Game 9. Overview. Materials. Recommended Grades 3 5 Time Instruction: minutes Independent Play: minutes

Size: px
Start display at page:

Download "Game 9. Overview. Materials. Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes"

Transcription

1 Game 9 Cross Out Singles Recommended Grades 3 5 Time Instruction: minutes Independent Play: minutes Quiet Dice Rolling dice can create lots of noise. To lessen the noise, consider using foam dice or pad students workspaces with foam or fabric placemats. Overview In this game, students practice addition while employing logical reasoning coupled with probability. To begin, one player rolls a die. All players write the number rolled in a square of their choice on their game board. Another player rolls the die and again all players record the number in a square of their choice on their game board. Players take turns rolling the die until all nine squares have been filled in. Players then find the sums of the number strings (the numbers in the rows, columns, and diagonal on their game board). They record the sums in the circles on the game board. Finally, players examine their sums, crossing out any sums that only appear once (hence the game s name Cross Out Singles). Players add up the sums in the remaining circles. The total is each player s score for the round. The winner is the player with the highest score of all three rounds. The game includes two versions of the game board to allow for differentiated instruction. Materials 1 die, 1 per pair of students Cross Out Singles Game Boards (Reproducible 13), 1 array enlarged for class use Cross Out Singles Game Boards (Reproducible 13), 1 copy per pair pencil Game Directions (Reproducible G-9), 1 per pair of students 1

2 Related Games Game 13: Fifteen-Number Cross Out Game 10: Cross Out Sums Key Questions Tell me about your strategy. What would be the ideal number to roll first? Why? Where would you place it? What is the largest/smallest sum you can achieve in this game using a 1 6 die? Explain. Teaching Directions Part I: The Connection Relate the game to students ongoing work. Build background for the introduction to the concept of singles by asking students, Have you ever heard a commercial about a fast-food restaurant having a single-, double-, or even triple-patty hamburger? What does it mean to have a single-patty burger compared to a double or triple? Another connection might be, Let s think about the game of baseball or kickball. Many of you play kickball at recess or have participated in, attended, or watched a game of baseball. What does it mean when a player is up to bat and they hit a single? Part II: The Teaching Introduce and model the game to students. 1. Explain to students they will be learning the game Cross Out Singles. Ask students to help define what the word singles means. Help them understand in this game they must cross out sums that only appear on their recording sheets once; these are considered the single sums. If students offer the word alone or only, link such understanding to the game. A CHILD S MIND Defining Single When discussing the meaning of the word single, the definitions children volunteer will vary depending on their age and experiences. They might suggest one like a single slice of pizza. A child might describe how a line of students moves through the hallway or the cafeteria in a single file line. Students may say single refers to a digit 0 9 a single digit. Still others may say a single is one song released by an artist or that the word means alone as in living by yourself. Accept all of the ideas that are a definition of single. Explain that a mathematician s definition of the word single means one. 3

4 Game 9: Cross Out Singles The player s score for this round is Point out that in this game, the player with the highest score after three rounds is considered the winner. 9. Play another round of the game as a whole class (repeat Steps 2 8). This time you might find that students are more carefully considering in which squares to record the numbers rolled. Refrain from discussing student strategies until the summarizing part of this lesson. Part III: Active Engagement Engage students to ensure they understand how to play the game. 10. Now give students an opportunity to explore the game in pairs. Distribute one copy of the Cross Out Singles Game Boards (Reproducible 13) to each pair of students. Remind students that this is their game board.. Roll the die. Give pairs of students time to record the number rolled in one of the squares on their Cross Out Singles Game Board. 12. Repeat Step eight more times. Remind students that once a number is recorded in a square, it may not be erased or moved to another square. 13. After all nine squares are filled, ask students to work in pairs to find the sums of the number strings (the rows, columns, and diagonal). Make sure they record the sums in the corresponding circles on their game boards. 14. Ask students to cross out any sums that appear only once in the circles (the singles ). 15. Have students work in pairs to total the sums in the circles remaining. 16. Now give time for students to compare their game boards. Ideas for comparing include: Pairs find another pair of students who share the same grand total. Compare game A CHILD S MIND Placing the Number As students become more familiar with the game, do not be surprised if some students have strategies and opinions about good placement and poor placement of numbers on the array. Refrain from discussing such during this part of teaching the lesson. Tell students they will have an opportunity to share their strategies and thinking later in the week, giving everyone ample time to play the game and develop their own ideas. Pairing Students Pairing students with someone of like ability or similar strategies may help level the playing field in this game. Ultimately, this game involves skill, strategy, and luck; overdesigning your pairings of students will not influence the success or failure of students playing the game. If you find that students are reluctant to explore this game in pairs, you might need to model another round (repeat Steps 2 8). 4

