What students will learn in week 33(15), 34(16), & 35(17)
Chinese Literacy:
Mandarin Matrix Story Garden- G1 Unit 2 (Week 33(15), 34(16) & 35(17))
Mandarin Matrix Story Garden- G1 Unit 2 (Week 33(15), 34(16) & 35(17))
- Introducing 要(to demand, to ask, to request),面(side/noodle),他(he),她(she),玩(play),跟(with)。
- Practicing and using 要(to demand, to ask, to request),面(side/noodle),他(he),她(she),玩(play),跟(with) to make sentences.
- Focus Words:
- 要(to demand, to ask, to request),面(side/noodle),他(he),她(she),玩(play),跟(with)。
- 我- I(我的-Mine/My),我们- We(我们的- Our/ours),你 - You(你的-Your/yours),你们 - You (你们的-Your/yours),他-he(他的-his),他们 - They (他们的-Their/Theirs),她-she(她的-her),她们 - They (她们的-Their/Theirs)。
- 我- I(我吗- AM I/ do I?),我们- We(我们吗- Are we/do we?),你- You(你吗- Are you/ do you?),你们 - You(你们吗-Are you/ do you?)。
- Day 1 to 4: Chinese characters: 要(to demand, to ask, to request),面(side/noodle),他(he),她(she),玩(play),跟(with)。(Using these characters in sentence form.)
- Day 5 to 7: Review Chinese characters: 要,面,他,她,玩,跟,朋,友,的,哪,里,这,吗,大,小,上,下,不,坐,在,里,山,水,火, 人,马,牛,羊,鸟,虫,男,女,雨,土,月,天,日,生,今,明,昨,是,走,去,来,田,星期,几,年,我,你,好,们,可以。(Using these characters in sentence form.)
- Day 8 to 10: More integrated and recycled practices/Match Chinese characters into correct pictures to check student’s understanding of characters and sentences they’ve learnt in this unit.
- Day 5 & Day 10: Quiz/Assessment.
- 玩水。 (playing in the water.)
- 男生跟女生是朋友。 (boys and girls are friends.)
- 水娃娃。(water friends.)
Mandarin Matrix 1st Grade Vocabulary:
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Mandarin Matrix kindergarten Vocabulary:
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Math:
Topic 11: Using Models and Strategies to Subtract Tens and Ones.(33(15))
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?
4. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在共几个?There are ___ (number)____ color (cubes). I
add___ (number) more, how many are there?
Content Objective(s):
Topic 12: Measuring Lengths. (34(16))
Topic 11: Using Models and Strategies to Subtract Tens and Ones.(33(15))
- Lesson 11-1: Subtract tens using models. (1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. & 1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.)
- Lesson 11-2: Subtract tens using a hundreds chart. (1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. & 1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.)
- Lesson 11-3: Subtract tens using an open number line. (1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. & 1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.)
- Lesson 11-4: Use addition to subtract tens. (1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.)
- Lesson 11-5: Mental math: Ten less than a number. (1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.)
- Lesson 11-6: Use strategies to practice subtraction. (1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. & 1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.)
- Lesson 11-7: Math practices and problem solving: Model with Math. (1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. & 1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.)
- 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), 加号(plus sign), 减法(subtract), 差(difference), 加(plus), 减(minus), 等于(equal)
- Read: 加号(plus sign), 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), 加法(addition), 减法(subtraction), 加(plus), 减(minus), 等于(equal)
- 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?
4. 这里有 ___ (数字) ____ 颜色 (方块). 我加了 ___ (数字), 现在共几个?There are ___ (number)____ color (cubes). I
add___ (number) more, how many are there?
Content Objective(s):
- Students will be able to subtract 10 from multiples of 10 in the range 10-90.
- Students will be able to use a hundred chart to subtract multiples of 10 from two-digit numbers.
- Students will be able to subtract a multiple of 10 from a two-digit number.
- Students will be able to subtract multiples of 10 from two-digit numbers using mental math.
- Students will be able to subtract one-digit numbers from two-digit numbers with and without regrouping and record the difference in horizontal form.
- Students will be able to draw a picture and write a number sentence to solve subtraction story problems.
- I can subtract 10 from multiples of 10 in the range 10-90.
- I can use a hundred chart to subtract multiples of 10 from two-digit numbers
- I can subtract a multiple of 10 from a two-digit number.
- I can subtract multiples of 10 from two-digit numbers using mental math.
