BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:Math Lessons
PRODID:-//Apple Computer\, Inc//iCal 2.0//EN
X-WR-RELCALID:A71FD726-9A1C-4A21-900E-484451382CA9
X-WR-TIMEZONE:US/Central
CALSCALE:GREGORIAN
METHOD:PUBLISH
BEGIN:VTIMEZONE
TZID:US/Central
LAST-MODIFIED:20060730T193004Z
BEGIN:DAYLIGHT
DTSTART:20040404T080000
TZOFFSETTO:-0500
TZOFFSETFROM:+0000
TZNAME:CDT
END:DAYLIGHT
BEGIN:STANDARD
DTSTART:20041031T020000
TZOFFSETTO:-0600
TZOFFSETFROM:-0500
TZNAME:CST
END:STANDARD
BEGIN:DAYLIGHT
DTSTART:20050403T010000
TZOFFSETTO:-0500
TZOFFSETFROM:-0600
TZNAME:CDT
END:DAYLIGHT
BEGIN:STANDARD
DTSTART:20051030T020000
TZOFFSETTO:-0600
TZOFFSETFROM:-0500
TZNAME:CST
END:STANDARD
BEGIN:DAYLIGHT
DTSTART:20060402T010000
TZOFFSETTO:-0500
TZOFFSETFROM:-0600
TZNAME:CDT
END:DAYLIGHT
BEGIN:STANDARD
DTSTART:20061029T020000
TZOFFSETTO:-0600
TZOFFSETFROM:-0500
TZNAME:CST
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:89B804B1-D281-4658-B937-2793DD9F1F59
SEQUENCE:2
DTSTART;TZID=US/Central:20050316T124500
SUMMARY:MATH 11.5 More Compact Multiplication Day 2 of 2 
DESCRIPTION:MATH 11.5 More Compact Multiplication Day 2 of 2 \n\nThe stu
 dents will multiply two-digit by two-digit numbers using the compact met
 hod. \n\nACTIVITY: The compact method is expanded to two-digit by two-di
 git multiplication problems. The method is tied to the all-partials meth
 od. \n\nVOCAB: \nnone\n\nSG= 317-321\n\nURG= 64-68\n\nDAB= none \n\nDPP=
   V\n\nMATERIALS:\n* paper\n* pencil\n*base-ten pieces?
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060316T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:9079B335-6C1B-4FFC-9511-7EBF21D1225E
SEQUENCE:5
DTSTART;TZID=US/Central:20050106T124500
SUMMARY:MATH 8.5 Hour Walk
DTEND;TZID=US/Central:20050106T134500
DESCRIPTION:MATH 8.5 Hour Walk\n\nThe students will communicate problem 
 solving strategies for estimation of multiplication and division problem
 s.  \n\nASSESSMENT ACTIVITY:The students will estimate the number of ste
 ps they would take if they walked for one hour. After reading the proble
 m\, they devise\, carry out\, and communicate their problem-solving stra
 tegies. \n\nURG= 62-75\n\nSG= none \n\nDAB= pg 95-06 parts 4 & 5 \n\nDPP
 = K\,L \n\nMATERIALS:\n*URG 74 x 16\n*calculators\n*classroom clock\n*st
 udent rubrics 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060106T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:DAD2E6F4-8A8A-4896-8659-E3C0CF666D85
SEQUENCE:6
DTSTART;TZID=US/Central:20041110T123000
SUMMARY:MATH 6.1 Newswire
DESCRIPTION:MATH 6.1 Newswire\n\nURG= 21-29\n\nSG= 150-153\n\nDAB= pg 73
  \n\nDPP= A\,B \n\n\nMATERIALS:\n*newspapers\n*string\n*paper clips/clot
 hes pins\n*scissors\n*paper hole punch\n*3x5 index cards cut in half (le
 nthwise)\n*envelopes\n*highlighters\n*trans of DAB 73
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051110T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051015T194647Z
UID:9A8427CC-E1C4-442D-8B2E-970A04B81194
SEQUENCE:9
DTSTART;TZID=US/Central:20051018T123000
SUMMARY:MATH 4.1 Multiplication & Rectangles Day 3 of 3 
DESCRIPTION:MATH 4.1 Multiplication & Rectangles Day 3 of 3\n\nThe stude
 nts will identify prime\, composite\, and square numbers as well as find
  all factors of a number using rectangular arrays. The students will als
 o use exponents to write square numbers. \n\nACTIVITY:\nThe students wil
 l investigate the dimensions of rectangles that can be made with a speci
 fied number of square-inch tiles. They use their rectangles to investiga
 te multiples\, prime numbers\, and square numbers. Using exponents to wr
 ite square numbers is introduced. \n\nVOCAB:\narray\, commutative proper
 ty of multiplication or turn-around rule\, composite number\, even numbe
 r\, exponent\, multiple\, odd number\, prime number\, square number\n\nU
 RG= 22-34\n\nSG=  96-101\n\nDPP=  A\,B\n\nSEATWORK:\nDiscuss square numb
 ers and arrays and fact families SG 98-99 #s 14-21 whole group. \n\nHOME
 WORK:\nHomework section SG 100-101 #s 1-10\n\nMATERIALS:\n*50 Square inc
 h Tiles per group\n*Scissors\n*tape\n*envelopes\n*Large paper for each #
  1-25
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050906T043458Z
UID:32E45BC9-38E0-42CE-A659-91FA310BF02A
SEQUENCE:15
DTSTART;TZID=US/Central:20050907T123000
SUMMARY:MATH 2.1 Investigating Perimeter Day 2 of 3
DTEND;TZID=US/Central:20050907T133000
DESCRIPTION:MATH 2.1 Investigating Perimeter Day 2 of 3\n\nThe students 
 will discover the perimenters and areas of irregular polygons. \n\nACTIV
 ITY: The students will try using string to explore the perimeter of shap
 es. They also investigate the area and perimeter of shapes in the imagin
 ary town of Antopolis using square-inch tiles. \n\nVOCAB:\narea\, length
 \, perimeter\, square inch\, unit of measurement\n\nURG= pgs 31-39\n\nSG
 = pgs 28-30\n\nDAB= pgs 15-16\n\nDPP= C\,D\n\nSEATWORK:\nComplete the ex
 plore section SG 29 #s 5\, 6 in groups. \n\nHOMEWORK:\nDAB  15-16\n\nMAT
 ERIALS:\n*string 39 inches long\n*square-inch tiles\n*trans of sq inch g
 rid paper\n*two column data table
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:7E023286-83CB-4C65-9E83-4FFEEF7325E5
SEQUENCE:3
DTSTART;TZID=US/Central:20041102T123000
SUMMARY:MATH 5.4 Bouncing Ball Day 1
DESCRIPTION:MATH 5.4 Bouncing Ball Day 1\n\nURG= 56-70\n\nSG= 139-145\n\
 nDAB=  pg 56 part 6\n\nDPP=  K\,L M\,N O\,P Q.R\n\nMATERIALS:\n*Lab Note
 book x 15\n*tennis balls\n*Super balls\n*metersticks\n*masking tape\n*ru
 lers\n*centimeter graph paper x 60\n*three-trial data table x 30\n*stude
 nt rubric-solving trans\n*trans-URG 68
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051102T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:B53A4A95-2201-4636-9548-B10618600F85
SEQUENCE:4
DTSTART;TZID=US/Central:20050113T140000
SUMMARY:MATH 8.8 Facts I Know: Multi. & Division Facts
DESCRIPTION:MATH 8.8 Facts I Know: Multi. & Division Facts\n\nThe studen
 ts will demonstrate their knowledge of multiplication facts and apply th
 at knowledge to learn related division facts. \n\nASSESSMENT ACTIVITY: T
 he studnets will complete their review of the multiplication facts facts
  by taking the Mulitiplication Facts Inventory Test (DPP U). Studens wil
 l begin their study of division facts. \n\nURG= 95-101\n\nSG= 234-236\n\
 nDAB= pg 115-119\n\nDPP= U\,V \n\nMATERIALS:\n*envelopes\n*trans of DAB 
 115-119\n*Division facts I know chart x 16 and trans\n*dot paper x 16\n*
 scissors\n*rulers\n*DPP U x 16\n*Multiplication Facts Inventory x 16
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060113T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT45M
DTSTAMP:20050817T162431Z
UID:AC8FC80C-29F7-4F3D-B9BD-196DAC81360C
SEQUENCE:3
DTSTART;TZID=US/Central:20050523T134500
SUMMARY:MATH 15.5 Taste of TIMS Day 2 of 2
DESCRIPTION:MATH 15.5 Taste of TIMS Day 2 of 2\n\nThe students will meas
 ure mass\, collect organize\, and graph data\, tell a story from a graph
 .\n\nLAB:\nThe students will find the mass of a sandwich. Then\, they ta
 ke a bite and find the mass again. The students find the relationship be
 tween the mass of  the sandwich and the number of bites taken. This decr
 easing relationship is plotted on a graph.\n\nVOCAB:\ngrams\, mass\, mas
 sing\n\nSG= 417-423 \n\nURG= 68-82\n\nDAB=  \n\nDPP= O\,P \n\nSEATWORK:\
 n\n\nHOMEWORK:\n\n\nMATERIALS:\n*2-pan balances\n*standard masses\n*napk
 ins\, plastic wrap\, or wax paper \n*sandwiches\n*calculators\n*2 column
  data table 1 per student\n*centimeter graph paper 2 per student\n*trans
  of URG 78\, 2 column data table\, centimeter graph paper
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060523T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20060222T125500
SUMMARY:Math Facts Mastery
UID:6BE51605-D624-4F56-BA3D-0F227F4A9DB8
SEQUENCE:4
DTSTAMP:20060215T211837Z
DURATION:PT35M
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T163351Z
UID:1BF3785A-A946-44E8-AB65-5435B468C9FB
SEQUENCE:15
DTSTART;TZID=US/Central:20050824T123000
SUMMARY:MATH 1.3 An Average Activity (Day 2)
DTEND;TZID=US/Central:20050824T133000
DESCRIPTION:MATH 1.3 An Average Activity (Day 2)\n\nURG= pgs 50-59\n\nSG
 = pgs 12-16\n\nDPP= G-I\n\nHP= Part 3\n\nHW = SG pg 16\n\nMATERIALS:\n\n
 - OAR \n- Class data table from lesson 2\n- Class graph from lesson 2 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060824T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051211T221116Z
UID:BF422610-D58C-4C83-B880-656B5DF009A6
SEQUENCE:9
DTSTART;TZID=US/Central:20051213T133000
SUMMARY:MATH 7.5 Mutiplication Day 1 
DESCRIPTION:MATH 7.5 Mutiplication Day 1 of 3\n\nThe students will repre
 sent multiplication using base-ten pieces as well as multiply 1-digit by
  2-digit numbers using paper and pencil.\n\nACTIVITY: Students are intro
 duced to the all-partials method of mutiplication. \n\nVOCAB:\nall-parti
 als method of multiplication\n\nURG= 70-77\n\nSG= 197-201 \n\nDPP= Q\,R\
 n\nSEATWORK:\nModel multiplying 2-digit by 1-digit numbers using base-te
 n pieces and how to record them on Recording Sheets. \n\nHOMEWORK:\nFact
  Family practice.\n\nMATERIALS:\n*base-ten pieces\n*base-ten boards x 15
 \n*trans of base-ten board\n*trans of base-ten recording sheet\n*base-te
 n recording sheet x 15
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051010T022210Z
UID:57C375E3-3E1D-47AD-B2C7-ADB9AF4FAE79
SEQUENCE:8
DTSTART;TZID=US/Central:20051010T123000
SUMMARY:MATH 3.5 Addition and Subtraction 
DESCRIPTION:MATH 3.5 Addition and Subtraction \n\nThe students will unde
 rstand place value with hundreds and thousands as well as estimate sums 
 and differences. \n\nACTIVITY:\nThe students will review and expand thei
 r understanding of addition and subtration algorithms. \n\nVOCAB:\nnone\
 n\nURG= 61-75\n\nSG=  78-85\n\nDPP= E-F \n\nSEATWORK:\nThe teacher model
 s several addition problems using base-ten pieces. The students then com
 plete discussion questions 1-3. The teacher models several subtraction p
 roblems using base-ten pieces. The students then complete discussion que
 stions 4-8. \n\nHOMEWORK:\nThe students will complete questions 1-19 of 
 the homework section in the SG. The students will take the quiz on URG 7
 2.\n\nMATERIALS:\n*for each student pair: 2 packs\, 14 flats\, 30 skinni
 es\, 50 bits\n*recording sheet and trans\n*base ten boards and trans\n*U
 RG 72
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:620A0021-2BD5-4F60-9F32-6A0558CD79AC
SEQUENCE:2
DTSTART;TZID=US/Central:20041202T123000
SUMMARY:MATH 7.3 Oh\, No! My Calculator is Broken Day 3
DESCRIPTION:MATH 7.3 Oh\, No! My Calculator is Broken Day 3\n\nACTIVITY:
  Students use the order of operations and a \"broken\" calculator the nu
 mbers from 1 to 50.\n\nASSESSMENT: URG 60\n\nURG= 47-61\n\nSG= 190-192 \
 n\nDAB= pg 86 part 4 \n\nDPP= K\,L \n\nMATERIALS:\n*URG 60 x 15\n*calcul
 ators
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051202T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:9D566FA5-9589-41FA-AD12-AE8A681A1E28
SEQUENCE:3
DTSTART;TZID=US/Central:20041011T123000
SUMMARY:MATH 3.7 At the Hardware Store 
DESCRIPTION:MATH 3.7 At the Hardware Store \n\nURG= 85-92\n\nSG=  92-93\
 n\nDAB=  pg 27 Part 6 and pg 28 Part 7\n\nDPP=  M\,N\n\nMATERIALS:\n*non
 e
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051011T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060210T215031Z
UID:8FEBBFD7-C7D2-429D-937C-BCDE0FC906F4
SEQUENCE:14
DTSTART;TZID=US/Central:20060207T123000
SUMMARY:MATH 10.1 m\, dm\, cm\, mm Day 1
DTEND;TZID=US/Central:20060207T133000
DESCRIPTION:MATH 10.1 m\, dm\, cm\, mm Day 1\n\nThe students will apply 
 their knowledge of the metric system to round lengths to the appropriate
  unit. \n\nACTIVITY: The students will measure objects in the classroom 
 to the nearest meter\, decimeter\, centimeter\, and millimeter. They wil
 l discuss appropriate units of measure for different situations. \n\nVOC
 AB:\ncentimeter\, decimal\, decimeter\, hundredth\, meter\, millimeter\,
  nearest tenth\n\nURG= 26-36\n\nSG= 270-275 \n\nDPP= A\,B \n\nSEATWORK:\
 nRead and discuss SG 270-272 about meters and decimeters. Complete ?s 11
 3 & the Measurement Tables on DAB 163.\n\nHOMEWORK:\nComplete SG 275 #s1
 -2\n\nASSESSMENT:\nInformal-Observations of individuals as they measure 
 their objects and participate in discussion.\n\nMATERIALS:\n*metersticks
 \n*base-ten pieces (skinnies & bits)\n*string 1 meter for each student\n
 *rulers\n*masking tape\n*envelopes\n*DAB 159 x 16 on colored\n*DAB 161 x
  16 on colored\n*centimeter ruler\n*trans of DAB 163
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
EXDATE;TZID=US/Central:20050704T081500
DTSTAMP:20050817T162431Z
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
SEQUENCE:10
DTSTART;TZID=US/Central:20050627T081500
SUMMARY:MATH:                           Mr. Balcom's Homeroom
DTEND;TZID=US/Central:20050627T094000
RRULE:FREQ=WEEKLY;INTERVAL=1;UNTIL=20050730T045959Z;BYDAY=MO,TU,WE,TH,FR
 ;WKST=SU
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050627T081500
SUMMARY:MATH:                •Welcome to Summer School                  
 •Rules Procedures •Basic Facts Inventory
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050627T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050628T081500
SUMMARY:MATH:                           •Building Runways w/ Sq Inch til
 es (area & perimeter)
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050628T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050629T081500
SUMMARY:MATH:                           •Sq Inch City Plan: Create/Embli
 sh
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050629T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050630T081500
SUMMARY:MATH:                           •Sq Inch City Plan: Calculate Ar
 ea & Perimeter
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050630T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050701T081500
SUMMARY:MATH:                           •Playing Math Games Online
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050701T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050708T081500
SUMMARY:MATH:                           •Playing Math Games Online
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050708T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050715T081500
DTEND;TZID=US/Central:20050715T090000
SUMMARY:MATH:                           •Playing Math Games Online
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050715T081500
SEQUENCE:11
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050722T081500
SUMMARY:MATH:                           •36 Magic Keys of Times & Playin
 g Math Games Online
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050722T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050729T081500
SUMMARY:MATH:                           •Playing Math Games Online
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050729T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050706T081500
SUMMARY:MATH:                           •Read \"The King's Chessboard\" 
 online 
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050706T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050705T081500
SUMMARY:MATH:                           •Read \"The Best of Times\"     
               •Play Mutiplication Bingo
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050705T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050707T081500
SUMMARY:MATH:                           •Measuring on the Playground!
