Grades Monday
3/19 3/20
4th Math AZ Merit Review
Division Practice, Filling
in the Grid Practice,
- Intro to division
(inverse property)
SWBAT: Solve division
problems by completing a
math facts review and
filling a multiplication
chart.
Anticipatory: Students
will fill out a
multiplication chart as a
review.
Learning: Students will
learn how to solve
division problems by
solving for multiplication
problems first.
Behavior: Students will
fill a multiplication chart
by using the patterns they
know.
Ticket Out: Have
students solve either a
multiplication problem or
a division problem.
Tuesday Wednesday
3/21 3/22
AZ Merit Review AZ Merit Review
Division Practice, Filling Division Practice, Filling
in the Grid Practice, in the Grid Practice,
- Area models - Area models
(Multiples of 10) (Multiples of 10)
SWBAT: Solve SWBAT: Solve
multiplication problems multiplication problems
by using area models. by using area models.
Anticipatory: Students Anticipatory: Students
will label the area model will label the area model
correctly. correctly.
Learning: Students will Learning: Students will
learn how to draw a visual learn how to draw a visual
to solve multiplication to solve multiplication
problems. problems.
Behavior: Students will Behavior: Students will
fill in the areas for the fill in the areas for the
area model to solve for area model to solve for
multiplication problems. multiplication problems.
Ticket Out: Students will Ticket Out: Students will
be given a multiplication be given a multiplication
problem and show how problem and show how
they solved it by using an they solved it by using an
area model. area model.
Thursday Friday
3/23
AZ Merit Review
Word Problems
SWBAT: Solve word
problems by using
strategies learned in class
to circle or underline
important words.
Anticipatory: When
reading the problem out
loud, students will answer
what words or numbers
are important in the word
problem.
Learning: Students will
learn strategies to solve
math word problems.
Behavior: Students will
have worksheets and show
how they underline or
circle important words or
numbers.
Ticket Out: Have student
show you a math word
problem with circled or
underlined words and how
they solved the problem.
 6th Math AZ Merit Review
Packet
Unit 1-9
SWBAT:
Anticipatory:
Learning:
Behavior:
Ticket Out:
2nd Writing How members of a
community help one
another, writing about an
event (timelines)
SWBAT: Provide ideas
from the story about what
happened.
Anticipatory: Students
discuss with a partner
what book they read and
what it is about.
Learning: Students will
learn how to use a
timeline to set up their
story.
Behavior: Students read
through the book as a
review, then pair up and
talk about it with a
partner.
Ticket Out: Students
share with teacher 3 things
that happened in the story
from start to finish. (1:
This happened. 2: Then
this happened. 3: In the
end this happened)
AZ Merit Review
Packet
Unit 1-9
SWBAT:
Anticipatory:
Learning:
Behavior:
Ticket Out:
How members of a
community help one
another, writing about an
event (timelines)
SWBAT: Write down
what happened in a story
by using a guide, (First:
Next: Then: )
Anticipatory: Students
review their outlines to get
a refresh on the story.
Learning: Students will
learn how to use a
timeline to set up their
story.
Behavior: Students will
write their timeline of the
story on their guideline
paper.
Ticket Out: Students
show they are writing
their timeline of the story.
AZ Merit Review
Packet
Unit 1-9
SWBAT:
Anticipatory:
Learning:
Behavior:
Ticket Out:
How members of a
community help one
another, writing about an
event (timelines)
SWBAT: Fill out the
guideline and finish
writing their guidelines.
Anticipatory: Students
talk with a partner and
explain how they set up
their timeline.
Learning: Students will
learn how to use a time
line to set up their story.
Behavior: Students will
write their timeline of the
story on their guideline
paper.
Ticket Out: Students
verbally tell you their
timeline of the story and
what they wrote for it.
AZ Merit Review
Packet
Unit 1-9
SWBAT:
Anticipatory:
Learning:
Behavior:
Ticket Out:
How members of a
community help one
another, writing about an
event (timelines)
SWBAT: Review what
happened in the story by
looking back at their
guideline.
Anticipatory: Students
talk with a partner and
explain how they set up
their timeline.
Learning: Students will
learn how to use a
timeline to set up their
story.
Behavior: Students will
write their time line of the
story on their guideline
paper.
Ticket Out: Talk with a
partner and retell the story
by using your timeline.
 5th Math AZ Merit Review AZ Merit Review AZ Merit Review AZ Merit Review

