Fun with Numbers! A 1 st Grade Number Sense Unit. Lindsi Shanahan Kelliher Elementary


 Charla Garrison
 1 years ago
 Views:
Transcription
1 Fun with Numbers! A 1 st Grade Number Sense Unit Lindsi Shanahan Kelliher Elementary
2 Executive Summary This unit is designed to build number sense through a variety of games and activities. The unit aligns with the Minnesota K12 Academic Standards under the Number and Operation Strand for First Grade. The standards specifically built into this unit are; *Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones. * Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. * Read, writhe and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. * Find a number that is 10 more or 10 less than a given number. * Compare and order whole numbers up to 120. * Use a variety of models and strategies to solved addition and subtraction problems in realworld and mathematical contexts. * Read, Write and represent whole numbers between 10 and 100 in terms of tens and ones. * Compose and decompose numbers up to 12 with an emphasis on making ten.
3 Table of Contents Lessons Day 1 Page 4 Day 2.. Page 5 Day 3.. Page 7 Day 4 Page 9 Day 5. Page 11 Day 6. Page 13 Day 7. Page 18 Day 8. Page 28 Day 9. Page 32 Day 10.. Page 35 Day 11 Page 37 Day 12.. Page 44 Day 13.. Page 49 Day 14.. Page 51 Day 15.. Page 52 Appendix Pretest. Page 53 Posttest.. Page 55
4 Day 1Pretest MN Academic Standards , , , , , Objective To assess the students on their beginning knowledge of number sense, using Base Ten blocks, finding numbers that are 10 more or less than a given number and representing numbers in multiple ways. Materials Pretest Launch Today we are going to start a new unit but I need to know what you already know. Explore Give the assessment. Share Ask the students turn in their assessment, have them explain one of their answers to you. Summarize Over the next couple of weeks we are going to be looking at all of the number problems in this packet.
5 Day 2 Longs and Cubes Exploration MN Academic Standard Number and Operation Objective The students will explore creating numbers using base ten blocks. Materials Place value mat, longs, cubes, number sticks Launch Pass out the place value mat, several longs and cubes to each student. Ask if anyone knows what it is that was just handed out. Discuss what they are called and what they are used for. Allow for a few minutes to play with them. Explore Today we are going to look at ways to make numbers using the longs and cubes. Give several single digit numbers and discuss what the students did to get the number. Then have the students lay a long on their mat and see how many cubes equal a long. Discuss the results. Give several 2digit numbers and discuss how the students got their answer. Talk about the different ways of making the number. Then with their neighbor they need to pick a number stick from the cup and make that number. When everyone is finished discuss, repeat as long as there is time. Share Have each pair share the number stick they drew and how they made their number. Count it up as a class. Summarize Today we showed how to make numbers using longs and cubes. Discuss that there was more than one way that students got the answer to the same number.
6 Hundreds Tens Ones
7 Day 3 Longs and Cubes Continued MN Academic Standard Number and Operation , Objective Students will continue to work with representing numbers as longs and cubes. Materials Place value mats, longs, cubes, number generator (see Appendix) Launch Using the longs and cubes, who can show me how to make the number. Give several numbers to practice on. Discuss the different ways students got the same number and how many are in the tens box and how many are in the ones box. Explore Today you are going to work with a partner to make some more numbers with your longs and cubes. Discuss how the number generator has a strip of numbers and when moved up and down a different number shows up in the window. Point out that the tens column is called the tens place and the ones column is called the ones place. Practice looking finding the digit in the ones and tens place as a group. With a partner have one partner make a number with the number generator, and the other partner has to create it using longs and cubes. Each group needs to record the number, and draw a picture of the longs and cubes used on the recording sheet. Then circle the digit in the tens place and underline the digit in the ones place. Share Have each group share one number they looked at and how they created that number with the longs and cubes. Count each up as a class to reinforce counting. Look at how many are in the tens box and how many are in the ones box. Pick a couple of examples to find the different ways to make that same number. Summarize Today we practiced making a lot of different numbers using the longs and cubes and we looked a several ways to make the same number.
8 Number Generator Names Number Longs and Cubes
9 Day 4Roll a Number Adapted from: on June 20, 2012 MN Academic Standards , Objective Students will continue to work with representing numbers as longs and cubes. Materials Roll a Number Record Sheet, 2 number dice, longs, cubes, Place Value Mat Launch Today we are going to play a game that uses what we have learned in the past 2 days about making numbers with longs and cubes. Hand out the dice, and the Record Sheet. Explore You and a partner are going to take turns rolling the dice. The number on one of the 2 dice will be the first digit of your number and the other will be the second digit. For example, you roll a 1 and a 6, you get to decide if you want to make 16 or 61. (You can specify that they make the largest or smallest number for differentiation.) Write that number in the top of the box on the record sheet. Then draw the longs and cubes needed to make that number. Use the longs and cubes if you need to. Then circle the digit in the tens place and underline the digit in the ones place. Your partner needs to check your answer; if correct you get one point if incorrect you do not get any points. The player with the most points wins. Share Have several students share one of the numbers they made and discuss the possible solutions. Summarize Today we made a lot of different numbers with longs and cubes again, and again we found different ways to make the same number!
