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Celebrate 100’s day with a bit of technology. These free online tools allow students extra enrichment when celebrating the 100th day of school.

Subject:
Educational Technology
Material Type:
Activity/Lab
Game
Interactive
Module
Provider:
REMC
Provider Set:
MiTechKids
Author:
REMC
02/28/2019
Conditions of Use:
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Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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The focus of this unit is to develop students' fluency with addition and subtraction facts within 10. To do this, students continue to work with number patterns and relationships, including skip counting by 5s and 10s and identifying the relationship between written and spoken number words and written numerals. They order and compare numbers to develop an understanding of their relative sizes. They become more skilled at instantly recognizing the amounts in a patterned set of objects without counting them (subitizing), e.g., dots on dice, dominos, or a ten-frame. These activities engage students in thinking about part-part-total number relationships and aid in learning the number combinations foundational to learning other basic addition and subtraction facts in first grade.Students compose and decompose numbers to ten, which provides experiences with the big mathematical ideas of equivalence and the commutative property for addition. They also learn to use strategies such as adjusting the numbers in a problem to make it easier to solve (e.g., 6 + 4 = 5 + 5; 2 + 4 = 3 + 3). They develop fluency with complements of ten to establish ten as an anchor or benchmark number for future work with addition and subtraction. They solve different types of word problems within sums of 10 that include concretely, pictorially and numerically modeling and explaining their solutions.When reading the standards below, keep in mind that the focus of this unit is developing strategies and fluency for adding and subtracting within 10. Students will work with larger numbers later in the year.

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
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The focus of this unit is on deepening students’ use of mental strategies for facts as fluency with basic addition and subtraction facts is foundational for multi-digit computation. In first grade students explored a variety of reasoning strategies for finding the sum of two one-digit numbers. In second grade students need to become fluent with basic faction order to free up more complex problems including two- and three-digit addition and subtraction problems. As students work to deepen and extend their strategies for facts above ten, they work with place value concepts. The work students do with place value in this unit reviews decomposing numbers into tens and ones. As students explain their thinking and listen to the thinking of others, they expand their understanding of number relationships and properties of operations. For example, one fact strategy for adding 7 + 9 is to think, “7 + 9 = (6 + 1) + 9 = 6 + (1 + 9) = 6 + 10 = 16.” Another strategy for 7 + 9 is to think, “7 + 9 = 7 + 10 - 1 = 17 – 1 = 16.” These are useful strategies that students may also apply when using mental arithmetic to add 8 or 9 ones to a multi-digit number (e.g., 46 + 8 = 8 + 2 + 44 = 10 + 44 = 54 or 46 +10 – 2 = 56 – 2 = 54).

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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To develop “spatial sense”, students use positional words to describe the location of physical objects in the classroom or school (above, below, beside, in front of, behind, next to).

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
No Strings Attached
Rating

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: First pose the question: Here are four triangles. What do all of these triangles have in common? What makes them different from the figures that are no...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/24/2013
Conditions of Use:
No Strings Attached
Rating

