Date | TOPIC | CCCS | OBJECTIVES | Suggested Activities and Real World Applications | Required and Supplemental Resources | Projects & Trips |

I. Number Sense and Numerical Operations | ||||||

9/9 – 9/12 | Prep | · Go over class rules and get students adjusted to setting | ||||

9/14 – 9/25 | Recognizing numbers | 4. 1(A1)(C1) | Students will be able to: - To recognize Roman Numerals. - Find the pattern for place value names. - Find the place value of digits. - Associate numbers to real world information | · Students will compare Roman numerals to their whole number value (teacher created activity). · Write and recognize the place value of numbers (ex: 1/10 and .1) · Using number blocks students will see the hundreds, tens, and ones place value. |
-Understanding Numeration – Understanding Whole Numbers & Integers – The meaning of whole Numbers. | Project Students will be given a large budget to furnish a 3 room apartment. Students should research items needed, cost, and create a presentation format to illustrate their findings and use of their budget to be presented to the class. TRIP Students will visit the NJ State Museum in order to see different exhibits on architecture. |

Date | TOPIC | CCCS | OBJECTIVES | Suggested Activities and Real World Applications | Required and Supplemental Resources | Projects & Trips |

9/14 – 9/25 | Counting Numbers | 4.1 (A3)(A6) | Students will be able to: - Recognize greater than and less than and the associated symbols. - Round numbers - To estimate sums and differences. | · Using money students will write the symbols for greater than and less than depending on the monetary value shown. · Students will make estimates of the cost of items by rounding to the nearest whole numbers. · Students will compare items at the supermarket and figure out which one is greater than or less than. | Moving with Numbers: -Workbook C1 pgs. 11-16 | |

9/29- 10/16 | Adding and Subtracting Numbers | 4.1 (B1) | Students will be able to: - To find the sums and differences when calculating large numbers. - Recognize the mathematical application to use when calculating a budget. - Understand and use the inverse relationships of addition and subtraction | · Students should research the price of various grocery items and determine the cost. · Students should be given a specific budget and determine amount that can be allotted for living necessities, creating a chart using technology to illustrate results. |
-Understanding Numeration -Understanding Whole Numbers & Integers - Adding and Subtracting Whole Numbers |

Date | TOPIC | CCCS | OBJECTIVES | Suggested Activities and Real World Applications | Required and Supplemental Resources | Projects & Trips |

10/19 – 11/6 | Multiplying and Dividing Numbers | 4.1(B3)(B5) | Students will be able to: - Multiply by 2 digit numbers using a calculator. - Recognize the mathematical application to use when calculating a budget. - Understand and use the inverse relationships of multiplication and division, | · Students should use a calculator to determine the e expected wages for a specific number of hours worked. · Students should be allotted a specific amount of chips, tickets, etc… for completion of a number assignments per week, keep an assignment log (given by the teacher) and keep track of weekly earnings. Students should earn specific privileges or items according to what they have earned. · Students will be able to multiply and divide |
- Understanding Numeration - Understanding Whole - Numbers & Integers - Multiplying and Dividing Whole Numbers | |

11/9 – 11/13 | Fractions and Decimals | 4.1(A1) | Students will be able to: - Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers; - Work flexibly with fractions, decimals, and percents to solve problems; | · Students will compute interest rate of real world items such as cars, furniture, etc…use a calculator to · Students will complete activities where they would have to use a calculator to determine interest earned through banking. · Use geo-board to help understand fractions see page 78 on C2 workbook. |
-The meaning of fraction -Equivalent fractions Introduction to decimals percents, fractions, decimals. | |

Date | TOPIC | CCCS | OBJECTIVES | Suggested Activities and Real World Applications | Required and Supplemental Resources | Projects & Trips |

11/16/09 - 11/17/09 | | | Term Assessment | Benchmark assessment given to students |