Math Daily Journal- May

Format
PDF (4 MB|34 pages)
Standards
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Digital Download
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  1. Spring Daily Math Journals are March, April, May Math Journals-Activities for each day.All journals are Daily Problem Solving activities. They may be purchased individually.The Math Journals in the bundle follow the skill areas of Math's Common Core. The kiddos are able to work independently or
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Description

Product Description

The May Daily Journal are printable  are skills and worksheets centered on a  Kentucky Derby and spring theme.

I like the journal as a morning job, but it works great as a part of workshop, homework, or learning centers.

The activities include word problems, counting, problem solving, money, and partner activities that spiral on skills throughout the year.

It covers and practices all of the common core objectives.

It’s important the kiddos have fun while learning and yet get practice and review throughout the year.

The contents include

May Math Journal Activities

Calendar

Kentucky Derby

Name Value

Derby Race

Story problems

Partner Games

Graphing Activities

Money

Tally

Addition and Subtraction

Understanding Fractions

Measuring

3 Dimensional Shapes

Candy Fraction half

Number Order

Related contents

If you like this product, you may also be interested in my Common Core

January Math Journal, Math-March Madness

February math journal Take Me Out to the Ball Game

March Math Journal

April Math Journal

Coin Game

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Format This download is a PDF.

Total Pages
34 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Understand that each successive number name refers to a quantity that is one larger.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Understand the relationship between numbers and quantities; connect counting to cardinality.

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