Exploring Arrays, Coins, and Division
|
|
- Martina Chase
- 7 years ago
- Views:
Transcription
1 Explorations Exploring Arrays, Coins, and Division Objectives To develop readiness for multiplication; to guide children in finding coin combinations equivalent to $1.00; and to explore one meaning of division. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Key Concepts and Skills Count dots in an array. [Number and Numeration Goal 1] Create equal-size groupings. [Operations and Computation Goal ] Use geoboards to create arrays. [Operations and Computation Goal ] Create complements of $1.00 using nickels, dimes, and quarters. Key Activities Exploration A: Children make arrays on geoboards, record these arrays on dot paper, and sort arrays having the same number of dots into groups. Exploration B: Children make and record different combinations of nickels, dimes, and quarters that are equivalent to $1.00. Exploration C: Children determine how many groups of n objects can be made from a specified number of objects and how many objects are left over. Ongoing Assessment: Recognizing Student Achievement Use an Exit Slip (Math Masters, page 15). Materials Home Link 6 5 slate Exploration A: Per child (except where noted): Math Masters, p. 17; p. 17 or 17 geoboard rubber band overhead geoboard (optional) per group: scissors, large sheet of paper (optional), glue or paste (optional) Exploration B: Per child: Math Masters, pp. 175 and 15 0 nickels, 10 dimes, quarters half-dollars (optional) paper Exploration C: Per child (except where noted): Math Journal 1, p. 16 Math Masters, p. 176 per group: container with about 50 pennies or other counters, 1 six-sided die Ongoing Learning & Practice Making a Picture Graph Math Journal 1, pp. 16A and 16B Math Boxes Math Journal 1, p. 17 Home Link Math Masters, p. 177 Differentiation Options ENRICHMENT Solving Dollar Riddles Math Masters, p. 178 tool-kit coins EXTRA PRACTICE Minute Math + Minute Math +, pp Advance Preparation Plan to spend most of your time working on Exploration A with children. Math Masters, pages 17, 175, and 176 give directions for the Explorations. Teacher s Reference Manual, Grades 1 pp Lesson 07
2 Getting Started Mental Math and Reflexes Write subtraction problems like the following on the board. Have children write ballpark estimates and the number models they used to make them on their slates = = 5; or 0-0 = = 10 Math Message How many dots? Mathematical Practices SMP1, SMP, SMP5, SMP6, SMP7 Content Standards.OA.,.MD.8,.MD.10 Home Link 6 5 Follow-Up As children share their answers, circulate and note how they crossed out (subtracted) cubes. Some children will not cross out the cubes they are subtracting in the simplest way. For example, in Problem, a child may cross out 5 cubes by crossing out 5 from each of the first longs and 10 from the final long leaving 5, 5, 5, 0, and cubes. Because 5 is tens and 5 ones, it can be represented by longs and 5 cubes. The simplest approach is to cross out longs, then the cubes, and finally more cubes on a remaining long. 1 Teaching the Lesson How many dots in each row? Geoboard Arrays Materials geoboard dot paper for each person geoboard for each person rubber band for each person scissors for the group glue or paste for the group (optional) large sheet of paper for the group (optional) Work by yourself to complete Steps Use one rubber band to make a rectangle on your geoboard. The pegs inside and the pegs that touch the rubber band make an array.. Draw your array on the geoboard dot paper.. Write about your array at the bottom of the geoboard dot paper. Tell how many rows are in your rectangle, how many dots are in each row, and how many dots in all are in your rectangle.. Make more arrays all different. Follow steps two and three. How many dots in all? In Exploration A, children use either a 5 5 geoboard (Math Masters, page 17), or a 7 7 geoboard (Math Masters, page 17.) There are rows of 5 pegs. 10 pegs are in the array. 5. Cut apart the dot-paper records of your arrays. Work with your group to complete Step Sort your group s arrays into piles that have the same number of dots. You might want to use the arrays in each pile to make a display about that number. Math Message Follow-Up Ask: How many rows of dots are there? How many dots are in each row? 5 How many dots are there in all? 10 WHOLE-CLASS Use an overhead geoboard to show children how to use a rubber band to enclose 10 pegs in a 5 rectangle or demonstrate this on a regular geoboard and pass it around the classroom. Explain that in one of the Explorations in this lesson, children will use rubber bands to form rectangles and then count the number of pegs in the enclosed array including the ones touching the rubber bands. Exploration A: Making Geoboard Arrays (Math Masters, p. 17; and p. 17 or 17) PARTNER Directions for making rectangles on a geoboard are found on Math Masters, page 17. Before proceeding, check the size of your class s geoboards. If the geoboards in your classroom are 5 5, use Math Masters, page 17. If the geoboards are 7 7, use Math Masters, page 17. Math Masters, p Unit 6 Whole-Number Operations and Number Stories