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050707T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050711T081500
SUMMARY:MATH:                           •All Partials Multiplication
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050711T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050712T081500
SUMMARY:MATH:                           •Bouncing Ball Lab: Drawing & Co
 llecting Data
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050712T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050713T081500
SUMMARY:MATH:                           •Bouncing Ball Lab: Graphing Dat
 a
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050713T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050714T081500
SUMMARY:MATH:                           Bouncing Ball Lab: Analysis
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050714T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050727T120000
DTEND;TZID=US/Central:20050727T134000
SUMMARY:MATH:                          36 Magic Keys of Times 
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
SEQUENCE:14
RECURRENCE-ID;TZID=US/Central:20050727T081500
DTSTAMP:20050817T162432Z
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050718T081500
SUMMARY:MATH:                          36 Magic Keys of Times
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050718T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050719T081500
SUMMARY:MATH:                          36 Magic Keys of Times
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050719T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050720T081500
SUMMARY:MATH:                          36 Magic Keys of Times & Floor Ti
 ler Game
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050720T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050721T081500
SUMMARY:MATH:                          36 Magic Keys of Times 
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050721T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050725T081500
SUMMARY:MATH:                          36 Magic Keys of Times 
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050725T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050726T081500
SUMMARY:MATH:                          36 Magic Keys of Times 
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050726T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050728T081500
SUMMARY:MATH:                           36 Magic Keys of Times & Playing
  Math Games Online
UID:CFAF8D37-2826-4909-ADF5-9F270C0D42E7
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050728T081500
SEQUENCE:10
DURATION:PT1H25M
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050929T013624Z
UID:2B42F832-48E9-4DF7-ABF1-D9A1F87D53B1
SEQUENCE:18
DTSTART;TZID=US/Central:20051003T123000
SUMMARY:MATH 2.7 Angles in Pattern Blocks Day 2 of 3
DTEND;TZID=US/Central:20051003T133000
DESCRIPTION:MATH 2.7 Angles in Pattern Blocks Day 2 of 3\n\nThe students
  will identify qcute\, obtuse\, and right angles as well as identify the
  degree measures of angles.\n\nACTIVITY: The students investigate angles
  in pattern blocks. \n\nVOCAB:\nequilateral triangle\, hexagon\, quadril
 ateral\, rhombus\, square\, trapezoid\n\nURG= pgs 90-98\n\nSG= pgs 55-56
 \n\nDPP= AA-DD\n\nSEATWORK:\nThe students will complete questions 1-7 on
  SG 55.\n\nHOMEWORK:\nThe students will find the angle measures on DAB 1
 9.\n\nMATERIALS:\n*pattern blocks\n*calculators
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:AC5D2A24-2A5D-4859-AE1A-E413A03CCF60
SEQUENCE:7
DTSTART;TZID=US/Central:20040909T133000
SUMMARY:MATH 2.2 Perimeter vs. Length Day 1
DTEND;TZID=US/Central:20040909T145000
DESCRIPTION:URG= pgs 40-53\n\nSG= pgs 31-36\n\nDPP= E-J \n\nHP= Parts 1 
 & 2 \n\nMATERIALS:\n*rulers\n*square-inch tiles
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050909T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20060221T125500
SUMMARY:Math Facts Mastery
UID:BF4FA918-0E15-4DD8-8EAC-761EBEAAB1DB
SEQUENCE:4
DTSTAMP:20060215T211841Z
DURATION:PT35M
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051107T061409Z
UID:8F094FA2-7C29-493C-9280-950E265119B2
SEQUENCE:11
DTSTART;TZID=US/Central:20051109T123000
SUMMARY:MATH 5.4 Bouncing Ball Day 3 of 4
DESCRIPTION:MATH 5.4 Bouncing Ball Day 3 of 4\n\nThe students will use p
 atterns in tables and graphs to make predictions and solve problems. \n\
 nLAB: The students will look for the relationship between the drop heigh
 t and the bounce height of a tennis ball and a Super ball.\n\nVOCAB:\nbe
 st-fit line\, fixed variable\, manipulated variable\, responding variabl
 e\n\nURG= 56-70\n\nSG= 139-145\n\nDPP= O\,P\n\nSEATWORK:\nThe students w
 ill graph the data they collected as well as complete explore questions 
 6-7. \n\nHOMEWORK\;\nDAB 56 part 6\n\nMATERIALS:\n*tennis balls\n*Super 
 balls\n*metersticks\n*masking tape\n*rulers\n*centimeter graph paper 4 e
 ach\n*three-trial data table 2 each\n*student rubric-solving trans\n*tra
 ns-URG 68
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060327T011528Z
UID:8E57FCBF-38AE-479F-8B82-EB13FEF42ED8
SEQUENCE:7
DTSTART;TZID=US/Central:20060324T123000
SUMMARY:MATH 11.3 Compact Multiplication Day 1 of 2 
DESCRIPTION:MATH 11.3 Compact Multiplication Day 1 of 2  \n\nThe student
 s will compare the compact method and the all-partials method of mutipli
 cation. \n\nACTIVITY: The students are introduced to a traditional multi
 plication algorithm that is referred to as the compact method. \n\nVOCAB
 :\ncarry\, compact method of multiplication\n\nSG= 308-312 \n\nURG= 46-5
 3\n\nDAB= pg 187 part 6 & 8 \n\nDPP= K\,L\n\nSEATWORK:\nRead and discuss
  SG 308-309 whole group. Discuss questions 1-6. Whole group. \n\nHOMEWOR
 K:\nDAB 187 part 6\n\nASSESSMENT:\nInformal-Discussion of compact method
 . Can they show the work on a white board?\n\nMATERIALS:\n* base-ten pie
 ces (optional)
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:96AA8202-0A95-411B-8EF3-4927B0700418
SEQUENCE:2
DTSTART;TZID=US/Central:20050517T124500
SUMMARY:MATH 15.3 Planet Gzorp Day 2 of 2
DESCRIPTION:MATH 15.3 Planet Gzorp Day 2 of 2\n\nThe students will ident
 ify and extend patterns as well as investigate using square roots. \n\nA
 CTIVITY:\nThe students will describe number patterns in the context of a
 n imaginary planet\, Gzorp\, where creatures are made of squares. \n\nVO
 CAB:\nnone\n\nSG= 406-410\n\nURG= 43-57\n\nDAB= 240 parts 3-4\n\nDPP= G\
 ,H \n\nSEATWORK:\nDiscuss the growth pattern for a Triangle Fish. Comple
 te questions 14-20 on SG 409-410. Complete URG 54-55 individually.\n\nHO
 MEWORK:\nDAB 240 parts 3-4\n\nMATERIALS:\n*calculators\n*square-inch til
 es\n*2 column data table\, 4 per pair\n*URG 54-55 1 per student\n*trans 
 of URG 53\n*trans of 2 column data table\n*overhead square-inch tiles
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060517T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:2BF5845F-2247-4612-8796-D569BF322314
SEQUENCE:2
DTSTART;TZID=US/Central:20050215T124500
SUMMARY:MATH 10.4 Downhill Racer Day 2 of 4
DESCRIPTION:MATH 10.4 Downhill Racer Day 2 of 4\n\nThe students will ana
 lyze data to discover patterns and make predictions based on the data. \
 n\nLAB: The students will collect\, organize\, graph\, and analyze data 
 as they study the relationship between the height of a ramp and the dist
 ance a car rolls. They measure the distance the car rolls using decimals
 . \n\nASSESSMENT PAGE: URG 74-75\n\nSG= 288-295\n\nURG= 62-77\n\nDAB= no
 ne \n\nDPP= Q\,R \n\nMATERIALS:\n*LAB NOTEBOOK [rubric\, cover\, steps\,
  drawing\, 3-trial data table\, centimeter graph paper  x 3\, lined pape
 r for answering questions] x 16\n*ramps\n*toy cars or skates\n*meterstic
 ks\n*blocks or books of equal size\n*masking tape\n*calculators\n*trans 
 of centimeter graph paper
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060215T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:9228295A-F592-44C8-A0A3-6A428A98007C
SEQUENCE:3
DTSTART;TZID=US/Central:20050121T124500
SUMMARY:MATH 9.5 Prisms Day 1
DESCRIPTION:MATH 9.5 Prisms Day 1\n\nStudents will visualize a three-dim
 ensional shape from a two-dimensional net. Students will identify a net 
 of a prism.Students will describe a prism using its properties. \n\nACTI
 VITY: Students learn about rectangular prisms by cutting them to form ne
 ts. Students explore nets of various prisms and build their own prisms. 
 \n\nURG= 71-85\n\nSG= 256-262 \n\nDAB= pg 141-149\, pg 125 part 4\n\nDPP
 = K\,L\n\nMATERIALS:\n*rulers\n*cereal boxes\n*small cardboard box for e
 ach student\n*transparent tape\n*scissors\n*protractors\n*other rectangu
 lar boxes\n*trans of URG 83-84\n*URG 83 x 16\n*DAB 145-147 x 16\n*copy o
 f DAB 149\n*wooden rectangular solids\n*rectangular solids other than cu
 bes
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060121T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060123T062437Z
UID:2C54F910-91FC-492D-BF86-2BCAB0E7BC83
SEQUENCE:11
DTSTART;TZID=US/Central:20060122T123000
SUMMARY:MATH 8.8 Facts I Know: Multi. & Division Facts
DESCRIPTION:MATH 8.8 Facts I Know: Multi. & Division Facts\n\nThe studen
 ts will demonstrate their knowledge of multiplication facts and apply th
 at knowledge to learn related division facts. \n\nASSESSMENT ACTIVITY: T
 he studnets will complete their review of the multiplication facts facts
  by taking the Mulitiplication Facts Inventory Test (DPP U). Studens wil
 l begin their study of division facts. \n\nVOCAB:\n\nURG= 95-101\n\nSG= 
 234-236\n\nDAB= pg 115-119\n\nDPP= U\,V \n\nSEATWORK:\n\n\nHOMEWORK:\n\n
 \nMATERIALS:\n*envelopes\n*trans of DAB 115-119\n*Division facts I know 
 chart x 16 and trans\n*dot paper x 16\n*scissors\n*rulers\n*DPP U x 16\n
 *Multiplication Facts Inventory x 16
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060212T192328Z
UID:0EADA0F7-9E9D-4F14-AA5E-820BF60EB6BA
SEQUENCE:11
DTSTART;TZID=US/Central:20060216T123000
SUMMARY:MATH 10.3 Hundredths Day 1 of 3 
DTEND;TZID=US/Central:20060216T133000
DESCRIPTION:MATH 10.3 Hundredths Day 1 of 3 \n\nThe students will transl
 ate different representations for decimals (concrete\, pictorial\, verba
 l\, and symbolic)\; and  develop their knowledge of fractions and their 
 relationships to decimals. \n\nACTIVITY: The students will work with dec
 imal notation for hundredths. The emphasis is on connections between bas
 e-ten pieces\, shorthand\, and written notation for common and decimal f
 ractions. \n\nVOCAB:\ndenominator\, hundredth\, numerator\n\nURG= 49-61\
 n\nSG= 283-287 \n\nDPP= I\,J \n\nSEATWORK:\nRead and discuss SG 283-286 
 #s 1-16.\n\nHOMEWORK:\nDAB 173 More Hundredths\n\nASSESSMENT:\n\n\nMATER
 IALS:\n*base-ten pieces (per group: 2 packs\, 14 flats\, 30 skinnies\, 5
 0 bits)\n*URG 59 x 16\n*trans of DAB 177\n*student rubric knowing
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051125T191651Z
UID:02B8C730-44AF-42A1-91C7-EE38618D01B5
SEQUENCE:10
DTSTART;TZID=US/Central:20051130T123000
SUMMARY:MATH 6.6 Using Estimation Day 2
DESCRIPTION:MATH 6.6 Using Estimation Day 2 of 2\n\nThe students will us
 e benchmarks to round numbers as well as choose appropriate convenient n
 umbers. \n\nACTIVITY: The students will use a number line to find conven
 ient numbers expressed to the nearest 1000\, 10\,00\, 100\,000. \n\nVOCA
 B:\nbenchmark\, rounded number\n\nURG=71-84\n\nSG=169-174\n\nDPP=M\,N\n\
 nSEATWORK:\nRE and discuss Making Money on SG 173\, complete question 14
 . The students will complete \"Check-up Time\" individually.\n\nASSESSME
 NT:\n\"Check-up Time\" URG 80-81 \n\nHOMEWORK:\nThe students will comple
 te questions 5-12 on SB SG 174. Fast finishers may complete DAB 68 part 
 4 and DAB 70 part 7.\n\nMATERIALS:\n*URG 80-81 \n*Student Rubric-Knowled
 ge
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051107T061338Z
UID:45FD9D1C-5F69-4392-AEB9-5942F42E2635
SEQUENCE:9
DTSTART;TZID=US/Central:20051111T123000
SUMMARY:MATH 5.6 Professor Peabody Invents a Ball
DESCRIPTION:MATH 5.6 Professor Peabody Invents a Ball\n\nThe students wi
 ll use patterns in tables and graphs to make predictions and solve open-
 ended problems.\n\nASSESSMENT ACTIVITY: The students will solve problems
  similar to those posed in the Bouncing Ball Lab.\n\nVOCAB:\nnone\n\nURG
 = 77-89\n\nSG=  none\n\nDPP=  S\,T\n\nSEATWORK:\nThe students will compl
 ete URG 88 individually.\n\nHOMEWORK:\nDAB 54 part 3 and 4\n\nMATERIALS:
 \n*rulers\n*calculators\n*URG 88 1 per student\n*Student Rubric Tellling
 /Solving\n*Centimeter Graph Paper
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:FB07FE82-E6BE-45A7-8FB9-FB152A958539
SEQUENCE:2
DTSTART;TZID=US/Central:20050429T124500
SUMMARY:MATH 13.5 LAB Plant Growth Day 2 of 2 
DESCRIPTION:MATH 13.5 LAB Plant Growth Day 2 of 2 \n\nThe students will 
 measure length in cm\, collect data over time\, and identify the manipul
 ated\, responding\, and fixed variables. \n\nLAB: The students will inve
 stigate the growth pattern plants. They will plant and measure the growt
 h of the plant over the course of the next unit. \n\nVOCAB:\nfixed varia
 ble\, manipulated variable\, responding variable\, scientific time. \n\n
 SG= 379-381\n\nURG= 75-84\n\nDAB= none \n\nDPP= Y\,Z \n\nSEATWORK:\nThe 
 students will setup the experiment\, plant the seeds\, and start measuri
 ng as soon as the plant breaks the surface. Students will measure their 
 plants height from the soil to the base of the 1st set of leaves\, to th
 e nearest centimeter\, 2 to 3 times each week for at least 3 weeks. Begi
 n the 3 column data table. Complete this lab in unit 15. \n\nMATERIALS:\
 n*container for planting seeds\n* seeds 4 per pair\n*graduated cylinders
 \n*craft sticks (optional)\n*one cup potting soil per pair\n*paper towel
 s\n*centimeter rulers\n*trans of 3 column data table
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060429T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:B8D17246-A115-4E93-B60F-CCB33791CDAC
SEQUENCE:3
DTSTART;TZID=US/Central:20041022T123000
SUMMARY:MATH 4.4 Prime Factors Day 3 
DESCRIPTION:MATH 4.4 Prime Factors Day 3 \n\nURG= 51-62\n\nSG=  109-115\
 n\nDAB=  pg 39 Part 2\n\nDPP=  Q\,R\n\n\nMATERIALS:\n*Tub of Square Inch
  Tiles\n*Calculator
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051022T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:234FB012-E735-4C99-900F-17F09BD17200
SEQUENCE:4
DTSTART;TZID=US/Central:20050118T124500
SUMMARY:MATH 9.2 What's Your Angle? Day 1
DESCRIPTION:MATH 9.2 What's Your Angle? Day 2\n\nThe students will name 
 angles\, identifing them as acute\, obtuse\, or right and learn to measu
 re using a protractor. \n\nACTIVITY: The students will review the concep
 ts of angle and angle measure and learn to meausre angles using a protra
 ctor. \n\nASSESSMENT: Measuring Angles 2 (DAB 129)\n\nURG= 35-48\n\nSG= 
 243-250 \n\nDAB=  pg 123 part 2\n\nDPP= E\,F \n\nMATERIALS:\n*protractor
 s\n*cardboard corners or plastic right triangles. 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060118T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051211T221108Z
UID:71156A3D-DA0C-4CAB-BB7C-5248E53FD98B
SEQUENCE:7
DTSTART;TZID=US/Central:20051214T123000
SUMMARY:MATH 7.5 Mutiplication Day 2 
DESCRIPTION:MATH 7.5 Mutiplication Day 2 of 3\n\nThe students will repre
 sent multiplication using base-ten pieces as well as multiply 1-digit by
  2-digit numbers using paper and pencil.\n\nACTIVITY: Students are intro
 duced to the all-partials method of mutiplication. \n\nVOCAB:\nall-parti
 als method of multiplication\n\nURG= 70-77\n\nSG= 197-201 \n\nDPP= S\,T\
 n\nSEATWORK:\nIntroduce the all-partials method of mulitplication and re
 late it to the base ten pieces. \n\nHOMEWORK:\nFact Family practice.\n\n
 MATERIALS:\n*base-ten pieces\n*base-ten boards x 15\n*trans of base-ten 
 board\n*trans of base-ten recording sheet\n*base-ten recording sheet x 1
 5
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:2543EA08-2701-4F98-B5F9-457F2519E038
SEQUENCE:3
DTSTART;TZID=US/Central:20041026T123000
SUMMARY:MATH 5.1 Predictions from Graphs Day 1 
DESCRIPTION:MATH 5.1 Predictions from Graphs Day 1 \n\nURG= 20-35\n\nSG=
  120-124\n\nDAB= 53\, 55\, 59-64\n\nDPP= A\,B\n\nMATERIALS:\n*rulers\n*e
 nvelopes\n*string\n*DAB 57 x 15 colored paper\n*trans of urg 30-32\n\n\n
 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051026T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060402T155554Z
UID:A2C31BD0-C78B-46C5-B03E-9F15D55EDC93
SEQUENCE:11
DTSTART;TZID=US/Central:20060404T123000
SUMMARY:MATH 12.1 Fraction Strips Day 1 of 3
DESCRIPTION:MATH 12.1 Fraction Strips Day 1 of 3\n\nPart One: Halves\, F
 ourths\, and Eighths. \n\nThe students will identify fractional parts of
  a whole as well as compare fractions using manipulatives and define num
 erator and denominator.\n\nACTIVITY: The students fold uniform strips of
  paper to show equal parts\, labeling each part according to the fractio
 nal part it represents. Students will fold halves\, thirds\, fourths\, f
 ifths\, sixths\, eighths\, ninths\, tenths\, and twelfths. Students will
  then use the strips to find equivalent fractions. \n\nVOCAB:\ndenominat
 or\, equivalent fraction\, fraction\, numerator\n\nSG= 326-332\n\nURG= 2
 4-38\n\nDAB= 199-201\n\nDPP= A\,B\n\nSEATWORK:\nReview fractions. Studen
 ts will cut out fraction strips. They will create strips for Halves\, Fo
 urths\, & Eighths by folding their colored strips. Introduce Show Me fra
 ctions.\n\nHOMEWORK:\nSG 327-328 #s 1-7\n\nASSESSMENT: Informal-Observat
 ions of individual students ability to create fractions from a whole.\n\
 n\n\nMATERIALS:\n*scissors\n*envelopes\n*crayons\, markers\, or colored 
 pencils\n*rulers
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:6CDD474A-180C-4673-B455-58971D370795
SEQUENCE:3
DTSTART;TZID=US/Central:20041111T123000
SUMMARY:MATH 6.2 Doubles Day 1 
DESCRIPTION:MATH 6.2 Doubles Day 1 \n\nURG= 30-40\n\nSG= 154-156 \n\nDAB
 = pg 67 pt 2  \n\nDPP= C\,D\n\n\nMATERIALS:\n*Colored Pencils\n*3 column
  data table x 15\n*centimeter graph paper x 15\n*Trans of 3 column data 
 sheet\n*10\,000 sq mm grid x 50\n*11x17 paper x 2
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051111T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060402T160123Z
UID:8E5DD368-B417-42C4-9E66-3D9F84745742
SEQUENCE:9
DTSTART;TZID=US/Central:20060407T123000
SUMMARY:MATH 12.2 Adding and Subtracting with Fraction Strips
DESCRIPTION:MATH 12.2 Adding and Subtracting with Fraction Strips\n\nThe
  students will add and subtract fractions with like denominators. \n\nAC
 TIVITY: The students will use fraction strips to add and subtract fracti
 ons with like denominators. \n\nVOCAB:\nnone\n\nSG= 333-335\n\nURG= 39-4
 3\n\nDAB= none \n\nDPP= G\,H \n\n\nSEATWORK:\nDiscuss SG 333. Face partn
 ers complete SG 334 #s1-7 [Rally Coach]. Comp √.\n\nHOMEWORK:\nSG 335 #s
  1-7.\n\nASSESSMENT: Informal-Observations of individual students abilit
 y to add & subtract fractions.\n\nMATERIALS:\n* fraction strips from les
 son 1
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050929T015951Z
UID:C767298B-B917-49F1-9242-AFAB3E249792
SEQUENCE:8
DTSTART;TZID=US/Central:20051006T123000
SUMMARY:MATH  3.1 Mutiplying & Dividing by 5's & 10's Day 2 of 2
DESCRIPTION:MATH  3.1 Mutiplying & Dividing by 5's & 10's Day 2 of 2\n\n
 Thes students will use known multiplication facts to learn related divis
 ion facts. \n\nACTIVITY: The students will review the multiplication fac
 ts for fives and tens. This activity\, along with DPP for this unit\, la
 unches a yearlong math facts program that reviews the multiplication fac
 ts and developes fluency with the division facts. \n\nVOCAB:\ndividend\,
  division sentence\, divisor\, fact family\, factors\n\nURG= 20 - 29\n\n
 SG=  58 - 63\n\nDPP=  A\, B \n\nSEATWORK:\nCreate flash cards for 5's an
 d 10's using index cards. The students will then practice their facts. \
 n\nHOMEWORK:\nSG 63 #'s 1-10\n\nMATERIALS: \nindex cards
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060410T044600Z
UID:88F6043D-CB22-43DE-8461-9F44BD5C85F2
SEQUENCE:10
DTSTART;TZID=US/Central:20060415T103000
SUMMARY:MATH 13.1 TV Survey Day 2 of 3 
DTEND;TZID=US/Central:20060415T111500
DESCRIPTION:MATH 13.1 TV Survey Day 2 of 3\n\nThe students will plan and
  conduct a survey\; collect\, organize\, graph\, and analyze data\; binn
  data\; find th mean of a data set. \n\nLAB: The students will plan a TV
  Survey. Then\, collect data about the amount of TV they watch in a four
  day period while continuing with the other lessons in this unit. After 
 the four-day period\, students organize\, graph\, and analyze the data. 
