Comprehensive Summer Camp Curriculums Join camp leaders on a new summer journey!
SUMMER CURRICULUMS GRADES K to 5 SOLE SOURCE
Treat your students to a fun-filled summer of learning! LitCamp and MathCamp are a powerhouse pair of programs where kids thrive in a summer camp experience that builds skills, boosts confidence, and prepares students for the upcoming year. These evidence-based solutions in English and Spanish make summer learning engaging for students, easy for families, and effective for everyone.
NEW for 2025!
NEW for 2025!
is a writer and musician who has always danced to the beat of her own drum. She is the author of the picture book Can U Save the Day? and the 21st Century Junior Library: Together We Can: Pandemic early reader series. Shannon lives with her husband, Greg, and her children, Cassidy and Tye, in Louisville, Kentucky. Learn more about her at shannonstocker.com. is a picture book illus trator, author, and painter. She was born in Washington, D.C., grew up in Panama surrounded by nature and her dad’s art supplies, and currently lives in Germany with her family. You can see more of her work at devonholzwarth.com.
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LitCamp and LitCamp en español are summer literacy curriculums that incorporate Science of Reading best practices in an engaging summer camp experience. To learn more, see pages 16–19.
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NEW!
en español
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come to MathCamp, a powerful summer learning experience that . . . des students with vibrant math instruction and abundant unities for hands-on practice in a welcoming, enriching “summer- atmosphere. rigorous, engaging, and motivating standards-based lessons ed to reinforce mathematical concepts, build foundational skills, nowledge growth, and encourage collaborative and creative m-solving. tes the development and practice of critical personal skills to agency, resilience, and positive math dispositions, ensuring that ts are equipped with the tools they need to approach all learning onfidence. ates Math Heroes, real-world examples of people near and far monstrate that math is everywhere and in nearly everything … or dream to do!
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EL PODER DE LAS MATEMÁTICAS: Multiplicar y dividir por potencias de diez 40 MIN
Introduce Distribute Math Power Worksheets 1 and 2. Give each camper a sticky note and two different color crayons. In this lesson, campers will organize and compare data. Campers, let’s imagine that we’re planning a field trip. First, we have to make a choice. We can MATH POWER: Organize and Compare Data 40 MIN Some people like water parks better. They’re a good place to cool off when it’s hot outside. Other people like amusement parks better. They have lots of fun rides and games to play. How might we find out which one Math Campers like better? Inspire Look at the chart on Worksheet 1. It’s called a bar chart. What do you notice about the bar chart? What do you wonder? go to a water park or to an amusement park. It’s a difficult decision! Give campers a moment to share which they’d choose, then continue.
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Have campers count aloud with you to determine the number of sticky notes for each type of park. Record the numbers on the board. Write the greater than (>), less than (<), and equal (=) symbols on the board. Review their meanings with campers and explain that they’re used to compare numbers. Campers, who can tell me a math sentence that compares the number of votes for water park to the number of votes for amusement park? Write both totals on the board, side by side, with a space between for the greater than, less than, or equal sign. Ask campers which symbol makes the statement true and add it. Have campers look at Problem 1 on Worksheet 1 . We’ll use a bar chart to compare data. Use one color to fill in the bar for water park. How many votes are there for water park? How can we show this on the bar chart? Use a different color to
Pregunte: ¿Por qué 100 es una potencia de 10? Ayude a los participantes a recordar que 100 es una potencia de 10 porque 10 × 10 = 100. Recuérdeles que 10 también se considera una potencia de 10.
Presentar En esta lección, los participantes multiplicarán y dividirán números enteros y decimales por potencias de 10. Distribuya las hojas de actividades 1 y 2 y tablas de valor posicional a los participantes. ¿Qué objetos tienen una masa tan pequeña que pueden levantarlos? ¿Qué objetos tienen una masa tan grande que no pueden levantarlos? Dé a los participantes un momento para que piensen y luego invite a voluntarios a comentarlo.
RANGE OF LEARNERS Increase Access: Have campers number each colored square on the bar chart to make a connection between the colored bar and the corresponding number at the bottom. Increase Challenge: Encourage campers to use the > and < symbols to write two comparison statements about the number of votes for each type of park.
ALUMNOS MULTILINGÜES Invite a los participantes a decir en voz alta los números de la tabla de valor posicional donde están anotando las potencias de 10 y a comparar las palabras con el inglés. Ayúdelos a usar lenguaje comparativo, como por ejemplo: ______ es 10 veces ______ (mayor/menor) que ______.