3 Exploration B: Making a Dollar (Math Masters, p. 175) Before children begin, ask them to think about an organized way to determine the different groups of coins equivalent to $1.00. Children are given a hint: Find ways of using quarters and other coins. Children plan how to find the coin combinations and then record the groups of coins using Â, Í, and. Making a Dollar Work together in a small group. Materials 0 nickels 10 dimes quarters paper and pencil Directions 1. Use the coins to find as many different ways as you can to make $ Before you begin, THINK about how to do this. Hint: First, make a dollar using quarters and some other coins.. Plan how you will record the different ways to make $ On a sheet of paper, record the different ways you find to make $1.00. Use Â, Í, and to show the coins. Follow-Up How many ways did you find to make $1.00? Check with other groups to see if they thought of any ways that your group didn t find. Did you have a plan to find all the combinations? Compare your plan with the plan used by another group. Math Masters, p. 175 Coin combinations Adjusting the Activity Add two half-dollars to the set of coins. How Many Children Get n Things? Follow the directions on Math Masters, page 176 to fill in the table. What is the How many counters How many How many total number are in each group? groups are counters are of counters? (Roll a die to find out.) there? left over? A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Ongoing Assessment: Recognizing Student Achievement Exit Slip Use an Exit Slip (Math Masters, page 15) to assess children s ability to make bill and coin exchanges. Have children record as many combinations for $1.00 as they can. Children are making adequate progress if they can draw four or more combinations. Some children may be able to find all possible combinations. Exploration C: Finding How Many Children Get n Things (Math Journal 1, p. 16; Math Masters, p. 176) Algebraic Thinking Using instructions from Math Masters, page 176, children make as many equal piles as possible. Then, on journal page 16, they record the total number of counters, the number of counters in each group, and the total number of groups. They also record how many counters are left over; that is, how many are not in a full group. NOTE You may want to vary Step 1 of this activity by having children estimate the number of counters that are in the pile before they begin counting. Have them compare their estimates to the actual number of counters. Children record totals in Exploration C on Math Journal, page 16. Materials How Many Children Get n Things? Math Journal 1, p. 16 (per person) one container with about 50 pennies or other counters (per group) 1 six-sided die (per group) Use counters to make up and solve problems like this one: Your group has been given crayons. Each person is to get 8 crayons. How many of you will get 8 crayons? Are there any crayons left over? Now make up your own problems. Follow these steps: 1. Each person takes a handful of counters. Put all the counters together in a pile. How many counters are in the pile? Count them and record the number on the journal page.. Make equal-size groups of counters. One person rolls the die. The number that lands faceup tells how many counters to put in each group. Record this number on the journal page.. Make as many groups as you can with the counters in the pile.. Record on the journal page how many groups you made. If any counters are left over, record that number, too. 5. Put the counters back in the container. Repeat Steps 1. Math Masters, p. 176 Lesson 09
4 Student Page Making a Picture Graph A zoo has a collection of birds. One month, they recorded the number of eggs the birds laid. The number of eggs a bird lays at one time is called a clutch. Use the information in the table below to create a picture graph. Type of American Canada Flamingo Mallard Toucan Bird Robin Goose Duck Number of Eggs in a Clutch Number of Eggs in a Clutch American Robin KEY: Bird Eggs Laid in 1 Month Canada Goose = 1 egg Math Journal 1, p. 16A Flamingo Mallard Duck Toucan Links to the Future In Lesson 5-1, children had experience with equal-sharing division situations. In this activity, children work with equal-grouping division situations. It isn t important that children be able to distinguish between the two meanings of division at this point. However, it is important that they have had informal experience with both meanings. In Lesson 6-10, children will begin to formalize their understanding of equal-sharing and equal-grouping. This is an early exposure to the concept of division. Demonstrating automaticity with all multiplication facts and proficiency with related division facts are Grade Goals. Ongoing Learning & Practice Making a Picture Graph (Math Journal 1, pp. 16A and 16B) ELL Children use data to make a picture graph and answer questions. To support English language learners, write the word clutch on the board and discuss the various meanings it has. Sometimes a person will clutch something to hold onto it. A bird clutch is the collection of eggs that a bird lays at one time. Math Boxes (Math Journal 1, p. 17) Making a Picture Graph continued Use the information from the picture graph on journal page 16A to solve the number stories. 