 \n\nSEATWORK:\nDiscuss what can be learned from data. Answer: \"What ave
 rage TV time per day is most common.\" Each student finds his or her ind
 ividual total minutes and average minutes per day for the 4 day period. 
 Enter this on a class 4 column data table. Convert average minutes per d
 ay to hours. \n\nHOMEWORK:\nDAB 13 part 2  \n\nVOCAB:\nbinning\, survey\
 n\nSG= 358-363\n\nURG= 26-42\n\nDAB= 219-221 & 213\n\nDPP= C\,D \n\nMATE
 RIALS:\n*calculators\n*envelopes\n*DAB 219-220 x 17\n*URG 40 x 17\n*3 co
 lumn data table x 2 per student\n*centimeter graph paper x 2 per student
 
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050911T032748Z
UID:F60BC359-5E76-40E7-9CF1-387B129A583B
SEQUENCE:12
DTSTART;TZID=US/Central:20050913T123000
SUMMARY:MATH 2.2 Perimeter vs. Length Day 3 of 3
DTEND;TZID=US/Central:20050913T133000
DESCRIPTION:MATH 2.2 Perimeter vs. Length Day 3 of 3\n\nThe students wil
 l investigate the releationship between length and perimeter as well as 
 use patterns in tables and graphs to make generalizations about data.\n\
 nLAB: The students will help Myrna the ant plan rectangular runways made
  of square-inch tiles for the Antopolis airport. They apply the TIMS Lab
 oratory Method to find the relationship between length and perimenter fo
 r rectangles with a fixed width.  \n\nVOCAB:\nbar graph\, best-fit line\
 , categorical\, fixed variable\, length\, numerical\, perimeter\, point 
 graph\, variable\, width\n\nURG= pgs 40-53\n\nSG= pgs 31-36\n\nDPP= I\,J
 \n\nSEATWORK:\nRE vignette on SG 31-33\, define the variables\, as well 
 as draw the picture for the lab.\n\nHOMEWORK:\nDAB pg 11 parts 1 and 2\n
 \nMATERIALS:\n*rulers\n*square-inch tiles
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20060220T125500
DTEND;TZID=US/Central:20060220T133000
SUMMARY:Math Facts Mastery
UID:1DA50603-B72B-42F6-98D4-EE93BF691997
SEQUENCE:7
DTSTAMP:20060215T211747Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20051229T053922Z
UID:C265DECB-1AA4-4811-B637-0FF7569793A1
SEQUENCE:11
DTSTART;TZID=US/Central:20051219T123000
SUMMARY:MATH 7.6 Estimation Day 2
DTEND;TZID=US/Central:20051219T133000
DESCRIPTION:MATH 7.6 Estimation Day 2 of 2\n\nThes students will choose 
 to find an estimate for sums\, differences\, and products or find an exa
 ct answer.\n\nACTIVITY: Students explore computational estimation. Stude
 nts develope techniques for finding convienient numbers for estimation. 
 \n\nVOCAB:\nconvenient numbers\, estimation\n\nURG= 78-85\n\nSG= 202-206
  \n\nDPP= Y\,Z \n\nSEATWORK:\nRE and discuss SG 204-205 then complete #s
  8-15.\n\nHOMEWORK:\nThe students will complete SG 206 #s 8-13.\n\nMATER
 IALS:\n*none
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20051115
DTEND;VALUE=DATE:20051116
SUMMARY:MATH 5 DONE
UID:A3AC8964-67C3-4A62-A21F-DC11C29A3220
SEQUENCE:4
DTSTAMP:20050817T180422Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20050513
DTEND;VALUE=DATE:20050514
SUMMARY:14 Done
UID:05CFAAFA-D4B7-4604-8C7D-858B80AD68DD
SEQUENCE:3
DTSTAMP:20050817T162431Z
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060512
END:VEVENT
BEGIN:VEVENT
DURATION:PT30M
DTSTAMP:20050817T162431Z
UID:45CFD058-A2A3-4124-B8C9-1DAF90AAFCB2
SEQUENCE:2
DTSTART;TZID=US/Central:20050504T131500
SUMMARY:MATH 14.3 Rolling a Number Cube Day 1 of 2
DESCRIPTION:MATH 14.3 Rolling a Number Cube Day 1 of 2\n\nThe students w
 ill make predictions about the outcome of a random process\,  find the p
 robabilites involved in rolling a number cube\, and express probabilitei
 s as fractions. \n\nLAB:\nThe students will investigate the outcome of a
  random process by rolling a number cube and analyzing the results. \n\n
 ASSESSMENT: \nURG 44 \"Check-up\"\n\nVOCAB:\nfair number cube\, probabil
 ity\n\nSG= 388-391 \n\nURG= 34-46\n\nDAB= none\n\nDPP= E\,F\n\nSEATWORK:
 \nAnswer questions 1-8 on SG388-390. Pairs of students will roll a numbe
 r cube 60 times and recored the results on a data table\, then graph the
  data. \n\nHOMEWORK:\nSG 391 #'s 12-16\n\nMATERIALS:\n*number cubes\n*ca
 lculators\n*small cup for rolling cubes (optional)\n*trans of URG 43
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060504T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:3894AEBA-6477-4C99-B812-C323595BBD65
SEQUENCE:3
DTSTART;TZID=US/Central:20050114T124500
SUMMARY:MATH 9.1 Lines 
DESCRIPTION:MATH 9.1 Lines \n\nThe students will identify lines\, line s
 egments\, rays\, points\, parallel and perpendicular lines. The students
  wil also describe two-dimensional shaples using their properties.  \n\n
 ACTIVITY: The students will be introduced to geometric vocabulary about 
 lines and line segments. They will use teh terminology to tlak about and
  solve problems about geometric shapes. \n\nURG= 26-34\n\nSG= 238-242 \n
 \nDAB= pg 123 part 1 \n\nDPP= A\,B\n\nMATERIALS:\n*rulers\n*triangle fla
 shcards 5's and 10's 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060114T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051205T055321Z
UID:9470B8E2-A771-44CC-A9F6-4207FFDFEBB6
SEQUENCE:8
DTSTART;TZID=US/Central:20051209T123000
SUMMARY:MATH 7.4 Multiplying by 10's Day 1 of 2
DESCRIPTION:MATH 7.4 Multiplying by 10's Day 1 of 2\n\nThe students will
  use patterns to multiply numbers with ending zeros as well as understan
 d multiplication as repeated addition.\n\nACTIVITY: Students explore pat
 terns when multiplying 1-digit #s by multidigit #s ending in zeros. Find
 ing unknowns in number sentences is introduced. \n\nVOCAB:\nmultiple\, p
 roduct\n\nURG= 62-69\n\nSG= 193-196 \n\nDPP= M\,N \n\nSEATWORK:\nRE and 
 discuss SB 192 and complete SB 193-195 #s 1-10\n\nHOMEWORK:\nDAB 87 part
  5.\n\nMATERIALS:\n*base-ten pieces\n*calulators\n*base-ten boards\n*bas
 e-ten recording sheet x 15\n*overhead base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:945B195D-8ABB-4B96-B4FD-D15806CB2B6E
SEQUENCE:6
DTSTART;TZID=US/Central:20040924T123000
SUMMARY:MATH 2.7 Angles in Pattern Blocks Day 1
DTEND;TZID=US/Central:20040924T133000
DESCRIPTION:MATH 2.7 Angles in Pattern Blocks Day 1\n\nURG= pgs 90-98\n\
 nSG= pgs 55-56\n\nDAB= pgs 17-19\n\nDPP= AA-DD\n\nMATERIALS:\n*pattern b
 locks\n*calculators
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050924T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:EAE3C546-7634-40BF-B6DF-0E9803C1F205
SEQUENCE:2
DTSTART;TZID=US/Central:20050503T124500
SUMMARY:MATH 14.2 Bean Counter's Game
DESCRIPTION:MATH 14.2 Bean Counter's Game\n\nThe students will make pred
 ictions about the outcomes of a random process: rolling one number cube.
