Phases 13 & 14
Estimating/Patterns & Relationships
Introduction of Math
Vocabulary
Estimating/Patterns & Relationships
Concrete Introduction of Key Vocabulary
Note: A vocabulary illustration is provided, in this Unit, for each of the key words.
truncating
compatible
numbers
rounding
Roll out a rope of modeling clay; as the students
watch, cut off lengths of clay from the rope. Use
this as an analogy for truncating numbers. Show
examples of truncating.
Show a food item or a picture of a food item have the students name condiments that would
go with the food item. Use this to introduce compatible numbers. Show numerical samples.
Lay pie pastry in a pie plate - as the students
watch, trim the edges of the pastry. Use this as an
analogy for rounding numbers. Show numbers
and demonstrate rounding them.
number
system
Show the students an abacus. Use the abacus to
demonstrate the base 10 system used in western
cultures - demonstrate the use of the abacus to
represent the number system.
multiples
Direct the students’ attention to patterns in their
clothing, particularly patterns that repeat themselves. Use this to introduce numerical multiples.
perfect
square
Demonstrate, on the board, the creation of perfect squares - the students should understand
that a perfect square has a whole number as an
answer.
1
Estimating/Patterns & Shapes
Concrete Introduction of Key Vocabulary
Note: A vocabulary illustration is provided, in this Unit, for each of the key words.
power
variable
relationship
Show five cookies; draw a circle on the board
to represent the cookies. Write a small 5 to the
upper right of the cookie to show how many
cookies were “baked.” Relate this to multiplication
and powers.
Show non-text signs or pictures of signs - have
the students tell what the signs “say.” Use this to
introduce “signs” in math - e.g., letters and symbols that can represent numbers, (e.g., XY).
Use a variety of number examples to demonstrate their relationships. Write the examples on
the board - have the students attempt to locate
the numbers that have relationships.
2
Vocabulary
Illustrations
perfect square
3
number system,
4
truncating
4.7=
4
5
compatible numbers
219 divided by 69
=
21 divided by 7
6
rounding
4.7=
5
7
multiples
2x2x2x2
8
power
2x2x2x2
2
9
4
X
Y
10
variable
relationship
2+3=5
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
* Nod And Clap , pg. 73
* Flick, pg. 74
* Hop The Line, pg. 74
* 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.
Basic Speaking
* Balloon Volleyball, pg. 95
* Right Or Wrong?, pg. 97
* Over/Under, pg. 95
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)
* Deal, pg. 163
* 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.
Basic Writing
* Provide the students with the Activity Page, from the Student Support Materials.
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.
4.7=
4
2
4
219 divided by 69
=
21 divided by 7
2x2x2x2
4.7=
5
2x2x2x2
x
Y
13
2+3=5
b
Student Support
Materials
Sight Words
truncating
compatible
numbers
rounding
number system
multiples
perfect square
power
variable
relationship
Student Support
Materials
Basic Reading
Sight Recognition
Sight Word Activity Page
4.7=
4
truncating
compatible numbers
rounding
number system
multiples
perfect square
rounding
number system
multiples
perfect square
power
variable
variable
relationship
relationship
2x2x2x2
compatible numbers
rounding
2
number system
multiples
perfect square
219 divided by 69
=
21 divided by 7
compatible numbers
power
truncating
2x2x2x2
truncating
4
truncating
compatible numbers
rounding
number system
multiples
perfect square
power
power
variable
variable
relationship
relationship
truncating
truncating
compatible numbers
compatible numbers
rounding
rounding
number system
number system
multiples
multiples
perfect square
perfect square
power
power
variable
variable
relationship
relationship
14
Sight Word Activity Page
4.7=
5
x
Y
truncating
truncating
2+3=5
compatible numbers
rounding
number system
multiples
compatible numbers
rounding
number system
multiples
perfect square
perfect square
power
power
variable
variable
relationship
relationship
truncating
compatible numbers
rounding
number system
multiples
perfect square
power
variable
relationship
15
Activity Page
Have the students write the numbers on their correct vocabulary illustrations.
