1.1.4 Solve real-world and mathematical problems requiring multiplication of multi-digit whole numbers using various strategies.

Objectives TSWBAT provide experiences with making and using magnitude estimates for products of multi-digit numbers, including decimals.

TSWBAT review the partial-products method for whole number and decimals.

TSWBAT review the partial-products method for whole number and decimals.

TSWBAT review and provide practice with the lattice method for multiplication of whole numbers and decimals.

TSWBAT review and provide practice with the U.S. traditional method for multiplication of whole numbers and decimals.

Materials Dry erase boards and markers, math journals, pencils, SRB, study link 2.7

Math journal, pencil, SMART Board, laptop, Smart notebook file 2.8, SRB, study link 2.8, and math masters page 57

Math journal, pencil, SMART Board, laptop, Smart notebook file 2.8, SRB, study link 2.8, and math masters page 57

Math Journal, pencil, SMART Board, Smart notebook file 2.9, SRB, study link 2.9

Math journal, pencil, SMART Board, Smart notebook file 2.9A

Instruction Lesson 2.7 Estimating Products:(Did not do on Friday due to Fire Drill and shortened period for Fun Fridays.)

Lesson 2.8 (1 of 2) Multiplication of Whole numbers and decimals

Go over I Can statement and

Lesson 2.8 (2 of 2) Multiplication of Whole numbers and decimals

Review multiplication of decimals. (SRB 38

Lesson 2.9 Lattice Method

Mental MathMath MessageReview lattice method of multiplication.

Lesson 2.9A U.S. Traditional multiplication

Have students solve problem number 1 on


Introduce vocabulary.Mental math.Math massage.Estimating products page 47 in math journals.Discuss why we estimate.Discuss magnitude estimates: allow them to know whether the solution to a problem is reasonable.Practice magnitude estimation.Math journal 1.) round both factors to the nearest multiple of a power of 10. 2.) Find the product of the rounded numbers.

Experimenting with Spinners: page 48 in math journals. Discuss the probability poster and the vocabulary used. Use probability to describe events.Math boxes 2.7.

introduce vocabulary.Mental MathMath Message: How does estimating products of decimals differ from estimating products of whole numbers? (Emphasize rounding and how it is helpful.)

Partial-Products Method: helps develop a good understanding of place-value and multiplication conceptsLook at page 19 in the SRB. Remind students to properly align the digits in columns.

Math Journal page 50: Magnitude estimates (do 1 and 2 as a class) numbers 3-6 independently. Students will then check with a neighbor. Compare answers and discuss as a class.

Review multiplication of decimals. (SRB 38 and 39) Have students solve 1.3 X 5. First have students make a magnitude estimate, then multiply as though they are whole numbers and use the estimate as guide to inserting decimal. Teach them also to

and 39) Have students solve 1.3 X 5. First have students make a magnitude estimate, then multiply as though they are whole numbers and use the estimate as guide to inserting decimal. Teach them also to count how many spaces over in total are the decimals.

Students work on page 51 of their math journal. Complete 1 and 2 as class, students finish the rest with partners. Discuss problem 6 as a class.

Number stories: Solving addition and subtraction number stories by writing an open number sentence for each problem and solving. MJ page 52. Complete problems 1 together and then students work on the rest in partners.

Students finished early will work on Math Boxes page 53.Study Link 2.8 for homework.Students who finish early with math journal pages and study link review will complete Math Masters page 57

Watch 3 minute YouTube video: https://www.youtube.com/watch?v=p-ZiPZpZmMkMath journal page 54.

Demonstrate how to use the lattice method with two small decimals on either side. Point out how the decimals are above or next to a line dividing the column or row. If there are two decimals then have them follow the line with their fingers until they intersect and then slide down the angled line into their answer.

Practice lattice method with math journal page 55.Math Boxes page 56.

Students who finish early can complete math journal pages 56A and B.

page 17P any method they choose. Discuss solutions and their strategies used. Partial-products, lattice, and U.S. traditional.Demonstrate using U.S. traditional with 86 X 24. Provide one more example 456 X 237.

Release students to work on pages 17P-20P. Remind students to make good estimates before solving. (SRB pp. 24C and 24D if students need.)

https://www.youtube.com/


count how many spaces over in total are the decimals.

Students work on page 51 of their math journal. Complete 1 and 2 as class, students finish the rest with partners. Discuss problem 6 as a class.

and then play a math game.

Evaluation TSW use place value to make magnitude estimates for products; make magnitude estimates for problems; round numbers to make magnitude estimates for multiplication problems.