Completemos la tabla para determinar la masa de los diferentes objetos usando lo que sabemos sobre la masa de la botella de agua. Repase las instrucciones del problema y asegúrese de que todos los participantes las comprendan. ¿Qué tipos de estrategias podemos usar para determinar las medidas desconocidas? Invite a voluntarios a responder. Si nadie sugiere usar una tabla de valor posicional, ofrézcala como herramienta. Pida a los participantes que completen el problema y la tabla. Deles tiempo para implementar sus diferentes estrategias. Pídales que comparen sus estrategias con las de su compañero antes de repasar los problemas. Mientras trabajan, supervise que los participantes hayan usado tablas de valor posicional para determinar las medidas desconocidas. Invite a los participantes a comentar sus estrategias, incluyendo el uso de tablas de valor posicional, y sus respuestas con todo el grupo. ¿Qué observan sobre la masa de los objetos que tienen una masa mayor que la masa de la botella de agua? Guíe a los participantes para que hablen sobre la cantidad de ceros en el producto y la ubicación del punto decimal al multiplicar por potencias de 10. ¿Qué observan sobre la masa de los objetos que tienen una masa menor que la masa de la botella de agua? Guíe a los participantes para que hablen sobre la cantidad de ceros en el cociente y la ubicación del punto decimal al dividir por potencias de 10. Integrar Determinamos que cuando multiplicamos por potencias de 10, el valor aumenta y todos los dígitos se desplazan hacia la izquierda. Cuando dividimos por potencias de 10, el valor disminuye y todos los dígitos se desplazan hacia la derecha. Veamos dos problemas adicionales. Guíe a los participantes a los Problemas 2 y 3 de la Hoja de actividades 2. Repasen juntos las instrucciones. Pregunte: ¿Por qué 1,000 es una potencia de 10? Busque que los participantes recuerden que 1,000 es una potencia de 10 porque 10 × 10 × 10 = 1,000. Invite a los participantes a resolver los Problemas 2 y 3 de manera independiente. Después de darles tiempo para trabajar, invite a voluntarios a comentar sus estrategias y soluciones usando las tablas de valor posicional como apoyo. Verificar la comprensión Repase estas preguntas con los participantes para llegar a los puntos clave de la lección. • ¿Qué números son potencias de 10? • ¿Qué les sucede a los dígitos de un número cuando lo multiplicamos por una potencia de 10? • ¿Qué les sucede a los dígitos de un número cuando lo dividimos por una potencia de 10?
Use los ejemplos de los participantes para hacer la siguiente pregunta: ¿Cuántos [objetos con menor masa] creen que se necesitan para que tengan la misma masa que un [objeto con mayor masa]?
Invite a voluntarios a comentarlo. Guíelos para que entiendan que el objeto con mayor masa tiene una masa varias veces mayor que el objeto con menor masa y que el objeto con menor masa tiene una masa varias veces menor que el objeto con mayor masa. Inspirar
MULTILINGUAL LEARNERS Invite campers to analyze the bar chart and state what they notice about the lines, colors, and numbers. Ask guiding questions: What do the labels mean? How is this data presented? Encourage campers to ask at least one clarifying question.
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Invite campers to study the bar chart. Have them discuss with a partner what they notice and wonder, then ask volunteers to share with the group. If campers don’t mention certain aspects of the bar chart, ask these questions to guide their thinking:
Grades
Ideal for students who have
fill in the bar for amusement park. How many votes are there for amusement park? How can we show this data on the bar chart? How many campers chose water park? How many chose amusement park? How do you know? How many more campers chose ______ park than ______ park? Explain how you know. Validate responses and highlight ideas about comparing the lengths of the bars to find the difference. Have partners brainstorm other questions they might answer using the bar graph, then work together to create a strategy for answering them. Integrate Guide campers to Problem 2 on Worksheet 2 . Let’s make a bar chart to show which activity is our favorite.
ALUMNOS MULTILINGÜES Invite a los participantes a comentar el significado de mayor masa y menor masa en sus propias palabras. Anímelos a dibujar otros objetos que tengan menor y mayor masa que la botella de agua. Permítales comentar en su lengua materna.
Miremos las imágenes de la Hoja de actividades 1. ¿Qué observan sobre la imagen y la tabla? ¿Qué se preguntan? Dé a los participantes tiempo para mirar las imágenes y la tabla y pensar. Luego pídales que comenten sus ideas en parejas. Déles tiempo para hablar. Invite a los participantes a expresar sus observaciones y preguntas. Si los participantes no mencionan las potencias de 10, haga estas preguntas guía.
