Pick, Flip, Check

Grade Level(s):  4^th – 5^th Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.4.OA.B.4: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Targeted Needs of Student:

Using multiplication to understand multiples, becoming fluent with multiples, self-checking progress, distinguishing between examples and non-examples

Goal:

To provide students with examples and non-examples of multiples

Materials Needed:

1.      Cards with numbers on them

2.      Clothespins

Explanation/Summary:

Students will look at cards and determine which numbers are multiples of the middle text. Then if the number is a multiple, they will place the clothespin on the number. After going through the multiples, they will then turn the card over to see if they are correct.

Resource:                          

www.fungames4learning.blogspot.com.au

Touch and Add

Grade Level(s):  1^st Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.1.NBT.C.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Targeted Needs of Student:

Tactile way of counting numbers, understanding that each number is one more of another one, connecting value of numbers to writing numbers, representing the value of number through dots

Goal:

To provide students with a tactile way of understanding the value of each number from 0 - 10

Materials Needed:

1.      Worksheets or mats

Explanation/Summary:

Students will use this mat or worksheet to understand the value of each number. Each number on the mat has the correct amount of dots for each number. Students will point each dot and count up to the number represented. For instance, 8 has eight dots in the number. Students could count 1 – 8 by placing their finger on each dot.

 

Resource:                          

www.themommabird.com

Flip Ten

Grade Level(s):  Kindergarten - 1^st Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.NBT.A.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Targeted Needs of Student:

Quickly adding, decomposing 10, memorizing math facts, understanding the meaning of 10, exploring the possibilities of adding to make 10

Goal:

To provide students with practice combining numbers to make 10

Materials Needed:

1.      Uno Cards

Explanation/Summary:

Students will be in pairs and will lay all of the Uno cards face down in front of them. Then they will take turns flipping cards over and if those two numbers can make 10 through addition, then the student can take those two cards as a pair. If the two numbers cannot make 10 through addition, then the student has to turn the cards back over and wait until their next turn to go again. This is very similar to memory but the pairs are established through addition to make 10.

Resource:                          

www.eisforexplore.blogspot.com

Shape Card Sort

Grade Level(s):  Kindergarten

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Targeted Needs of Student:

Recognizing and naming different shapes, sorting shapes by color and type, understanding different shapes, contrasting and comparing different shapes

Goal:

To challenge students to think about what makes a shape different and similar

Materials Needed:

1.      Sort for each student

2.      Paper

3.      Glue

Explanation/Summary:

Students will take all of their cards and organize them by shape and color. Then they will glue them on paper and use them for a reference as we start to discuss shapes and sorting objects.

Resource:                          

www.teacherspayteachers.com  

Number Concept Bag

Grade Level(s):  Kindergarten – 1^st Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.OA.A.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Targeted Needs of Student:

Visual representation of decomposing numbers, understanding the value of a number, adding to make a number, kinesthetic activity to make 10

Goal:

To provide students with a visual and kinesthetic way to make ten

Materials Needed:

1.      Tokens

2.      Plastic bags

3.      Marker

Explanation/Summary:

Students will either be given a bag already made or will be able to make the bag themselves. The bag will be filled with a certain amount (5 or 10) of tokens and then on the outside a large line will be drawn. When the bag is sealed, students can manipulate the tokens inside to create number sentences that represent the number.

 

Resource:                          

www.mrstsfirstgradeclass-jill.blogspot.com

Shape Search of 2D and 3D Shapes

Grade Level(s):  Kindergarten

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.K.G.A.3: Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Targeted Needs of Student:

Recognizing 2D and 3D shapes around the room, drawing 2D and 3D shapes, comparing and contrasting 2D and 3D shapes

Goal:

To provide students with examples of 2D and 3D shapes

Materials Needed:

1.      Worksheets

2.      Clipboards

3.      Writing utensils

Explanation/Summary:

Students will be given the worksheet and allowed to put the worksheet on a clipboard. They will go around the room and draw at least 2 examples of certain 2D and 3D shapes that they find.  Then they will discuss in a classroom discussion about the similarities and differences of 2D and 3D shapes.

Resource:                          

www.teacherspayteachers.com

Bean Thirteen Book

Grade Level(s):  3^rd Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Targeted Needs of Student:

Fluently multiplying and dividing, understanding remainders, dividing into equal groups, real world application of division, integration of literature in math

Goal:

To provide students with an introduction of remainders and equal groups

Materials Needed:

1.      Bean Thirteen by Matthew McElligott

Explanation/Summary:

The teacher will read these books to help introduce remainders and also show the significance of equal groups. The story describes two friends who choose thirteen beans and try to equally divide it but they can’t.

 

Resource:                          

www.primarygraffiti.blogspot.com