5 Math Games for Independent Practice boards; are the nine numbers placed in the same squares? How are the game boards similar or different? Pairs trade game boards with another pair of students. They check the mathematics and then compare their rounds. DIFFERENTIATING YOUR INSTRUCTION There are several ways to modify the game according to the levels and needs of your students. To provide more challenge, instead of using a three-by-three array, use a four-by-four array. Reproducible 14 is provided for this purpose. If using this game board, students need to add four addends and record sums in nine circles. Part IV: The Link Students independently play the game. 17. Set students up for independent practice with the game. Each student should be given one copy of the Cross Out Singles Game Boards (Reproducible 13). Each pair or group of students should also have one die. Also distribute the Game Directions (Reproducible G-9) as needed. 18. Determine how many rounds students should complete. The recording sheet is set up for three consecutive rounds. However, if time is limited this could be modified. When observing and talking with students as they play, ask key questions such as: Tell me about your strategy. What would be the ideal number to roll first? Why? Where would you place it? What is the largest/smallest sum you can achieve in this game using a 1 6 die? Explain. 5

6 Game 9: Cross Out Singles MATH WORKSHOP AND SUMMARIZING THE EXPERIENCE Teach this game at the beginning of the week to the whole class, then make it an integral part of your math workshop (for more on math workshops, see Chapter 5 in From Reading to Math by Maggie Sienna). Build in time to observe students playing the game. Note their individual skill level and the strategies being utilized. Have students cut out and post their best round on a classroom chart. Give students time to think about the chart. Which round is the winning round? Continue with a friendly discussion around the highest score. ASSESSMENT TIP Writing Prompt Have students pick what they feel is their best round in a game of Cross Out Singles. Do they think skill or luck played a part in this being the best round? Ask them to write about their strategies in their journals. Common Strategies That Students Use One common strategy students often use is placing the first number, no matter what it is, in the middle of their game board and the next number in one of the corners. In interviewing students, I have learned they are using logical reasoning. They recognize that those same numbers are likely to be rolled again in the next six rolls. Once the middle addend has been determined, placing same numerals in the corners will result in the same sum. This is an example of the commutative property. This might lead to a lesson on this mathematical law, which states that the order of the digits doesn t affect the sum. This strategy and others will assist students in moving forward in their thinking and/or serve as a revisit of content and concepts learned. 6

7 GAME DIRECTIONS Reproducible G-9 Game 9: Cross Out Singles Objective In this game, players fill in the nine squares on their game boards with the numbers rolled. Once all squares are complete, players find the sums of the number strings (the rows, columns, and diagonal). They cross out any sums that appear only once, then total the remaining sums. This is their score. The objective is to be the player with the highest score out of three rounds. Materials 1 die Cross Out Singles Game Boards (Reproducible 13), 1 per pair Players 1 or more Directions 1. Player 1 rolls the die. All players record the number in a square on the first array of their recording sheet. Remember, once a number is written it may not be changed. 2. Another player rolls the dice. All players record the number in a square on the first array of their recording sheet. 3. Repeat Step 3 until all nine squares on players arrays have been filled. 4. Players then find the sums of the number strings (the rows, columns, and diagonal) and write the sums in the corresponding circles. 5. All players examine their sums. They cross out the sums that appear only once (in only one circle). 6. The total of the sums not crossed out is the player s score for that round. For example: The player s score for this round is Repeat Steps 1 6. After three rounds are completed, players review their scores. The player with the highest score after three rounds is declared the winner. 9 6

