3. Materials Note TE xvii This page will let you know the Math Expressions materials and what to use if they did not come in your kit or where to make the copies Only the * indicates what is unique The rest of the manipulative contents are not specific to the program 3

4. Daily Routines Done at calendar time Tools 120 Chart Finger Flashes Money Flip Chart Bottom of Money Flip Chart (Do we have a ten yet?) Secret Code Cards Number Path Plan for First 90 Days of School Pg. xxiii

5. Using the 120 Poster Student Leader 1 draws a new circle Previous total 26: I am adding 3. So, 26 plus 3 is 29. Do I have a new 10? –no 29 = 20 + 9 Previous total 29 I am adding 3. So, 29 plus 3 is (circling the numbers) 30, 31, 32. Do I have a new ten? Yes! So I am going to erase all of the circles on these 20’s and cap the new 10 at the bottom 32 = 30 + 2 The focus is on the answer, the decade number, and ones 5

6. 120 Poster Continued Count to the New Total Less than 50 Student Leader 1 leads the class and points to each number to reach the new total After 50 - Finger Flashes Student Leader 1 moves the pointer down each column by tens and ones Children do the finger flashes in unison 10, 20, 30, 40, 50 freeze 51, 52 Focus remains on the answer, decade numbers, and ones 6

7. Using the Money Flip Chart Student Leader 2 removes 3 sticky note representing the addition of 3 penny Previous total 26 pennies I am adding 3 pennies. Will I make a new 10? – no. 26 plus 3 is 29 Removing the sticky note and putting it in the rectangles at the bottom of the Money Flip Chart We now have 9 ones so I’ll erase the 6 and write a 9 10 plus 10 plus 9 That’s 2 tens and 9 ones equals 29 The focus is on anchors of ten, ones, and the answer The ten rectangles reinforces the anchor of 10 visually 7

8. Money Flip Chart Continued New Ten Previous total 29 pennies I am adding 3 pennies. Will I make a new 10? – Yes! So I’ll flip over the cover on the next column so we can see the pennies. 29 plus 1 is 30 (take off last sticky note). I have a new ten so I’ll write it below. So, 29 plus 3 is 30, 31, 32 (touching as saying- leave finger on 32) I need to cover the rest of the pennies. How many do I need to cover? 8 Write 2 below the 30 column Write 10 + 10 + 10 + 2 = 32 The focus is on anchors of ten, ones, and the answer 8

9. Money Flip Chart Continued If you end on a decade number Next Day Student Leader 2 Flip over the next column of pennies and cover all the ten pennies with sticky notes with all children Continue the routine – previous total 30 add 3 The focus is on anchors of tens, ones, and the answer 9

10. Money Flip Chart Continued Numbers over 100 The dollar bill cover is flipped to show dollar bills to the left of the coin strips 100 + 10 + 10 + 4 = 124 10

11. Number Path Number Path: Drawing circles and lines Add same number as money & 120 poster. Circle number being added. Draw a line when 10’s are made. Leave it on display. This part discontinued when the total exceeds 100. Show Addition Two Ways Vertical form Proof Drawings (5-group like the back of secret code cards) Erase old drawing and leave new total below (ready for next day). Numbers over 100- Quick Hundreds (squares) are also used. Focus is bridging the abstract representation to the pictorial representation

12. Secret Code Cards Show New Total 30 (show 30 card) plus 2 (show 2 card). Class responds- 30 plus 2 makes (puts 2 card over the 0) 32. New Total 30 (decade number) 30 now show the 30 card Class responds 3 tens make 30 Focus is on the abstract decade numbers and ones.

13. Calendar Routine Unit 1: Days of the Week Unit 2: More and Less, Months of the Year Unit 3: Using Ordinal Numbers, Number Partners Unit 4: Introducing the Calendar, Partner Houses Unit 5: Written Days of the Week, Mountains & Equations Unit 6: Using Ordinal Numbers, Number Comparisons Unit 7: Date and Time, Counting Nickels, Dimes & Nickels Unit 8: Dimes, Nickels, Pennies, Beyond a Dollar, Telling Time Unit 9: Change for a Dollar (Non-Essential Unit) Unit 10: Counting with Quarters (Non-Essential Unit)

14. Questions

15. Based upon NCTM’s Principles and Standards for School Mathematics (2000) “Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based on well-understood properties and number relationships.” NCTM, 2000, p. 144 It is the immediate access to a strategy that will get a student to a correct answer, not the immediate access to the answer…which is automaticity! What is Computational Fluency?