Reviewing Unit 8 – Reviewing Unit 8 – Reviewing Unit 8 – Reviewing Unit 8 –

Geometry, Properties of Geometry, Properties of Geometry, Properties of Geometry, Properties of
quadrilaterals, Angles, quadrilaterals, Angles, quadrilaterals, Angles, quadrilaterals, Angles,
Area/Perimeter Area/Perimeter Area/Perimeter Area/Perimeter

SWBAT: SWBAT: SWBAT: SWBAT:

Anticipatory: Anticipatory: Anticipatory: Anticipatory:
Learning: Learning: Learning: Learning:
Behavior: Behavior: Behavior: Behavior:
Ticket Out: Ticket Out: Ticket Out: Ticket Out:
Writing A: Research Paper A: Research Paper A: Research Paper A: Research Paper
Intervention
L: Sight Word List: L: Sight Word List: L: Sight Word List: L: Sight Word List:
(Review reading them to (Review reading them to (Review reading them to (Review reading them to
move on to the next list) move on to the next list) move on to the next list) move on to the next list)

SWBAT: Gather SWBAT: Write his SWBAT: Write his 3 SWBAT: Write his 3
information from the one beginning sentence on reasons on why he would reasons on why he would
story he chose by writing why he wants to live in a want to live in that want to live in that
down his ideas on the certain community. community by finding community by finding
paper as an outline. Anticipatory: Student details in the story. details in the story.
Anticipatory: Recall the will recite the story he Anticipatory: Student Anticipatory: Student
6 different stories and chose and explain what will reread his beginning will explain why he would
summarize what happened happened in it. sentence and explain if it like to live in that
in them. Learning: Student will makes sense. community by stating
Learning: Student will have a checklist on Learning: Student will details that he remembers
have the opportunity to making sure his spelling is have a checklist on from the story.
comprehend what he accurate, capitalization, making sure his spelling is Learning: Student will
remembers reading and be and punctuation are all accurate, capitalization, have a checklist on
able to pick a story to included. and punctuation are all making sure his spelling is
write for his paper. Behavior: He has to pick included. accurate, capitalization,
Behavior: He has to pick a community he would Behavior: He has to pick and punctuation are all
a community he would like to live in from the 6 a community he would included.
like to live in from the 6 stories we have read in like to live in from the 6 Behavior: He has to pick
stories we have read in Theme Five. I can send stories we have read in a community he would
Theme Five. I can send the book so he can pick Theme Five. I can send like to live in from the 6
 the book so he can pick which one and you can the book so he can pick stories we have read in
which one and you can read the story together in which one and you can Theme Five. I can send
read the story together in reading, and then in read the story together in the book so he can pick
reading, and then in writing he can select a reading, and then in which one and you can
writing he can select a beginning, three reasons writing he can select a read the story together in
beginning, three reasons why he would like to live beginning, three reasons reading, and then in
why he would like to live in that community, and an why he would like to live writing he can select a
in that community, and an ending. in that community, and an beginning, three reasons
ending. Ticket Out: Student will ending. why he would like to live
Ticket Out: Student will show that he finished his Ticket Out: Student will in that community, and an
provide 3 ideas of his own beginning sentence and write his 3 ideas from his ending.
about the story on why he check COPS story on his paper and be Ticket Out: Student will
wants to live there (capitalization, overall able to show you where he finish his paper and check
verbally while the teacher appearance, punctuation, got those ideas in the for COPS (capitalization,
writes them down so he and spelling) story. overall appearance,
will not lose his ideas. punctuation, and spelling)
1st Math Math Practice Math Packet Math Practice Math Packet
(Liam)
IPad - Math Order number chart IPad - Math Money Review
(1-100)