- I can subtract one-digit numbers from two-digit numbers with and without regrouping and record the difference in horizontal form.
- I can draw a picture and write a number sentence to solve subtraction story problems.
Topic 12: Measuring Lengths. (34(16))
- 12-1 Compare and Order by Length. (1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.)
- 12-2 Indirect Measurement. (1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.)
- 12-3 Use Units to Measure Length. (1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.)
- 12-4 Continue to Measure Length. (1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. & 1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.)
- 12-5 Math Practices and Problem Solving: Use Appropriate tools. (1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.)
- Students will compare and order lengths of objects.
- Students will indirectly compare objects by length.
- Students will estimate, measure, and compare lengths of objects by using a nonstandard unit.
- Students will use connecting cubes as nonstandard units to measure and compare the lengths and heights of objects.
- I can compare and order lengths of objects.
- I can compare objects by length.
- I can estimate, measure, and compare lengths of objects by using a nonstandard unit.
- I can use connecting cubes as nonstandard units to measure and compare the lengths and heights of objects.
- I can recognize when an object is longer or shorter than another object.
- I can organize three objects by length in order from shortest to longest.
- I can compare the lengths of two objects by using a third object.
- Students will say tell their partners which objects are the longest and shortest.
- Students will tell their neighbor which objects are the taller(est) and shorter(est).
- Students will say their estimates and measurements to their partner.
- Students will say ___ was the tallest, ___ was the shortest, ____ cubes.
- I can tell my partner which things are the longest and shortest.
- I can tell my neighbor which objects is the taller(est) and shorter(est).
- I can say my estimates and measurements to my partner.
- I can say ___ was the tallest, ____ was the shortest, and ___ cubes.
Science/Social Studies (Interconnections):
Water: Investigate and Interact with Water (week 14(32), 15(33), & 16(34))
Science unit : Forces, Motion, Properties of Materials. (Week 17(35), 18(36), & 19(37))
Water: Investigate and Interact with Water (week 14(32), 15(33), & 16(34))
- Water
- Living Things Circle
- Earth’s Water
- Investigate the natural world including rock, soil and water.
- Observe, compare, describe, and sort components of soil by size, texture, and color.
- Identify and describe a variety of natural sources of water, including streams, lakes, and oceans.
- Gather evidence about the uses of rocks, soil, and water.
- Students will demonstrate that water changes shape, gets absorbed, evaporates and has weight during the center activities in small groups.
- Students will match river, lake, ocean to their pictures during matching activity in small groups.
- I can demonstrate characteristics of water during centers in small groups.
- I can match river, lake, ocean to their pictures during the activity in small groups.
- Students will show thumbs up or down to demonstrate understanding of the characteristics of water during whole classinstruction.
- Students will say river, lake and ocean during the swatting activity in a small group.
- I can show thumbs up or down to show my understanding of the characteristics of water during whole class instruction.
- I can say river, lake and ocean during the swatting activity in a small group.
Science unit : Forces, Motion, Properties of Materials. (Week 17(35), 18(36), & 19(37))
- Sorting Objects (sink and float) (Week 17&19)
- Objects Move (Week 18&19)
- Describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back‐and‐forth, and fast or slow. Compare and contrast the movement of objects using drawings, graphs, and numbers. Explain how a push or pull can affect how an object moves.
- Sort, classify, and chart objects by observable properties, e.g., size, shape, color, and texture. Predict measurable properties such as weight, temperature, and whether objects sink or float; test and record data. Predict, identify, and describe changes in matter when heated, cooled, or mixed with water.
- Students will identify objects that move and do not move when blown during the experiment individually.
- Students will identify objects that move and do not move when rolled during the experiment individually.
- Students will sort objects according to size, shape, color and texture with a partner.
- I can identify objects that move and do not move when I blow on them during the experiment by myself.
- I can identify objects that move and do not move when I roll it during the experiment by myself.
- I can sort objects according to size, shape, color and texture with a partner.
- Students will use a complete sentence to identify the objects that move and don’t move during a partner activity.
- Students will use a complete sentence to identify the objects that roll and don’t roll during a partner activity.
- Students can explain how they are sorting objects with a partner.
- I can use a complete sentence to tell the objects that moved and did not move to my friend.
- I can use a complete sentence to tell the objects that rolled and did not roll to my friend.
- I can explain how I am sorting objects with my partner.