17. Teen Number Flashes 3:1

18. Counting-On Practice 2 3:4

19. Teen Cards 3:7

20. Counting-On Practice 3 3:8

21. Unit 4

22. Listen for Patterns 4:1

23. Counting by Tens with the 120 Poster 4:2

24. Name the Number 4:4

25. The Lions’ Den 4:5

26. Sticks and Circles 4:7

27. Flash Tens and Ones 4:8

28. Count to 100 4:11

29. One More Tiger 4:12

31. Finger Coins 5:2

32. Jenny’s Pennies 5:3

33. The Beetle Rhyme 5:7

34. Count Backward 3 Numbers 5:8

36. UNIT 1 Big Ideas Numbers 0 through 5 and Shapes Numbers 6 through 10 Number Relationships 1-10

38. Break-Aparts

39. Partners of a Number

40. Ten Partners

41. Visualize a 5-Group & Extras

42. Equal PartnerNon-Essential Lessons 16 – Activity 2, 18

43. Unit 2 Big Ideas Represent Addition Stories Solve Addition Equations Solve Subtraction Equations Equations Explorations

45. Proof Drawings

46. Partners

47. Counting OnTools Number Patterns Chart Nickel Strip Red Count-On Cards Math Board 7 – 5 = 2 3 + 1 Non-Essential Lesson Quick Quiz 4 4

48. Unit3 Big Ideas Addition Stories with Unknown Partners Subtraction Stories Addition Stories with Unknown Totals Mixed Practice with Different Unknowns

50. Math Mountain

51. Known Partner

52. Unknown Partner

53. Counting On5 Non-Essential Lessons 15 Quick Quiz 4 3

54. Unit 4 Big Ideas Tens and Teens Place Value to 100 Addition Strategies

56. 10-Group

57. 10-stick

58. Ten-Sticks on Circles

59. Number Path

60. 2-Digit Counting On StrategiesMaking a Ten Making a New Group of Ten 9 + 3 = 38 + 7 = 9 = 12 40 + 5 = 45 or 10 + 2 = 12 38 40 + 5 = 45

61. Unit 5 Big Ideas Dimes and Pennies Teen Solution Methods

63. 10-partner

64. 100-partner

65. Make a Ten Strategy to Subtract

66. Count All

67. Count On5 1 10 Non Essential Lessons 9, 15

68. Call or email with any questions. Laura Chambless 810-455-4005 chambless.laura@sccresa.org www.protopage.com/lchambless

69. March PD Daily Routine Unit 6 Money Routine Calendar Routine Number Comparison Unit 7 Date and Time Counting Nickels Dimes for Nickels Unit 8 Dimes, Nickels, and Pennies Beyond a Dollar Telling Time

70. Unit 6 Big Ideas Comparison with Graphs Comparisons with Tables and Stories Comparison with Measurement Units Comparison with Shapes and Patterns

72. Introduce Simple Picture Graphs

73. Model Comparative Statement

74. Find Unknown Quantities More/Less

75. Measurement – Inch Non-Essential Lessons 12, 13, 14, and 16 Copy Picture from Pg. 546-547 More/Less Copy Teacher Note Box pg 546

76. Unit 7 Big Ideas Halves and Doubles Fourths, Halves, and Other Fractions Simple Circle Graphs Clocks and Calendars

78. Doubles

79. Doubles Plus One

80. Finding Halves

81. Trial and Error

82. Variation

83. Dealing Method

84. Digital /Analog Clocks Non-Essential Lessons 4, 5, 6, 7, 8, 9, 14, 15 Quick Quiz 2, Quick Quiz 3, Quick Quiz 4

85. Unit 8 Big Ideas 2-Digit Coin Combinations 2-Digit Addition (Non Essential)

87. Connect Drawings w/ Coins

88. Coins with Sticks and Circles

89. Group to make a New TenNon-Essential Lessons 4-13

90. Unit 9 & 10 Beyond 1st Grade GLCEs

91. Call or email with any questions. Laura Chambless 810-455-4005 chambless.laura@sccresa.org www.protopage.com/lchambless