10 Roll a Number Name Partner s Name
11 Day 5 Rubber Ducky, Where are You? Lesson taken from MN Academic Standards , , Objective The students will practice counting objects and representing that number with pictures. Materials 30 Rubber Ducky cutouts with the numbers 130 written on the back, a white board and marker for each student Launch Today we are going to take a little break from making numbers with longs and cubes. Hidden around the room are 30 rubber duck cutouts, you are going to try and find as many of them as you can. Explore You need to keep track of how many you find on your white board because we need to leave them in their hiding place so someone else can find them. There should be no talking because we don t want everyone else to know where we found the ducks. Once you think you have found them all go back to your seat and wait. DON T SHOW ANYONE HOW MANY YOU FOUND! When I say go you may start looking. Share When everyone thinks they have found them all record the number found. And share how each student kept track of the ones they found. (dots, tally marks, pictures, numbers, etc) discuss if there are other ways to keep track. Each student then takes a turn to go and get 1 of the ducks they found. Flip the ducks over and place them in order on the board. Discuss which numbers are still missing and see if anyone knows where another one might still be hiding. When they are all back count them up and see who was the closest to finding them all.
12 Summarize Today we looked at different ways to keep track of numbers of ducks. These strategies are just another way of representing numbers, just like with the longs and cubes that we have done the past few days.
13 Rubber Ducky 2010 National Council of Teachers of Mathematics http//illuminations.nctm org
14 Day 6What Comes Next? MN Academic Standards Lesson cards taken from on June 20, 2012 Objective The students will work on building their number sense by finding what number comes next. Materials Place Value Cards, record sheet Launch We have been looking at how to make numbers with longs, cubes, tally marks, dots, etc. For the next couple of days we are going to look at the numbers themselves and where they fit on the number line or on the hundred s chart. Explore I have these animal cards with Share Have students share what they did to find what number came next. (Number line, hundred s chart, counting out loud, etc.) Make a list of the ways and leave up for tomorrow. Was it easy to find the next number? Summarize Wow! This is a lot of ways to find numbers. It looks like a lot of you used strategy.
15
16
17
18
19 Day 7 Shiver Me Timbers MN Academic Standards Lesson taken from Richling on June 20, 2012 Objective The students will continue to work on building their number sense by finding the missing number in a sequence. Materials Pirate Ship Number Cards, Pirate Number Cards, Record Sheet Launch Today we are going to continue looking at where the numbers fit on the number line or in the hundred s chart. Explore I have these cards that have pirate ships on them. The pirate ships are missing the pirate and you need to find the right pirate for the ships. The ships have numbers on them and then there is a blank spot on the card. You need to find the pirate that has the correct number on him/her to fill in the blank. (Show an example) When you have them all in the right place there is a record sheet for you to fill in with the missing numbers. Share Have students share how they figured out what number was missing. (Counting out loud, figured it out in their head, looking at the number line or hundred s chart, etc.) Did anyone have a different way? (Add to yesterday s list if there are any.) Summarize There was a lot of different ways that everyone figured out which number was missing. Does any one way look better than another?
20 #$%&!'$()*$+,!./0.!!"#$%&'(%')#*+%&,'! "#$!%&'()$*!('$!+,*)!()!*$(!.$+%!)#$/!0&12!)#$&'! 3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!!!"# """""""""""""""""""""""""""""""""""""""""!!$#! """""""""""""""""""""""""""""""""""""""""! %# $#
21 #$%&!'$()*$+,!./0.!!"#$%&'(%')#*+%&,'! "#$!%&'()$*!('$!+,*)!()!*$(!.$+%!)#$/!0&12!)#$&'! 3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!!!#!"#! """""""""""""""""""""""""""""""""""""""""!! """""""""""""""""""""""""""""""""""""""""! $$# $!#
22 #$%&!'$()*$+,!./0.!!"#$%&'(%')#*+%&,'! "#$!%&'()$*!('$!+,*)!()!*$(!.$+%!)#$/!0&12!)#$&'! 3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!!!"# """""""""""""""""""""""""""""""""""""""""!!$#! """""""""""""""""""""""""""""""""""""""""!!&#!%#
23 #$%&!'$()*$+,!./0.!!"#$%&'(%')#*+%&,'! "#$!%&'()$*!('$!+,*)!()!*$(!.$+%!)#$/!0&12!)#$&'! 3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!!&#!"#! """""""""""""""""""""""""""""""""""""""""!! """""""""""""""""""""""""""""""""""""""""! $%# $$#
24 #$%&!'$()*$+,!./0.!!"#$%&'(%')#*+%&,'! "#$!%&'()$*!('$!+,*)!()!*$(!.$+%!)#$/!0&12!)#$&'! 3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!!!!" """""""""""""""""""""""""""""""""""""""""!!#"! """""""""""""""""""""""""""""""""""""""""!!&" $%"
25 #$%&!'$()*$+,!./0.!!"#$%&'(%')#*+%&,'! "#$!%&'()$*!('$!+,*)!()!*$(!.$+%!)#$/!0&12!)#$&'! 3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!!$#!"#! """""""""""""""""""""""""""""""""""""""""!! """""""""""""""""""""""""""""""""""""""""!!&# $%#
26 #'#!"#!(#!$# $# %&#!"#$%&"'()"*+,%./%
27 #$&#!"# '$# #!(# $%#!$#!"#$%&"'()"*+,%./%
28 0$ %!"#$%&'(%')#*+%&,'! "#$$!#%!&'()!*$'%+!,#)!)&!(.//&(!%01*&/2!!"##!!!!""!$# &%##&$##!!!!""# #!!!!"%##$# #!!!!"""!)##!!# &&##&'##!!!!"# ''##!!!!""#'*# #!!!!"#!!##"!&# #!!!!""'+##()# &(##!!!!""&"# (*##("###!!!!"# ##!!!!""&)##&!#!"#$%&"'()"*+,%./% #!!!!""(+##*)#
29 Day 8 Number Books MN Academic Standards , , , Objective The students will work on representing numbers in various ways by creating a number book. (The students will continue to work on these books throughout the remainder of the unit.) Materials Number Book (fill in numbers that are appropriate for the class, or differentiate them for different ability levels.) Launch The last week and a half we have been looking at ways to represent a number, now we are going to put that knowledge into a book. Explore Go through the first page as a class, if the students seem ready to do the next number on their own have them go ahead, if not do another page together. Share When everyone has completed a page have several students share what they wrote and discuss any differences. Summarize We worked really hard today looking at numbers in different ways. We will do a page or two a day for the next few days.
