Sample Math Backwards Planning Template K5 Page 2
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1
2Sample
Math
Backwards
Planning
Template
(K5)
Topic
1:
Numeration
Grade
3
Date:
8
days
Step
3
Read
the
Language
of
Math
(front
of
book)
to
identify
key
vocabulary
that
will
be
taught
and
used
Which
activities
provide
opportunities
for
students
in
this
topic.
to
talk
and
write
the
key
math
language?
How
can
this
vocabulary
be
used
in
other
content
areas?
‐
Digits,
place
value,
thousands,
ten
thousands,
hundred
thousands,
period,
standard
form,
expanded
form,
word
What
math
vocabulary/language
do
I
expect
to
hear
form,
compare,
order,
dollar
sign,
decimal
point
my
students
use
(talk)?
‐What
math
vocabulary/language
do
I
expect
my
Do
You
Understand
Lessons
1‐3
#6,
1‐4
#5,
1‐5
#6,
1‐6
#5,
1‐8
#3;
Writing
to
Explain
Lessons
1‐1
#22,
1‐2
#21,
1‐
students
to
write?
5
#22,
1‐6
#18,
1‐8
#8;
Last
question
on
Quick
Check
Master
Lessons
1‐1,
1‐2,
1‐3,
1‐4,
1‐5,
1‐6,
1‐7,
1‐8
‐Where
and
how
can
I
include
student
writing?
Step
4
Review
required
assessments
for
this
topic.
Refer
to
the
grade
level
pacing
documents.
Take
the
test
How
else
might
student
depth
of
understanding
be
and
do
the
math
involved.
Note
any
misconceptions
or
common
mistakes
that
students
might
assessed
besides
the
required
formal
assessments?
encounter.
Use
the
Error
Intervention
section
to
help
avoid
these
problem
areas.
How
might
other
content
areas
assess
key
math
learning?
‐What
do
I
expect
my
students
to
write,
draw,
show,
Write
the
numbers
in
correct
order,
including
the
day
of
the
week
State
whether
they
agree
or
disagree
with
the
statement.
say,
etc?
(Gr.
1
–
5
review
the
ISAT
Format
Rubric)
State
the
value
of
the
6
and
explain
using
place
value
language
how
they
know
their
value
is
correct
(i.e.
hundreds
place,
thousands
place,
place
value,
location
of
the
hundreds/thousands
place
in
relationships
to
the
comma).
‐What
difficulties
and/or
misunderstandings
do
I
expect
my
students
to
have
with
the
concepts?
Misunderstand
comparison
of
numbers
from
the
right
instead
of
left.
Reinforce
comparing
numbers
from
the
left
because
if
the
greatest
digits
are
not
the
same,
then
the
remaining
digits
do
not
have
to
be
compared.
Use
place
‐What
adjustments
will
I
make?
value
blocks
and
charts
to
compare
numbers.
Difficulty
with
zeros.
Remind
students
to
break
down
numbers
into
hundreds,
tens
and
ones.
Ask
guided
questions
about
the
value
of
each
digit.
Difficulty
changing
expanded
form
to
‐What
models
will
I
use
(manipulatives,
hundreds
standard
form.
Students
can
arrange
numbers
in
a
place‐value
chart
and
add.
chart,
number
line,
etc.)
to
help
students
represent
and
communicate
their
math
thinking?
Place
value
blocks
or
teaching
tools
24
25,
two
color
counters,
bills
and
coins
or
teaching
tool
36,
hundred
chart
Step
5
Review
the
Topic
Differentiated
Instruction
Games,
Daily
Spiral
Review,
and
Problem
of
the
Day
How
will
you
provide
support
for
what
students
are
for
key
math
concepts
(topic
pouch).
expected
to
say
and
do?
‐
How
will
these
components
support
the
key
math
Intervention
Use
place
value
blocks
&
charts
to
represent
numbers,
write
values
of
digits,
write
numbers
in
expanded
and
word
in
the
topic?
form,
make
3
&
4‐
digit
numbers
&
compare
with
a
partner,
order
numbers
from
greatest
to
least
using
place
value
charts,
model
counting
change,
use
coins
to
show
equivalent
representations,
create
list
by
making
all
pairs
On
Level
‐How
will
I
incorporate
these
within
the
curriculum
Read
&
explain
numbers
in
expanded/word
form,
play
place
value
games,
compare/order
numbers
and
justify
and/or
across
the
curriculum?
choices,
explain
how
to
find
value
of
bills/coins,
counts
to
make
change,
make
an
organized
list
Advanced
Analyze/explain
how
to
find
number
with
clue,
create
greatest
number,
create/read/write
numbers,
tell
how
much
greater
one
number
is
from
another,
display
amount
using
fewest
number
of
coins,
solve
an
org
list
problem
Daily
Spiral
Review:
Lessons
1‐1,
1‐2,
1‐3,
1‐4,
1‐5,
1‐6,
1‐7,
1‐8,
1‐9
Problem
of
the
Day:
Lessons
1‐2,
1‐3,
1‐4,
1‐5,
1‐6,
1‐8,
1‐9
Every
Day
Counts:
Daily
Depositor
(August
–June)
Springfield
Public
Schools,
July
27,
2010
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