Counting and writing numerals from 0 to 110Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Counting and skip countingMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Counting and skip countingMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource is a remix from Illustrative Mathematics https://tasks.illustrativemathematics.org/content-standards/tasks/1086.Considering the original resource, there are a few suggestions added to the remix. Modification 1 - Instead of providing students one type of bean ( as originally stated), it would allow curiosity if students were provided with an assorted selection of beans/seeds like sunflower seed, carrot seed, peas and bean, along with which the unifix cubes can be color-coded for each bean/seed. This would benefit all types of learners as they will be able to visualize and build a concrete conceptual understanding of the content.  Modification 2 - This modification allows students to choose the unit of measure and provide them with different types of ruler ( mm, cm and inches), promoting mathematical discourse on customary and metric conversions as they engage in selecting the appropriate unit of measure. This allows students to identify the unit of measure in an active learning environment. As teachers incorporate these two modifications, it allows students to develop a growth mindset by understanding how mathematics and science go hand in hand, encouraging literacy within the curriculum.   

Students will be creating their own growing pattern using manipulatives, such as shapes, pattern blocks, or linking cubes. In creating their own growing pattern, students will debug to make sure that their growing pattern is correct. Students will also be given growing patterns with a mistake and they will have to debug to find the error and fix it.

The students will learn about growing patterns and how to connect this mathematical term to a warm-up in music.

Determining patterns created by counting by twos, fives, and tens on hundreds chart Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Students will analyze groups of items and compare and contrast the attributes that led to the development of a group like living or nonliving and subsets like animals and plants. When categorizing attributes students must make observations of patterns, similarities, and differences in physical properties to further divide the group into subsets. In computer science, actions can be classified as algorithms. Students will use a dichotomous key to classify and place organisms into specific subsets within a pond ecosystem based on their physical attributes.

This image can be used in numerous ways. Consider printing in color and laminating for students to use with dry erase markers. Students can work in small groups to play ¿Quién soy yo? (Who am I?). Students can choose one character and their partner can ask them questions to try and narrow down who their partners identity is. As the student gets answers to their questions they can cross out any images that could not be their partner. Partners play until the student is able to guess the right person.

Teacher can review a series of question starters to help students think about what types of questions are appropriate to ask. Students can also be encouraged to answer their questions with the correct gender and number in order to help their partner determine who they are.

The pair that guess each others image in the fewest questions can "win".
Example)
¿ Llevas lentes?
¿ Eres joven o viejo?
¿ Eres pelirrojo?
¿ Te gusta el color rojo?
¿ Eres canoso?

This image can be used in numerous ways. Consider printing in color and laminating for students to use with dry erase markers. Students can work in small groups to play ¿Quién soy yo? (Who am I?). Students can choose one character and their partner can ask them questions to try and narrow down who their partners identity is. As the student gets answers to their questions they can cross out any images that could not be their partner. Partners play until the student is able to guess the right person.

Teacher can review a series of question starters to help students think about what types of questions are appropriate to ask. Students can also be encouraged to answer their questions with the correct gender and number in order to help their partner determine who they are.

The pair that guess each others image in the fewest questions can "win".
Example)
¿ Llevas lentes?
¿ Eres joven o viejo?
¿ Eres pelirrojo?
¿ Te gusta el color rojo?
¿ Eres canoso?

The HEART Force curriculum builds understanding of wildfire, flood, or drought in the context of place-based community resilience.

In this interactive game, students work in three "resilience teams" to solve community challenges that arise during the course of an extreme drought event by using available individual and community resources.

This interactive game has students work in three ���zone response teams��� to solve community challenges that arise during the course of an extreme flooding event by using available individual and community resources.

In this interactive game, students work in three ���zone response teams��� to solve community challenges that arise during the course of a wildfire event by using available individual and community resources.

As part of our Summer With The Arts series, Women’s Memorial Collections Manager Amy Poe sits down with Gail Belmont and April Goodwin-Gill. Gail and April discuss how their military service played a central role in shaping who they are and how it has influenced their work as artists. Gail and April have found healing and comfort in their art and use it to inspire other veterans, service members, and their communities. Listen to the powerful stories of these veteran artists and learn about the meaning and creative process behind their art. Staying true to our mission, HERstory programming explores the lived experiences of women veterans throughout American history. HERstory is a program where women veterans share their stories in video chats with President Wilson.We are the leading memorial and education center honoring women’s contributions to the service of our nation.   As the only historical repository documenting all military women’s service, we educate and inspire through innovative and interactive exhibitions, our world-class collections, and engaging programs and events for all generations. We honor the commitment, contributions and experiences of every woman who serves in, or with, the Armed Forces.

Denise discusses her time in the military as well as the Tomb of the Unknown Soldier. Denise works for the Naval History and Heritage Command. She began her career as an active-duty Coast Guard officer. After September 11, 2001, she helped create the Transportation Security Administration and the Department of Homeland Security. She also served as Senior Counsel on the House of Representatives Homeland Security Committee. During President Obama’s first term, she was the Maritime Administration Chief Counsel and Special Counsel to the U.S. Department of Transportation General Counsel. Krepp’s family has long served in the military, including her husband, mother, father, uncles, grandfather, great uncles, and the generations before them. Staying true to our mission, HERstory programming explores the lived experiences of women veterans throughout American history. HERstory is a program where women veterans share their stories in video chats with President Wilson. We are the leading memorial and education center honoring women’s contributions to the service of our nation.   As the only historical repository documenting all military women’s service, we educate and inspire through innovative and interactive exhibitions, our world-class collections, and engaging programs and events for all generations. We honor the commitment, contributions and experiences of every woman who serves in, or with, the Armed Forces.

Dr. Betty Moseley Brown sits down with MWM President Phyllis Wilson to discuss her service in the United States Marines as well as her upcoming book Leadership Lessons: Personal Reflections From a Woman Marine. Dr. Moseley Brown is currently the Designated Federal Official for the Veterans’ Family, Caregiver and Survivor Federal Advisory Committee. Prior to this position, she was the Associate Director, Center for Women Veterans since November 2004. From September 2012 – September 2018, she served as the 19th National President of the Women Marines Association. Staying true to our mission, HERstory programming explores the lived experiences of women veterans throughout American history. HERstory is a program where women veterans share their stories in video chats with President Wilson.We are the leading memorial and education center honoring women’s contributions to the service of our nation.   As the only historical repository documenting all military women’s service, we educate and inspire through innovative and interactive exhibitions, our world-class collections, and engaging programs and events for all generations. We honor the commitment, contributions and experiences of every woman who serves in, or with, the Armed Forces.