30 My Numbers Book By
31 Word Form Tally Marks Place Value Addition Subtraction Greater Than/ Less Than Money
32 Day 910 More, 10 Less MN Academic Standards Activity taken from www. Petersonspad.blogspot.com on June 20, 2012 Objective The students will practice finding the number that his 10 more and 10 less than a given number. Materials Bag of numbers (the numbers can be differentiated based on student ability), record sheet, Number Book Launch Give a few minutes to complete a Number Book page. Today we are going to be finding numbers that are 10 more than a given number or 10 less than a given number. Explore You and your partner are going to get a bag with numbers and a record sheet. You need to pull out a number, write it down on your sheet and then find the number that is 10 more and the number that is 10 less than the number you pulled out. Write those numbers on your record sheet as well. Share When the students have completed the sheet have them share how they found what was 10 more and 10 less than the number. Discuss the different strategies and list them on the board for tomorrow. Summarize We have found several ways to find the number that is 10 more and 10 less. Tomorrow we are going to continue looking at those numbers.
33 !!"#$%&'#()*#!"#+',,#!!"#+',,# )$.'&#!"#$%&'#!"#+',,# )$.'&#!"#$%&'#!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"#"$%&'%(!)*+,&.%/&#+0&12
34 !!!!!!!!!!!!!!!!
35 Day More, 10 Less Continued MN Academic Standards Objective The students will continue to work on finding numbers that are 10 more and 10 less than a given number. Materials 10 More, 10 Less Rocket worksheet, Number Book Launch Give a few minutes to complete a Number Book page. Yesterday we worked with a partner to find numbers that were 10 more or 10 less than the number we pulled out of the bag. Today I have a sheet for you to do on your own. Explore On the top of the page you need to draw a line from the rocket to the star that is 10 more than the number on the rocket. At the bottom of the page you need to draw a line from the rocket to the alien space ship that is 10 less than the number on the rocket ship. Share When the page in complete have students share how they found the answers and if they did something different than yesterday. Summarize If they have not pointed out that looking above or below on the hundreds chart is a quick way to find that number. If they are ready for it point out that the digit in the tens place is going up or down by one with the numbers they found.
36 10 more or 10 less Draw a line to add 10 to each number on the rocket Draw a line to subtract 10 from each number on the rocket DK Publishing [2010]
37 Day 11 I Have, Who Has MN Academic Standards , , Activity taken from on June 20, 2012 Objective The students will use their knowledge of counting and using longs and cubes to play a game. Materials I Have, Who Has cards, Number Book, longs and cubes (if needed) Launch Give a few minutes to complete a Number Book page. Today we are going to play a game with counting longs and cubes. It s been a few days since we have done anything with longs and cubes, can anyone remind me what we do with them? Who can show me how me make the number? Explore Once a couple of examples have been worked through. Begin the game. Each student gets a card, the player with the card that says I have the first card begins and then says Who has 5 longs and 4 cubes? The student who has the card that says, I have 54, Who has 3 longs, and 2 cubes? and the game continues until all the cards have been found. Share How did you find the number on your card? Did anyone get messed up because they made the number a different way with their longs and cubes? Summarize Today we practiced making a lot of different numbers to check if it matched our card.