1. The American Robin and Toucan are tree birds. What is the total number of eggs laid by the tree birds? Answer: 10 eggs Number model: 6 + = 10. The Canada Goose, Flamingo, and Mallard Duck are water birds. How many eggs did the water birds lay in total? Answer: eggs Number model: =. How many more eggs did the Mallard Duck lay than the American Robin? Answer: 6 eggs Number model: 1-6 = 6. Use the information from the graph to write your own number story. Have a partner solve the problem. Answer: Answers vary. Number model: Student Page Mixed Practice Math Boxes in this lesson are linked with Math Boxes in Lessons 6-8 and The skill in Problem 6 previews Unit 7 content has 6 9 Math Boxes hundreds tens ones. Share 1 dozen cookies equally among 5 children. Draw a picture. Each child gets cookies. There are cookies left over. 5. The temperature is F. F Student Page 5. Draw the line of symmetry Use counters to make a 5-by- array. Draw the array. How many counters in all? 10 counters 6. Fill in the pattern Math Journal 1, p. 16B Math Journal 1, p Unit 6 Whole-Number Operations and Number Stories
5 Home Link Master Writing/Reasoning Have children draw their answers to the following to extend Problem : Draw a shape that has one line of symmetry. Next, draw another shape that has more than one line of symmetry. Sample answers: An isosceles trapezoid; a circle or square Home Link (Math Masters, p. 177) Home Connection Children draw arrays with specified numbers of Xs. For each array, children give the number of rows and the number of Xs in each row. Differentiation Options HOME LINK How Many? Family Your child has been working with arrays rectangular arrangements of objects having the Note same number of objects in each row to develop readiness for multiplication. Because this is a readiness activity, children have not yet written number models for multiplication, such as 5 = 0. Your child will do this in later lessons in this unit. Please return this Home Link to school tomorrow. Sample answers: 1. Show someone at home this array. in each row? 5 in all? 0. Draw an array of Xs. in each row? 8. Draw an array of 16 Xs. in each row? 8. Draw a different array of Xs. in each row? 6 ENRICHMENT Solving Dollar Riddles (Math Masters, p. 178) PARTNER 15 0 Min Math Masters, p. 177 To apply children s understanding of coins and coin combinations, have them solve dollar riddles. Have children share strategies for solving some of the more difficult problems. EXTRA PRACTICE Minute Math Min To offer children more experience with problems including money, see the following pages in Minute Math+: pages Solving Dollar Riddles 1. To make a dollar, use all four types of coins and create a coin combination where there are two times as many of one type of coin as another. Sample answers: 10 pennies, 5 dimes,1 quarter, nickels; 10 nickels, 5 pennies, 1 quarter, dimes. To make a dollar, use all four types of coins. Use half as many of one type of coin. Sample answers: nickels, quarters, dimes, 10 pennies; quarters, 1 dime, 7 nickels, 5 pennies. To make a dollar, use only nickels and dimes and create a coin combination where one type of coin is used twice as much as the other type. Ten nickels and five dimes. Using only three types of coins, make a dollar with the least number of coins you could use. quarters, dimes, 1 nickel Using only three types of coins, make a dollar with the greatest number of coins you could use. 85 pennies, 1 dime, 1 nickel Try This Use pennies, nickels, dimes, and quarters. Make a combination that is worth one dollar where you have one of some kind of coin, double of another, double that of another, and some number of the last coin. Sample answers: dimes, quarters, 1 nickel, 5 pennies; nickels, quarters,1 dime, 0 pennies Math Masters, p. 178 Lesson 11
Baseball 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 informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationFrames and Arrows Having Two Rules
Frames and Arrows Having Two s Objective To guide children as they solve Frames-and-Arrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationThe Distributive Property
The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationObjective To introduce the concept of square roots and the use of the square-root key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the square-root key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationSunrise-Sunset Line Graphs