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * A copy of Grandfather Tang's Story by Ann Tompert * One set of tangrams for each student (see note in commentary) * A set of tangrams for t...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
05/29/2013
Conditions of Use:
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
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Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
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This focus for this unit of study is twofold: writing an effective Small Moment story and readability. First, students will focus on the writing of personal narratives by stretching out a Small Moment. Small Moment stories are when an author takes a true story from his/her life and instead of telling the whole story, s/he tells a small part of the story and stretches it across pages. It is important to teach writers to hold these moments in their heads as they stretch them across a sequence of several pages. Revisiting the strategies for story generation students learned in kindergarten, in addition to learning new strategies, will develop students’ repertoire for gathering story ideas. The unit will emphasize and elaborate upon the qualities of good writing including detail, dialogue, setting, sequence, and answering reader’s questions. Students will be taught the importance of focusing their writing.The expectation is that first graders will write approximately three to four booklets a week during the course of the unit. These three to five page booklets will have two to four sentences on each page. These are rough estimates and will vary based on student need and writing background. Writers will be taught how to make thoughtful decisions about what goes on each page. The idea of quantity versus quality is often brought up in units such as this. In first grade, we are providing students with many opportunities to try out new skills and techniques through writing multiple pieces. When asking students to go back to the same piece, we often find that we are teaching the writing, not the writer. Our focus needs to be on the writer and his/her growth over time.Partnerships play a critical role in the development of young writers. Students will be taught to rehearse and share their pieces with each other like storytellers. Partners will provide compliments and suggestions in a kind way. Along with developing a critical eye, partners need to be taught how to notice and celebrate detailed topics, actions in pictures, dialogue and other qualities of good writing.The second focus of the unit is readability. Young writers will be taught to reread their pieces to see if they are readable and then make adjustments if needed. Partnerships continue to play an important role as we move through this second focus. Partners will review each other’s pieces and suggest ways to make them more readable. During share time, friendly tips, compliments and asking questions will be highlighted so partners learn that feedback includes attention to parts well done.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
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The Common Core State Standards require Fifth grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write personal narrative stories that elaborate the tension or problem and focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate personal narrative mentors to discern how these texts tend to go and to gather possible story ideas from turning points within their life experiences. They will draw on everything they've learned from writing small moment stories from Kindergarten- second grade, as well as personal narrative writing in third grade and fourth grades. Additionally, students revisit qualities of good writing and craft to write personal narratives. They will select their best work to revise, edit, and publish.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing. Mid- unit, children will choose their best work and revise this more deeply and extensively to share with an audience. Students will begin a second personal narrative piece as an independent writing project guided by previous sessions, anchor charts, conferences and small groups. Students will learn ways to raise the level of their writing within their independent writing project working at their own pace within the writing process. The unit culminates with students surveying their growth, recognizing their growing knowledge of good writing, their increasing repertoires of writing strategies and their success with cycling through the writing process in order to name their strengths but also determine future goals.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
Remix and Share
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The Common Core State Standards require Fourth Grade students to write narratives in which they orient their reader by establishing a situation and introducing a narrator or characters with the event sequence unfolding naturally. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write well-elaborated realistic fiction stories that focus upon an important message or heart of the story. Students will immerse themselves in age-appropriate realistic fiction stories to discern how these texts tend to go and to gather possible story ideas from their lives’ experiences. They will draw on everything they've learned from writing small moment stories from Kindergarten- Second Grade, as well as personal narrative writing in third grade. Additionally, students revisit qualities of good writing and craft to write realistic fiction. They will select their best work to revise, edit, and publish.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and publishing. Mid-unit, children will choose their best work and revise this more deeply and extensively to share with an audience. Students will begin a second realistic fiction piece as an independent writing project guided by previous sessions, anchor charts and conferences and small groups. Students will learn ways to raise the level of their writing within their independent writing project working at their own pace within the writing process. The unit culminates with students surveying their growth, recognizing their growing knowledge of good writing, their increasing repertoire of writing strategies and their success with cycling through the writing process to name their strengths but also determine future goals.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
Remix and Share
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Students enter Second Grade having spent two years writing about important moments from their lives.  Now, it is time for them to revisit and re-energize these small moment stories.  The overall goal of this unit is for these students to lift the level of their personal narratives to more fully engage and inform an audience.  They’ll learn to incorporate a repertoire of strategies to write more focused and compelling pieces.  These “seasoned” young writers will utilize a storyteller’s voice to show, not tell; to paint pictures in readers’ minds through the use of details.  They’ll learn to bring the heart of a story alive!Special attention will be given to reviewing routines and rituals in order to develop a community of independent writers. Studentswill learn to build effective partnerships so they can support one another in cycling through the writing process at their own pace, developing increased independence and self-reliance.Lessons are designed to teach writers how to navigate through the process:  generating story ideas, rehearsing for writing, drafting, rereading, revising and then starting on another piece.  At the end of the unit, children will choose their best work and revise this more deeply and extensively to share with an audience.  The unit culminates with a celebration of writing growth, recognizing students’ growing knowledge of good writing, their increasing repertoires of writing strategies and their success with cycling through the writing process.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
Remix and Share
Rating