8 CROSS OUT SINGLES GAME BOARDS Reproducible 13 Version 1 (3 x 3 Array) Copy the game boards as needed to play the game (each pair should have one sheet for three rounds of play). Name Name Total Total

9 CROSS OUT SINGLES GAME BOARDS Reproducible 14 Version 2 (4 x 4 Array) Copy the game boards as needed to play the game (each pair should have one sheet for six rounds of play). Name Name Total Total

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

MAKING MATH MORE FUN BRINGS YOU FUN MATH GAME PRINTABLES FOR HOME OR SCHOOL

MAKING MATH MORE FUN BRINGS YOU FUN MATH GAME PRINTABLES FOR HOME OR SCHOOL THESE FUN MATH GAME PRINTABLES are brought to you with compliments from Making Math More Fun at and Math Board Games at Copyright

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

Tasks 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

Using games to support. Win-Win Math Games. by Marilyn Burns

4 Win-Win Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperand-pencil practice. Using games to support students

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?

Math Board Games For School or Home Education 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

Ready, Set, Go! Math Games for Serious Minds

Math Games with Cards and Dice presented at NAGC November, 2013 Ready, Set, Go! Math Games for Serious Minds Rande McCreight Lincoln Public Schools Lincoln, Nebraska Math Games with Cards Close to 20 -

SKILL BUILDING MATH GAMES & ACTIVITIES

SKILL BUILDING MATH GAMES & ACTIVITIES (Dave Gardner, Head Teacher, Explorations in Math) (davega@eim.org - davgg@comcast.net) NOTE: When played at the beginning of a math period, many of the games and

MATHS 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.

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

Grade 8 Proportional Reasoning Lesson and Resources

Grade 8 Proportional Reasoning Lesson and Resources VSC Standard 6.0: Knowledge of Number Relationships and Computation/Arithmetic: Students will describe, represent, or apply numbers or their relationships

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

Factor Game. Overview of Lesson. Duration. Materials. Vocabulary. Math Solutions Lesson from the Classroom. A Lesson for Grade 5

Math Solutions Lesson from the Classroom Factor Game A Lesson for Grade 5 Featured in Math Solutions Online Newsletter, Issue 36 The lesson was adapted from the Math Solutions publications Enriching Your

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

Sample Pages THINKING STRATEGIES: ADDITION BUILDING MASTERY OF ADDITION FACTS CELIA BARON. Portage & Main Press

THINKING STRATEGIES: ADDITION BUILDING MASTERY OF ADDITION FACTS + CELIA BARON + CONTENTS Introduction Level : Facts with 0,,, and 3 5 Level : Facts with and Level 3: Double Facts 4 Level 4: The Near-Doubles

Assessment 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

Math 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,

How To Play The Math Game

Game Information 1 Introduction Math is an activity that is perfect for reviewing key mathematics vocabulary in a unit of study. It can also be used to review any type of mathematics problem. Math provides

Everyday 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.

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

How To Kit. Picture Bingo

How To Kit Picture Bingo Steps to Organizing a Picture Bingo Community Event 1. Find a space in the community to hold the event. (school, band office, nursing station, library, community hall) 2. Advertise

Three daily lessons. Year 5

Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest

Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.

Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L-34) is a summary BLM for the material

Fire Drills at School

LEARN NOT TO BURN - LEVEL 1 Fire Drills at School LESSON PLAN Teacher Information School is a very fire safe place to be. Schools conduct fire drills several times a year to be sure everyone in the building

RACE 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 Place-Value Mat, 1 per child Number cubes marked 1

The 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

The 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

Measuring 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

Financial 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

Calculator 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

Objectives 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

School. Lesson plan. Topic. Aims. Age group. Level. Time. Materials. School, school objects, rules, subjects, rooms and uniforms

School Lesson plan Topic School, school objects, rules, subjects, rooms and uniforms Aims To practise (depending on stages chosen): vocabulary: words connected to school, school objects, rules, subjects,

BISHOP SCHOOL K 5 MATH FACTS GUIDE

BISHOP SCHOOL K 5 MATH FACTS GUIDE INTRODUCTION This math fact guide is an outcome of several math related discussions among the staff. There is an agreement that the children need to know their math facts

Mental Computation Activities

Show Your Thinking Mental Computation Activities Tens rods and unit cubes from sets of base-ten blocks (or use other concrete models for tenths, such as fraction strips and fraction circles) Initially,

Money, Money, Money. Lesson Plan

208 Lesson Plan Objectives: 1. Participants will be able to create a usable spending plan. 2. Participants will be able to identify resources, other than money, that they have. 3. Participants will be

Gambling games. Lesson 6

Lesson 6 Gambling games SPECIFIC OUTCOMES Explore the connections among physical activity, emotional wellness and social wellness by becoming familiar with the definition of addiction learning the definition

Meeting the requirements of the Care Certificate is a challenge for all employers of health and social care support workers.

Contents Each game kit contains: 1 x Game Board 1 x 60 second Timer 1 x Dice 53 Yellow & 53 Red Tokens 2 x Player Counters 106 Care Certificate Question Cards Introduction Meeting the requirements of the

Teachers should read through the following activity ideas and make their own risk assessment for them before proceeding with them in the classroom.

Mathematical games Teacher notes Teachers should read through the following activity ideas and make their own risk assessment for them before proceeding with them in the classroom. Aims: To use mathematics

Subject: 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

Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation

Objective 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

Session 8 Probability

Key Terms for This Session Session 8 Probability Previously Introduced frequency New in This Session binomial experiment binomial probability model experimental probability mathematical probability outcome

Hooray 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

Directions: 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 (

What behaviors are required for success in the workplace and how can we practice these behaviors in the classroom? MATERIALS

2 INTRODUCTION Teambuilding The BIG Idea What behaviors are required for success in the workplace and how can we practice these behaviors in the classroom? AGENDA Approx. 45 minutes I. Warm Up: Procedure

Counting 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

Base-Ten and Place Value

1 Base-Ten and Place Value Jumping Jelly Beans Hundred Board-O Order Up! Number Neighborhood Stretching Numbers Place Value Pause Place Value Bingo 1 2 BRAIN-COMPATIBLE ACTIVITIES FOR MATHEMATICS, GRADES

MATHEMATICS. Y5 Multiplication and Division 5330 Square numbers, prime numbers, factors and multiples. Equipment. MathSphere

MATHEMATICS Y5 Multiplication and Division 5330 Square numbers, prime numbers, factors and multiples Paper, pencil, ruler. Equipment MathSphere 5330 Square numbers, prime numbers, factors and multiples

An 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

Comparing 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

What did I learn from participating in the career fair, and how did my presentation contribute to my classmates knowledge?

Career Fair Reflection 10 CAREERS The BIG Idea What did I learn from participating in the career fair, and how did my presentation contribute to my classmates knowledge? AGENDA Approx. 45 minutes I. Warm

6 and up. 2 to 6 players

INSTRUCTIONS 6 and up 1 2 to 6 players Learning Skills: For 2-6 players ages 6 and up Sharpen your memory and your drawing pencil as you play this fun, fast-paced memory game! Players earn points by sketching

OA3-10 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20

Gaming the Law of Large Numbers

Gaming the Law of Large Numbers Thomas Hoffman and Bart Snapp July 3, 2012 Many of us view mathematics as a rich and wonderfully elaborate game. In turn, games can be used to illustrate mathematical ideas.