Sunrise-Sunset Line Graphs Objectives To guide children as they analyze data from the sunrise-sunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations
More informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationObjective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationParentheses in Number Sentences
Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationThe Lattice Method of Multiplication
The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit
More informationMiddle Value (Median) of a Set of Data
Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of
More informationChange Number Stories Objective To guide children as they use change diagrams to help solve change number stories.
Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationBuying at the Stock-Up Sale
Buying at the Stock-Up Sale Objective To guide children as they multiply using mental math and the partial-products algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationComparing and Ordering Fractions
Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationAddition of Multidigit Numbers
Addition of Multidigit Numbers Objectives To review the partial-sums algorithm used to solve multidigit addition problems; and to introduce a column-addition method similar to the traditional addition
More informationVolume of Pyramids and Cones
Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationObjectives To review making ballpark estimates; and to review the counting-up and trade-first subtraction algorithms. materials. materials.
Objectives To review making ballpark estimates; and to review the counting-up and trade-first subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for -digit
More informationMeasuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationCapacity. Assessment Management
Capacity Objective To review units of capacity. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationReading and Writing Small Numbers
Reading Writing Small Numbers Objective To read write small numbers in stard exped notations wwweverydaymathonlinecom epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationReview of Basic Fraction Concepts
Review of asic Fraction Concepts Objective To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. www.everydaymathonline.com epresentations etoolkit lgorithms
More informationReading and Writing Large Numbers
Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and number-and-word notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationMultiplication and Division of Positive and Negative Numbers
Multiplication and Division of Positive Objective o develop and apply rules for multiplying and dividing positive and www.everydaymathonline.com epresentations eoolkit Algorithms Practice EM Facts Workshop
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
More information1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.
1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: --counting, reading, and writing whole numbers
More informationThe Half-Circle Protractor
The Half-ircle Protractor Objectives To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a half-circle protractor to measure and draw
More informationThird Grade Math Games
Third Grade Math Games Unit 1 Lesson Less than You! 1.3 Addition Top-It 1.4 Name That Number 1.6 Beat the Calculator (Addition) 1.8 Buyer & Vendor Game 1.9 Tic-Tac-Toe Addition 1.11 Unit 2 What s My Rule?
More informationObjective To introduce a formula to calculate the area. Family Letters. Assessment Management
Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
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 informationAssessment Management
Weight Objectives To review grams and ounces as units of mass and weight; and to guide the estimation and measurement of weight in grams and ounces. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationHidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs
Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationU.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division.
Algorithm Project U.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division. www.everydaymathonline.com etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationObjectives To review and provide practice with the lattice method for multiplication.
Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with - and -digit
More informationBox Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters
Bo Plots Objectives To create, read, and interpret bo plots; and to find the interquartile range of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationLine Segments, Rays, and Lines
HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationThe Elementary School Math Project. Money Counts. Students will count and compare amounts of money less than or equal to one dollar.
