Math: Hook: "We are going to rock the test on Thursday. We are going to practice some crazy mixed numbers."
Wrap-up: Take out your homework planners and write down to study for your math tests. The test will look a lot like page 340. I know you are going to great on your tests."
Social Studies:

"We're listening to Emma right now, I'm not sure we are doing a good job of it."

Tuesday 3/16

Guided Reading wrap up: "As you go about your everyday life, think about things that stand out to you, things that could be clues."

Science hook: "Raise your hand if you think that humans are at the top of the food chain."
Science wrap-up: Beyond just your household pets, think about, is that an omnivore, is that a herbivore, or is that a carnivore?

Monday 2/1

Guided Reading: painting Georgia O'Keefe

Monday 1/25

Tfillah: using the KLW for discussion about the Amidah

Description: students sit on the rug with their סידורים and contribute to a chart paper: "What do you know about the Amidah?"

Answers: It's also called the Shmonah Esrei, you stand, some is said out loud, some is said silently, you start by taking 3 steps back and 3 steps forward, you bow and bend for the first 2 ברכות and at the end.

Pros: taps into students' prior knowledge, gets them engaged, allows teachers to identify and clear up misconceptions as they arise

Cons: discussion goes in the direction the students take it, can be unorganized, some students may be silent because they don't know what's going on, challenging to get all students to participate

Use chart paper to make the discussion concrete, use the whiteboard for illustrations, explanations, etc.

Tuesday, Jan. 5

Math: introducing geometry
Teacher: What do you know about geometry? What do you think of?

Shapes lines and angles

Spheres

I get it mixed up with geography

Squares, lines

Teacher: Read p. 270, What did you do over your vacation that made you think of lines and angles?

We had to form a V to sing a rap

Skiing: parallel skis

You can make angles with your skis

Ice skating, carving lines into the ice

Teacher: Look at the diagram. What is M? (a point) What is N? (another point). What do the arrows at the end of the line mean?

It means it goes on forever

Teacher: Read the definition of line. Then, read the definition of ray, end, point

Student asks if a line can end at both ends.

Teacher: Who can answer that question?

It's called a line segment.

Teacher draws a diagram of intersecting streets. What kinds of lines are these?

One student answers perpendicular, one answers intersecting. Students mostly answer perpendicular, but some answer perpendicular.

Teacher: Let's look in the book. Keep reading.

Students read that lines EF and GH are intersecting, lines that form right angles are perpendicular

Teacher: Which diagram on the board are intersecting?
(Note: I think that students didn't understand the difference between perpendicular and intersecting - the key being right angles versus crossing)
Teacher: Pause here, work independently on p. 271, #1-13, on loose-leaf binder.

Student questions/issues: How to identify lines, rays, angles, vertex, point, characteristics of perpendicular and parallel lines, labeling angles, lines, etc. Angles: labeling, naming angles. They didn't understand that there are 3 ways to write an angle, and that the vertex is the most important part. (The teacher identified this and went over it as a class)

Teacher: turn to the person next to you and point out the line KL.

G-d Writing piece:
Teacher: write down some thoughts about G-d. Prompt: (using a T chart) When I think about G-d, I think... & I believe G-d...

## Wednesday 3/17

Math: Hook: "We are going to rock the test on Thursday. We are going to practice some crazy mixed numbers."Wrap-up: Take out your homework planners and write down to study for your math tests. The test will look a lot like page 340. I know you are going to great on your tests."

Social Studies:

"We're listening to Emma right now, I'm not sure we are doing a good job of it."

## Tuesday 3/16

Guided Reading wrap up: "As you go about your everyday life, think about things that stand out to you, things that could be clues."Science hook: "Raise your hand if you think that humans are at the top of the food chain."

Science wrap-up: Beyond just your household pets, think about, is that an omnivore, is that a herbivore, or is that a carnivore?

## Monday 2/1

Guided Reading: painting Georgia O'Keefe## Monday 1/25

Tfillah: using the KLW for discussion about the Amidah## Tuesday, Jan. 5

Math: introducing geometryTeacher: What do you know about geometry? What do you think of?

- Shapes lines and angles
- Spheres
- I get it mixed up with geography
- Squares, lines

Teacher: Read p. 270, What did you do over your vacation that made you think of lines and angles?- We had to form a V to sing a rap
- Skiing: parallel skis
- You can make angles with your skis
- Ice skating, carving lines into the ice

Teacher: Look at the diagram. What is M? (a point) What is N? (another point). What do the arrows at the end of the line mean?- It means it goes on forever

Teacher: Read the definition of line. Then, read the definition of ray, end, point- Student asks if a line can end at both ends.

Teacher: Who can answer that question?- It's called a line segment.

Teacher draws a diagram of intersecting streets. What kinds of lines are these?- One student answers perpendicular, one answers intersecting. Students mostly answer perpendicular, but some answer perpendicular.

Teacher: Let's look in the book. Keep reading.- Students read that lines EF and GH are intersecting, lines that form right angles are perpendicular

Teacher: Which diagram on the board are intersecting?(Note: I think that students didn't understand the difference between perpendicular and intersecting - the key being right angles versus crossing)

Teacher: Pause here, work independently on p. 271, #1-13, on loose-leaf binder.

- Student questions/issues: How to identify lines, rays, angles, vertex, point, characteristics of perpendicular and parallel lines, labeling angles, lines, etc. Angles: labeling, naming angles. They didn't understand that there are 3 ways to write an angle, and that the vertex is the most important part. (The teacher identified this and went over it as a class)

Teacher: turn to the person next to you and point out the line KL.G-d Writing piece:

Teacher: write down some thoughts about G-d. Prompt: (using a T chart) When I think about G-d, I think... & I believe G-d...