38 !"#$%&"'#&"()*+'",$*."" /#0"#$+!"#$%&"12.""/#0"#$+!"#$%&"34.""/#0"#$+!"#$%&"53.""/#0"#$+ 6)*+'"7*$&"$8"6$9:;0:+
39 !"#$%&"(/)""*#+"#$,!"#$%&"'()""*#+"#$,!"#$%&")""*#+"#$,!"#$%&"./)""*#+"#$, 012,3"42$5&"$65"0$789+8,
40 !"#$%&":'("")#*"#$+!"#$%&"''("")#*"#$+!"#$%&",("")#*"#$+!"#$%&"./("")#*"#$ "42$5&"$65"0$789*8+
41 !"#$%&":;)""*#+"#$,!"#$%&"'()""*#+"#$,!"#$%&".)""*#+"#$,!"#$%&"/)""*#+"#$, 012,3"42$5&"$65"0$789+8,
42 !"#$%&";/)""*#+"#$,!"#$%&"'()""*#+"#$,!"#$%&".)""*#+"#$,!"#$%&"/0)""*#+"#$, 123,4"53$6&"$76"1$89:+9,
43 !"#$%&";')""*#+"#$,!"#$%&"'()""*#+"#$,!"#$%&"')""*#+"#$,!"#$%&".()""*#+"#$,"/#&"012,/" 3$24) 512,/"62$4&"$74"5$89:+9,
44 Day 12 Place Value Animals MN Academic Standards , Activity taken from on June 20, 2012 Objective The students will continue to practice using a given group of longs and cubes to find the number. Materials Number Book, Place Value Animal Cards, Recording sheet, longs and cubes if needed Launch Give a few minutes to complete a Number Book page. Explore Each of you has been given a couple of cards with longs and cubes on them. Some of you have the same cards and some of you have different cards. On your record sheet you need to copy the longs and cubes in the first box then count them up and write down the number. Then circle the digit in the tens place and underline the digit in the ones place. Share When everyone is finished have the students find the other students who had the same cards as them. Have the compare answers and tell each other how they got their answers. Summarize Everyone is getting very good at using longs and cubes to find the number. Is it getting easier?
45 Animal Place Value Name Longs and Cubes Number
46
47
48
49 Day 13 How Many Ways? MN Academic Standards , Lesson adapted from Navigating through Number and Operations in Prekindergarten Grade 2, National Council of Teachers of Mathematics, 2004 Objective The students will use their knowledge of making numbers with longs and cubes to come up with as many ways as they can to make a given number. Materials Number Book, longs and cubes, record sheet Launch Give a few minutes to complete a Number Book page. For the last couple of weeks we have been coming up with ways to represent a number using longs and cubes. Every time we have done that we have come up with one way on our own but our classmates may have come up with a different way. Today you are going to work with a partner to see how many ways you can come up with to represent one number. Explore Give each group a number and a record sheet, see how many different ways you can make your number using longs and cubes. Once you have found a way write it down and circle it then try to find a different way. Share When everyone is done have each pair share with the class what their number was and the ways they found to represent that number. Point out if there are any more. Summarize There are many different ways to represent the same number using longs and cubes. It does not matter which way you do it, you get the same number.
50 How Many Ways? Names
51 Day 14ReviewGuess My Number MN Academic Standards , , , , , Objective To review the number sense topics that have been explored in the past 3 weeks. Materials Number Book, longs and cubes if needed, a whiteboard and marker for each student Launch Give a few minutes to complete a Number Book page. Explore Pick a number and give a clue about your number (it has longs and cubes, it is 10 less than or 10 more than, etc) Continue with several numbers, then have a few students pick the number and give the clues. Have the students write the number on their whiteboard. Share Have students share how they figured out the number based on the clues. Summarize We have done so much with numbers and tomorrow is our last day for this unit so we are going to take a test and see how much you can do.
52 Day 15 Posttest MN Academic Standards , , , , , Objective To assess the students on their ending knowledge of number sense, using Base Ten blocks, finding numbers that are 10 more or less than a given number and representing numbers in multiple ways. Materials Posttest Launch Today we are going to see how much we learned in the last 3 weeks about numbers. Explore Give the assessment. Share As the students turn in their test, have them explain an answer to you. Summarize Wow, we have explored a lot with numbers!
53 Number Sense Pretest Name Find the missing number What number does the longs and cubes represent? 6. 7.
54 8. In the box write the number that is 10 more In the box write the number that is 10 less