The Elementary School Math Project Money Counts Math Grows Up (Number Sense/Computation) Objective Students will count and compare amounts of money less than or equal to one dollar. Overview of the Lesson
More informationMathematics Florida Standards (MAFS) Grade 2
Mathematics Florida Standards (MAFS) Grade 2 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Represent and solve problems involving addition and subtraction. MAFS.2.OA.1.1 Use addition and subtraction
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 informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationLine Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management
Line Plots Objective To provide experience creating and interpreting line plots with fractional units. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
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 informationMinnesota Comprehensive Assessments-Series III
Name Minnesota Comprehensive Assessments-Series III Mathematics Item Sampler Grade 3 ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATE State of Minnesota
More informationPlanning For Success Mathematics: Numeration Inquiry Investigations. Operations: Multiplication and Division. Number Sense and Numeration
Planning For Success Mathematics: Numeration Inquiry Investigations Operations: Multiplication and Division Number Sense and Numeration OVERALL EXPECTATIONS By the end of Grade 4, students will: solve
More informationMaths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
More informationFractions of an Area
Fractions of an Area Describe and compare fractions as part of an area using words, objects, pictures, and symbols.. Circle the letter of each cake top that shows fourths. A. D. Each part of this rectangle
More informationSummer Math Reinforcement Packet Students Entering into 2 nd Grade
1 Summer Math Reinforcement Packet Students Entering into 2 nd Grade Our first graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationExplorations with Shapes Kindergarten
Ohio Standards Connections Geometry and Spatial Sense Benchmark C Sort and compare twodimensional figures and threedimensional objects according to their characteristics and properties. Indicator 1 Identify
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
More informationMATHEMATICS GRADE 2 Extension Projects
MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students
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 informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More information1 st Grade Math Do-Anytime Activities
1 st Grade Have your child help create a number line (0-15) outside with sidewalk chalk. Call out a number and have your child jump on that number. Make up directions such as Hop to the number that is
More informationProgressing toward the standard
Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationBlackline Masters. symbol key indicates items need to be cut apart
ISBN 9781886131873 B1NCTG-B Blackline Masters NC 1 The Days In School chart NC 2 Student Clock NC 3 Number Cards, 1 6 NC 4 Number Cards, 7 12 NC 5 Ladybug NC 6 Tuesday s Temperatures chart NC 7 Mini Calendar
More informationJudi Kinney, Author Jo Reynolds, Illustrations and Graphic Design
Judi Kinney, Author Jo Reynolds, Illustrations and Graphic Design An Attainment Company Publication 2003 Attainment Company, Inc. All rights reserved. Printed in the United States of America ISBN 1-57861-479-1
More informationUnit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
More information3. Show how different combinations of coins equal the same amounts of money.
March 12-14, 1998 Money, Money, Money! Grade Level: 2 Presented by: Karin W. Sanders, Kimmell J. Proctor, Paul H. Cale Elementary, Charlottesville, VA Length of Unit: 11 Lessons I. ABSTRACT Money is everywhere!
More informationMath Content by Strand 1
Math Content by Strand 1 Number and Operations with Whole Numbers Multiplication and Division Grade 3 In Grade 3, students investigate the properties of multiplication and division, including the inverse
More informationKindergarten Math Content 1
Kindergarten Math Content 1 Number and Operations: Whole Numbers Counting and the Number System A main focus in Kindergarten is counting, which is the basis for understanding the number system and for
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 informationHave several sets of truck pieces (see below for list of truck pieces) cut out for the group.
TEACHER S GUIDE III Grades: 3rd and 4th Grade The exercises below are meant to inspire greater creativity with more complex tasks and reasoning. Students are required to pay attention and follow instructions
More informationGrade 4 Mathematics Patterns, Relations, and Functions: Lesson 1
Grade 4 Mathematics Patterns, Relations, and Functions: Lesson 1 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes
More informationProblems in Teaching Primary School Mathematics
Problems in Teaching Primary School Mathematics Seán Delaney, PhD Marino Institute of Education Laois Education Centre 18 October 2012 Introductions Who here: Teaches junior/senior infants Teaches 1 st
More informationDirections: Place greater than (>), less than (<) or equal to (=) symbols to complete the number sentences on the left.