  \n\nGAME:\nThe students will play a game that focuses on the rolls of a
  number cube. This game helps students develop concepts needed for Lesso
 n 3. \n\nVOCAB:\nnumber cube\n\nSG= 387\n\nURG= 29-33\n\nDAB= DAB 229 pa
 rts 4 & 5\n\nDPP= C\,D \n\nSEATWORK:\nIntroduce the Bean Counter Game. R
 E SG pgs. Demonstrate at the overhead. The class plays the game. What st
 rategies emerged from the game. Journal: \"Describe a winning strategy f
 or the game. Explain why you chose that strategy\"\n\nHOMEWORK:\nDAB 229
  parts 4 & 5\n\nMATERIALS:\n*beans\, small tokens\, or centimeter connec
 ting cubes\n*number cubes\n*scratch paper
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060503T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20051208T140732Z
UID:F101FE58-456F-4D5F-81B9-24A13652B19B
SEQUENCE:8
DTSTART;TZID=US/Central:20051208T121500
SUMMARY:MATH 7.3 Oh\, No! My Calculator is Broken Day 3
DTEND;TZID=US/Central:20051208T130500
DESCRIPTION:MATH 7.3 Oh\, No! My Calculator is Broken Day 3 of 3\n\nThe 
 students will use the calculator efficiently in problem solving as well 
 as solve open-response problems.\n\nASSESSMENT ACTIVITY: The students wi
 ll use the order of operations and a \"broken\" calculator to generate t
 he numbers from 1-50.\n\nVOCAB:\nproduct\n\nURG= 47-61\n\nSG= 190-192 \n
 \nDPP= K\,L\n\nSEATWORK:\nDistribute and explain the directions for URG 
 60 \"The Broken Calculator\". The students will complete this activity i
 ndividually.\n\nHOMEWORK:\nPractice 4 digit by 4 digit mixed addtion and
  subtration problems.\n\nMATERIALS:\n*URG 60 x 15\n*calculators
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051219T054157Z
UID:53B65C49-E0FC-4919-A13A-B7474B08AB8A
SEQUENCE:9
DTSTART;TZID=US/Central:20051221T123000
SUMMARY:MATH 7.8 A Camping Trip
DESCRIPTION:MATH 7.8 A Camping Trip\n\nThe students will solve multi-ste
 p multiplication word problems as well as choose to estimate or find an 
 exact answer.\n\nACTIVITY: The students will solve word problems centere
 d around a camping trip. \n\nVOCAB:\nnone\n\nURG= 93-97\n\nSG= 211-213 \
 n\nDPP= CC\,DD \n \nSEATWORK:\nComplete SG 211-212 #s 1-10.\n\nHOMEWORK:
 \nComplete DAB 88 part 7.\n\nMATERIALS:\n*none
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050906T043624Z
UID:19B96333-1BE2-47B4-A345-B1341F95BDD7
SEQUENCE:15
DTSTART;TZID=US/Central:20050908T123000
SUMMARY:MATH 2.1 Investigating Perimeter Day 3 of 3
DTEND;TZID=US/Central:20050908T133000
DESCRIPTION:MATH 2.1 Investigating Perimeter Day 3 of 3\n\nThe students 
 will discover the perimenters and areas of irregular polygons. \n\nACTIV
 ITY: The students will try using string to explore the perimeter of shap
 es. They also investigate the area and perimeter of shapes in the imagin
 ary town of Antopolis using square-inch tiles. \n\nVOCAB:\narea\, length
 \, perimeter\, square inch\, unit of measurement\n\nURG= pgs 31-39\n\nSG
 = pgs 28-30\n\nDAB= pgs 15-16\n\nDPP= none\n\nSEATWORK:\nThe students wi
 ll complete the Homework secton SG 30 #s A-F individually. \n\nHOMEWORK:
 \nDAB 12\n\nMATERIALS:\n*string 39 inches long\n*square-inch tiles\n*tra
 ns of sq inch grid paper\n*two column data table
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20060403
DTEND;VALUE=DATE:20060408
SUMMARY:District Asssessment-Measurment\, Geometry\, Data\, Algerbra
UID:241CA012-CF38-449D-9236-B8F4BFEC053A
SEQUENCE:5
DTSTAMP:20050817T181226Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT40M
DTSTAMP:20050817T180659Z
UID:0B379C59-DA87-4FA8-9E4E-7D037058179C
SEQUENCE:8
DTSTART;TZID=US/Central:20060528T083000
SUMMARY:MATH 15.1 Plant Growth Conclusion Day 2 of 2
DESCRIPTION:MATH 15.1 Plant Growth Conclusion Day 2 of 2 \n\nThe student
 s will investigate how a change in one variable relates to a change in a
  second variable and use data to make predictions.\n\nLAB:\nThe students
  will use the data they began collecting in Unit 13 Lesson 5 to generate
  a graph\, explore its characteristics\, and answer discussion questions
 .\n\nVOCAB:\nnone\n\nSG= 402-405\n\nURG= 22-33\n\nDAB= 243\n\nDPP= C\,D 
 \n\nSEATWORK:\nStudents will use their graphs to complete SG 402-403 #'s
  5-15\nDAB 243 \"Good and Bad Experiments\"\n\nHOMEWORK:\nDAB 239  part 
 2\n\nMATERIALS:\n*calculators\n*trans of 2 column data table\n*centimete
 r graph paper 2 per student\n*2 column data table 1 per student
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:C0A6EAAF-7309-4DB1-883D-296F2D3788D4
SEQUENCE:2
DTSTART;TZID=US/Central:20050524T124500
SUMMARY:MATH 15.6 Patterns and Problems
DESCRIPTION:\nThe students will..\n\nVOCAB:\n\nSG=  \n\nURG= \n\nDAB=  \
 n\nDPP=  \n\nSEATWORK:\n\n\nHOMEWORK:\n\n\nMATERIALS:\n*\n*
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060524T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051010T022700Z
UID:30EA0FA1-8EC8-4776-8EBE-2BC9475C07E3
SEQUENCE:11
DTSTART;TZID=US/Central:20051011T123000
SUMMARY:MATH 3.6 What's Below Zero? (optional)
DESCRIPTION:MATH 3.6 What's Below Zero? (optional)\n\nThe students will 
 explore negative numbers as well as represent positive and negative inte
 gers on a number line. \n\nACTIVITY:\nThe students will explore negative
  numbers in contexts such as temperature\, altitudes\, and bank balances
 . \n\nVOCAB:\nnegative number\, positive number\n\nURG= 76-84\n\nSG=  86
 -91\n\nDPP=  NONE\n\nSEATWORK:\nThe students will read the vignette on S
 G 86. Cut out DAB 35. Solve discussion questions 1-5. Complete URG 83.\n
 \nHOMEWORK:\nSG 91 #'s 1-7\n\nMATERIALS:\n*calculators\n*scissors\n*tape
  or glue\n*large number line
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060129T213536Z
UID:5DBFD629-8FC6-4C22-A2F1-0F41CD197A7D
SEQUENCE:9
DTSTART;TZID=US/Central:20060201T123000
SUMMARY:MATH 9.6 Finding the Volume of a Prism Day 1
DESCRIPTION:MATH 9.6 Finding the Volume of a Prism Day 1\n\nThe students
  will be able to measure the volume of a prism in cubic centimeters by t
 he end of the lesson. The students will also review measuring area in sq
 uare centimeters and height in centimeters \n\nACTIVITY: The students wi
 ll find the volume of various prisms. \n\nVOCAB:\nnone\n\nURG= 86-96\n\n
 SG= 263-267 \n\nDAB= pg 126  part 5\n\nDPP= O\,P\n\nSEATWORK:\nFind the 
 area of the face of a pack. Discuss volume by filling with cubes. Comple
 te SG 263-265 #s 1-5.\n\nHOMEWORK:\nSG 166-167 #s 1-4.\n\nASSESSMENT:\nI
 nformal-Observation of student work and individual conferences based on 
 need.\n\nMATERIALS:\n*centimeter grid paper x 50 (3 per student)\n*centi
 meter connecting cubes\n*geometric solids or prisms\n*calculators\n*base
 -ten pack\n*10 base-ten flats\n*juice packs\n*right triangular prism fro
 m lesson 5\n*250cc graduated cylinder \n*paper towels\n*set of geometric
  wooden solids\n*various small prisms (able to fit in the graduated cyli
 nder)\n*juice pack (250ml) or half pint milk carton\n*calculators\n*eyed
 roppers\n*small container for water\n*trans of centimeter grid paper
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:AA38D60A-BD91-4EBF-87D3-ACD5310A43D1
SEQUENCE:5
DTSTART;TZID=US/Central:20041008T123000
SUMMARY:MATH 3.6 What's Below Zero? (optional)
DESCRIPTION:MATH 3.6 What's Below Zero? (optional)\n\nURG= 76-84\n\nSG= 
  86-91\n\nDAB=  PG 35\n\nDPP=  NONE\n\nMATERIALS:\n*CALCULATORS X 15\n*S
 CISORS X 15\n*TAPE OR GLUE\n*LARGE # LINE
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051008T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20060528
DTEND;VALUE=DATE:20060529
SUMMARY:15 Done
UID:CEC4E4C2-17BB-4B5B-B3DA-FC8099E8BD9F
SEQUENCE:5
DTSTAMP:20050817T180725Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:8631DB78-7838-440D-983E-A9A9AA53A166
SEQUENCE:3
DTSTART;TZID=US/Central:20041101T123000
SUMMARY:MATH 5.3 The Meaning of the Mean Day 1 
DESCRIPTION:MATH 5.3 The Meaning of the Mean Day 2 \n\nURG= 46-55\n\nSG=
  132-138\n\nDAB=  none\n\nDPP=  I \, J\n\nMATERIALS:\n*cookie factory pa
 ge x 15\n*adding machine tape or string\n*meter sticks\n*calculators\n*s
 cissors\n*tape\n*rulers\n*crayons\n*2 column data sheet x 15\n*student t
 elling rubric w/ trans\n*trans of 2 column data table
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051101T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050929T013637Z
UID:584C7C37-B33D-4B41-BC22-7D581CD0A300
SEQUENCE:16
DTSTART;TZID=US/Central:20051004T123000
SUMMARY:MATH 2.7 Angles in Pattern Blocks Day 3 of 3
DTEND;TZID=US/Central:20051004T133000
DESCRIPTION:MATH 2.7 Angles in Pattern Blocks Day 3 of 3\n\nThe students
  will identify qcute\, obtuse\, and right angles as well as identify the
  degree measures of angles.\n\nACTIVITY: The students investigate angles
  in pattern blocks. \n\nVOCAB:\nequilateral triangle\, hexagon\, quadril
 ateral\, rhombus\, square\, trapezoid\n\nURG= pgs 90-98\n\nSG= pgs 55-56
 \n\nDPP= AA-DD\n\nSEATWORK:\nThe students will complete the homework que
 stions 1-2 on SG 56.\n\nHOMEWORK:\nnone\n\nMATERIALS:\n*pattern blocks\n
 *calculators
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060327T011516Z
UID:08E9B244-1617-4BA9-B48B-4CCD62D30616
SEQUENCE:10
DTSTART;TZID=US/Central:20060328T123000
SUMMARY:MATH 11.4 All-Partials Revisited Day 1 of 3
DTEND;TZID=US/Central:20060328T133000
DESCRIPTION:MATH 11.4 All-Partials Revisited Day 1 of 3 \n\nThe students
  will expand the use of the all-partials method to solve two-digit by tw
 o-digit mutiplication problems. \n\nACTIVITY: The students will use base
 -ten pieces or base-ten shorthand to represent larger products. This wil
 l help them understand the all-partials method of two-digit by two-digit
  multiplication. \n\nVOCAB:\nnone \n\nSG= 313-316 \n\nURG= 54-63\n\nDAB=
  pgs 187-188 parts 7\,9\,10\, &11 \n\nDPP= O\,P \n\nSEATWORK:\nSG 313-31
 4 All work completed using Numbered Heads Together: The students complet
 e #s 1. Comp√. Complete 2. Comp √. Complete 3. Comp √. Complete 4. Comp 
 √.  \n\nHOMEWORK:\nJournal: Tell a story for the multiplication sentence
  52 x 43 and solve. \n\nASSESSMENT:\nInformal-Observation of groups work
 ing together cooperativly.\n\nMATERIALS:\n*base-ten pieces (optional)\n*
 URG 61 x 16\n*overhead base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051211T222113Z
UID:843CF3A5-E302-448B-8D32-2CB3DEAA8087
SEQUENCE:9
DTSTART;TZID=US/Central:20051216T123000
SUMMARY:MATH 7.6 Estimation Day 1
DESCRIPTION:MATH 7.6 Estimation Day 1 of 2\n\nThes students will choose 
 to find an estimate for sums\, differences\, and products or find an exa
 ct answer.\n\nACTIVITY: Students explore computational estimation. Stude
 nts develope techniques for finding convienient numbers for estimation. 
 \n\nVOCAB:\nconvenient numbers\, estimation\n\nURG= 78-85\n\nSG= 202-206
  \n\nDPP= W\,X \n\nSEATWORK:\nRE and discuss SG 202-204 then complete #s
  1-7\n\nHOMEWORK:\nThe students will complete SG 205-206 #s 1-7\n\nMATER
 IALS:\n*none\n*
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20050502
SUMMARY:District Assessment-Number & Operatinos
UID:F0D4DDB9-1C4D-4B6F-A75E-E50079471264
DTSTAMP:20050817T162431Z
SEQUENCE:2
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060501
DURATION:P5D
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060623T200227Z
UID:4D3D76BE-4861-4E33-9750-96D2C3B2FDC7
SEQUENCE:22
DTSTART;TZID=US/Central:20060828T123000
SUMMARY:MATH 1.5 Arm Span vs. Height (Day 2)
DTEND;TZID=US/Central:20060828T133000
DESCRIPTION:MATH 1.5 Arm Span vs. Height (Day 3 OF 4)\n\nThe students wi
 ll investigate the relationship between arm span and height as well as m
 ake predictions using patterns in tables and graphs. \n\nLAB:The student
 s will collect\, organize\, graph\, and analyze data using the TIMS Labo
 ratory method as they explore the relationship between height and arm sp
 an. \n\nVOCAB:\nfixed variables\, point graph\n\nURG= pgs 71-87\n\nSG= p
 gs 17-23\n\nDAB= pgs 7-8\n\nDPP= Q\,R\n\nSEATWORK:\nDraw the picture and
  collect the data. Discuss what should be in the picture. Model for the 
 class. Groups answer ?'s 1-2 on SG 20.\n\nHOMEWORK:\nFast Finishers will
  continue work on DAB page 8 \"Plotting Points Pictures\"\n\nMATERIALS:\
 n- 4 metersticks or yardsticks or each of 3 stations\n- rulers\n- calcul
 ators\n- masking tape\n- \"Jerome's Family: Hand Lengths and Heights\" t
 rans  URG 84\n- trans of 3-column data table (one copy for each student 
 or use poster for class)
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060116T035535Z
UID:62A522B6-2669-45D7-AACC-17972DF15C36
SEQUENCE:9
DTSTART;TZID=US/Central:20060119T123000
SUMMARY:MATH 8.7 Midyear Experiment and Portfolio Review Day 1
DESCRIPTION:MATH 8.7 Midyear Experiment and Portfolio Review Day 1\n\nTh
 e students will compare and contrast the lab elements: variables\, measu
 rement procedures\, number of trials\, types of graphs\, and problems so
 lved.\n\nASSESSMENT ACTIVITY: The students will review the labs they wor
 ked on during the first part of the school year by recording the element
 s of each lab: variables\, measurement procedures\, number of trials\, t
 ypes of graphs\, and problems solved.\n\nVOCAB:\nnone\n\nURG= 88-94\n\nS
 G= 232-233\n\nDPP= Q\,R \n\nSEATWORK:\nRead and discuss SG 232-233 ?s 1-
 2 Experiment Review. Complete DAB 113-114 Experiment Review Chart. \n\nH
 OMEWORK:\nReview math facts.\n\nMATERIALS:\n*portfolios\n*trans of DAB 1
 13-114
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:465D5B10-14E8-4047-AC3F-348F34594843
SEQUENCE:9
DTSTART;TZID=US/Central:20040824T133000
SUMMARY:MATH 1.3 An Average Activity (Day 1)
DTEND;TZID=US/Central:20040824T145000
DESCRIPTION:MATH 1.3 An Average Activity (Day 1)\n\nURG= pgs 50-59\n\nSG
 = pgs 12-16\n\nDPP= G-I\n\nHP= Part 3\n\nHW = SG pg 16\n\nMATERIALS:\n\n
 - OAR \n- Class data table from lesson 2\n- Class graph from lesson 2 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050824T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:8E7FB27E-760A-46BE-9098-A6EF73154838
SEQUENCE:4
DTSTART;TZID=US/Central:20041004T123000
SUMMARY:MATH  3.1 Mutiplying & Dividing by 5's & 10's Day 1 
DTEND;TZID=US/Central:20041004T133000
DESCRIPTION:MATH  3.1 Mutiplying & Dividing by 5's & 10's Day 1 \n\nURG=
  20 - 29\n\nSG=  58 - 63\n\nDAB=  Pages 29\, 31\, 33\n           pg 23  
 Pt 1 pg 25 pt 4\n\nDPP=  A\, B \n\nMATERIALS: \n* 2 evelopes per student
  (30)\n*Trans of DAB 29 - 31
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051004T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060410T044621Z
UID:A0B8ECD7-C8B2-40D8-9A62-E324B22864B2
SEQUENCE:6
DTSTART;TZID=US/Central:20060415T083000
SUMMARY:MATH 12.9 Midterm Test Day 1 of 2
DESCRIPTION:MATH 12.9 Midterm Test Day 1 of 2\n\nThe students will demon
 strate their knowledge of material covered in Units 9-12. \n\nASSESSMENT
 :\nThe students will take a test on concepts in this and past 4 units. U
 RG 96-100 (Midterm Test) Day One: Complete ?'s 1-9 without a calculator.