The Common Core State Standards require third grade students to write narratives in which they establish a situation and introduce a narrator or characters with naturally unfolding sequence of events. Additionally, students are expected to use details including dialogue, descriptions of actions, thoughts, and feelings, use temporal words and phrases to signal event order, and provide a sense of closure. The goal of this unit is for students to write well-elaborated true stories based on students’ experiences. Students will immerse themselves in age-appropriate narrative stories to discern how these texts tend to go and to gather possible true story ideas. They will draw on everything they've learned from writing small moment stories from Kindergarten - Second Grade and their study of craft. Additionally, students revisit qualities of good writing to create their personal narratives or true story pieces. They will select their best work to revise, edit, and publish.Special attention will be given to reviewing routines and rituals in order to develop a community of independent writers.Studentswill learn to work in effective partnerships so they can support one another in cycling through the writing process at their own pace, developing increased independence and self-reliance.Lessons are designed to teach writers how to navigate through the process: generating story ideas, rehearsing for writing, drafting, rereading, revising and then starting on another piece. At the end of the unit, children will choose their best work and revise this more deeply and extensively to share with an audience. The unit culminates with a celebration of writing growth, recognizing students’ growing knowledge of good writing, their increasing repertoire of writing strategies and their success with cycling through the writing process.

Subject:
English Language Arts
Material Type:
Unit of Study
Provider:
OS/MAISA
03/22/2018
Conditions of Use:
No Strings Attached
Rating

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials - 2 clear plastic cups for each pair of students - 4 bean seeds for each pair - soil - unifix cubes - a plant or math journal to record data ...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
04/17/2013
Conditions of Use:
No Strings Attached
Rating

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Completed monthly weather recording sheet * Crayons * Sentence strips with frames (see below) * Student worksheet Actions Every day for a m...

Subject:
Education
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
11/05/2013
Conditions of Use:
Remix and Share
Rating

This unit extends what students learned in third grade regarding multiplication and division by developing more precise use of mathematical vocabulary and more sophisticated ways of analyzing number patterns (see 4.OA.C.5.). As part of their analysis of number patterns students deepen their understanding of the structure of the base ten system paying particular attention to how the value of a digit changes given its position in a number (e.g., in the number 7,700 the value of the 7 in the thousands place is ten times that of the 7 in the hundreds place). They also notice that numbers have unique characteristics such as prime, composite, and square and they begin to understand why these characteristics can be important when solving problems. Students develop mathematical vocabulary as a tool to describe and reason about the multiplication and division equations they write and solve (e.g., factor, divisor, multiple, quotient). They are an understanding of prime, composite, and square numbers and begin to understand why these are helpful ways to describe numbers . They also describe equations by referencing the numbers the Precise mathematical language includes such terms as equations, factors, product, quotient, multiples, prime, composite and square as they apply to numerical attributes. While the ideas developed in this unit In earlier grades, students use multiplication facts to compose and decompose number into their respective parts (e.g., 7 x 6 can be decomposed into (5 x 6) + (2 x 6)). In fourth grade, students use decomposition to identify all factors for any given number between 1 – 100. As students progress from additive to multiplicative comparisons (i.e. interpret 42 = 6 x 7 as a statement that 42 is 6 times as many as 7 as opposed to 42 is 35 more than 7), they learn to interpret a multiplication equation as a comparison statement. They also represent verbal statements of multiplicative comparisons as equations.As students continue to work with various representations and mathematical models of both multiplication and division problems (including real world and mathematical contexts, multi-step word problems, and equations including those with variables) they build upon their understanding of the inverse relationship between multiplication and division from third grade. Important mathematical generalizations can be made explicit when students build visual representations. For example, the Commutative and Associative Properties of multiplication allow students to rewrite equivalent equations.Throughout fourth grade students will build upon their knowledge of place value and of multiplication/division facts. They begin to use extended multiplication facts (e.g. 4 x 90 = 360, 270 = 3 x 90, 250 ÷ 50 = 5, and 60 = 240 ÷ 4) to solve problems. Working with extended multiplication facts supports students future work with angles and angle measurement as, in Unit Two, students will partition a 360 degree rotation into equal parts. In Unit Three, students will extend their understanding of place value to include tenths and hundredths as they work with decimal fractions. Then in Unit Four, they will use strategies based on place value to multiply two-digit numbers (e.g., partial products).Students will examine the patterns generated from either repeatedly multiplying by ten (e.g., 10 x 10=100, 10 x 10 x 10 = 1000, 10 x 10 x 10 x 10= 10,000) or decomposing powers of ten (1000= 100 x 10 = 10 x 100 = 100 x 1). This exploration allows students to make connections between factors, multiples, and place value.

Subject:
Mathematics
Material Type:
Unit of Study
Provider:
OS/MAISA