Comparing Numbers Week 7 26) 27) 28) Directions: Place greater than (>), less than (
More informationfor the Common Core State Standards 2012
A Correlation of for the Common Core State s 2012 to the Common Core Georgia Performance s Grade 2 FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: K-12 Mathematics
More informationSaving Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List
Grade One Saving Money Overview Students share the book A Chair for My Mother, by Vera B. Williams, to learn about counting and saving money. They complete worksheets on coin counting and saving. Prerequisite
More informationThe Walters Art Museum. Mathematics STAINED GLASS DRAWING
The Walters Art Museum Mathematics STAINED GLASS DRAWING ACTIVITY GUIDE [ STAINED GLASS DRAWING ] Creating a stained glass panel takes great care and planning. You use drawing and artistic talents as well
More informationIntroduction to Fractions, Equivalent and Simplifying (1-2 days)
Introduction to Fractions, Equivalent and Simplifying (1-2 days) 1. Fraction 2. Numerator 3. Denominator 4. Equivalent 5. Simplest form Real World Examples: 1. Fractions in general, why and where we use
More informationDecimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
More informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
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 informationSCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
More informationOpen-Ended Problem-Solving Projections
MATHEMATICS Open-Ended Problem-Solving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEM-SOLVING OVERVIEW The Projection Masters for Problem-Solving
More informationQuarter One: August-October
Quarter One: August-October (Chapters 1 3, 5-6, 10) August - December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More information6th Grade Lesson Plan: Probably Probability
6th Grade Lesson Plan: Probably Probability Overview This series of lessons was designed to meet the needs of gifted children for extension beyond the standard curriculum with the greatest ease of use
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1
Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationFirst Grade Exploring Two-Digit Numbers
First Grade Exploring Two-Digit Numbers http://focusonmath.files.wordpress.com/2011/02/screen-shot-2011-02-17-at-3-10-19-pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net
More informationGrade 2 Level. Math Common Core Sampler Test
Grade 2 Level Math Common Core Sampler Test Everyone we come in contact with is scrambling to get their hands on example questions for this grade level. This test sampler is put together to give you an
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationIep Math Goals For Subtraction With Regrouping
Iep Math Goals For With Free PDF ebook Download: Iep Math Goals For With Download or Read Online ebook iep math goals for subtraction with regrouping in PDF Format From The Best User Guide Database Jul
More informationHow To Learn To Understand And Understand The Math Of The Year
Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from -0, place them in order and say which number is
More informationMath Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Original material 2001-2006, John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space,
More informationSKILL: What we want students to DO. I can count to 100 by 1 s and by 10s (K.CC.1) I can write the numbers 0-10 (K.CC.3)
TIME FRAME [By Date/Week/ Month] STANDARD OR BENCHMARK CURRICULUM End Product of Learning, What You Teach CONTENT: What we want students to KNOW. SKILL: What we want students to DO. INSTRUCTION Means to
More information2nd Grade Math Common Core Curriculum
Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum
More informationLesson 3.1 Factors and Multiples of Whole Numbers Exercises (pages 140 141)
Lesson 3.1 Factors and Multiples of Whole Numbers Exercises (pages 140 141) A 3. Multiply each number by 1, 2, 3, 4, 5, and 6. a) 6 1 = 6 6 2 = 12 6 3 = 18 6 4 = 24 6 5 = 30 6 6 = 36 So, the first 6 multiples
More informationNumbers Must Make Sense: A Kindergarten Math Intervention
Numbers Must Make Sense: A Kindergarten Math Intervention Paula Kitchen Metropolitan School District of Pike Township Do you have students who do not recognize their numbers or cannot count to ten? We
More informationScarcity and Choices Grade One
Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources
More information