2x2x2x2
4.7=
4
x
Y
2x2x2x2
2
4
2+3=5
219divided by 69
=
21 divided by 7
4.7=
5
1. truncating
2. compatible
numbers
3. rounding
4. number
system
6. perfect
square
7. power
8. variable
9. relationship
16
5. multiples
** 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.
truncating compatible numbers rounding number system multiples
perfect square power variable relationship
;ggngn;gnneoitofdoiewngnggnwrgoihwgondnsnsogworentgro;erihneori;eoreo
ro;eg;oergo;ergegegnnggegegegeghnegnegnegnengeneregenegegngngnerogeoggeogerogneogeogeogoegergeogoernoereornerogerogheo;ihnidgndenge
ngengendglendglenglndeglengleenglednglnglengengengegengineglneglnglnedlgnelgnedgndengendgengloenenglonegnegnegnegnegonerglnlegnlendgldnglenglengleneengnergerghegtethldknrgtruncatingkjedgertlwelnkeg;ae
tgnegnerg;er;gnergergnaergjnrg;ndg;neruhtew;iruhtoeiyoio;ghne;oihnhrt;snrh;
oiroiroigoagoinegoiegoiegoiegoierg;oieg;oearg;oieag;oego;ihergoigo;dfidfgidg
oireoiheerhrehgoidoigeoaigtoihergoirdo;dgo;ihdgoihgoihdgd;ghd;gihdg;iohdfg;
ihdfg;ihdyyyy
gogoeghoeioeihgoegoegeoeoehreoigodrgfidgnhgepjgpeojepaojhe’pojnmb
poejy’pjrth’pojrh’pojarh’poajrh’poecompatiblenumbersrj’poh’praojhra’tpojh
r’pohjrath’poojarhpojrhp’ojrhpojsrh’porjsh’psrojh’psrejrp’ojrst’pohjsrt’phoj
srh’pojsrh’jrth’pojorsh’pjsrth’ojsrh’pojsrhosrthpojsrth’popjsrth’pjsrt’ojsrth
pojr’horshojr’pjre’psrrrrrttttttttttterroundingpoyfhjrthrthjrthojrstph’osrt’osrt
pojsrthpojsrth’ojsrh’pojrth’pojsrth’ojsrthojsrh’pojsrth’posrt’jrsphojsrphoje
hehmeh;maemeahhe;hmrhorhojhrthnhlnhnsrhlknrhlknhlksnhlskrnhlsrknhlsrknhlkrnhlknslknhlntrhlinrttlerlhnlnkhltrsroeoggsojgrljhlsagihorhlngohaoihrlfogagoiao;hrenjbhearghnrgfrrfrfngnjudkfgkisrsrsdgfnsgnnumbersystemgakng;ang;earganbn;earhg;oaerng;nbgnagnkngnkl;gnle;rgnergnearlgknerglnk
earg;nearg;eaklnrgelarkgnlergnlbng;nerg;erorobnas;lnb;nagodfldfbnalgldfan
gboaobjuarndojgaegaego;aegengggeoggeogerogneogeogeogoegergeogoerno
ereornerogerogheo;ihnidgndengengengendglendglenglndeglengleenglednglnglengengengegengineglneglnglnedlgnelgnedgndengendgengloenenglonegnegnegnegneeere
multiplesgonerglnlegnlendgldnglenglengleneengnergerghegtethldknrgkjedgertlwelnkeg;aetgnegnerg;er;gnergergnaergjnrg;ndg;neruhtew;i
ruhtoeiyoio;ghne;oihnhrt;snrh;oiroiroigoagoinegoiegoiegoiegoierg;oieg;oearg;
oieag;oego;ihergoigo;dfidfgidgoiperfectsquarereoiheerhrehgoidoigeoaigtoiher
goirdo;dgo;ihdgoihgoihdgd;ghd;gihdg;iohdfg;ihdfg;ihdgogoeghoeioeihgogeoe
oehreoigodrgfidgnhgepjgpeojepaojhe’pojnmbpoejy’pjrth’pojrh’pojarh’poajrh’po
erj’poh’praojhra’tpojhr’pohjrath’poojarhpojrhp’ojrhpojsrh’porjsh’psrojh’psrejrp’
ojrst’pohjsrt’phojsrh’pojsrh’jrth’pojorsh’pjsrth’ojsrh’ppowerojsrhosrthpojsrth’p
opjsrth’pjsrt’ojsrthpojr’horshojr’pjre’psrrrrrttttttttttterpoyfhjrthrthjrthojrstph’osr
fnffrh’pojsrhosrthpojsrth’popjsrth’pjsvariablert’ojsrthpojr’horshojr’pjre’psrrrrrtt
18
Student Support
Materials
Basic Reading
Encoding
Encoding Activity Page
Have the students write the “missing parts” in the clozure words.
tr_____ating
compat_____ numbers
round_____
num_____ system
multip_____
perfect _____are
pow_____
var_____ble
rela_____ship
les
tion
unc
ia
ible
squ
ing
ber
er
19
Encoding Activity Page
Have the students cut out the word halves and glue them together.
trun
ples
compati
er
roun
ect square
numb
able
multi
ding
perf
cating
pow
er system
vari
ship
relation ble numbers
20
Encoding Activity Page
Have the students cut out and encode the syllables of the words, OR
number the syllables in their correct sequence.
a
var
bles
i
pa
ble com
ti
ting trun
la
ca
ship
re
21
tion
Student Support
Materials
Basic Writing
Basic Writing Activity Page
t_u_c_t_n_
c_m_a_i_l_ n_m_e_s
r_u_d_n_
n_m_e_ s_s_e_
m_l_i_l_s
p_r_e_t s_u_r_
p_w_r
v_r_a_l_
r_l_t_o_s_i_
22
Basic Writing Activity Page
tr_______________g
co_______________ers
r_______________ing
nu_______________em
mu_______________le
pe_______________re
p_______________er
va_______________le
re_______________p
23
Basic Writing Activity Page
4.7=
4
2x2x2x2
2
4
24
Basic Writing Activity Page
2x2x2x2
219divided by 69
=
21 divided by 7
25
Basic Writing Activity Page
2+3=5
x
Y
4.7=
5
26
When
the language
activities are
completed, have
the students
continue with the
appropriate math
work.
27