Fun ways to group students

Fun ways to group students Tips for dividing into groups. Picture Cards: Hand out cards with images on such as strawberries, blueberries, blackberries and other such groups of things. Then get them to

Objectives 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

Personal Finance Presentation Instructions

Slide #1 Section I: Introduction (5 minutes) 1. Slide one of the PowerPoint presentation should be on the screen. 2. Make sure all handouts, including one budget card per student, calculators, pencils,

Unit 6 Direction and angle

Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares

Lesson Plans for (9 th Grade Main Lesson) Possibility & Probability (including Permutations and Combinations)

Lesson Plans for (9 th Grade Main Lesson) Possibility & Probability (including Permutations and Combinations) Note: At my school, there is only room for one math main lesson block in ninth grade. Therefore,

Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K - 3) page 8 Greater or Less Than (Grades K - 3) page 9 Number Battle (Grades K - 3) page 10 Place Value Number Battle (Grades 1-6)

OA4-13 Rounding on a Number Line Pages 80 81

OA4-13 Rounding on a Number Line Pages 80 81 STANDARDS 3.NBT.A.1, 4.NBT.A.3 Goals Students will round to the closest ten, except when the number is exactly halfway between a multiple of ten. PRIOR KNOWLEDGE

MATHEMATICS: REPEATING AND GROWING PATTERNS First Grade. Kelsey McMahan. Winter 2012 Creative Learning Experiences

MATHEMATICS: REPEATING AND GROWING PATTERNS Kelsey McMahan Winter 2012 Creative Learning Experiences Without the arts, education is ineffective. Students learn more and remember it longer when they are

After 3 races the player with the highest winnings has won that day s racing.

Jockey 2-6 players Ravensburg Games Contents: 1 playing board 54 jockey cards 4 horses 1 pad of betting sheets play money This exciting game conveys all the suspense of the racetrack. In Jockey the players

MATHEMATICS Y3 Using and applying mathematics 3810 Solve mathematical puzzles and investigate. Equipment MathSphere www.mathsphere.co.

MATHEMATICS Y3 Using and applying mathematics 3810 Solve mathematical puzzles and investigate. Equipment Paper, pencil, ruler Dice, number cards, buttons/counters, boxes etc MathSphere 3810 Solve mathematical

Probability and Expected Value

Probability and Expected Value This handout provides an introduction to probability and expected value. Some of you may already be familiar with some of these topics. Probability and expected value are

alliantenergykids.com

Standards This lesson addresses the following National Science Education Standards: Science as Inquiry: abilities necessary to do scientific inquiry Science as Inquiry: understanding about scientific inquiry

Ch. 13.2: Mathematical Expectation

Ch. 13.2: Mathematical Expectation Random Variables Very often, we are interested in sample spaces in which the outcomes are distinct real numbers. For example, in the experiment of rolling two dice, we

Review: 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

Foundation 2 Games Booklet

MCS Family Maths Night 27 th August 2014 Foundation 2 Games Booklet Stage Focus: Trusting the Count Place Value How are games used in a classroom context? Strategically selected games have become a fantastic

Grade 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

Grades 3 to 5 Health Problems Series KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards

Five daily lessons. Pages 24, 28. Page 32. Page 60. Year 2

Unit 4 Addition and subtraction Five daily lessons Year 1 Autumn term Unit Objectives Understand the operation of ition and of subtraction (as take away, difference and how many more to make ), and use

Solar System High Jump Olympics 2857

Barbara Soares June 2008 Solar System High Jump Olympics 2857 References: Some material was adopted from the How much do you weigh? activity from the Hawaii Space Grant College site: http://www.spacegrant.hawaii.edu/class_acts/weight.html

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 48824-1039 (517) 353-1898

NS6-50 Dividing Whole Numbers by Unit Fractions Pages 16 17

NS6-0 Dividing Whole Numbers by Unit Fractions Pages 6 STANDARDS 6.NS.A. Goals Students will divide whole numbers by unit fractions. Vocabulary division fraction unit fraction whole number PRIOR KNOWLEDGE

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

Current 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.

