1. Teach Math through Rigor& Relevant 21 st Century Skills Presentation by : Janie Rodriguez Marcia R. Garza Elementary Email:san.rodriguez2@psjaisd.us

2. Weather Questions? O Which type of weather have we had the most/least? O Has the weather pattern been the same as last months? Comparing O How many windy days? O Has there been more/less windy days than last month. O How many (rainy) days? O Comparing using cube trains O How many more? O How many less? O Justifying the answer O Vocabulary: most, more, greater, less, least,fewer O Connecting to real Life Situation for Relevancy O Meteorologist O Academic Vocabulary: Climate, Weather, Forecast O Choose a meteorologist to tell about the weather O Students fill in their weather graph 2

3. Calendar / Calendario 3 The leader questions the class: *What is today’s date? *What was yesterday’s date? *What will tomorrow’s date be? The date cards are arranged in a pattern and the class predicts the pattern for the date card that day. Relevancy: Why is the calendar important in real-life situation? Concepts: Days (today, tomorrow, and yesterday), weeks, months, and patterns

4. Questions for Day of the Week/Month of the Year Questions for Day of the Week/Month of the Year O Leader points to the days of the week cards, as the class says the day names in order. (can be done while singing the song) O Let’s say the names of the days so far this week…….And today is ? O How many days have gone by so far this week? How many more days to go? O What day comes before/after/between ________? O How many days are there all together/combine/in all/ in the week? O How many weeks in a month? O How many days do you come to school? How many days do you stay home? Lets make a number sentence? 5+2 = 7/2+5=7 O Capitulation O Sequence

5. Pattern Questions O What will the pattern for today be? O Predictions O Let’s interpret the pattern ? O If today’s pattern card is (a bird) what will tomorrow’s pattern card be? O Can anyone see another pattern on the monthly calendar? Look vertically, horizontally, and diagonally. Is there a (color/shape/ position) pattern? O Recording Predictions O Comparing numbers O Greater than/less than O Equal/Not equal O Collecting data O Tally Marks O Number Word O Counting Order 5

6. Place Value Questions: O How many days have we been in school so far this year? O How many straws are in the (one’s”) box? O How many straws do we have? Let’s check by counting the groups of straws in the (“ten’s pocket). O How do I write (the number)? O How many groups of ten do we have? O Let’s count by (ten’s/five’s/two’s) O Is (the number) an odd or even number? O Justify your answer O Number sentence with a missing number O Vocabulary: sum, total, combine, in all, altogether, 6

7. 7 TALLY QUESTIONS: Let’s check to see what the tally count was yesterday… and one more tally mark for today how many do we have in all/altogether/combine/ Let’s check to see what the tally count was yesterday… and one more tally mark for today how many do we have in all/altogether/combine/ How many groups of ten do we have so far this month? How many groups of ten do we have so far this month? How many groups of five? How many groups of five? How many more days before we make another slash to indicate a group of five? How many more days before we make another slash to indicate a group of five? How many more days before we can make another circle of ten tallies? How many more days before we can make another circle of ten tallies? Counting by fives Counting by fives Counting by tens Counting by tens Justify your answer Justify your answer Each day, a student makes one mark on the tally sheet. Every fifth day is recorded with a diagonal line. The class counts the tallies by fives and then by “counting on”. At the end of the month, students can compare that month to all the other months.

8. ODD AND EVEN QUESTIONS: 8 How many cubes do I have to add today?How many cubes do I have to add today? The last number we wrote wasThe last number we wrote was (twenty- six) (twenty- six) And one more how many do I have in all/altogetherAnd one more how many do I have in all/altogether (Twenty – seven)? (Twenty – seven)? How do I write (twenty – seven)?How do I write (twenty – seven)? How do we write the number word (environmental print)How do we write the number word (environmental print) Is (twenty –seven) an odd or even number?Is (twenty –seven) an odd or even number? How do you know? Explain/JustifyHow do you know? Explain/Justify How many tens/ones in ____?How many tens/ones in ____? Let’s count togetherLet’s count together Every day a student records the next number in counting sequence. *Count by twos, fives, and tens *Discuss odd & even using unifix cubes

9. odd and even non y par o impar y par O Unifix cubes are stacked in groups of two. O The chart corresponds to the number of days in the month O On Monday or after a holiday, the class determines how many unifix cubes need to be added to make up for the days not in school. O One color cube is used until there’s a group of ten O The color changes for the next group of ten 9 Each day the leader adds a cube and writes the number/ count by tens and twos to find the total/ the total should correspond with the date or the yearly count. Each day the leader adds a cube and writes the number/ count by tens and twos to find the total/ the total should correspond with the date or the yearly count.

10. NUMBER LINE QUESTIONS O How many cubes do I have to add today? O The last number we wrote was (twenty- six) O And one more makes (Twenty – seven)? O How do I write (twenty – seven)? O Is (twenty –seven) an odd or even number? O Let’s count together O Number sentence O Addition O Subtraction O Counting Order O Counting Forward O Counting Backwards 10

11. ADDITION, SUBTRACTION, AND MULTIPLICATION QUESTIONS O What number is (three) (less/more) than (sixteen)? O What is two more than twenty-nine? O If we’ve been in school 43 days how many more days do we need to make 50? O What number is ½ of 8? O What number is between (twenty-seven and twenty-nine)? O Counting by ones, fives, tens, twenties or any giving number O Relevancy: Why are number important in real life situation? O Where have you seen numbers? 11 NUMBER LINE or HUNDREDS CHART QUESTIONS

12. Days of school chart Tabla de los días de clase. 12

13. Telling Time Leyendo el relojTime O Move clock the number of minutes you designate everyday. O Discuss how to tell time O Relevancy O Real life situation O Why is telling time important? O Where have you seen a clock? 13

14. Money Count Conteo de dinero 14 Students represent the number of days of attending school with the coins. Income Earning money Jobs Wants Needs Teacher is showing 3 different ways to make 28¢. Each day, students represent the day’s date with the coins. ex: 5 nickels and 3 pennies makes 28 The next day a penny will be added to make 29. When possible, students can trade 5 pennies for a nickel and 2 nickels for a dime. On the 25 th a quarter can be added.

15. O Place a teacher made poster with a moveable object to show different positions. The apple is above the tree, under the tree, on the tree, etc. 15 above arriba behind detras beside al lado Position/Location words Position/Location words

16. BIRTHDAY GRAPH QUESTIONS O Are there any cakes that do not have candles? O Are there any cakes with the same number of candles? O Which cake has the most candles? O What else can you tell me about this cake graph? O We had (three) birthdays last month in our class. This month there are (two ) less birthdays. How many birthdays are there this month? O How many more days before _____ birthday? 16

17. Birthday Cake Graph O Have Birthday cake cut out for each month O Have each child write their name and birth date on a candle cut out O Place candle on the appropriate cake O Class compares the results of the birthday graph O Display the cakes for the rest of the year O Move the current month’s cake to the calendar area 17

18. Why is it important to know the calendar skills ? How can we use this skills in real life situation ? Ask your partner what math skills you are learning with calendar math? 18