What students will learn in Chinese class in week 9 & 10:
Chinese Literacy:
Review Unit 1 & 2:
Unit 1:
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Unit 2:
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Math:
2. 和(全部)是 ____. The sum is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在全部有几个?There are ___ (number)____ color (cubes). I
add___ (number), how many are three?
2. 差是 ____. The difference is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我拿走了 ___ (数字), 现在还剩下几个?There are ___ (number)____ color (cubes). I
took___ (number) away, how many are left?
Content Objective(s): Topic 2
- Topic 2 – Fluently add and subtract within 10. (week 8 & 9)
- Topic 3: Addition Facts to 20: Use Strategies (3.1~3.10)
- Vocabulary words students need to know:
- Listen: 一样 (same amount), 不一样(difference), 一共( altogether), 少于(fewer), 比较(compare), 拿掉/减掉 ( take away), 答案(answer), 减法(subtract), 差(difference), 减(minus), 等于(equal)
- Read: 减号(minus sign), 等号(equal sign)
- Write: ___ - ___ = ____.
- Speak: 一样 (same amount), 顺序(order), 比较(compare), 多(more), 拿掉/减掉 ( take away), 减法(subtract), 减(minus), 等于(equal)
- Sentence Frame:
2. 和(全部)是 ____. The sum is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在全部有几个?There are ___ (number)____ color (cubes). I
add___ (number), how many are three?
- Sentence Frame:
2. 差是 ____. The difference is ____.
3. 这里有 ___ (数字) ____ 颜色 (方块). 我拿走了 ___ (数字), 现在还剩下几个?There are ___ (number)____ color (cubes). I
took___ (number) away, how many are left?
Content Objective(s): Topic 2
- Students will count on to add, starting with the greater number.
- Students will recognize doubles as a strategy for remembering sums.
- Students will use doubles facts to learn near doubles facts.
- Students will use a ten-frame to write addition facts with 5.
- Students will use two ten-frame to model addition fats within 20.
- I can count on to add on with 0, 1, and 2.
- I can add doubles to find the sum.
- I can learn near doubles facts by using doubles facts.
- I can use ten-frame to write addition facts with 5.
- I can use a ten-frame to model addition facts.
- Students will speak the numbers 0-11 while adding with 0, 1, and 2.
- Students will speak the numbers 1-10 while adding doubles.
- Students will speak phrase near doubles during guided practice.
- Students will speak the numbers 1-10 while using a ten- frame to write addition facts with 5.
- Students will speak the numbers 1-10 while using a ten- frame to write addition facts with 20.
- I can speak the numbers 0-11 when adding with 0, 1, and 2.
- I can speak the numbers 1-10 when adding doubles.
- I can speak the words near doubles during guided practice.
- I can speck the numbers 1-10 while doing addition problems.
- I can speck the numbers 1-10 while doing addition facts to 20.
- Students will master addition facts by using an open number line to count on .
- Students will master addition facts (doubles).
- Students will master addition facts (doubles plus 1&2) .
- Students will solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
- I can solve addition facts by using an open number line to count on.
- I can solve addition facts (doubles) .
- I can solve addition facts (doubles plus 1&2) .
- I can solve word problems with three addends.
- Students will say the numbers 1-20 while solving addition problems by using an open number line to count on .
- Students will say the numbers 1-20 while solving addition problems (doubles) .
- Students will say the numbers 1-20 while solving addition problems (doubles plus 1&2) .
- Students will say the numbers 1-20 while solving word problems with three addends.
- I can say the numbers 1-20 while solving addition problems by using an open number line to count on.
- I can say the numbers 1-20 while solving addition problems (doubles) .
- I can say the numbers 1-20 while solving addition problems (doubles plus 1&2) .
- I can say the numbers 1-20 while solving word problems with three addends.
Science/Social Studies (Interconnections):
Changes in organisms over time - plants (Week 7-10)
Changes in organisms over time - plants (Week 7-10)
- Exploring pumpkins.
- Neighborhood traditions
- plant cycle: sunflowers
- Sorting the life cycle of a pumpkin.
- Sprouting a Seed.
- Students will organize the life cycle of a pumpkin into the correct order.
- Students will identify the parts of the seed with the class.
- Students will observe the life cycle of a pumpkin with the class.
- I can put the life cycle of a pumpkin in the correct order.
- I can identify the parts of the seed with the class.
- I can observe a growing seed with the class.
- Students will use the phrases “same” and “not the same” when playing memory with their partner.
- Students will write the word “seed” on their drawings independently.
- Students will use the word “change” when describing the changes of their seed.
- I can say, “same” or “not the same” and “before” and “after” when I play memory with a partner.
- I can write the word “seed” on my drawing by myself.
- I can use the word “change” when describing my seed.
- How do living things meet their needs in my neighborhood.