55 Number Sense Posttest Name Find the missing number What number does the longs and cubes represent? 6. 7.
56 8. In the box write the number that is 10 more In the box write the number that is 10 less
2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic C: Read and Write Three Digit Numbers Within 1000 in Unit, Numeral, Expanded, and Word Forms 2.NBT.3, 2.NBT.1 Focus Standard:
More informationMATHEMATICS TUTORING TIPS
DRAFT MATHEMATICS TUTORING TIPS Targeted Intervention: Practice and Strategies UTAH STATE OFFICE OF EDUCATION 250 East 500 South P.O. Box 144200 Salt Lake City, UT 841144200 Larry K. Shumway, Ed.D. State
More informationFirst Grade Exploring TwoDigit Numbers
First Grade Exploring TwoDigit Numbers http://focusonmath.files.wordpress.com/2011/02/screenshot20110217at31019pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net
More informationGrade 4 Mathematics Patterns, Relations, and Functions: Lesson 3
Grade 4 Mathematics Patterns, Relations, and Functions: Lesson 3 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes
More informationLesson Plan by Whitley Starnes
Lesson Plan by Whitley Starnes Lesson: Compare and Arrange Whole Numbers up to 100 in Numerical Order Length: 3040 minutes Age or Grade Level Intended: Second Grade Academic Standard: 2.1.5 Compare whole
More informationTitle: Place Value Made Simple
Title: Place Value Made Simple Brief Overview: This concept development unit will provide students with the knowledge and understanding of place value of whole numbers (01,000,000). s will be able to
More informationIntroduction and Overview
Introduction and Overview Probability and Statistics is a topic that is quickly growing, has become a major part of our educational program, and has a substantial role in the NCTM Standards. While covering
More informationMoney Unit $$$$$$$$$$$$$$$$$$$$$$$$ First Grade
Number Sense: By: Jenny Hazeman & Heather Copiskey Money Unit $$$$$$$$$$$$$$$$$$$$$$$$ First Grade Lesson 1: Introduction to Coins (pennies, nickels, dimes) The Coin Counting Book by Roxanne Williams A
More information1 Mathematics Curriculum
New York State Common Core 1 Mathematics Curriculum G R A D E GRADE 1 MODULE 1 Topic F Development of Addition Fluency Within 10 1.OA.3, 1.OA.6 Focus Standard: 1.OA.3 Apply properties of operations as
More informationDecomposing Numbers (Operations and Algebraic Thinking)
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Fieldtested by Kentucky
More informationObjectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. materials. materials.
Objectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for digit
More informationUnderstand numbers, ways of representing numbers, relationships among numbers, and number systems
Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge
More informationBarter vs. Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List
Grade One Barter vs. Money Overview Students share the book Sheep in a Shop, by Nancy Shaw, to learn about choice, making decisions, trade, and the barter system. They complete worksheets on comparing
More informationFIRST GRADE Number and Number Sense
FIRST GRADE Number and Number Sense Hundred Chart Puzzle Reporting Category Number and Number Sense Topic Count and write numerals to 100 Primary SOL 1.1 The student will a) count from 0 to 100 and write
More informationAdd or Subtract Bingo
Add or Subtract Bingo Please feel free to take 1 set of game directions and master game boards Please feel free to make 1 special game cube (write + on 3 sides and on the remaining 3 sides) You will need
More informationSue Fine Linn Maskell
FUN + GAMES = MATHS Sue Fine Linn Maskell Teachers are often concerned that there isn t enough time to play games in maths classes. But actually there is time to play games and we need to make sure that
More informationSubtraction from Addition
Subtraction from Addition Objectives To review the and 1 shortcuts; and to guide children to identify the subtraction facts related to given addition facts. www.everydaymathonline.com epresentations etoolkit
More informationGrade 1 and 2: Basic Addition and Subtraction Facts Series 2: First and Second Grade
Grade 1 and 2: Basic Addition and Subtraction Facts Series 2: First and Second Grade Texas Essential Knowledge and Skills (TEKS): (1.3) Number, operation and quantitative reasoning. The student recognizes
More informationRace to 20. Game 9. Overview. Related Lessons. Key Questions. Time. Materials. Extension
Game 9 Race to 20 140 Time 20 minutes Materials dice, 1 per pair of students double tenframe (Reproducible D), 1 per student counters, 25 each of two colors per student Extension dice with a small sticker
More informationYear 2 Summer Term Oral and Mental Starter Activity Bank
Year 2 Summer Term Oral and Mental Starter Activity Bank Objectives for term Recall x2 table facts and derive division facts. Recognise multiples of 5. Recall facts in x5 table. Recall x10 table and derive
More informationTasks in the Lesson. Mathematical Goals Common Core State Standards. Emphasized Standards for Mathematical Practice. Prior Knowledge Needed
Mathematical Goals Common Core State Standards Emphasized Standards for Mathematical Practice Prior Knowledge Needed Vocabulary Lesson 2.4 Five Numbers Bingo Overview and Background Information By the
More informationFive daily lessons. Page 8 Page 8. Page 12. Year 2
Unit 2 Place value and ordering Year 1 Spring term Unit Objectives Year 1 Read and write numerals from 0 to at least 20. Begin to know what each digit in a twodigit number represents. Partition a 'teens'
More informationUsing games to support. WinWin Math Games. by Marilyn Burns
4 WinWin Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperandpencil practice. Using games to support students
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional
More informationEXTENSION: Students may draw two times before they make a rectangle. Are the two # s they combined odd or even? Is their sum odd or even?
TITLE: ODD or EVEN SOURCE: NCTM Addenda Series/Grades K6 OBJECIVE; Students will be able to demonstrate an understanding of the relationships between odds and evens. Appropriate for grades 12, extensions
More informationMath vocabulary can be taught with what Montessorians call the Three Period Lesson.
Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the
More informationLesson Plan Shipping Grade 6 Solving Equations
CCSSM: Grade 6 DOMAIN: Expressions and Equations Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions. Standard: 6.EE.2 Write, read, and evaluate expressions in which
More informationTasks to Move Students On
Maths for Learning Inclusion Tasks to Move Students On Part 1 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 10 Structuring Number Maths for Learning Inclusion (M4LI) Tasks to
More informationMental Math Addition and Subtraction
Mental Math Addition and Subtraction If any of your students don t know their addition and subtraction facts, teach them to add and subtract using their fingers by the methods taught below. You should
More informationThe Addition/Subtraction Facts Table
The Addition/Subtraction Facts Table Objectives To provide experience exploring patterns in sums of two dice; and to introduce the Addition/Subtraction Facts Table. www.everydaymathonline.com epresentations
More informationBaseball Multiplication Objective To practice multiplication facts.
