Phases 11 & 12
Time & Computation & Patterns
Introduction of Math
Vocabulary
Time & Computation & Patterns
Concrete Introduction of Key Vocabulary
Note: A vocabulary illustration is provided, in this Unit, for each of the key words.
product
quotient
divisor
dividend
Lay a map of the world on the floor; show food
items and match the products with their countries of origin. Use this to introduce products in
multiplication.
Lay twenty items on the floor, in front of the
students. Ask a student to determine how many
groups of two can be removed from the 20 items
(10). Relate this form of subtraction to a faster
form= division. Show the division sentence: twenty divided by two - have the students re-write
the sentence, using numerals. Use the number
sentences to introduce divisor, dividend and quotient.
Provide the students with writing paper and
pens. Dictate a number of division sentences; the
students must write them on their papers, using
numerical form. Review the students’ work, reinforcing divisor, dividend and quotient.
remainder
Show two division sentences - one with even
numbers and another with both odd ande even
numbers. Lead the students to generalize that
division with even numbers leave no remainders
whereas, division with both odd and even numbers does produce remainders.
generalize
Cite other generalizations in math.
1
Time & Computation & Patterns
Concrete Introduction of Key Vocabulary
Note: A vocabulary illustration is provided, in this Unit, for each of the key words.
A.M.
P.M.
The abbreviation a.m. for Latin ante meridiem, meaning
“before noon,” refers to the period from midnight until
noon. One minute before noon is 11:59 a.m. One minute
after noon is 12:01 p.m. Many people distinguish between
noon and midnight by saying 12 noon and 12 midnight.
Expressions combining a.m. with morning (6 a.m. in the
morning) and p.m. with afternoon, evening, or night (9
p.m. at night) are redundant and occur most often in casual
speech and writing. Both a.m. and p.m. sometimes appear
in capital letters, especially in printed matter
P.M. comes from the Latin, post meridiem, or “after noon.”
Use the Unit’s pictures to introduce A.M. & P.M.
pattern
Direct the students’ attention to patterns in their
clothing items. Create patterns using available
materials. Show number patterns.
2
Vocabulary
Illustrations
A.M.
3
dividend
4
generalize
5
pattern
6
P.M.
7
product
8
quotient
12
2= 6
9
divisor
12
2= 6
10
remainder
2
2
13
12
1
11
Lesson Plan
Math & The Language Development Model
Review
Review the key math terms, introduced in this unit. If the vocabulary illustrations were not presented during the introduction, show them to the students at this time.
Basic Listening
* Use the Mini-Illustrations activity page, from the Student Support Materials. Have the students cut out
the illustrations. Say the key words and the students show the illustrations.
* Airplane Land , pg.88
* Beanbag Toss, pg.92
* Knock Knees, pg.83
Basic Speaking
* The Disappearing Illustrations, pg.96
* Stick of Chance, pg.99
Basic Reading
Introduce the math sight words to the students - match the sight words with the vocabulary illustrations. The sight words
are included in the Student Support Materials, attached to these lesson plans.
(Sight Recognition)
* Name of Fortune, pg.168
* Provide the students with the Activity Pages, from the Student Support Materials.
(Decoding/Encoding)
* Provide the students with cut out alphabet letters. Show a vocabulary illustration; the students must use
the cut out letters to create the word for the illustration. Repeat, until all of the words have been spelled
by the students.
* Provide the students with the Activity Pages, from the Student Support Materials.
* Watch Your Half, pg.223
Basic Writing
* Provide the students with the Activity Page, from the Student Support Materials.
s
12
b
Student Support
Materials
Basic Listening
Mini-Illustrations
...
have the students cut-out the mini illustrations. Say the key
words, and they must show the mini-illustrations for the words
that you say.
12
2=6
12
2=6
2
2 13
12
1
13
b
Student Support
Materials
Sight Words
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
Student Support
Materials
Basic Reading
Sight Recognition
Sight Word Activity Page
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
14
Sight Word Activity Page
12
12
2 = 6
2 = 6
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
2
2 13
12
1
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
15
product
quotient
divisor
dividend
remainder
A.M.
P.M.
pattern
generalize
Activity Page
Have the students write the numbers on their correct vocabulary illustrations.
2 = 6
12
12
2
2 13
12
2 = 6
1
1. product
2. quotient
3. divisor
4. dividend
6. A.M.
7. P.M.
8. pattern
9. generalize
16
5. remainder
** Have the students print the key words, from the reading, horizontally in the boxes (more than one one each word can be written). They should then fill in all other boxes with any letters. Have the students exchange pages. The students should then circle the words on the page.