STRING TELEPHONES. Education Development Center, Inc. DESIGN IT! ENGINEERING IN AFTER SCHOOL PROGRAMS. KELVIN Stock #651817

STRING TELEPHONES KELVIN Stock #6587 DESIGN IT! ENGINEERING IN AFTER SCHOOL PROGRAMS Education Development Center, Inc. DESIGN IT! Engineering in After School Programs Table of Contents Overview...3...

GAMES WITH ONE DIE Games where you only use a single die can be plenty exciting indeed. Here are two good examples of this!

[TACTIC rules for dice games] Here are 21 different dice games, with one, two, three or even more dice. We wish you lots of enjoyment! GAMES WITH ONE DIE Games where you only use a single die can be plenty

Jump\$tart Washington Curriculum Unit Three Chapter Eleven: Cash and Credit

Jump\$tart Washington Curriculum Unit Three Chapter Eleven: Cash and Credit Chapter Learning Objectives 1. Become familiar with different methods of paying for purchases. 2. Identify advantages and risks

"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?"

"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?" Monica Gonzalez Bilingual/ESL Specialist monica.gonzalez@esc13.txed.net "Tell me and I

for the Bill Hanlon bill@hanlonmath.com

Strategies for Learning the Math Facts Bill Hanlon bill@hanlonmath.com The more sophisticated mental operations in mathematics of analysis, synthesis, and evaluation are impossible without rapid and accurate

Practice Task: Ticket Master TASK CONTENT: In this task, students order and compare 6-digit numbers found on preprinted ticket stubs. They will place them in ascending and/or descending order. Then they

Math 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

Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade

Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance

Factor 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

.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

PIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY

PIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY The Student Handout is page 11. Give this page to students as a separate sheet. Area of Circles and Squares Circumference and Perimeters Volume of Cylinders

Bar Graphs with Intervals Grade Three

Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals

Instructions for Setup

Instructions for Setup Student Setup: 1. Give each student one BINGO problems sheet, one BINGO squares sheet, and one BINGO card. 2. During independent practice, have students solve all of the BINGO problems.

Colored Hats and Logic Puzzles

Colored Hats and Logic Puzzles Alex Zorn January 21, 2013 1 Introduction In this talk we ll discuss a collection of logic puzzles/games in which a number of people are given colored hats, and they try

CONNECTING THE DOTS DOMINO MATH GAMES STEPHANIE GARCIA

Box Cars and One-Eyed Jacks CONNECTING THE DOTS DOMINO MATH GAMES STEPHANIE GARCIA FCTM Conference Tampa Bay, FL October 23-25, 2014 info@boxcarsandoneeyedjacks.com phone 1-866-342-3386 / 1-780-440-6284

Virtual Library Lesson: Greatest Common Factor and Least Common Multiple

Greatest Common Factor and Least Common Multiple Lesson Overview This is a series of lessons that build an understanding of greatest common factor and least common multiple, preparing students for fraction

Math 25 Activity 6: Factoring Advanced

Instructor! Math 25 Activity 6: Factoring Advanced Last week we looked at greatest common factors and the basics of factoring out the GCF. In this second activity, we will discuss factoring more difficult

VISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University

VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS

A Concrete Introduction. to the Abstract Concepts. of Integers and Algebra using Algebra Tiles

A Concrete Introduction to the Abstract Concepts of Integers and Algebra using Algebra Tiles Table of Contents Introduction... 1 page Integers 1: Introduction to Integers... 3 2: Working with Algebra Tiles...