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
More informationMaterials: Studentpaper, pencil, circle manipulatives, white boards, markers Teacher paper, pencil, circle manipulatives, worksheet
Topic: Creating Mixed Numbers and Improper Fractions SOL: 5.7 The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems
More informationMath Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Original material 20012006, John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space,
More informationAccommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego
Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 67 Grade: 8th Number of Students: 25 Date: May 1213, 2011 Goal: Students will
More informationLesson 13: Games of Chance and Expected Value
Student Outcomes Students analyze simple games of chance. Students calculate expected payoff for simple games of chance. Students interpret expected payoff in context. esson Notes When students are presented
More informationObjective: Count 10 objects and move between all configurations.
Objective: Count 10 objects and move between all configurations. Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (12 minutes) (5 minutes)
More informationLAF Level 1 Consolidating Targeted Interventions LIST OF TARGETED INTERVENTIONS SUBITISING SEEING IT ALL TRUSTING THE COUNT MAGIC BEAN TOSS
LEARNING AND ASSESSMENT FRAMEWORK ZONE 1 CONSOLIDATING TARGETED INTERVENTIONS L E A R N I N G P L A N S LIST OF TARGETED INTERVENTIONS SUBITISING SEEING IT ALL TRUSTING THE COUNT MAGIC BEAN TOSS EXPLORING
More informationHooray for the Hundreds Chart!!
Hooray for the Hundreds Chart!! The hundreds chart consists of a grid of numbers from 1 to 100, with each row containing a group of 10 numbers. As a result, children using this chart can count across rows
More informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doublesplus1 and doublesplus2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationUnit 6. Five daily lessons. Year 3 Autumn term. Unit Objectives Year 3. Resources needed to teach this unit: Shape and space Reasoning about shapes
Unit 6 Shape and space Reasoning about shapes Five daily lessons Year 3 Autumn term Classify and describe 3D and 2D shapes, referring to reflective symmetry, faces, sides/edges, vertices, angles. (pages
More informationPlace Value of Whole Numbers Through One Million
Place Value of Whole Numbers Through One Million Brief Overview: This learning unit develops and reviews place value concepts through millions. It involves the utilization of manipulatives. The lessons
More informationObjective: Order, measure, and compare the length of objects before and after measuring with centimeter cubes, solving compare with difference
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 1 3 Lesson 6 Objective: Order, measure, and compare the length of objects before and after Suggested Lesson Structure Fluency Practice Application Problem
More informationNumbers and Operations in Base 10 and Numbers and Operations Fractions
Numbers and Operations in Base 10 and Numbers As the chart below shows, the Numbers & Operations in Base 10 (NBT) domain of the Common Core State Standards for Mathematics (CCSSM) appears in every grade
More informationSpelling Activities. ABC Order First write your spelling words in a list. Then write them again in alphabetical order.
Spelling Activities Homework Activities (These activities are suggestions to utilize as homework assignments. You may wish to create a tictactoe board or spelling menu with some of these activities on
More informationCounting Change and Changing Coins
Grade Two Counting Change and Changing Coins Content Standards Overview Students share the book The Penny Pot, by Stuart J. Murphy, to learn about choices, producers and consumers, and counting money.
More informationAppendix A: Further Activities and Resources. Table of Contents
Appendix A: Further Activities and Resources Created for the paper, Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts http://youcubed.org/teachers/wpcontent/uploads/2014/10/fluencywithoutfear.pdf
More informationEveryday Math Online Games (Grades 1 to 3)
Everyday Math Online Games (Grades 1 to 3) FOR ALL GAMES At any time, click the Hint button to find out what to do next. Click the Skip Directions button to skip the directions and begin playing the game.