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K–1
recently completed kindergarten.
ange
1–2
recently completed first grade.
The name of the bar chart is “Favorite Park.” What does the word “favorite” mean? What might the numbers along the bottom of the chart mean? What do you think the longer bar represents? The shorter bar? Explain to campers that they’re going to collect data, or information, for a bar chart. Today, we are going to take a survey of the class. That means we’ll ask questions to find out whether campers prefer water parks or amusement parks. We’ll use a bar chart to show the data. It will tell us which kind of park campers like better. Investigate Let’s vote to find out what kind of park campers in our class prefer. Remember, when we vote, we make a choice. You may know adults who vote in elections for the president or a mayor. Write “Water Park” on the board within reach of campers. Write ”Amusement Park” a distance below it. Draw a horizontal line alongside each one where campers can place their sticky notes as they vote. Have campers place their sticky notes on the line next to the park they like best. Make sure the notes are evenly spaced in rows so they’ll be easy to compare and count. After campers have voted, if the count is even, add your vote to break the tie. Then ask: Campers, how can we tell which type of park got the most votes? Listen for campers to mention counting. Ask guiding questions to get to the idea of comparing the lengths of the rows of sticky notes. There are two rows of sticky notes. Can we tell just by looking which type of park got more votes? (The longer row has more sticky notes, so that type of park got the most votes.) Yes! We can tell just by looking that the __________ park got more votes. Now let’s count the number of votes for each park.
uoise
2–3
recently completed second grade.
een
3–4
recently completed third grade.
ue
4–5
recently completed fourth grade.
rple
5–6
recently completed fifth grade.
MULTILINGUAL LEARNERS Ask campers to label the bars in the chart with related concepts like long er bar , short er bar, more votes, less votes, greater than, less than . Encourage them to make additional labels for the same terms in their home language using a different color.
¿En qué se diferencian los números que se usan para multiplicar y dividir la masa de la botella? ¿En qué se parecen los números que se usan para multiplicar y dividir la masa de la botella? ¿Cómo se relacionan con 10 los números que se usan para multiplicar y dividir la masa de la botella de agua? Investigar Guíe a los participantes al Problema 1 de la Hoja de actividades 1.
Would you rather read a book or dance to your favorite music? Have campers raise their hands if they prefer reading. Count the number of votes and record it under Reading on the board. Do the same for dancing. Write the symbols >, <, and = on the board. Which symbol can we write between the two numbers to make a true statement? Have campers use the numbers to complete the Favorite
NIVELES DE APRENDIZAJE Mayor acceso Invite a los participantes a escribir los dígitos de 200 en una tabla de valor posicional. Vean cómo los dígitos se desplazan hacia la izquierda o derecha cuando se multiplican o dividen por 10. Mayor desafío Invite a los participantes a medir la masa de un objeto pequeño, como un lápiz, y a determinar la masa de 100 lápices y la de un objeto con una masa 100 veces menor que la del lápiz.
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Activity bar chart on Worksheet 2. Invite them to share their thinking about how they filled in their chart. Ask questions about the data shown in their bar charts. Which activity did more campers choose? How many more chose _____ than _____ ? How do you know? Check for Understanding Review the activities with campers to reinforce the key points of the lesson. How did you know how long to make each bar in the bar chart? How can you tell just by looking at the bar chart which activity got more votes? How can you figure out how many more votes one activity got than the other? How can you use the symbols >, <, or = to write a comparison sentence?
¿Qué notan sobre los números que se usan para multiplicar y dividir la masa de la botella? Guíe a los participantes para que reconozcan que la masa de la botella se multiplica y se divide por 10 y por 100. Repase la definición de potencia como el producto de un número multiplicado por sí mismo cualquier cantidad de veces; por ejemplo, 10 elevado a la segunda potencia significa 10 multiplicado por sí mismo 2 veces (10 x 10). Esa primera potencia de un número es un caso especial, ya que es igual al número; por ejemplo, 10 elevado a la primera potencia es 10, ya que 10 x 1 = 10.
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22 | MathCamp Leader’s Guide
Lesson 2 Unit Community Building | 23
158 | MathCamp en español | Guía del líder
Lección 19 | Unidad: Los 7 valores | 159
Strengthen math skills, number sense, and fluency while bolstering students' confidence and sense of well-being with MathCamp and MathCamp en español . To learn more, see pages 20–21.
Getting Started with LitCamp and MathCamp Discover the philosophy behind both summer learning programs, build common language, and explore strategies to put them into action in your classrooms! In person: 8PC773728 | Virtual: 8PC773733
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