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```MATH Integrated Planning Outline
Unit: Number Patterns
Dates:
Days:
Embedded Process Standards
Main Standards/Skills
CFU 0106.2.4 Skip count by twos, fives, and tens.
CFU 0106.3.1 Find repeating patterns on the number line,
CFU 0106.3.2 Determine a reasonable next term in a
given sequence and describe the rule.
CFU 0106.3.8 Determine whether a number is odd or
even by pairing objects.
GLE 0106.3.1 Identify, describe, and extend simple
number patterns to develop strategies for adding and
subtracting whole numbers.
Best Practice Strategies/Activities
1. Daily Count – Utilizing a hundreds chart, the
student students will be given a starting point and
asked to skip count by a given number (i.e start at:
3, count by: 3). Students will color in each number
that occurs in the sequence. Ask: Identify number
patters, directional patterns, etc.
2. Daily Count Extended – Teacher will partially fill in
hundreds chart, creating a skip-counting rule. The
students will be asked to fill in the remainder of the
chart and identify the rule.
3. Acting out evens/odds
4. National Library of Virtual Manipulatives!!! (online)
5. Drop and check - Each time a student leaves the
classroom, he/she drops a cube into a bucket. At
the end of the day (or at lunchtime and again at the
end of the day), the students will sort and count the
cubes. Naturally the students will begin counting by
ones. Guide the students to group the cubes
different ways to count more effectively. Grouping
by tens is the fastest, easiest way to complete the
Drop and Check activity. Have the students record
the results in their math journals. When recording,
have the students use both forms of expanded
notation. For example: If the total cube count was
45, students would record 40+5, 4 tens + 5 ones.
Compare from day to day.
6. Skip Counting Jumping Jacks – Students will skip
count by doing jumping jacks. Skip-counting by 2’s:
Student only move their arms or only move their
legs. Skip-counting by 3’s: Students move both of
their arms and one leg. Skip-counting by 4’s:
Student move both arms and both legs.
Higher Order Thinking Questions
Assessment Questions
1. Describe the difference between two patterns
1. Identify the pattern and the rule.
2. Explain pattern in words
2. Identify the evens and odd on 100’s charts
3. What can you tell me about the missing numbers?
3. What number comes after…?
4. How do you know numbers are missing?
Small Group Activities
1. Calendar Sequencing:
a. High Level: Students are supplied with the months in a calendar year without the names of the months
and asked to sequence the months in order.
b. Mid Level: Students will be supplied with the months of the calendar year without the names of the
months. Teacher will give the students the first month and the students will fill in the/sequence the
remaining months.
c. Low Level: Students will be supplied with the months of the calendar year with the names. The students
will be asked to sequence the months in order.
Technology/Materials/Manipulatives:
1. National Library of Virtual Manipulatives
2. Hundreds Chart
3. Journals
4. Cubes
5. Buckets
Vocabulary
Pattern
Even
Odd
Sequence
Whole number
Skip count
Solve
Best Practice Strategies/Activities
1. Act out vocabulary terms
2. Matching terms with numeric representations
3. Explain term to their partner (Think/Pair/Share)
Embedded Writing Activities
1. Responding in daily math journals – reflecting upon daily learning activities.
2. “Who stole the numbers?” – Numbers are missing from the hundreds chart. Students must fill in the numbers and
explain how they arrived at their conclusions. Create your own story!
3. Compose a letter to families – Describe adventures in classroom or the concept that was discussed that day in
their own words.
Cross Curricular Standards (ELA, Science/Soc. Stud.)
Best Practice Strategies/Activities
1. Social Studies
2. Language Arts
Technology: Look up the population in various states. Then
ask students to identify whether that number is even or odd.
Writing: Students will explain their answers/solutions in
their own words in their math journal.
Reading: “Fox and Chick” By Cass Hollander; “A Place for
Zero” By Angeline Sparagna
```
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