More information1000Grid Banner Set. This Really Good Stuff product includes: 1000Grid Banner Set This Really Good Stuff Activity Guide
1000Grid Banner Set This Really Good Stuff product includes: 1000Grid Banner Set This Really Good Stuff Activity Guide Congratulations on your purchase of this Really Good Stuff 1000Grid Banner Set
More informationCurrent California Math Standards Balanced Equations
Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More information1 Mathematics Curriculum
New York State Common Core 1 Mathematics Curriculum G R A D E GRADE 1 MODULE 1 Topic J Development of Subtraction Fluency Within 10 1.OA.6 Focus Standard: 1.OA.6 Add and subtract within 20, demonstrating
More informationThe Effects of Mathematics Manipulatives on Middle Childhood Students. Angela Johnson. Ohio Dominican University
The Effects of Mathematics Manipulatives on Middle Childhood Students Angela Johnson Ohio Dominican University Effects of Mathematics Manipulatives 2 Introduction Using manipulatives is often beneficial
More informationRACE TO CLEAR THE MAT
RACE TO CLEAR THE MAT NUMBER Place Value Counting Addition Subtraction Getting Ready What You ll Need Base Ten Blocks, 1 set per group Base Ten Blocks PlaceValue Mat, 1 per child Number cubes marked 1
More informationLesson Plans for ESL Kids Teachers
Lesson: General: Time: 40 mins  1 hour Objectives: Saying morning routine verbs Structures: "It s time to..." "I have to..." Target Vocab: Good morning, wake up, get up, wash my face, brush my hair, get
More informationMy Math Chapter 8 Lesson 3. Use the two pictures below to answer the questions. Engage NY Lessons 5.4 (Appendix C)
7 Flex Day (Instruction Based on Data) Recommended Resources: Decomposing Fractions Pizza Share Give Em Chocolate 8 Use cuisinaire rods and tape diagrams to model equivalent fraction values. Determine
More informationFacilitating Adult Learning
Facilitating Adult Learning How to Teach so People Learn Prepared by: Dr. Lela Vandenberg Senior Leadership & Professional Development Specialist 11 Agriculture Hall East Lansing, MI 488241039 (517) 3531898
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationObjectives. Standards. TEAM Alignment
[TAB PAGE] Objectives Gain an understanding of the CRA model Learn to use the Think Aloud strategy for math Learn math instructional strategies and activities to teach addition and subtraction Standards
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum G R A D E GRADE 2 MODULE 1 Topic C Strategies for Addition and Subtraction Within 100 2.OA.1, 2.NBT.5, 2.OA.2, 1.NBT.4, 1.NBT.5, 1.NBT.6 Focus Standard:
More informationBoard Game Book Report
Board Game Book Report As you are reading, create at least 25 questions (cannot be yes or no answers) to be used with your board game and that relate to your book. Using a manila folder, markers, and colored
More informationLESSON PLANS: AUSTRALIA 45 MINS. Year 3: Patterns 10 MINS. Introduction to Lesson. powered by
Year 3: Patterns 45 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Describe, continue, and create number patterns resulting from performing addition or subtraction. (ACMNA060)
More informationThe PartialQuotients Division Algorithm, Part 1
The PartialQuotients Division Algorithm, Part 1 Objectives To introduce and provide practice with a lowstress division algorithm for 1digit divisors. www.everydaymathonline.com epresentations etoolkit
More informationmaterials materials materials Technology Teaching the Lesson Ongoing Learning & Practice Differentiation Options
Objectives To guide children as they make ballpark estimates; and to provide opportunities to model and practice the partialsums algorithm for  and digit numbers. Teaching the Lesson Key Activities Children
More informationLESSON PLANS: AUSTRALIA Year 5: Number and Algebra Repeating Patterns 45 MINS. Introduction to Lesson 5 MINS. powered by
Year 5: Number and Algebra Repeating Patterns 45 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Describe, continue and create patterns with fractions, decimals and whole numbers
More informationCandy Cane LanE Rhyme game. Wise Owl Factory, Licensed Graphics, Licensed Lettering
Candy Cane LanE Rhyme game light here star night cheer far shine bell peep fine tell sleep toy snow me joy window tree sing holly dance ring jolly prance light here star night cheer far shine fine tell
More informationLesson Plans K3. Bullying Response Lesson Plan Grades K3
Lesson Plans K3 Bullying Response Lesson Plan Grades K3 Estimated Time of Completion: Two to three classroom periods, or stretched out throughout the school year. Each activity will take between 1530
More informationCounting and Place Value in Key Stage 1
Counting and Place Value in Key Stage 1 Current Foundation Stage Expectations Say and use number names in order in familiar contexts. Know that numbers identify how many objects are in a set. Estimate
More informationGroup Members Names: Lisa Bee / Tiffany Santana
Part I Group Members Names: Lisa Bee / Tiffany Santana Title: Multiple Tower Multiplication and Division Lesson Summary: Students will create a multiple tower using a given number. After finding ten multiples
More informationSimplifying Improper Fractions Poster
Simplifying Improper Fractions Poster Congratulations on your purchase of this Really Good Stuff Simplifying Improper Fractions Poster a reference tool showing students how to change improper fractions
More informationPlunge Into Place Value
Plunge Into Place Value Brief Overview: Understanding place value and expanded notation are critical components in understanding number sense. Through the lessons and activities in this unit, students
More informationOperations and Algebraic Thinking Represent and solve problems involving multiplication and division.
Performance Assessment Task The Answer is 36 Grade 3 The task challenges a student to use knowledge of operations and their inverses to complete number sentences that equal a given quantity. A student
More informationObjective. Tennessee Standards. TEAM Alignment. Participant Activities:
Objective To introduce a scope and sequence of early number concepts and number sense. This module will look at the development of number ideas for numbers up to 20. Tennessee Standards 1.OA.4 Understand
More informationBig Ideas, Goals & Content for 4 th grade Data Collection & Analysis Unit
Big Ideas, Goals & Content for 4 th grade Data Collection & Analysis Unit Big Ideas Graphs are a way of organizing data and they appear in newspapers, magazines, on the Internet and other places in everyday
More informationThis is a game for two players and one referee. You will need a deck of cards (Ace 10).