SWBAT: Solve addition SWBAT: Recognize the SWBAT: Solve addition SWBAT: Identify coins
and subtraction problems order of numbers by and subtraction problems and their names and solve
by using the IPad math placing the correct by using the IPad math problems asking how
games. number when filling out games. much there is.
Anticipatory: Student the number chart to 100. Anticipatory: Student Anticipatory: Sing the
will solve an addition Anticipatory: Have will solve an addition money melody song.
problem using his fingers student warm up by problem using his fingers Learning: Student retains
or number line. writing his numbers on a or number line. the song and is able to
Learning: Student will be paper. Learning: Student will be identify the coins by their
able to recognize math Learning: Student able to recognize math name, shape, and worth.
problems (+ , -). comprehension and problems (+ , -). Behavior: Student will
Behavior: Student will memorization of number Behavior: Student will match the coins to their
work towards a goal set order. work towards a goal set names, then explain how
on the IPad. Behavior: Student is on the IPad. much they are worth. He
Ticket Out: Student will placing the numbers on Ticket Out: Student will will also be able to add the
reach Green Light. the number chart, then can reach Green Light. coins values together to
solve addition/subtraction solve how much is there.
 problems by using his Ticket Out: Have student
number chart. tell you the coin’s name
Ticket Out: Student and how much it is worth.
solves a 10 more/10 less
problem.
3rd Math Unit 7 – 1.4 Unit 7 – 1.5 Unit 7 – 1.6 Unit 7 – 1.7

Capture from 300 to 600 Related Subtraction Solving Subtraction Practicing Subtraction
Problems Problems and Addition

SWBAT: Solve SWBAT: Solve SWBAT: Solve word SWBAT: Solve 3-digit
measurement problems measurement problems problems focusing on number problems by using
involving mass by using involving volume by subtraction by using a 100 multiples of 10 and 100 to
multiples of 10 and 100 to using multiples of 10 and grid or number line to either add or subtract from
add or subtract. 100 to add or subtract. show the difference. the problem.
Anticipatory: Anticipatory: Anticipatory: Anticipatory:
Learning: Learning: Learning: Learning:
Behavior: Behavior: Behavior: Behavior:
Ticket Out: Ticket Out: Ticket Out: Ticket Out:
1st Math Math Packet Math Packet Math Packet Math Packet
(Andrew)
Counting by 1’s/10 Find the missing addend Finding patterns by Finding patterns by
more/10 less to get to the sum counting by 2’s/Word counting by 2’s/Word
10/Adding 3 numbers problems problems
together