  When Part 1 is handed in give student part Two ?'s 10-18 to be complete
 d using any tools. \n\nVOCAB:\nnone\n\nSG= none \n\nURG= 94-101\n\nDAB= 
 none \n\nDPP= W\n\nMATERIALS:\n*calculators\n*rulers\n*protractors\n*bas
 e-ten pieces\n*pattern blocks\n*fraction chart SG 336 x 17\n*URG 96-100 
 x 1
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060426T194523Z
UID:48773432-34C4-4FA8-A178-19EA99E39DD8
SEQUENCE:9
DTSTART;TZID=US/Central:20060508T123000
SUMMARY:MATH 14.3 Rolling a Number Cube Day 2 of 2
DESCRIPTION:MATH 14.3 Rolling a Number Cube Day 2 of 2\n\nThe students w
 ill make predictions about the outcome of a random process\,  find the p
 robabilites involved in rolling a number cube\, and express probabilitei
 s as fractions. \n\nLAB:\nThe students will investigate the outcome of a
  random process by rolling a number cube and analyzing the results. \n\n
 ASSESSMENT: \nURG 44 \"Check-up\"\n\nVOCAB:\nfair number cube\, probabil
 ity\n\nSG= 388-391 \n\nURG= 34-46\n\nDAB= 228 Part 3\n\nDPP= G\,H \n\nSE
 ATWORK:\n Discuss the Bean Counting Game and strategies. Answer question
 s 9-11 on SG 390-391. Students will complete URG 44 \"Check-up\".\n\nHOM
 EWORK:\nDAB 228 Part 3\n\nMATERIALS:\n*number cubes\n*calculators\n*smal
 l cup for rolling cubes (optional)\n*trans of URG 43
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:881285DA-9681-43BD-8034-194D82E36D86
SEQUENCE:2
DTSTART;TZID=US/Central:20050223T124500
SUMMARY:MATH 11.1 Modeling Multiplication Day 3 of 3
DESCRIPTION:MATH 11.1 Modeling Multiplication Day 3 of 3\n\nThe students
  will represent multiplication with base-ten pieces. The students will m
 ultiply multidigit numbers with ending zeros\, as well as 1-digit by 2-d
 igit numbers using paper all partials method. \n\nACTIVITY: The students
  will review the concept of multiplication using base-ten pieces and squ
 are-inch tiles. They review and expand their understanding of multiplyin
 g by multiples of 10 and the all-partials method. \n\nVOCAB: \nmultiplic
 ands\n\nSG= 298-303 \n\nURG= 22-35\n\nDAB= pg 185 parts 1 & 2\, pg 189\n
 \nDPP= E\,F\n\nMATERIALS:\n*multiplication table x 16\n*triagle flash ca
 rds for squares DAB 189 x 16\n*base-ten boards pt 1 & 2 for each student
 \n*base-ten recording sheet x 16\n*centimeter grid paper x 16\n*set of b
 ase-ten pieces for each group (2 packs\, 14 flats\, 30 skinnies\, 50 bit
 s)\n*square-inch tiles \n*envelopes x 16\n*overhead base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060223T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:B1DB4DB0-B358-41B2-9FCF-609580550F0E
SEQUENCE:2
DTSTART;TZID=US/Central:20050218T124500
SUMMARY:MATH 10.6 Alberto in Tenthsland
DESCRIPTION:MATH 10.6 Alberto in Tenthsland\n\nThe students will develop
  a begining understanding of 10% of a number. \n\nADVENTURE BOOK: The st
 udents will read a story in which 10% is emphasized. (read twice through
 ) \n\nAB= 45-56\n\nURG= 81-88\n\nDAB= pg 158 part 6 \n\nDPP= W\,X \n\nMA
 TERIALS:\n*adventure books x 16\n*calculators
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060218T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:C4A31EB4-960B-46CC-BF85-82DB584C8488
SEQUENCE:3
DTSTART;TZID=US/Central:20041112T123000
SUMMARY:MATH 6.2 Doubles  Day 2
DESCRIPTION:MATH 6.2 Doubles Day 2 \n\nURG= 30-40\n\nSG= 154-156 \n\nDAB
 = pg 67 pt 2  \n\nDPP= E\,F \n\n\nMATERIALS:\n*Colored Pencils\n*3 colum
 n data table x 15\n*centimeter graph paper x 15\n*Trans of 3 column data
  sheet\n*10\,000 sq mm grid x 50\n*11x17 paper x 2
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051112T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050929T015940Z
UID:1086CA09-88C9-47DE-BAED-E3332540B438
SEQUENCE:12
DTSTART;TZID=US/Central:20051005T123000
SUMMARY:MATH  3.1 Mutiplying & Dividing by 5's & 10's Day 1 of 2
DTEND;TZID=US/Central:20051005T133000
DESCRIPTION:MATH  3.1 Mutiplying & Dividing by 5's & 10's Day 1 of 2\n\n
 Thes students will use known multiplication facts to learn related divis
 ion facts. \n\nACTIVITY: The students will review the multiplication fac
 ts for fives and tens. This activity\, along with DPP for this unit\, la
 unches a yearlong math facts program that reviews the multiplication fac
 ts and developes fluency with the division facts. \n\nVOCAB:\ndividend\,
  division sentence\, divisor\, fact family\, factors\n\nURG= 20 - 29\n\n
 SG=  58 - 63\n\nDPP=  A\, B \n\nSEATWORK:\nThe students will read  SG 58
 -59 as well as discuss and answer questions 1-5 as a class on SG 59. The
  students will then complete 59-60 questions 6-15 individually.\n\nHOMEW
 ORK:\nJournal Prompt and DAB 25 part 4. \n\nMATERIALS: \nnone
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:FC501102-FE6A-4020-90C7-72B7661847E4
SEQUENCE:4
DTSTART;TZID=US/Central:20050127T124500
SUMMARY:MATH 9.8 Constructing a Prism Day 1 
DESCRIPTION:MATH 9.8 Constructing a Prism Day 1 \n\nThe students will de
 monstrate the skills learned in this unit by measuring angles with a pro
 tractor\, identifying turn and line symmetry\, and constructing a net. \
 n\nASSESSMENT ACTIVITY: The students will design a net for a triangular 
 prism and answer questions about symmetry\, angles\, and volume. \n\nASS
 ESSMENT PAGE: URG 105\n\nURG= 100-106\n\nSG= none \n\nDAB= none \n\nDPP=
  S\,T \n\nMATERIALS:\n*protractors\n*rulers\n*scissors\n*tape\n*calculat
 ors\n*URG 105 x 16\n*centimeter grid paper x 16
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060127T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060521T204648Z
UID:F6B98EC6-012B-45C5-8155-FEE476577F96
SEQUENCE:8
DTSTART;TZID=US/Central:20060523T123000
SUMMARY:MATH 15.5 Taste of TIMS Day 2 of 2
DTEND;TZID=US/Central:20060523T133000
DESCRIPTION:MATH 15.5 Taste of TIMS Day 2 of 2\n\nThe students will meas
 ure mass\, collect organize\, and graph data\, tell a story from a graph
 .\n\nLAB:\nThe students will find the mass of a sandwich. Then\, they ta
 ke a bite and find the mass again. The students find the relationship be
 tween the mass of  the sandwich and the number of bites taken. This decr
 easing relationship is plotted on a graph.\n\nVOCAB:\ngrams\, mass\, mas
 sing\n\nSG= 417-423 \n\nURG= 68-82\n\nDAB=  \n\nDPP= O\,P \n\nSEATWORK:\
 n\n\nHOMEWORK:\n\n\nMATERIALS:\n*2-pan balances\n*standard masses\n*napk
 ins\, plastic wrap\, or wax paper \n*sandwiches\n*calculators\n*2 column
  data table 1 per student\n*centimeter graph paper 2 per student\n*trans
  of URG 78\, 2 column data table\, centimeter graph paper
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:A55FBF79-90E0-465A-AA23-F0880D087201
SEQUENCE:3
DTSTART;TZID=US/Central:20050125T124500
SUMMARY:MATH 9.6 Finding the Volume of a Prism Day 1
DESCRIPTION:MATH 9.6 Finding the Volume of a Prism Day 1\n\nThe students
  will be able to measure the volume of a prism in cubic centimeters by t
 he end of the lesson. The students will also review measuring area in sq
 uare centimeters and height in centimeters \n\nACTIVITY: The students wi
 ll find the volume of various prisms. \n\nURG= 86-96\n\nSG= 263-267 \n\n
 DAB= pg 126 x part 5\n\nDPP= O\,P\n\nMATERIALS:\n*centimeter grid paper 
 x 50 (3 per student)\n*centimeter connecting cubes\n*geometric solids or
  prisms\n*calculators\n*base-ten pack\n*10 base-ten flats\n*juice packs\
 n*right triangular prism from lesson 5\n*250cc graduated cylinder \n*pap
 er towels\n*set of geometric wooden solids\n*various small prisms (able 
 to fit in the graduated cylinder)\n*juice pack (250ml) or half pint milk
  carton\n*calculators\n*eyedroppers\n*small container for water\n*trans 
 of centimeter grid paper
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060125T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:6A5B3709-212E-422A-BA81-2024D45A9456
SEQUENCE:4
DTSTART;TZID=US/Central:20050502T133000
SUMMARY:MATH 14.1 Chance Discussions
DTEND;TZID=US/Central:20050502T140000
DESCRIPTION:MATH 14.1 Chance Discussions \n\nThe students will define pr
 obability\, represent probabilities on a number line\, and express proba
 bilities using qualitative terms: certain\, likely\, unlikely\, impossib
 le. \n\nACTIVITY:\nThe students will discuss probability in qualitative 
 and quantative terms while constructing a probability line. \n\nVOCAB:\n
 certain\, impossible\, likely\, probability\, unlikely\n\nSG= 384-386\n\
 nURG= 22-28\n\nDAB= 227 part 1\n\nDPP= A\,B \n\nSEATWORK:\nThe teacher w
 ill draw a 2 meter line on the board. Students suggest certain and impos
 sible events. Mark the line\, 0\,0% and 1\, 100%. Place events on the li
 ne. RE SG pages. The students will complete SG 386 all. \n\nHOMEWORK:\nJ
 ournal: \"Why do you think probability is an important idea?\"\n\nMATERI
 ALS:\n*sticky notes
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060502T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:37C0FC2F-5B27-49B3-B618-9A90261FB2B5
SEQUENCE:2
DTSTART;TZID=US/Central:20050322T124500
SUMMARY:MATH 12.2 Adding and Subtracting with Fraction Strips
DESCRIPTION:MATH 12.2 Adding and Subtracting with Fraction Strips\n\nThe
  students will add and subtract fractions with like denominators. \n\nAC
 TIVITY: The students will use fraction strips to add and subtract fracti
 ons with like denominators. \n\nVOCAB:\nnone\n\nSG= 333-335\n\nURG= 39-4
 3\n\nDAB= none \n\nDPP= G\,H \n\nSEATWORK:  SG 335 #s 1-7\n\nMATERIALS:\
 n* fraction strips from lesson 1
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060322T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20060404T103000
DTEND;TZID=US/Central:20060404T113000
SUMMARY:Strand 2: Measurment
UID:BDBF646B-A011-4742-A1FC-B7F119ED3553
SEQUENCE:6
DTSTAMP:20060328T215708Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:E00397D9-23AD-436F-8797-E87F24210F8A
SEQUENCE:6
DTSTART;TZID=US/Central:20040907T133000
SUMMARY:MATH 2.1 Investigating Perimeter Day 2
DTEND;TZID=US/Central:20040907T145000
DESCRIPTION:URG= pgs 31-39\n\nSG= pgs 28-30\n\nDAB= pgs 15-16\n\nDPP= A-
 D \n\nHP= Part 3\n\nMATERIALS:\n*string\n*square-inch tiles
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050907T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:1D6BD7BA-CAA2-4FBA-8A43-16E0CAEC26A0
SEQUENCE:2
DTSTART;TZID=US/Central:20050428T124500
SUMMARY:MATH 13.5 LAB Plant Growth Day 1 of 2 
DESCRIPTION:MATH 13.5 LAB Plant Growth Day 1 of 2 \n\nThe students will 
 measure length in cm\, collect data over time\, and identify the manipul
 ated\, responding\, and fixed variables. \n\nLAB: The students will inve
 stigate the growth pattern plants. They will plant and measure the growt
 h of the plant over the course of the next unit. \n\nVOCAB:\nfixed varia
 ble\, manipulated variable\, responding variable\, scientific time. \n\n
 SG= 379-381\n\nURG= 75-84\n\nDAB= none\n\nDPP= W\,X \n\nSEATWORK:\nIntro
 duction: The students will read the vignette on SG 379. Answer ?'s 1-3 a
 s a class. Review the setup for the lab. Draw the picture of the lab. \n
 \n\nMATERIALS:\n*container for planting seeds\n* seeds 4 per pair\n*grad
 uated cylinders\n*craft sticks (optional)\n*one cup potting soil per pai
 r\n*paper towels\n*centimeter rulers\n*trans of 3 column data table
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060428T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:FCD64050-320D-4621-A01D-6F1D74D198CD
SEQUENCE:2
DTSTART;TZID=US/Central:20050415T124500
SUMMARY:MATH 13.2 Division Day 2 of 3
DESCRIPTION:MATH 13.2 Division Day 2 of 3\n\nThe students will represent
  division using base-ten pieces\, divide with one-digit divisors and two
 -digit dividends\, interpret remainders\, and estimate quotients. \n\nAC
 TIVITY: \nThe students are introduced to long division. Symbols are disc
 ussed\, and the \"forgiving method\" is introduced. \n\nVOCAB:\ndividend
 \, forgiving method for division\, quotient\, remainder\n\nSEATWORK:\nDi
 scuss previous day's homework.\nDiscuss the forgiving method. Give lots 
 of examples of forgiving with one-digit divisors and two-digit dividends
 . The students complete SG #'s 7-10\n\nHOMEWORK:\nnone\n\nSG= 364-370 \n
 \nURG= 43-54\n\nDAB= none\n\nDPP= I\,J \n\nMATERIALS:\n*base ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060415T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060515T032618Z
UID:64673EDC-F3B3-4D56-9642-4D5058C173F5
SEQUENCE:8
DTSTART;TZID=US/Central:20060518T123000
SUMMARY:MATH 15.4 Funtion Machines Day 2 of 2
DTEND;TZID=US/Central:20060518T133000
DESCRIPTION:MATH 15.4 Funtion Machines Day 2 of 2\n\nThe students will i
 dentify and extend patterns\, as well as express mathematical relationsh
 ips using variables. \n\nACTIVITY:\nThe students will be introduced to f
 unction machines and play the game \"Guess My Rule\"\n\nVOCAB:\nfunction
  machine\, input\, output\n\nSG=411-416 \n\nURG= 58-67\n\nDAB= 242 part 
 6\n\nDPP= K\,L \n\nSEATWORK:\nThe students will play the Guess My Rule g
 ame. Each student will create a data table and have others guess. Discus
 s the connectinos between the data tables in Gzorp\, in the Labs\, and f
 unction machines. \n\nHOMEWORK:\nDAB 242 part 6\n\nMATERIALS:\n*calculat
 ors\n*trans of 2 column data table\n*2 column data table 8 per student\n
 *centimeter grid paper 1 per student
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20050131
DTEND;VALUE=DATE:20050201
SUMMARY:MATH 9 Done
UID:48722D61-B08D-473D-8F9C-16E4E3EA78A4
SEQUENCE:5
DTSTAMP:20050817T162431Z
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060130
END:VEVENT
BEGIN:VEVENT
DURATION:PT30M
DTSTAMP:20050817T162431Z
UID:92561BAA-4CBF-432B-A3E6-C5AAAAF52AE0
SEQUENCE:2
DTSTART;TZID=US/Central:20050302T131500
SUMMARY:MATH 11.4 All-Partials Revisited Day 1 of 3
DESCRIPTION:MATH 11.4 All-Partials Revisited Day 1 of 3 \n\nThe students
  will expand the use of the all-partials method to solve two-digit by tw
 o-digit mutiplication problems. \n\nACTIVITY: The students will use base
 -ten pieces or base-ten shorthand to represent larger products. This wil
 l help them understand the all-partials method of two-digit by two-digit
  multiplication. \n\nASSESSMENT: Quiz-URG 61 \n\nVOCAB:\nnone \n\nSG= 31
 3-316 \n\nURG= 54-63\n\nDAB= pgs 187-188 parts 7\,9\,10\, &11 \n\nDPP= O
 \,P \n\nMATERIALS:\n*base-ten pieces (optional)\n*URG 61 x 16\n*overhead
  base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060302T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20060228
DTEND;VALUE=DATE:20060301
SUMMARY:10 Done
UID:75A2C733-2AA1-4417-990C-A294F37E7E86
SEQUENCE:4
DTSTAMP:20050817T180528Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060410T044541Z
UID:FFCF7630-3591-45D1-A049-E9DC1D501485
SEQUENCE:7
DTSTART;TZID=US/Central:20060415T083000
SUMMARY:MATH 12.9 Midterm Test Day 2 of 2
DESCRIPTION:MATH 12.9 Midterm Test Day 2 of 2\n\nThe students will demon
 strate their knowledge of material covered in Units 9-12. \n\nASSESSMENT
 :\nThe students will take a test on concepts in this and past 4 units. U
 RG 96-100 (Midterm Test) Day Two: The students complete ?'s 19-25 using 
 any tools needed. \n\nVOCAB:\nnone\n\nSG= none \n\nURG= 94-101\n\nDAB= n
 one \n\nDPP= X\n\nMATERIALS:\n*calculators\n*rulers\n*protractors\n*base
 -ten pieces\n*pattern blocks\n*fraction chart SG 336 x 17\n*URG 96-100 x
  17
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060212T191701Z
UID:B091BEAE-3C13-45A4-BA7A-3838EDD46D44
SEQUENCE:13
DTSTART;TZID=US/Central:20060215T123000
SUMMARY:MATH 10.2 Tenths Day 2
DTEND;TZID=US/Central:20060215T133000
DESCRIPTION:MATH 10.2 Tenths Day 2\n\nThe students will translate differ
 ent representations for decimals (concrete\, pictorial\, verbal\, and sy
 mbolic)\; and  develop their knowledge of fractions and their relationsh
 ips to decimals.\n\nACTIVITY: The students will work with decimal notati
 on for tenths. The emphasis is on connections between base-ten pieces\, 
 shorthand\, and written notation for common and decimal fractions. \n\nV
 OCAB:\ncommon fraction\, decimal fraction\, denominator\, numerator\n\nU
 RG= 37-48\n\nSG= 276-282 \n\nDPP= G\,H \n\nSEATWORK:\nRead and discuss S
 G 280-282 #s 12-22 [KAGAN-Boss Secretary] \n\nHOMEWORK:\nDAB 157 parts 4
  and 5.\n\nASSESSMENT:\nFormal-DAB 171 Grace's Base-Ten Pieces. Graded w
 / 4-point rubric.\n\nMATERIALS:\n*base-ten pieces\n*metersticks\n*overhe
 ad base-ten pieces\n*trans of DAB 167
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20060505
DTEND;VALUE=DATE:20060506
SUMMARY:13 Done
UID:F312B8B8-AF13-4B12-9ABE-FD924C784AA6
SEQUENCE:4
DTSTAMP:20050817T180600Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:2002788A-7411-46C7-B9C8-342C28D3432E
SEQUENCE:2
DTSTART;TZID=US/Central:20050303T124500
SUMMARY:MATH 11.4 All-Partials Revisited Day 2 of 3
DESCRIPTION:MATH 11.4 All-Partials Revisited Day 2 of 3 \n\nThe students
  will expand the use of the all-partials method to solve two-digit by tw
 o-digit mutiplication problems. \n\nACTIVITY: The students will use base
 -ten pieces or base-ten shorthand to represent larger products. This wil
 l help them understand the all-partials method of two-digit by two-digit
  multiplication. \n\nASSESSMENT: Quiz-URG 61 \n\nVOCAB:\nnone \n\nSG= 31
 3-316 \n\nURG= 54-63\n\nDAB= pgs 187-188 parts 7\,9\,10\, &11 \n\nDPP= Q
 \,R\n\nMATERIALS:\n*base-ten pieces (optional)\n*URG 61 x 16\n*overhead 
 base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060303T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051119T185409Z
UID:860D77BF-B5A0-436C-BE9E-D5094C5D3DCF
SEQUENCE:9
DTSTART;TZID=US/Central:20051121T123000
SUMMARY:MATH 6.3 Big Base-Ten Pieces Day 1
DESCRIPTION:MATH 6.3 Big Base-Ten Pieces Day 1 of 2\n\nThe students wil 
 translate between different representations of large numbers: concrete\,
  pictorial\, and symbolic.\n\nACTIVITY:\n The students will build large 
 base-ten piecees to represent ten thousand\, one hundred thousand\, and 
 one million.\n\nVOCAB:\nmegabit\, period\, place value\, super bit\, sup
 er flat\, super skinny\n\nURG=41-50\n\nSG=157-159\n\nDPP=G\,H\n\nSEATWOR
 K:\nRE and discuss SG 157-158. The studens then work in teams to build a
   super skinny\,  a super bit\, and a super flat. \n\nHOMEWORK:\nDAB 68 
 part 3\n\nMATERIALS:\n*24 Meter sticks\n*masking tape\n*base-ten pieces\
 , packs\n*4-8 rulers\n*trans of URG 49\n*6-16 packs \n*paper for coverin
 g the big base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060129T211846Z
UID:A919EE2A-796C-4474-A86F-858974C6526F
SEQUENCE:12
DTSTART;TZID=US/Central:20060130T123000
SUMMARY:MATH 9.5 Prisms Day 1
DESCRIPTION:MATH 9.5 Prisms Day 1\n\nStudents will visualize a three-dim
 ensional shape from a two-dimensional net. Students will identify a net 
 of a prism.Students will describe a prism using its properties. \n\nACTI
 VITY: Students learn about rectangular prisms by cutting them to form ne
 ts. Students explore nets of various prisms and build their own prisms. 