17
Sight Words Activity Page
Have the students highlight or circle the words in this word find.
product quotient divisor dividend remainder
A.M. P.M. pattern generalize
;ggngn;gnneoitofdoiewngnggnwrgoihwgondnsnsogworentgro;erihneori;eoreo
ro;eg;oergo;ergegegnnggegegegeghnegnegnegnengeneregenegegngngnerogeoggeogerogneogeogeogoegergeogoernoereornerogerogheo;ihnidgndenge
ngengendglendglenglndeglengleenglednglnglengengengegengineglneglnglnedlgnelgnedgndengendgengloenenglonegneproductgnegnegnegonerglnlegnlendgldnglenglengleneengnergerghegtethldknrgkjedgertlwelnkeg;aetgn
egnerg;er;gnergergnaergjnrg;ndg;neruhtew;iruhtoeiyoio;ghne;oihnhrt
;snrh;oiroiroigoagoinegoiegoiegoiegoierg;oieg;oearg;oieag;oego;iher
goigo;dfidfgidgoireoiheerhrehgoidoigeoaigtoihergoirdo;dgo;ihdgoihgo
ihdgd;ghd;gihdg;iohdfg;ihdfg;ihdyyyyquotientwoiwogwogwowogwogaogwohwaogwoghworghwwooo
gogoeghoeioeihgoegoegeoeoehreoigodrgfidgnhgepjgpeojepaojhe’pojnmbpoej
y’pjrth’pojrh’pojarh’poajrh’poerj’poh’praojhra’tpojhr’pohjrath’poojarhpojrhp’ojr
hpojsrh’porjsh’psrojh’psrejrp’ojrst’pohjsrt’phojsrh’pojsrh’jrth’pojorsh’pjsrth’oj
srh’pojsrhosrthpdivisorojsrth’popjsrth’pjsrt’ojsrthpojr’horshojr’pjre’psrrrrrtttttt
ttttterpoyfhjrthrthjrthojrstph’osrt’osrtpojsrthpojsrth’ojsrh’pojrth’pojsrth’ojsrth
ojsrh’pojsrth’posrt’jrsphojsrphojehehmeh;maemeahhe;hmrhorhojhrthnhlnhnsrhlknrhlknhlksnhlskrnhlsrknhlsrknhlkrnhlknslknhlnt r h l i n r t t l e r l h n l n k h l t r s r o e o g g s o j g r l j h l s a g i horhdividendlngohaoihrlfogagoiao;hrenjbhearghnrgfrrfrfngnjudkfgkisrsrsdgfn
sgngakng;ang;earganbn;earhg;oaerng;nbgnagnkngnkl;gnle;rgnergnearlgkne
rglnkearg;nearg;eaklnrgelarkgnlergnlbng;nerg;erorobnas;lnb;nagodfldremainderA.M.fbnalgldfangboaobjuarndojgaegaego;aegengggeoggeogerogneogeogeo
goegergeogoernoereornerogerogheo;ihnidgndengengengendglendglenglndeglengleenglednglnglengengengegengineglneglnglnedlgnelgnedgndengendgengloenenglonegnegnegnegnegonerglnlegnlendgldnglengleP.M.ngleneengnerger
ghegtethldknrgkjedgertlwelnkeg;aetgnegnerg;er;gnergergnaergjnrg;ndg;neruh
tew;iruhtoeiyoio;ghne;oihnhrt;snrh;oiroiroigoagoinegoiegoiegoiegoierg;oieg;o
earg;oieag;oego;ihergoigo;dfidfgidgoireoiheerhrehgoidoigeoaigtoiherpatterngo
irdo;dgo;ihdgoihgoihdgd;ghd;gihdg;iohdfg;ihdfg;ihdgogoeghoeioeihgogeoeoe
hreoigodrgfidgnhgepjgpeojepaojhe’pojnmbpoejy’pjrth’pojrh’pojarh’poajrh’poer
j’poh’praojhra’tpojhr’pohjrath’poojarhpojrhp’ojrhpojsrh’porjsh’psrojh’psrejrp’o
jrst’pohjsrt’phojsrh’pojsrh’jrth’pojorsh’pjsrth’ojsrh’pojsrhosrthpojsrth’popjsrth
’pjsrt’ojsrthpojr’horshojr’pjre’psrrrrrttttttttttterpoyfhjrthrtgeneralizehjrthojrstph
’osrfnffrh’pojsrhosrthpojsrth’popjsrth’pjsrt’ojsrthpojr’horshojr’pjre’psrrrrrttttttt
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Student Support
Materials
Basic Reading
Encoding
Encoding Activity Page
Have the students write the “missing parts” in the clozure words.
pro_____
quo_____
divis_____
divid_____
re_____der
A._____
_____M.
pat_____
general_____
tern
M.
duct
main
tient
P.
end
or
ize
19
Encoding Activity Page
Have the students cut out the word halves and glue them together.
pro
sor
quo
M.
divi
duct
divi
der
remain
tern
A.
dend
P.
ize
pat
M.
general
tient
20
Encoding Activity Page
Have the students cut out and encode the syllables of the words, OR
number the syllables in their correct sequence.
vi
di
dend
main der
re
ize
gen
al
di
sor
vi
21
er
Student Support
Materials
Basic Writing
Basic Writing Activity Page
p_o_u_t
q_o_i_n_
d_v_s_r
d_v_d_n_
r_m_i_d_r
A._.
_.M.
p_t_e_n
g_n_r_l_z_
22
Basic Writing Activity Page
pr_______________t
q_______________t
d_______________or
d_______________nd
re_______________r
A._______________
_______________M.
p_______________rn
ge_______________e
23
Basic Writing Activity Page
24
Basic Writing Activity Page
25
Basic Writing Activity Page
2
2 13
12
1
12
2 = 6
12
2 = 6
26
When
the language
activities are
completed, have
the students
continue with the
appropriate math
work.
27