PLAYER SALUTE This is a game for two players and one referee. You will need a deck of cards (Ace 10). Each player draws a card and, without looking, holds the card on his/her forehead facing outward. The
More information3.2 Methods of Addition
.2 Methods of Addition Objectives Relate addition stories to number bonds. Write two addition facts for a given number bond. Solve picture problems using addition. Learn addition facts through, and the
More informationby Teresa Evans Copyright 2005 Teresa Evans. All rights reserved.
by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. SAMPLE PAGES Please enjoy using these
More informationTeasing, Harassment, and Bullying A Lesson Plan from Rights, Respect, Responsibility: A K12 Curriculum
A Lesson Plan from Rights, Respect, Responsibility: A K12 Curriculum Fostering respect and responsibility through ageappropriate sexuality education. NSES ALIGNMENT: By the end of 5th grade, students
More informationMissing Number Puzzles
R 1 Look, Quick! Lesson 9 Overview In this lesson, students work with puzzles that are pieces of a hundreds chart. The focus, which is on just a portion of the chart, helps students concentrate on where
More informationTargets for pupils in Reception
Recognising numbers Choose a number for the week, e.g. 2. Encourage your child to look out for this number all the time. Can your child see the number 2 anywhere? at home  in the kitchen  on pages in
More informationAn Australian Microsoft Partners in Learning (PiL) Project
An Australian Microsoft Partners in Learning (PiL) Project 1 Learning objects  Log on to the website: http://www.curriculumsupport.education.nsw.gov.au/countmein/  Select children Select children  This
More informationGrade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:
Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,
More informationArea and Perimeter: The Mysterious Connection TEACHER EDITION
Area and Perimeter: The Mysterious Connection TEACHER EDITION (TC0) In these problems you will be working on understanding the relationship between area and perimeter. Pay special attention to any patterns
More informationPermission is given for the making of copies for use in the home or classroom of the purchaser only.
Copyright 2005 Second Edition 2008 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. Part 1 Math Card Games to Play
More informationGRADE 8 English Language Arts Proofreading: Lesson 6
GRADE 8 English Language Arts Proofreading: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information
More informationHas difficulty with counting reliably in tens from a multiple of ten
Has difficulty with counting reliably in tens from a multiple of ten Opportunity for: looking for patterns 5 YR / 100square Tens cards (Resource sheet 24) Multiples of ten (10 100) written on A5 pieces
More informationFinancial Literacy Meeting Ideas Daisy Financial Literacy Games and Activities
Financial Literacy Meeting Ideas Daisy Financial Literacy Games and Activities Fulfills Money Counts steps 1, 2, 3: Money Money You need: Place Value Boards (one for each girl), bags of copied money (one
More informationFive daily lessons. Page 9 Page 11. Page 17
Unit 2 Ordering, estimating and rounding Year 2 Spring term Unit Objectives Year 2??Read and write whole numbers to at least 100 in figures and words.??compare two given twodigit numbers, say which is
More informationMATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
More informationAgriculture Career Race Lesson Snapshot
Agriculture Career Race Lesson Snapshot Related My American Farm Game Grade Levels Third  Fifth Content Areas Social Science Standards My Little Ag Me Available at ) NSSCK4.2 Values and Principles of
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum G R A D E GRADE 2 MODULE 1 Topic C Strategies for Addition and Subtraction Within 100 2.OA.1, 2.NBT.5, 2.OA.2, 1.NBT.4, 1.NBT.5, 1.NBT.6 Focus Standard:
More informationProbability and Statistics
Activity: TEKS: Overview: Problems Kids Care About (K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:
More informationStation 1. Buzzwords (Online)
Page 1 of 6 Literacy Stations Teaching Activities Title: Class: Duration: The Rainbow Fish Senior Infants 10/15 minutes per activity Overview of activities: A total of 5 station teaching activities and
More informationLanguage Arts Core, First Grade, Standard 8 WritingStudents write daily to communicate effectively for a variety of purposes and audiences.
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 ComprehensionStudents understand, interpret, and analyze narrative and informational grade level text. Objective
More informationThe Math Learning Center PO Box 12929, Salem, Oregon 97309 0929 Math Learning Center
Resource Overview Quantile Measure: Skill or Concept: EM Measure length using nonstandard units. (QT M 581) Excerpted from: The Math Learning Center PO Box 12929, Salem, Oregon 97309 0929 www.mathlearningcenter.org
More informationSubject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
More informationArea, Perimeter, Surface Area and Change Overview
Area, Perimeter, Surface Area and Change Overview Enduring Understanding: (5)ME01: Demonstrate understanding of the concept of area (5)ME02: Demonstrate understanding of the differences between length
More informationTeaching Place Value in First Grade: A Resource Guide
Teaching Place Value in First Grade: A Resource Guide Ivygail Abella Fall 2012 1 Table of Content Introduction... 3 Rationale.. 4 Project Goal. 5 Professional Question... 6 Professional and Common Core
More informationMultiplying and Dividing Decimals ALPHA VERSION OCTOBER 2012 Grade 5
Multiplying and Dividing Decimals ALPHA VERSION OCTOBER 2012 Grade 5 Mathematics Formative Assessment Lesson Designed by Kentucky Department of Education Mathematics Specialists to be Fieldtested by Kentucky
More informationSelfAcceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0970380933. Grade Level: Third grade
SelfAcceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0970380933 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
More information