TSW solve whole-number and decimal problems using the partial-products algorithm; make magnitude estimates; use magnitude estimates to place the decimal point in products.

TSW solve whole-number and decimal problems using the partial-products algorithm; make magnitude estimates; use magnitude estimates to place the decimal point in products.

TSW apply multiplication facts; use the lattice method for multiplying whole numbers and decimals; use magnitude estimates to verify lattice method solutions.

TSW apply multiplication facts; use the U.S. traditional method for multiplying whole numbers and decimals; use magnitude estimates to verify answers.

Interpersonal Skills Lesson: Problem Solving and Conflict Resolution – Grade 5 Unit Length: 2-3 lessons

Key Questions/Big Idea: What do we do when we have a problem? Lesson Length: 1-2 sessions

** Similar lessons are completed at third and fourth grades with the understanding that scenarios generated by students will change each year. It is important for each new class to establish how they deal with conflict and classroom norms around these processes.

Activity: Review classroom rules and expectations


Class discussion: How can not following the rules lead to a conflict or problem? Have students describe scenarios in which they observed peers not following the rules and the conflict that resulted from not following rules.

Review “big” and “small” problems (review resources listed below for teacher background)o Small = problems that “ bug” others – when feelings get hurt or students feel left outo Big = problems that cause students to feel unsafe or that are dangerous

Have students independently generate a list of 3 big problems and 3 small problems to be shared in small groups. Break students into small groups. Each team member will share his/her individual list. Then, each group will generate a list of 5 big

problems and 5 small problems and will articulate what makes a problem a big problem and what makes a problem a small problem. Each group will share out with the whole group characteristics of big and small problems. These characteristics are recorded. As a class, review the list of problems and characteristics that were generated. Come up with a class definition for big and small

problems to be used for the remainder of the school year. Review Kelso poster and choices available to solve small problems. Have students identify individual support system to help with big

problem and have them make a list of the people in their support system. Class discussion: How can we be part of someone else’s support system? What role can we play in our friends’ support systems? Create

a list of people who you think you support.

Objectives: Students will participate in class discussions and small group activities about conflict (big and small problems). Students will explain how to use the Kelso poster to solve small problems. Students will identify people in their support system and will be able to share one person that they support.

Materials Needed: Resources:Student journals/paper http://bas.sbo.hampton.k12.va.us/kelso.htmlProjector and computer www.kelsoschoice.comKelso Poster

Key Vocabulary: conflict, problem, resolution, big problem, small problem, rule, scenario, characteristic, support system

Prior Knowledge: Classroom rules and expectations Building rules and expectations Understanding of friendship and getting along with others

Assessment:


Students generated lists of big and small problems. Students presented lists and characteristics to the class. The class defined big and small problems. Student will have a list of their own support system and list people who they view themselves as a supporting.


Interpersonal Skills Unit: Problem Solving & Conflict Resolution – Grade 5

Lesson 2: Key Questions/Big Idea: How can we resolve a problem? Use a problem solving poster to teach steps to resolving a conflict.

Activities: TIPS process is a problem solving acronym that can be used by students to solve problems with peers. Display and discuss the “TIPS for Problem Solving” poster. Explain each part and what it might look like/sound like/feel like when

students are using these steps to solve a problem. Using scenarios from lesson 1 or new student-created scenarios, students will practice solving problems using steps from the TIPS

poster. Students can use “I messages” worksheet to create scenarios of conflict and to practice using “I messages” when discussing conflict with

peers. Students will act out the scenarios for the class. The audience members will assess with the teacher to see if the TIPS steps were

demonstrated.

Objectives: Students will articulate and explain the TIPS for Problem Solving steps for resolving conflicts with peers. Students will participate in role plays that enable them to practice using the TIPS steps to problem solving.

Materials Needed: TIPS poster KELSO poster Student scenarios and examples of conflict in the classroom/school “I messages” worksheet

Key Vocabulary: problem solving, conflict, resolution, compromise, brainstorm, solution

Prior Knowledge: Classroom rules and expectations Building rules and expectations Understanding of friendship and getting along with others “I messages”

Assessment:


Formative assessment: Students will participate in class discussions about the TIPS method for problem solving. Formative assessment: Students will participate in role plays to practice the TIPS method.


I-Messages

The process of expressing wants and needs in an assertive, non-threatening manner.

I feel…(state the feeling) When you…(state the behavior) Because…(state the consequence) I would like you to…(state the desired behavior)

Example:

“I feel frustrated when you don’t share the ball because I want to play, too. I would like you to take turns with the ball.”

Situation ideas

ball locker lining up

snowhill bus line library

drinking fountain Phy Ed lunch room

classroom swings playground

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