 \n\nVOCAB:\ndimensions\, edge\, face\, hexagonal prism\, net\, prism\, r
 ectangular prism\, regular polygon\, solid\, vertex\n\nURG= 71-85\n\nSG=
  256-262 \n\nDAB= pg 141-149\, pg 125 part 4\n\nDPP= K\,L\n\nSEATWORK:\n
 Read and discuss SG 256-257 #s 1-4. Then read and discuss SG 258. Studen
 ts cut boxes to form nets. Share results. \n\nHOMEWORK:\nDAB 125 part 4\
 n\nASSESSMENT:\nInformal-Observation of student work and individual conf
 erences based on need.\n\nMATERIALS:\n*rulers\n*cereal boxes\n*small car
 dboard box for each student\n*transparent tape\n*scissors\n*protractors\
 n*other rectangular boxes\n*trans of URG 83-84\n*URG 83 x 16\n*DAB 145-1
 47 x 16\n*copy of DAB 149\n*wooden rectangular solids\n*rectangular soli
 ds other than cubes
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:729A75AB-27B5-44AE-BDC6-2ADAC9FE6C2E
SEQUENCE:2
DTSTART;TZID=US/Central:20050222T124500
SUMMARY:MATH 11.1 Modeling Multiplication Day 2 of 3
DESCRIPTION:MATH 11.1 Modeling Multiplication Day 2 of 3\n\nThe students
  will represent multiplication with base-ten pieces. The students will m
 ultiply multidigit numbers with ending zeros\, as well as 1-digit by 2-d
 igit numbers using paper all partials method. \n\nACTIVITY: The students
  will review the concept of multiplication using base-ten pieces and squ
 are-inch tiles. They review and expand their understanding of multiplyin
 g by multiples of 10 and the all-partials method. \n\nVOCAB: \nmultiplic
 ands\n\nSG= 298-303 \n\nURG= 22-35\n\nDAB= pg 185 parts 1 & 2\, pg 189\n
 \nDPP= C\,D\n\nMATERIALS:\n*multiplication table x 16\n*triagle flash ca
 rds for squares DAB 189 x 16\n*base-ten boards pt 1 & 2 for each student
 \n*base-ten recording sheet x 16\n*centimeter grid paper x 16\n*set of b
 ase-ten pieces for each group (2 packs\, 14 flats\, 30 skinnies\, 50 bit
 s)\n*square-inch tiles \n*envelopes x 16\n*overhead base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060222T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:3B874828-7261-45EB-A4F4-A4F664131D2D
SEQUENCE:2
DTSTART;TZID=US/Central:20050301T124500
SUMMARY:MATH 11.3 Compact Multiplication Day 2 of 2 
DESCRIPTION:MATH 11.3 Compact Multiplication Day 2 of 2  \n\nThe student
 s will compare the compact method and the all-partials method of mutipli
 cation. \n\nACTIVITY: The students are introduced to a traditional multi
 plication algorithm that is referred to as the compact method. \n\nVOCAB
 :\ncarry\, compact method of multiplication\n\nSG= 308-312 \n\nURG= 46-5
 3\n\nDAB= pg 187 part 6 & 8 \n\nDPP= M\,N \n\nMATERIALS:\n* base-ten pie
 ces (optional)
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060301T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050825T122543Z
UID:6DDF23E3-5773-46FC-BF54-9FCF18C99DFA
SEQUENCE:13
DTSTART;TZID=US/Central:20050826T123000
SUMMARY:MATH 1.5 Arm Span vs. Height (Day 1)
DTEND;TZID=US/Central:20050826T133000
DESCRIPTION:MATH 1.5 Arm Span vs. Height (Day 1 OF 4)\n\nThe students wi
 ll investigate the relationship between arm span and height as well as m
 ake predictions using patterns in tables and graphs. \n\nLAB:The student
 s will collect\, organize\, graph\, and analyze data using the TIMS Labo
 ratory method as they explore the relationship between height and arm sp
 an. \n\nVOCAB:\nfixed variables\, point graph\n\nURG= pgs 71-87\n\nSG= p
 gs 17-23\n\nDAB= pgs 7-8\n\nDPP= M\,N\n\nSEATWORK:\nLaunch the lab. Intr
 oduce the 4 steps of the lab process. Discuss plotting points on a graph
  (use Jerome's Family graph). Model the procedure for collecting data fo
 r Arm Span vs. Height. \n\nHOMEWORK:\nnone\n\nMATERIALS:\n- 4 meterstick
 s or yardsticks or each of 3 stations\n- rulers\n- calculators\n- maskin
 g tape\n- \"Jerome's Family: Hand Lengths and Heights\" trans  URG 84\n-
  trans of 3-column data table (one copy for each student or use poster f
 or class)\n- OAR\n- IAS
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060826T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:327761B4-ABA9-4AE1-A30E-60F269E77B50
SEQUENCE:3
DTSTART;TZID=US/Central:20041104T123000
SUMMARY:MATH 5.4 Bouncing Ball Day 3
DESCRIPTION:MATH 5.4 Bouncing Ball Day 3\n\nURG= 56-70\n\nSG= 139-145\n\
 nDAB=  pg 56 part 6\n\nDPP=  O\,P\n\nMATERIALS:\n*Lab Notebook x 15\n*te
 nnis balls\n*Super balls\n*metersticks\n*masking tape\n*rulers\n*centime
 ter graph paper x 60\n*three-trial data table x 30\n*student rubric-solv
 ing trans\n*trans-URG 68
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051104T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20060206
DTEND;VALUE=DATE:20060207
SUMMARY:MATH 9 Done
UID:B41C71E6-08AD-4BE9-B7ED-678F9240DAC9
SEQUENCE:7
DTSTAMP:20050817T180513Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051229T175430Z
UID:529EFF14-2A19-4BD6-A6B7-13885FCD43DE
SEQUENCE:8
DTSTART;TZID=US/Central:20060105T123000
SUMMARY:MATH 8.1 Volume 
DESCRIPTION:MATH 8.1 Volume \n\nThe students will understand the concept
  of volume\, use appropriate units for measuring volume\, and measure vo
 lume by displacement.\n\nStudents discuss volume and review methods for 
 measuring volume. This lesson includes an optional reveiw section for st
 udents who have not taken part in volume activities in previous grades. 
 Students review the multiplicatoin facts for homework.\n\nVOCAB:\ncubic 
 centimeter (cc)\, cubic foot\, cubic units\, graduated cylinder\, liters
  (l)\, meniscus\, milliliters (ml)\, volume\, volume by displacement\n\n
 URG= 25-41\n\nSG= 216-220 \n\nDPP= A\,B \n\nSEATWORK:\nRE and discuss SG
  216-218 #s 1-5. Then model how to measure by displacement. The students
  complete DAB 101-102 individually.Discuss units of volume per ?s on URG
  31\n\nHOMEWORK:\nThe students will complete DAB 103-106 individually\n\
 nASSESSMENT: Informal- The students will self-check their assignment and
  report to me how they did: Beginning\, Developing\, Proficient\, or Adv
 anced. \n\nMATERIALS:\n*eyedrops\n*containers of water\n*rulers\n*centim
 eter/decimeter cubes\n*packs\n*250cc graduated cylinders \n*small object
 s to measureby displacement\n*three column data table x 16\n*URG 36-39 t
 rans\n*2 liter soda bottle
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050906T043358Z
UID:A11D4140-1140-48C8-A887-4BC9B27F45CC
SEQUENCE:18
DTSTART;TZID=US/Central:20050906T123000
SUMMARY:MATH 2.1 Investigating Perimeter Day 1 of 3
DTEND;TZID=US/Central:20050906T133000
DESCRIPTION:MATH 2.1 Investigating Perimeter Day 1 of 3\n\nThe students 
 will discover the perimenters and areas of irregular polygons. \n\nACTIV
 ITY: The students will try using string to explore the perimeter of shap
 es. They also investigate the area and perimeter of shapes in the imagin
 ary town of Antopolis using square-inch tiles. \n\nVOCAB:\narea\, length
 \, perimeter\, square inch\, unit of measurement\n\nURG= pgs 31-39\n\nSG
 = pgs 28-30\n\nDAB= pgs 15-16\n\nDPP= A\,B\n\nSEATWORK:\nIntroduce the s
 tory of Antopolis. The students will measure perimeter with a 39 inch st
 ring. Data collected will be placed in a 2 column data table. Read the v
 ignette on SG 28-29 about the Antopolis Town Square.\n\nHOMEWORK:\nnone\
 n\nMATERIALS:\n*string 39 inches long\n*square-inch tiles\n*trans of sq 
 inch grid paper\n*two column data table
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051114T030727Z
UID:A6230030-8ABE-47ED-B28B-34A2EDE0DE34
SEQUENCE:10
DTSTART;TZID=US/Central:20051117T123000
SUMMARY:MATH 6.2 Doubles Day 1 
DESCRIPTION:MATH 6.2 Doubles Day 1 of 2\n\nThe students will investigate
  large numbers as well as use patterns in data tables to solve problems.
  \n\nACTIVITY: The students will read a story about the inventor of the 
 game of chess wh o asks for a specific reward. Within this context\, stu
 dents investigate doubling patterns and develop number sense for large n
 umbers. \n\nVOCAB:\npowers of two\n\nURG= 30-40\n\nSG= 154-156 \n\nDPP= 
 C\,D\n\nSEATWORK:\nThe students will read the ebook of The Kings Chessbo
 ard in pairs on the laptops. Complete the 4 column data table aas a clas
 s\, each student copies the table. Look for patterns. \n\nHOMEWORK:\nThe
  students will complete SG 156 #s 1-3.\n\nMATERIALS:\n*Colored Pencils\n
 *3 column data table x 15\n*centimeter graph paper x 15\n*Trans of 3 col
 umn data sheet\n*10\,000 sq mm grid x 50\n*11x17 paper x 2
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050504T101500
DTEND;TZID=US/Central:20050504T114000
SUMMARY:Assessment-Strand 1
UID:533EC2CC-2341-418E-BAF8-216F70989900
SEQUENCE:5
DTSTAMP:20050817T162431Z
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060504T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:8680FAFD-E5B2-4B4B-B334-2790E01E1D39
SEQUENCE:5
DTSTART;TZID=US/Central:20041213T124500
SUMMARY:MATH 7.6 Estimation Day 2
DTEND;TZID=US/Central:20041213T130000
DESCRIPTION:MATH 7.6 Estimation Day 2\n\nACTIVITY: Students explore comp
 utational estimation. Students develope techniques for finding convienie
 nt numbers for estimation. \n\nURG= 78-85\n\nSG= 202-206 \n\nDAB= none \
 n\nDPP= Y\,Z \n\nMATERIALS:\n*none\n*
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051213T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:E6B824ED-4F5C-4860-A5F6-C82E93A8BA00
SEQUENCE:3
DTSTART;TZID=US/Central:20041118T123000
SUMMARY:MATH 6.6 Using Estimation Day 1 
DESCRIPTION:MATH 6.6 Using Estimation Day 1\n\nURG=71-84\n\nSG=169-174\n
 \nDAB=pg 68 part 4 and pg 70 part 7\n\nDPP=M\,N\n\nMATERIALS:\n*URG 80-8
 1 x 15\n*Student Rubric-Knowledge
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051118T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050824T160358Z
UID:4A516A72-FFA7-47F2-B01B-F9C6E7804AD7
SEQUENCE:6
DTSTART;TZID=US/Central:20060301T123000
SUMMARY:MATH 10.4 Downhill Racer Day 2 of 4
DESCRIPTION:MATH 10.4 Downhill Racer Day 2 of 4\n\nThe students will ana
 lyze data to discover patterns and make predictions based on the data. \
 n\nLAB: The students will collect\, organize\, graph\, and analyze data 
 as they study the relationship between the height of a ramp and the dist
 ance a car rolls. They measure the distance the car rolls using decimals
 . \n\nASSESSMENT PAGE: URG 74-75\n\nSG= 288-295\n\nURG= 62-77\n\nDAB= no
 ne \n\nDPP= Q\,R \n\nMATERIALS:\n*LAB NOTEBOOK [rubric\, cover\, steps\,
  drawing\, 3-trial data table\, centimeter graph paper  x 3\, lined pape
 r for answering questions] x 16\n*ramps\n*toy cars or skates\n*meterstic
 ks\n*blocks or books of equal size\n*masking tape\n*calculators\n*trans 
 of centimeter graph paper
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:47F2D62C-5281-4F2C-A9B5-9682614B3071
SEQUENCE:3
DTSTART;TZID=US/Central:20041108T123000
SUMMARY:MATH 5.6 Professor Peabody Invents a Ball
DESCRIPTION:MATH 5.6 Professor Peabody Invents a Ball\n\nURG= 77-89\n\nS
 G=  none\n\nDAB=  Pg 52 pt 3 & 4\n\nDPP=  S\,T\n\nMATERIALS:\n*rulers\n*
 calculators\n*URG 88 x 15\n*Student Rubric Tellling/Solving\n*Centimeter
  Graph Paper x 15
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051108T055959Z
END:VEVENT
BEGIN:VEVENT
EXDATE;TZID=US/Central:20050704T095500
DTSTAMP:20050817T162431Z
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
SEQUENCE:9
DTSTART;TZID=US/Central:20050627T095500
SUMMARY:MATH:                     Mrs. Blanchard's Homeroom 
DTEND;TZID=US/Central:20050627T104500
RRULE:FREQ=WEEKLY;INTERVAL=1;UNTIL=20050730T045959Z;BYDAY=MO,TU,WE,TH,FR
 ;WKST=SU
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050627T095500
SUMMARY:MATH: •Welcome to Summer School •Rules Procedures •Basic Facts I
 nventory
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050627T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050628T095500
SUMMARY:MATH: •Building Runways w/ Sq Inch tiles (area & perimeter)
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050628T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050701T095500
SUMMARY:MATH:                           •Playing Math Games Online
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050701T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050708T095500
SUMMARY:MATH:                           •Playing Math Games Online
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050708T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050715T090000
DTEND;TZID=US/Central:20050715T100000
SUMMARY:MATH:                           •Playing Math Games Online
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050715T095500
SEQUENCE:12
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050722T095500
SUMMARY:MATH:                           •36 Magic Keys of Times & Playin
 g Math Games Online
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050722T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050729T095500
SUMMARY:MATH:                           •Playing Math Games Online
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050729T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050629T095500
SUMMARY:MATH:                     •Measurment Scavenger Hunt 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050629T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050630T095500
SUMMARY:MATH:                     •Sq Inch City Plan: Create 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050630T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050705T095500
SUMMARY:MATH:                     •Sq Inch City Plan: Embelish 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050705T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050706T095500
SUMMARY:MATH:                     •Sq Inch City Plan: Calculate Area & P
 erimeter 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050706T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050707T095500
SUMMARY:MATH:                     •Read \"The King's Chessboard\" online
  
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050707T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050714T095500
SUMMARY:MATH: •Bouncing Ball Lab: Analysis •All Partials Multiplication
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050714T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050711T095500
SUMMARY:MATH:                     •Play Mutiplication Bingo 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050711T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050712T095500
SUMMARY:MATH:                           •Bouncing Ball Lab: Drawing & Co
 llecting Data
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050712T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050713T095500
SUMMARY:MATH:                           •Bouncing Ball Lab: Graphing Dat
 a
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162431Z
RECURRENCE-ID;TZID=US/Central:20050713T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050727T135500
DTEND;TZID=US/Central:20050727T150000
SUMMARY:MATH:                          36 Magic Keys of Times 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
SEQUENCE:13
RECURRENCE-ID;TZID=US/Central:20050727T095500
DTSTAMP:20050817T162432Z
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050718T095500
SUMMARY:MATH:                          36 Magic Keys of Times
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050718T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050719T095500
SUMMARY:MATH:                          36 Magic Keys & Subtraction Revie
 w
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050719T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050720T095500
SUMMARY:MATH:                          36 Magic Keys of Times & Floor Ti
 ler Game
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050720T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050721T095500
SUMMARY:MATH:                          36 Magic Keys of Times & Spacey M
 ath Tourny
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050721T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050725T095500
SUMMARY:MATH:                          36 Magic Keys of Times 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050725T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050726T095500
SUMMARY:MATH:                          36 Magic Keys of Times 
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050726T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050728T095500
SUMMARY:MATH:                           36 Magic Keys of Times & Playing
  Math Games Online
UID:BC126C37-E709-4B73-A369-0EBC7654BD2E
DTSTAMP:20050817T162432Z
RECURRENCE-ID;TZID=US/Central:20050728T095500
SEQUENCE:9
DURATION:PT50M
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20050407T094500
SUMMARY:Strand 5: Algerbraic Concepts
UID:98B92F4E-99A0-4124-88C2-BC5FC4FE6A3E
DTSTAMP:20050817T162431Z
SEQUENCE:2
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060407T045959Z
DURATION:PT1H30M
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:67CB80D4-1DCF-4C77-B10D-B44624602A72
SEQUENCE:2
DTSTART;TZID=US/Central:20050225T124500
SUMMARY:MATH 11.2 More Multiplication Day 2 of 2
DESCRIPTION:MATH 11.2 More Multiplication Day 2 of 2 \n\nThe students wi
 ll represent multiplication with base-ten pieces. The students will also
  use the all-partials method to multply one-digit by multidigit numbers.
