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Welcome to our Website!

Mrs. Arnold 

 

Things to focus on:

 

  • Always do your best work and try your hardest - Be proud of your work!
  • Reading every night!  We are working on AR Quizzes!  Please check and make sure your child is meeting his/her goal by EVERY Day 6.
  • Math - Here is a glance at our Math Curriculum for Chapter 1!
    • I can use properties to explain patterns on an addition table.
    • I can round numbers.
    • I can use rounding to estimate sums.
    • I can add more than two addends.
    • I can use the break apart strategy to add 3-digit numbers.
    • I can use place value to add 3-digit numbers.
    • I can round to estimate differences.
    • I can use mental math to find differences.
    • I can use place value to subtract 3-digit numbers.
    • I can use the combine place values strategy to subtract 3-digit numbers.
    • I can use the strategy, draw a diagram, to solve 1 and 2 step addition and subtraction problems.

  •   Math - Chapter 2:
    • I can organize data in tables and solve problems using the strategy make a table.
    • I can read and interpret data in a scaled picture graph.
    • I can draw a scaled picture graph to show data in a table.
    • I can read and interpret data in a scaled bar graph.
    • I can draw a scaled bar graph to show data in a table of picture graph.
    • I can solve one- and two-step compare problems using data represented in scaled bar graphs.
    • I can read an interpret data in a line plot and use data to make a line plot.

  • Math - Chapter 3:
    • I can model and skip count objects in equal groups to find how many there are.
    • I can write an addition sentence and a multiplication sentence for a model.
    • I can solve one- and two-step problems by using the strategy draw a diagram.
    • I can use arrays to model products and factors.
    • I can model the Commutative Property of Multiplication and use it to find products.
    • I can model multiplication with the factors 1 and 0.

  • Math - Chapter 4:
    • I will draw a picture, count by 2's, or use doubles to multiply with the factors 2 and 4.
    • I will use skip counting, a number line, or a bar model to multiply with the factors 5 and 10.
    • I will draw a picture, use 5s facts and addition, doubles, or a multiplication table to multiply with the factors 3 and 6.
    • I will use the Distributive Property to find products by breaking apart arrays.
    • I will use the Commutative or Distributive Property or known facts to multipy with the factor 7.
    • I will use the Associative Property to multiply with three factors.
    • I will identify and explain patterns on the multiplication table.
    • I will use doubles, a number line, or the Associative Property of Multiplication to multiply with the factor 8.
    • I will use the Distributive Property with addition or subtraction or patterns to multiply with the factor 9.
    • I will solve multiplication problems by using the startegy:  make a table.


  • Math Chapter 5:             
    • I will identify and describe a number pattern shown in a function table.
    • I will use an array or a multiplication table to find an unknown factor.
    • I will solve multiplication problems by using the strategy, draw a diagram.
    • I will use base-ten blocks, a number line, or place value to multiply with multiples of 10.
    • I will model and record multiplication with multiples of 10.

  • Math Chapter 6:
    • I can solve division problems by using the stratey, Act it Out.
    • I can use models to explore the meaning of partitive (sharing) division.
    • I can use models to explore the meaning of quotative (measurement) division.
    • I can model division by using equal groups and bar models.
    • I can use repeated subtraction and a number line to relate subtraction to division.  
    • I can model division by using arrays.
    • I can use bar models and arrays to relate multiplication and division as inverse operations.
    • I can write related multiplication and division facts.
    • I can divide using the rules for 1 and 0.

  • Math Chapter 7:
    • I can use models to represent division by 2.
    • I can use repeated subtraction, a number line, or a multiplication table to divide by 10.
    • I can count by 5's, count back on a number line, or use 10's facts and doubles to divide by 5.
    • I can use equal groups, a number line, or a related multiplication fact to divide by 3.
    • I can us an array, equal groups, factors, or a related multiplication fact to divide by 4.
    • I can use equal groups, a related multiplication fact, or factors to divide by 6.
    • I can use an array, a related multiplication fact, or equal groups to divide by 7.
    • I can use repeated subtraction, a related multiplication fact, or a multiplication table to divide by 8.
    • I can use equal groups, factors, or a related multiplication fact to divide by 9.
    • I can solve 2-step problems by using the strategy: act it out.
    • I can perform operations in order when there are no parentheses.
  • Math Chapter 8:
    • I can explore and identify equal parts of a whole.
    • I can divide models to make equal shares.
    • I can use a fraction to name one part of a whole that is divided into equal parts.
    • I can read, write, and model fractions that represent more than one part of a whole that is divided into equal parts.
    • I can represent and locate fractions on a number line.
    • I can relate fractions and whole numbers by expressing whole numbers as fractions and recognizing fractions that are equivalent to whole numbers.
    • I can model, read, and write fractional parts of a group.
    • I can find fractional parts of group using unit fractions.
    • I can solve fractions problems by using the strategy: draw a diagram.