SWBAT: Count SWBAT: Find the SWBAT: Fill in the SWBAT: Count by 3’s by
accurately by ones by missing addend to get to pattern by counting by showing groups of three.
filling in the missing the sum of 10 by using 2’s. Anticipatory: Students
numbers. manipulatives. Anticipatory: Students count verbally by 5’s as a
Anticipatory: Have the Anticipatory: Students count verbally by 2’s as a warm up. (5, 10, 15, 20…)
students warm up by practice writing their warm up. (2, 4, 6, 8…) Learning: Students will
writing their numbers on a numbers on the paper. Learning: Students will learn to comprehend a
paper at the beginning. Learning: Students will learn that there is a pattern word problem and
Learning: Students will learn to use manipulatives when counting by 2’s so circle/underline the
see the numbers and be to solve for the missing they do not always have to numbers to solve it.
able to figure out 10 addend. count by 1’s.
more/10 less.
 Behavior: Students fill in
their number chart, then
use it to find 10 more/10
less.
Ticket Out: Give student
a number and have them
find either 10 more or 10
less.
3rd Writing Write your opinion on
support in the community
Finish 2nd
Paragraph/Work on 3rd
Paragraph
SWBAT: Create a paper
by setting it up with an
Intro Paragraph, 1st story,
2nd story, and conclusion
paper.
Anticipatory: Students
discuss with a partner
what they remember about
the 2 stories they read.
Learning: Students will
learn how to pull details
from their stories and plug
them into their
paragraphs.
Behavior: Students will
circle and underline the
details they are using in
the story page.
Ticket Out: Students
show a completion of their
3rd paragraph (2nd story)
Behavior: Students
complete the worksheet
showing how they solved
the problem.
Ticket Out:
Write your opinion on
support in the community
Finish 3rd
Paragraph/Work on
Conclusion Paragraph
SWBAT: Finish writing
their rough draft and edit
it by using their memory
and previous knowledge
of using an editing
checklist.
Anticipatory: Students
will reread their intro and
1st story paragraph to
determine where to start.
Learning: Students will
use their learned
knowledge of how to set
up a paragraph with the
“Topic sentence, detail
sentences, and conclusion
sentence”
Behavior: Students will
write 4 paragraphs with an
intro paragraph, 1st story
paragraph, 2nd story
Behavior: Students draw
to show how they solved
the word problems.
Ticket Out: Have the
students count by 3’s next.
Write your opinion on
support in the community
Edit Checklist on rough
draft/Final
SWBAT: Finish writing
their rough draft and edit
it by using their memory
and previous knowledge
of using an editing
checklist.
Anticipatory: Students
will read through their
paper and make sure it
makes sense.
Learning: Students will
learn to edit their paper
without the editing
checklist.
Behavior: Students will
use their learned
knowledge to edit their
rough draft by looking for
capital letters, periods,
overall appearance, and
spelling.
Behavior: Students draw
to show how they solved
the word problems.
Ticket Out: Give student
a verbal word problem
and have them write the
numbers they need to
solve it and show how
they solved it.
Write your opinion on
support in the community
Write final paper
SWBAT: Finish writing
their final paper by using
their rough drafts as a
guide.
Anticipatory: Students
will finish up editing their
paper. Using a different
colored marker to show
their fixes.
Learning: Students will
learn to edit their paper
without the editing
checklist.
Behavior: Students will
use their learned
knowledge to edit their
rough draft by looking for
capital letters, periods,
overall appearance, and
spelling.
 and their conclusion paragraph, and conclusion Ticket Out: Students will Ticket Out: Students will
paragraph. paragraph. show their editing fixes on finish up their final.
Ticket Out: Students start their paper.
their editing their paper.
2nd Math Unit 7 – 1.1 Unit 7 – 1.2 Unit 7 – 1.3 Unit 7 – 1.4

Partners and Teams Defining Even and Odd Linda and Ebony: Can Is it Even or Odd?
They Share it Equally?

SWBAT: Determine if a SWBAT: Determine if a SWBAT: Determine if the SWBAT: Add word
number, if split up number is even or odd by twins (Linda and Ebony) problems together and
between 2 groups, will showing the class using will be able to share determine if the answer is
have equal amounts by manipulatives. different things (i.e.: 17 odd or even by showing
using manipulatives to Anticipatory: Write a pencils, 6 cookies, etc.) how many can go into 2
show if it is true or not. number and have the Have a paper for the groups equally.
Anticipatory: Have students give a thumbs up students to draw a picture Anticipatory: Students
students use blocks to or thumbs down if they of the twins and if the will look at a number and
count the number, then think it is even. Go around objects can be split say if it is even or odd,
split the blocks into two the room and ask “Why equally. then show how they know
groups. Discuss with a do you think that?” Anticipatory: Talk to that.
partner if you think there Learning: Students will students if they think it is Learning: Students will
is an even amount of understand what make a fair if the brother and gain an understanding by
blocks in both groups. number even. sister get the same amount finding the numbers in the
Learning: Students will Behavior: Students will of everything or if it is not word problem and
have a visual be given a number and are fair. determine if it is adding or
representation of how a responsible for using Learning: Students will subtraction.
number might be even or blocks to show if the get a visual and be able to Behavior: Students solve
odd. number is even or odd and relate it to their life by word problem, then split
Behavior: Students will be able to explain why to sharing with them up into two groups
be split into a group to a partner. brothers/sisters. and determine if the
determine if their small Ticket Out: Give students Behavior: Students will answer can be split
group is an even number blocks (random #) and use a worksheet to write equally or not.
or odd number. Does have them split it up into 2 their findings on. They Ticket Out: Students
everyone have a partner? groups and explain to you will show how to split up come up with their own
Explain why or why not. why it is even or odd. the groups of objects to word problem and explain
Ticket Out: Have give both Linda and to a partner if the answer
students tell you a number Ebony equals amounts. is an even or odd number.
and say if it is even or Ticket Out: Introduce a
odd. word problem and have
the students solve it and
explain if Linda and
Ebony will get equal
amounts.