  \n\nACTIVITY: The students will review multiplying one-digit numbers by
  multi-digit numbers. They explore exercises that lead to developing tra
 ditional\, compact methods of multiplication. \n\nVOCAB:\nnone\n\nSG= 30
 4-307 \n\nURG= 36-45\n\nDAB= pg 186 parts 3.4.5\n\nDPP= I\,J \n\nMATERIA
 LS:\n*set of base-ten pieces for each group (2 packs\, 14 flats\, 30 ski
 nnies\, 50 bits)\n*base-ten recording sheet x 16\n*centimeter grid paper
  x 16
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060225T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20060129T163644Z
UID:A17A0C14-EB97-48C2-86E5-18C4FCA6C0FF
SEQUENCE:10
DTSTART;TZID=US/Central:20060206T123000
SUMMARY:MATH 9.8 Constructing a Prism Day 2
DESCRIPTION:MATH 9.8 Constructing a Prism Day 2\n\nThe students will dem
 onstrate the skills learned in this unit by measuring angles with a prot
 ractor\, identifying turn and line symmetry\, and constructing a net. \n
 \nASSESSMENT ACTIVITY: The students will design a net for a triangular p
 rism and answer questions about symmetry\, angles\, and volume. \n\nASSE
 SSMENT PAGE: URG 105\n\nURG= 100-106\n\nSG= none \n\nDAB= none \n\nDPP= 
 U\,V \n\nMATERIALS:\n*protractors\n*rulers\n*scissors\n*tape\n*calculato
 rs\n*URG 105 x 16\n*centimeter grid paper x 16
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:5CC90729-B6AD-44E5-B57D-702A51ABEC55
SEQUENCE:2
DTSTART;TZID=US/Central:20041007T123000
SUMMARY:MATH 3.5 Addition and Subtraction 
DESCRIPTION:MATH 3.5 Addition and Subtraction \n\nURG= 61-75\n\nSG=  78-
 85\n\nDAB=  PG 23 PARTS 2 & 3\n\nDPP= E-F \n\nMATERIALS:\n*FOR EACH STUD
 ENT PAIR: 2 PACKS\, 14 FLATS\, 30 SKINNIES\, 50 BITS\n*DPP E\,F X 15\n*R
 ECORDING SHEET X 15 AND TRANS\n*BASE TEN BOARDS X 15 AND TRANS\n*URG PF 
 72 X 15
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051007T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:CE797DED-CCE2-4EB4-8C6F-413F4058A35D
SEQUENCE:3
DTSTART;TZID=US/Central:20050119T124500
SUMMARY:MATH 9.3 Symmetry Day 1
DESCRIPTION:MATH 9.3 Symmetry Day 1\n\nThe students will identify turn (
 rotational) symmetry and line (reflective) symmetry. \n\nACTIVITY: The s
 tudents will explore turn and line symmetry.\n\nURG= 49-62\n\nSG= 251-25
 5 \n\nDAB= 131-139 \, pgs 124 part  3\n\nDPP= G\,H\n\nMATERIALS:\n*protr
 actors\n*rulers\n*pattern blocks\n*scissors\n*calculators\n*blank paper 
 (at least 4 per student)\n*construction paper\n*envelope\n*trans of DAB 
 131 x 3 (1 cut out) \n*trans of DAB 133\n*trans of DAB 135\n*trans of DA
 B 137 \n*large construction paper square (8x8 inches)
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060119T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:55A0EB82-49BF-4564-B2B5-41BDC9EEDD63
SEQUENCE:7
DTSTART;TZID=US/Central:20040921T123000
SUMMARY:MATH 2.6 Angles Day 1
DTEND;TZID=US/Central:20040921T133000
DESCRIPTION:MATH 2.6 Angles Day 1\n\nURG= pgs 77-89\n\nSG= pgs 41-54\n\n
 DPP= U-Z\n\nHP= Parts 4 & 5\n\nMATERIALS:\n*scissors\n*sturdy colored pa
 per\n*rulers\n*calculators\n*metersticks
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050921T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:1E157B88-8533-43C0-95A8-341ECB248CB5
SEQUENCE:8
DTSTART;TZID=US/Central:20040928T094500
SUMMARY:MATH 2.7 Angles in Pattern Blocks
DTEND;TZID=US/Central:20040928T101500
DESCRIPTION:MATH 2.7 Angles in Pattern Blocks Day 2.5\n\nURG= pgs 90-98\
 n\nSG= pgs 55-56\n\nDAB= pgs 17-19\n\nDPP= AA-DD\n\nMATERIALS:\n*pattern
  blocks\n*calculators
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050928T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051015T215715Z
UID:1A529FC1-EC29-4399-9158-F979BD01E843
SEQUENCE:7
DTSTART;TZID=US/Central:20051021T123000
SUMMARY:MATH 4.3 Floor Tiler 
DESCRIPTION:MATH 4.3 Floor Tiler \n\nThe students will practice their mu
 ltiplication facts as well as represent multiplication problems using ar
 rays.\n\nGAME: The students wil play a game that provides practice witht
  the multiplication facts. \n\nVOCAB:\nproduct\n\nURG= 46-50\n\nSG=  107
 -108\n\nDPP= K-L\n\nSEATWORK:\nRead the directions for the game. Model i
 t with a student volunteer. Then the students play the game in pairs. \n
 \nHOMEWORK:\nTell someone at home how to play the game. \n\nMATERIALS:\n
 *Clear Plasic Spinners\n*Centimeter Grid Paper (2 per student )\n
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:6F9CF07A-95E8-44E3-B223-725E4A8451E6
SEQUENCE:2
DTSTART;TZID=US/Central:20041208T123000
SUMMARY:MATH 7.5 Mutiplication Day 2 
DESCRIPTION:MATH 7.5 Mutiplication Day 2 \n\nACTIVITY: Students are intr
 oduced to the all-partials method of mutiplication. \n\nURG= 70-77\n\nSG
 = 197-201 \n\nDAB= none \n\nDPP= S\,T\n\nMATERIALS:\n*base-ten pieces\n*
 base-ten boards x 15\n*trans of base-ten board\n*trans of base-ten recor
 ding sheet\n*base-ten recording sheet x 15
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051208T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:45A90232-23B4-4E89-B207-17F5F52CC8A5
SEQUENCE:2
DTSTART;TZID=US/Central:20050422T124500
SUMMARY:MATH 13.3 More Division Day 2 of 3
DESCRIPTION:MATH 13.3 More Division Day 2 of 3\n\nThe students will divi
 de with one digit divisors and 3 and 4 digit dividends using paper and p
 encil. \n\nACTIVITY:\nThe students will represent division problems with
  base-ten pieces and use the forgiving method. This lesson emphasizes 3 
 and 4 digit dividends.\n\nVOCAB:\nnone\n\nSG= 371-373\n\nURG= 55-65\n\nD
 AB= pg 214\n\nDPP= O\,P\n\nSEATWORK:\nModel one or two division problems
  on the board. Then the students will complete page 372 #'s 1-8 (homewor
 k section) individually. \n\nHOMEWORK:\nDAB 214 Part 4\n\nMATERIALS:\n*b
 ase-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060422T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050911T032355Z
UID:DF2050FB-38F8-403D-87A3-882B96BDB008
SEQUENCE:16
DTSTART;TZID=US/Central:20050914T123000
SUMMARY:MATH 2.3 Letter to Myrna Day 1 of 3
DTEND;TZID=US/Central:20050914T133000
DESCRIPTION:MATH 2.3 Letter to Myrna Day 1 of 3\n\nThe students will com
 unicate solution strategies in written form. \n\nASSESSMENT ACTIVITY: Th
 e students will write a letter to an ant named Myrna explaining the resu
 lts of their investigation in lesson 2. \n\nVOCAB:\nlength\, perimeter\,
  width\n\nURG= pgs 54-63\n\nDPP= K\,L\n\nSEATWORK:\nBegin by reading the
  directions on URG 63 trans. The students will complete their first draf
 ts today\n\nHOMEWORK:\npractice basic multiplication facts\n\nMATERIALS:
 \n*URG 63 x 22 and trans
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20051010
DTEND;VALUE=DATE:20051011
SUMMARY:MATH 3 DONE
UID:215A67EA-A3FA-4563-8FB0-AEDBCD7C4EC9
SEQUENCE:4
DTSTAMP:20050817T180357Z
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:88295BA9-6AE5-407E-A2F0-61E17AF60EAC
SEQUENCE:7
DTSTART;TZID=US/Central:20041222T083000
SUMMARY:MATH 8.3 Volume vs. Number Day 3 
DTEND;TZID=US/Central:20041222T091000
DESCRIPTION:MATH 8.3 Volume vs. Number Day 3\n\nASSESSMENT LAB: Students
  collect\, organize\, and graph data to solve problems involving volume.
  They review drawing best-fit lines and using graphs to make predictions
  for homework. \n\nURG= 48-58\n\nSG= 225-229 \n\nDAB= 109-111 \n\nDPP= I
 \,J\n\nMATERIALS:\n*250cc graduated cylinders\n*marbles\n*plastic sphere
 s\n*eyedroppers\n*paper towels\n*rulers\n*containders of water\n*contain
 ers for marbles
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051222T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051107T061352Z
UID:3C9595BF-4582-4D69-965A-A00F55BD536F
SEQUENCE:13
DTSTART;TZID=US/Central:20051110T123000
SUMMARY:MATH 5.4 Bouncing Ball Day 4 of 4
DESCRIPTION:MATH 5.4 Bouncing Ball Day 4 of 4\n\nThe students will use p
 atterns in tables and graphs to make predictions and solve problems. \n\
 nLAB: The students will look for the relationship between the drop heigh
 t and the bounce height of a tennis ball and a Super ball.\n\nVOCAB:\nbe
 st-fit line\, fixed variable\, manipulated variable\, responding variabl
 e\n\nURG= 56-70\n\nSG= 139-145\n\nDPP=  Q.R\n\nSEATWORK:\nThe students w
 ill complete explore questions 8-15. \n\nHOMEWORK: \nnone\n\nMATERIALS:\
 n*tennis balls\n*Super balls\n*metersticks\n*masking tape\n*rulers\n*cen
 timeter graph paper 4 each\n*three-trial data table 2 each\n*student rub
 ric-solving trans\n*trans-URG 68
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051015T215534Z
UID:1581A563-DE6E-469E-A60E-E04BF8CA2652
SEQUENCE:8
DTSTART;TZID=US/Central:20051020T123000
SUMMARY:MATH 4.2 Factors Day 2 
DESCRIPTION:MATH 4.2 Factors Day 2 of 2\n\nThe students will identify pr
 ime numbers as well as find factors using rectangular arrays and calcula
 tors.\n\nACTIVITY: The students will use rectangular arrays of square-in
 ch tiles and discuss factors and prime numbers.\n\nVOCAB:\nfactor\n\nURG
 = 35-45\n\nSG=  102-106\n\nDPP=  G\,H\n\nSEATWORK:\nThe students will co
 mplete SG 105-106#s 1-11 with partners. \n\nHOMEWORK:\nnone\n\nMATERIALS
 :\n*50 Square Inch Tiles per Group\n*Calculators
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:80521A92-D7AA-428E-BA02-A91AD99B6F0E
SEQUENCE:2
DTSTART;TZID=US/Central:20050208T101500
SUMMARY:MATH 10.3 Hundredths Day 3 of 3 
DESCRIPTION:MATH 10.3 Hundredths Day 3 of 3 \n\nThe students will transl
 ate different representations for decimals (concrete\, pictorial\, verba
 l\, and symbolic). The students will also develope their knowlege of fra
 ctions and their relationships to decimals. \n\nACTIVITY: The students w
 ill work with decimal notation for hundredths. The emphasis is on connec
 tions between base-ten pieces\, shorthand\, and written notation for com
 mon and decimal fractions. \n\nASSESSMENT PAGE: URG 59\n\nURG= 49-61\n\n
 SG= 283-287 \n\nDAB= 173-177 \n\nDPP= J\,N \n\nMATERIALS:\n*base-ten pie
 ces (per group: 2 packs\, 14 flats\, 30 skinnies\, 50 bits)\n*URG 59 x 1
 6\n*trans of DAB 177\n*student rubric knowing
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060208T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:9426EF28-F780-44AF-96BC-87D3D806ECE0
SEQUENCE:2
DTSTART;TZID=US/Central:20050329T124500
SUMMARY:MATH 12.6 Pattern Block Fractions Day 2 of 2
DESCRIPTION:MATH 12.6 Pattern Block Fractions Day 2 of 2\n\nThe students
  will represent fractions using pattern blocks as well as connect mathem
 atics to real-life situations.\n\nACTIVITY: The students will explore th
 e use of pattern blocks to model fractions. They name fractions when a g
 iven pattern block is defined as one whole\, and they identify the whole
  when a freaction is given. They also model easy addition problems using
  pattern blocks. \n\nVOCAB:\nhexagon\, rhombus\, trapezoid\n\nSG=346-349
 \n\nURG= 65-76\n\nDAB= pg 195 part 5 \n\nDPP= O\,P \n\nSEATWORK: SG 347-
 349 #'s 14-26\n\nHOMEWORK: SG 349 #'s 1-7\n\nMATERIALS:\n*pattern blocks
 \n*URG 72-73 x 17
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060329T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051024T122752Z
UID:0D4C417F-21ED-45EE-BA56-D5566699B27F
SEQUENCE:11
DTSTART;TZID=US/Central:20051027T123000
SUMMARY:MATH 5.1 Predictions from Graphs
DESCRIPTION:MATH 5.1 Predictions from Graphs\n\nThe students will use pa
 tterns in graphs to make predictions about data. \n\nACTIVITY:\nThe stud
 ents will look for patterns in point graphs. When appropriate\, they dra
 w best-fit lines and make predictions based on the graphs.\n\nVOCAB:\nbe
 st-fit line\, extrapolation\, interpolation\n\nURG= 20-35\n\nSG= 120-124
 \n\nDPP= A\,B\n\nJOURNAL:\nThe Olympic Long Jump graph tells a story. Wr
 ite this story in words.\n\nSEATWORK:\nThe class will discuss SG 120-124
  #s 1-12. Working as a whole group to start and then answering in small 
 groups. The students will then complete DAB 59-64 individually.\n\nHOMEW
 ORK:\nDAB 55 part 5\n\nMATERIALS:\n*rulers\n*envelopes\n*string\n*trans 
 of urg 30-32\n\n\n
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:FC0AAA6D-842A-43F3-8D50-B503F9F06341
SEQUENCE:4
DTSTART;TZID=US/Central:20050214T133000
SUMMARY:MATH 10.4 Downhill Racer Day 1 of 4
DTEND;TZID=US/Central:20050214T140000
DESCRIPTION:MATH 10.4 Downhill Racer Day 1 of 4\n\nThe students will ana
 lyze data to discover patterns and make predictions based on the data. \
 n\nLAB: The students will collect\, organize\, graph\, and analyze data 
 as they study the relationship between the height of a ramp and the dist
 ance a car rolls. They measure the distance the car rolls using decimals
 . \n\nASSESSMENT PAGE: URG 74-75\n\nSG= 288-295\n\nURG= 62-77\n\nDAB= no
 ne \n\nDPP= O\,P  \n\nMATERIALS:\n*LAB NOTEBOOK [rubric\, cover\, steps\
 , drawing\, 3-trial data table\, centimeter graph paper  x 3\, lined pap
 er for answering questions] x 16\n*ramps\n*toy cars or skates\n*metersti
 cks\n*blocks or books of equal size\n*masking tape\n*calculators\n*trans
  of centimeter graph paper
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060214T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:3B228131-E643-479D-A57E-58E42C3C2382
SEQUENCE:2
DTSTART;TZID=US/Central:20050425T124500
SUMMARY:MATH 13.3 More Division Day 3 of 3
DESCRIPTION:MATH 13.3 More Division Day 3 of 3\n\nThe students will divi
 de with one digit divisors and 3 and 4 digit dividends using paper and p
 encil. \n\nACTIVITY:\nThe students will represent division problems with
  base-ten pieces and use the forgiving method. This lesson emphasizes 3 
 and 4 digit dividends.\n\nVOCAB:\nnone\n\nSG= 371-373\n\nURG= 55-65\n\nD
 AB= pg 214\n\nDPP= Q\,R \n\nSEATWORK:\nThe students will complete page 3
 73 #'s 9-16 individually. \n\nHOMEWORK:\nDAB 223 \"Division Dot-to-Dot\"
 \n\nMATERIALS:\n*base-ten pieces
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060425T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:00A4F3A6-9494-4370-930B-8B78AAF43423
SEQUENCE:3
DTSTART;TZID=US/Central:20041221T124500
SUMMARY:MATH 8.3 Volume vs. Number Day 2 
DESCRIPTION:MATH 8.3 Volume vs. Number Day 2\n\nASSESSMENT LAB: Students
  collect\, organize\, and graph data to solve problems involving volume.