  • Math Chapter 9
    • I can solver comparison problems by using the strategy:  act it out.
    • I can compare fractions witht he same denominator by using models and reasoning strategies.
    • I can compare fractions with the same numerator by using models and reasoning strategies.
    • I can compare fractions by using models and strategies involving the size of the pieces in the whole.
    • I can compare and order fractions by using models and reasoning strategies.
    • I can equivalent fractions by folding paper, using area models, and using number lines.
    • I can generate equivalent fractions by using models.


  • Math Chapter 10
    • I can read, write, and tell time on analog and digital clocks to the nearest minute.
    • I can decide when to use A.M. and P.M. when telling time to the nearest minute.
    • I can use a number line or an analog clock to measure time intervals in minutes.
    • I can use a number line or an analog clock to add or subtract time intervals to find starting or ending times.
    • I can solve problems involving addition and subtraction of time intervals by using the strategy draw a diagram.
    • I can measure length to the nearest half or fourth inch and use measurement data to make a line plot.
    • I can estimate and measure liquid volume in liters.
    • I can estimate and measure mass in grams and kilograms.
    • I can add, subtract, multiply, or divide to solve problems involving liquid volumes or masses.

  • Math Chapter 11 -
    • I can explore perimeter of polygons by counting units on grid paper.
    • I can estimate and measure perimeter of polygons using inch and centimeters rulers.
    • I can find unknown length of a side of a polygon when you know its perimeter.
    • I can explore perimeter and area as attributes of polygons.
    • I can estimate and measure area of plane figures by counting unit squares.
    • I can relate area to addition and multiplication by using area models
    • I can solve area problems by using the strategy:  find a pattern.
    • I can apply the Distributive Property to area models and to find the area of combined rectangles.
    • I can compare areas of rectangles that have the same perimeter.

  • Math Chapter 12 - 
    • I can identify and describe attributes of plane shapes.
    • I can describe angles in plane shapes.
    • I can identify polygons by the number of sides they have.
    • I can determine if lines or line segments are intersecting, perpendicular, or parallel.
    • I can describe, classify, and compare quadrilaterals based on their sides and angles.
    • I can draw quadrilaterals.
    • I can describe and compare triangles based on the number of sides that have equals length and by their angles.
    • I can solve problems by using the strategy: draw a diagram to classify plane shapes.
    • I can partition shapes into parts with equal areas and express the area as a unit fractions of the whole.

  • Reading - Our Current Story: Bat Loves the Night

      • Spelling Focus - Long and Short Vowels


      • Grammar Focus - Being Verbs

      • Vocabulary

 

      •  Comprehension Focus 
          • Sequencing

      • Writing Focus - Narrative


  • Writing - Students are expected to:
    • write neatly and legibly
    • write in complete sentences
    • Proof-read their own work
    • Begin with topic sentences
    • End with concluding sentences
    • Review and learn varied styles of writing

 


Wingdale Elementary School   6413 Route 55   Wingdale, NY 12594   Phone: (845) 877-5720   Fax: (845) 877-5729

The Dover Union Free School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities.  
The following people have been designated to handle inquiries regarding the non-discrimination policies:

Donna Basting, Assistant Superintendent for Curriculum, Staff Development, and Technology
2368 Route 22, Dover Plains, NY  12522
845-877-5700 x1233 

Genie Angelis, High School Principal
2368 Route 22, Dover Plains, NY  12522
845-877-5700 x1143

For further information on notice of non-discrimination, visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the office that serves your area, or call 1-800-421-3481.

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