  They review drawing best-fit lines and using graphs to make predictions
  for homework. \n\nURG= 48-58\n\nSG= 225-229 \n\nDAB= 109-111 \n\nDPP= G
 \,H \n\nMATERIALS:\n*250cc graduated cylinders\n*marbles\n*plastic spher
 es\n*eyedroppers\n*paper towels\n*rulers\n*containders of water\n*contai
 ners for marbles
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051221T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050824T160354Z
UID:1EC08346-C935-4F52-8B45-93026C3A00C0
SEQUENCE:9
DTSTART;TZID=US/Central:20060228T123000
SUMMARY:MATH 10.4 Downhill Racer Day 1 of 4
DTEND;TZID=US/Central:20060228T133000
DESCRIPTION:MATH 10.4 Downhill Racer Day 1 of 4\n\nThe students will ana
 lyze data to discover patterns and make predictions based on the data. \
 n\nLAB: The students will collect\, organize\, graph\, and analyze data 
 as they study the relationship between the height of a ramp and the dist
 ance a car rolls. They measure the distance the car rolls using decimals
 . \n\nASSESSMENT PAGE: URG 74-75\n\nSG= 288-295\n\nURG= 62-77\n\nDAB= no
 ne \n\nDPP= O\,P  \n\nMATERIALS:\n*LAB NOTEBOOK [rubric\, cover\, steps\
 , drawing\, 3-trial data table\, centimeter graph paper  x 3\, lined pap
 er for answering questions] x 16\n*ramps\n*toy cars or skates\n*metersti
 cks\n*blocks or books of equal size\n*masking tape\n*calculators\n*trans
  of centimeter graph paper
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:85BBD9BA-D9AB-4CE4-B3E5-F6E09975F60E
SEQUENCE:2
DTSTART;TZID=US/Central:20050328T124500
SUMMARY:MATH 12.6 Pattern Block Fractions Day 1 of 2
DESCRIPTION:MATH 12.6 Pattern Block Fractions Day 1 of 2\n\nThe students
  will represent fractions using pattern blocks as well as connect mathem
 atics to real-life situations.\n\nACTIVITY: The students will explore th
 e use of pattern blocks to model fractions. They name fractions when a g
 iven pattern block is defined as one whole\, and they identify the whole
  when a freaction is given. They also model easy addition problems using
  pattern blocks. \n\nVOCAB:\nhexagon\, rhombus\, trapezoid\n\nSG=346-349
 \n\nURG= 65-76\n\nDAB= pg 195 part 4 \n\nDPP= M\,N\n\nSEATWORK: SG 346-3
 47  #'s 1-13\n\nMATERIALS:\n*pattern blocks\n*URG 72-73 x 17
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060328T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T163354Z
UID:B716FAB5-6ADE-437F-8692-BE14B54D96C6
SEQUENCE:13
DTSTART;TZID=US/Central:20050825T123000
SUMMARY:MATH 1.4 The Four Servants
DTEND;TZID=US/Central:20050825T133000
DESCRIPTION:MATH 1.4 The Four Servants\n\nURG= pgs 60-70\n\nAB= pgs 1-14
 \n\nDPP= K-L\n\nHP= Parts 4 & 5 \n\nHW = Parts 4 & 5-pg 5\n\nMATERIALS:\
 n\n- None
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060825T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:AE263257-5A34-41CB-9EC2-7153543135A5
SEQUENCE:8
DTSTART;TZID=US/Central:20040820T133000
SUMMARY:MATH 1.2 Getting to Know Room 204 a Little Better (Day 1)
DTEND;TZID=US/Central:20040820T145000
DESCRIPTION:MATH 1.2 Getting to Know Room 204 a Little Better (Day 1)\n\
 nURG= pgs 38-49\n\nSG= pgs 7-11\n\nDPP= C-F\n\nHP= Part 2\n\nHOMEWORK = 
 SG pgs 10-11\,  HP Part 2-pg 3 \n\nMATERIALS:\n\n- \"Bar Graph II: Whats
  Wrong Here?\" URG 46\n- \"Bar Graph III: Whats Wrong Here?\"\n- OAR\n- 
 The class-generated data table\, \"Variables and Possible Values\"\, fro
 m lesson 1\n- For Class Data Table:\n    -2 Pieces of poster-size graph 
 paper\, 2 pieces of easel paper\, or several trans of the \"3 column dat
 a table\"  (Generic)\n- For Class Graph:\n     -trans of \"Centimeter Gr
 aph Paper\" (Generic) 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050820T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20051127T193244Z
UID:BBFC6F54-F3B8-4B5D-BE8C-5CF84268499A
SEQUENCE:9
DTSTART;TZID=US/Central:20051205T123000
SUMMARY:MATH 7.2 Divisibility Rules Day 2 of 2
DTEND;TZID=US/Central:20051205T133000
DESCRIPTION:MATH 7.2 Divisibility Rules Day 2 of 2\n\nThe students will 
 determine whether a number is divisible by 5\,6\,9\,and 10.\n\nACTIVITY:
  Students find ways to determine whether a multidigit # is evenly divisi
 ble by 2\,3\,5\,6\,9\, or 10.\n\nVOCAB:\ndivisible\, factor\, multiple\,
  remainder\n\nURG= 34-46\n\nSG= 184-189 \n\nDPP= E\,F \n\nSEATWORK:\nRE 
 and discuss SG 187\, complete questions 16-17 on SG 187. RE and discuss 
 SG 188\, complete questions 18-22 on SG 188.\n\nHOMEWORK:\nThe students 
 will complete questions 3-10 on SG 189. Fast finishers may complete DAB 
 86 part 3.\n\nMATERIALS:\n*calculators\n*blue and red markers\n*URG 44 x
  45\n*trans of URG 44\n
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:E82F7664-69FF-420E-95C4-E483A966DB32
SEQUENCE:2
DTSTART;TZID=US/Central:20050511T124500
SUMMARY:MATH 14.5 Exploring Spinners Day 2 of 2 
DESCRIPTION:MATH 14.5 Exploring Spinners Day 2 of 2 \n\nThe students wil
 l express probabilities as fractions\, and use the word \"or\" in a prob
 ability problem.\n\nACTIVITY:\nThe students will use models of two diffe
 rent spinners to explore probability. \n\nVOCAB:\nfair spinner\n\nSG= 39
 3-396 \n\nURG= 55-67\n\nDAB= 233\n\nDPP= M\,N \n\nSEATWORK:\nThe student
 s will complete questions 20-24 on SG 396 then complete URG 65 \"Spinner
 s Quiz\"\n\nHOMEWORK:\nnone\n\nMATERIALS:\n*clear plastic spinners\n*2 t
 rans of URG 66\n*centimeter graph paper 2 per student\n*URG 65 x 17
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060511T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060623T200230Z
UID:26D65AB9-6096-4EBA-865D-C6018CED4540
SEQUENCE:12
DTSTART;TZID=US/Central:20060829T123000
SUMMARY:MATH 1.5 Arm Span vs. Height (Day 3)
DTEND;TZID=US/Central:20060829T133000
DESCRIPTION:MATH 1.5 Arm Span vs. Height (Day 2 OF 4)\n\nThe students wi
 ll investigate the relationship between arm span and height as well as m
 ake predictions using patterns in tables and graphs. \n\nLAB:The student
 s will collect\, organize\, graph\, and analyze data using the TIMS Labo
 ratory method as they explore the relationship between height and arm sp
 an. \n\nVOCAB:\nfixed variables\, point graph\n\nURG= pgs 71-87\n\nSG= p
 gs 17-23\n\nDAB= pgs 7-8\n\nDPP= O\,P\n\nSEATWORK:\nGraphing and Analyzi
 ng the Data. Discuss the setup of the graph. Use URG 85 trans to alert t
 he students to possible errors. Each student then graphs the data on cen
 timeter graph paper. Groups answer ?'s 3-6 on SG 21-222\n\nHOMEWORK:\nFa
 st Finishers will work on DAB page 7 \"Plotting Points Pictures\"\n\nMAT
 ERIALS:\n- 4 metersticks or yardsticks or each of 3 stations\n- rulers\n
 - calculators\n- masking tape\n- \"Jerome's Family: Hand Lengths and Hei
 ghts\" trans  URG 84\n- trans of 3-column data table (one copy for each 
 student or use poster for class)\n- OAR\n- IAS
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060410T044645Z
UID:7F8141F4-EF22-4C35-B66C-BAC7B5898D8B
SEQUENCE:7
DTSTART;TZID=US/Central:20060415T103000
SUMMARY:MATH 13.1 TV Survey Day 1 of 3 
DTEND;TZID=US/Central:20060415T111500
DESCRIPTION:MATH 13.1 TV Survey Day 1 of 3\n\nThe students will plan and
  conduct a survey\; collect\, organize\, graph\, and analyze data\; binn
  data\; find th mean of a data set. \n\nLAB: The students will plan a TV
  Survey. Then\, collect data about the amount of TV they watch in a four
  day period while continuing with the other lessons in this unit. After 
 the four-day period\, students organize\, graph\, and analyze the data. 
 \n\nSEATWORK:\nLaunch the Investigation and Collect the Data. Read the L
 etter home\, RE and Discuss SG 358. Discuss rules for collecting data. P
 redict in Journals what the data will show. \n\nHOMEWORK: Complete DAB 2
 19-220 at home to collect data. \n\nVOCAB:\nbinning\, survey\n\nSG= 358-
 363\n\nURG= 26-42\n\nDAB= 219-221 & 213\n\nDPP= A\,B  \n\nMATERIALS:\n*c
 alculators\n*envelopes\n*DAB 219-220 x 17\n*URG 40 x 17\n*3 column data 
 table x 2 per student\n*centimeter graph paper x 2 per student
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:7B02C931-9333-4231-BC5E-F45FAC7A8571
SEQUENCE:3
DTSTART;TZID=US/Central:20041103T123000
SUMMARY:MATH 5.4 Bouncing Ball Day 2
DESCRIPTION:MATH 5.4 Bouncing Ball Day 2\n\nURG= 56-70\n\nSG= 139-145\n\
 nDAB=  pg 56 part 6\n\nDPP=  M\,N\n\nMATERIALS:\n*Lab Notebook x 15\n*te
 nnis balls\n*Super balls\n*metersticks\n*masking tape\n*rulers\n*centime
 ter graph paper x 60\n*three-trial data table x 30\n*student rubric-solv
 ing trans\n*trans-URG 68
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051103T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20041110
DTEND;VALUE=DATE:20041111
SUMMARY:MATH 5 DONE
UID:592427BC-3465-4FB9-9C62-F481602C3BAD
SEQUENCE:3
DTSTAMP:20050817T162431Z
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051109
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060108T205416Z
UID:526EC907-8D1A-42CA-9647-0202A281CE85
SEQUENCE:13
DTSTART;TZID=US/Central:20060112T123000
SUMMARY:MATH 8.5 Hour Walk
DTEND;TZID=US/Central:20060112T133000
DESCRIPTION:MATH 8.5 Hour Walk\n\nThe students will communicate problem 
 solving strategies for estimation of multiplication and division problem
 s.  \n\nASSESSMENT ACTIVITY:The students will estimate the number of ste
 ps they would take if they walked for one hour. After reading the proble
 m\, they devise\, carry out\, and communicate their problem-solving stra
 tegies. \n\nVOCAB: none\n\nURG= 62-75\n\nSG= none \n\nDPP= K\,L \n\nSEAT
 WORK:\nThe students will complete assessment page the Hour Walk in their
  table groups. Complete Journal: Explain how your group worked on the pr
 oblem together. What did each member do the group do to help?\n\nHOMEWOR
 K:\nComplete DAB 95-96 parts 4 & 5\n\nASSESSMENT:\nFormal-Evaluated usin
 g hte Solving\, Knowing\, and Telling 4-point rubric.\n\nMATERIALS:\n*UR
 G 74 x 16\n*calculators\n*classroom clock\n*student rubrics 
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:C5B61E91-ADD9-481D-A2D4-6A08D0A57162
SEQUENCE:2
DTSTART;TZID=US/Central:20041210T123000
SUMMARY:MATH 7.6 Estimation Day 1
DESCRIPTION:MATH 7.6 Estimation Day 1\n\nACTIVITY: Students explore comp
 utational estimation. Students develope techniques for finding convienie
 nt numbers for estimation. \n\nURG= 78-85\n\nSG= 202-206 \n\nDAB= none \
 n\nDPP= W\,X \n\nMATERIALS:\n*none\n*
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20051210T055959Z
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:3B097FF0-8CD8-43F4-B2A2-F4AB6F26E310
SEQUENCE:4
DTSTART;TZID=US/Central:20050203T124500
SUMMARY:MATH 10.2 Tenths Day 2
DTEND;TZID=US/Central:20050203T134500
DESCRIPTION:MATH 10.2 Tenths Day 2\n\nThe students will translate differ
 ent representations for decimals (concrete\, pictorial\, verbal\, and sy
 mbolic). The students will also develope their knowlege of fractions and
  their relationships to decimals. \n\nACTIVITY: The students will work w
 ith decimal notation for tenths. The emphasis is on connections between 
 base-ten pieces\, shorthand\, and written notation for common and decima
 l fractions. \n\nURG= 37-48\n\nSG= 276-282 \n\nDAB= 167-171 pg 157 part 
 4 & 5\n\nDPP= G\,H \n\nMATERIALS:\n*base-ten pieces\n*metersticks\n*over
 head base-ten pieces\n*trans of DAB 167
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060203T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:0B30D5D2-D759-4D99-8654-F3C313D6D931
SEQUENCE:2
DTSTART;TZID=US/Central:20050412T124500
SUMMARY:MATH 12.9 Midterm Test Day 2 of 2
DESCRIPTION:MATH 12.9 Midterm Test Day 2 of 2\n\nThe students will demon
 strate their knowledge of material covered in Units 9-12. \n\nASSESSMENT
 :\nThe students will take a test on concepts in this and past 4 units. U
 RG 96-100 (Midterm Test) Day Two: The students complete ?'s 19-25 using 
 any tools needed. \n\nVOCAB:\nnone\n\nSG= none \n\nURG= 94-101\n\nDAB= n
 one \n\nDPP= X\n\nMATERIALS:\n*calculators\n*rulers\n*protractors\n*base
 -ten pieces\n*pattern blocks\n*fraction chart SG 336 x 17\n*URG 96-100 x
  17
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060412T045959Z
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=US/Central:20060223T125500
SUMMARY:Math Facts Mastery
UID:0587EC8A-5A12-4857-B58F-6626A59FDD9C
SEQUENCE:4
DTSTAMP:20060215T211833Z
DURATION:PT35M
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20050817T162431Z
UID:EDDCA99C-CA98-4791-9D56-6E40EE0B1B58
SEQUENCE:6
DTSTART;TZID=US/Central:20040830T133000
SUMMARY:MATH 1.5 Arm Span vs. Height (Day 2)
DTEND;TZID=US/Central:20040830T145000
DESCRIPTION:MATH 1.5 Arm Span vs. Height (Day 2)\n\nURG= pgs 71-87\n\nSG
 = pgs 17-23\n\nDAB= pgs 7-8\n\nDPP= M-T\n\nHW = SG pg 23\n\nMATERIALS:\n
 - 4 metersticks or yardsticks or each of 3 stations\n- rulers\n- calcula
 tors\n- masking tape\n- \"Jerome's Family: Hand Lengths and Heights\" tr
 ans  URG 84\n- trans of 3-column data table (one copy for each student o
 r use poster for class)\n- OAR\n- IAS
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20050830T045959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051219T053020Z
UID:F8D0374B-0A21-4A08-98CD-4498155AC5E6
SEQUENCE:9
DTSTART;TZID=US/Central:20051220T123000
SUMMARY:MATH 7.7 Multiplying Round Numbers
DESCRIPTION:MATH 7.7 Multiplying Round Numbers\n\nThe students will mult
 iply multidigit numbers with ending zeroes as well as estimate products.
  \n\nACTIVITY: Students use patterns involving multiplying multidigit nu
 mbers that end in zeros. Students practice estimating. \n\nVOCAB:\nnone\
 n\nURG= 86-92\n\nSG= 207-210\n\nDPP= AA\,BB \n\nSEATWORK:\nRead and disc
 uss SG 207 then complete 1-4. Discuss SG 208 #s 5-7. Students complete S
 G 209 #s 10-19. Complete URG 90.\n\nHOMEWORK:\nSG 209-210 #s 1-24.\n\nMA
 TERIALS:\n*calculators
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20060130T022127Z
UID:A3DEEB01-694D-4934-BC12-A58A3CD9F021
SEQUENCE:13
DTSTART;TZID=US/Central:20060203T123000
SUMMARY:MATH 9.8 Constructing a Prism Day 1 
DTEND;TZID=US/Central:20060203T133000
DESCRIPTION:MATH 9.8 Constructing a Prism Day 1 \n\nThe students will de
 monstrate the skills learned in this unit by measuring angles with a pro
 tractor\, identifying turn and line symmetry\, and constructing a net. \
 n\nASSESSMENT ACTIVITY: The students will design a net for a triangular 
 prism and answer questions about symmetry\, angles\, and volume. \n\nVOC
 AB:\nnone\n\nURG= 100-106\n\nSG= none \n\nDAB= none \n\nDPP= S\,T \n\nSE
 ATWORK:\nComplete URG 105 individually.\n\nHOMEWORK:\nnone\n\nASSESSMENT
 :\nFormal-Constructing a Prism student sheet graded on 4-point rubric.\n
 \nMATERIALS:\n*protractors\n*rulers\n*scissors\n*tape\n*calculators\n*UR
 G 105 x 16\n*centimeter grid paper x 16
RRULE:FREQ=YEARLY;INTERVAL=1
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20050817T162431Z
UID:7E813FC9-25BC-43A3-AE71-820C7264F82F
SEQUENCE:3
DTSTART;TZID=US/Central:20050117T124500
SUMMARY:MATH 9.2 What's Your Angle? Day 1
DESCRIPTION:MATH 9.2 What's Your Angle? Day 1\n\nThe students will name 
 angles\, identifing them as acute\, obtuse\, or right and learn to measu
 re using a protractor. \n\nACTIVITY: The students will review the concep
 ts of angle and angle measure and learn to meausre angles using a protra
 ctor. \n\nASSESSMENT: Measuring Angles 2 (DAB 129)\n\nURG= 35-48\n\nSG= 
 243-250 \n\nDAB=  pg 123 part 2\n\nDPP= C\,D \n\nMATERIALS:\n*protractor
 s\n*cardboard corners or plastic right triangles. 
RRULE:FREQ=YEARLY;INTERVAL=1;UNTIL=20060117T055959Z
END:VEVENT
BEGIN:VEVENT
DURATION:PT1H
DTSTAMP:20051113T200724Z
UID:6ED7E187-3E10-4639-BF9E-EFCBFCFDEB80
SEQUENCE:14
DTSTART;TZID=US/Central:20051115T123000
SUMMARY:MATH 5.8 Midterm Test Day 2 of 2
DESCRIPTION:MATH 5.8 Midterm Test\nDay 2 of 2\n\nThe students will demon
 strate their knowledge of concepst and skills developed since the begini
 ng of the year.\n\nASSESSMENT ACTIVITY:\nThe students will take a short-
 item t