Halving Shapes

Grade Level(s):  1^st – 2^nd 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.1.G.A.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Targeted Needs of Student:

Dividing shapes into smaller shapes, introducing language such as halves, fourths, quarters, and whole, working with shares of an object, decomposing

Goal:

To provide students with practice decomposing rectangles and circles into equal shares

Materials Needed:

1.      Worksheets

2.      Coloring utensils

Explanation/Summary:

Students will be given the worksheet and told to cut each shape into halves, quarters, wholes, and fourths. They may do this using coloring utensils or just shading with their pencil.

Resource:                          

www.teacherspayteachers.com

Equal Shmequal Book

Grade Level(s):  1^st – 2^nd 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.1.OA.D.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Targeted Needs of Student:

Understanding of the equal sign, visual representation of tug of war to show equal sign, balancing equations, integration of literature in math

Goal:

To provide students with representation of balancing both sides of the equal sign through literature  

Materials Needed:

1.      Equal Shmequal by Virginia Kroll

Explanation/Summary:

Teacher will read book and then facilitate a discussion about the importance of the equal sign. Then students can use the animals to represent different numerical values and balance those. The book describes a group of animals who are trying to balance a tug of war game.

Resource:       

www.loyallibrarian.blogspot.com

The Great Graph Contest Book

Grade Level(s):  1^st – 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.1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

CCSS.MATH.CONTENT.2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.

Targeted Needs of Student:

Introducing data collection and graphs, drawing graphs, understanding tallying and surveys, connecting reading to math

Goal:

To introduce or explain graphing and data collection through literature

Materials Needed:

1.      The Great Graph Contest by Loreen Leedy

Explanation/Summary:

The teacher can use this book as an interactive read aloud by reading the story and stopping at certain parts to explain or analyze graphs. The book describes two best friends, a toad and a lizard, who are competing to see who can make the best graph. During the book they collect data, survey, tally, and graph data using line graphs, bar graphs, etc.

 

Resource:

www.the-best-childrens-books.org

Tally O’Malley Book

Grade Level(s):  Kindergarten – 2^nd 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.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

CCSS.MATH.CONTENT.1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Targeted Needs of Student:

Introducing data collection and graphs, explaining how to tally, relating data collection to a real-world problem, integrating reading in math time

Goal:

To introduce the concept of tallying through literature

Materials Needed:

1.      Tally O’Malley by Stuart Murphy

Explanation/Summary:

The teacher can read this book to introduce data collection and tallying. The O’Malley family is on a long car ride and they start to become bored. So, they begin to tally and graph all of the things they see in short competitions including how many cars they see, train cars, t-shirts, etc. Students will be able to relate to this story of being bored on a car ride and can tally at home.

 

Resource:

www.the-best-childrens-books.org

Percentage Patches

Grade Level(s):  1^st -6^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.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

·         CCSS.MATH.CONTENT.6.RP.A.3.C: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Targeted Needs of Student:

Finding percentage on an individual basis, seeing parts of a whole, representing percentage not out of 100, understanding relation of percentage and fractions

Goal:

To provide students with practice determining the percentage of a set of colors

Materials Needed:

1.      Coloring utensils

2.      Grid paper

3.      Fraction sheet

Explanation/Summary:

Students will be given grid paper and allowed to make a design on their paper using the coloring utensils. Then they will use the fraction sheet to write how many squares of each color they have out of the whole number. The whole number of squares could be 100 or it could be out of another number. The students will then determine the percentage of each color and write that on the fraction sheet.

Resource:

www.tothesquareinch.wordpress.com

Body Shapes and Lines

Grade Level(s):  Kindergarten – 4^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.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Targeted Needs of Student:

Representing shapes in a kinesthetic way, reviewing shapes, introducing polygons, observing angles and lines, recognizing patterns of lines and angles of several shapes

Goal:

To provide students with a kinesthetic way of identifying angles and lines in shapes

Materials Needed:

1.      Elastic bands or Chinese jump ropes

Explanation/Summary:

Students will represent different shapes using the elastic bands as the sides. Also they will represent different line relationships such as perpendicular, parallel, and line segments. Students can put their arms out for rays (never ending lines) and keep their arms by their sides for segments. There are many possibilities for this strategy.

 

Resource:

www.mrshallifabulousinfourth.blogspot.com

Splash Math App

Grade Level(s):  Kindergarten – 4^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:

This app can be used for various standards and various grades.

Targeted Needs of Student:

Practicing math concepts, reteaching math concepts, fun alternative to hard copy work, maintaining knowledge learned outside of the classroom

Goal:

To provide students with practice regarding math concepts throughout the year

Materials Needed:

1.      iPad or iPod

Explanation/Summary:

Splash Math is a worksheet app that can be bought for different grades. Students can use this app to maintain knowledge at home or the teacher can assign work on this app for individual work in the classroom. 

Resource:

Apple Store also shared with me by in SES 472

Math Fact Master App

Grade Level(s):  1^st -6^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.3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Targeted Needs of Student:

Fluently answering multiplication, division, addition, and subtraction problems, using technology to drill certain mathematical concepts, relating operations to each other

Goal:

To provide students with a technological way to practice performing operations

Materials Needed:

1.      iPad or iPod

Explanation/Summary:

This app is a drill app that helps students to memorize math facts in multiplication, division, addition, and subtraction. Students choose which operation to work on and then the screen pops up a problem. Students type in the answer and it shows the correct answer afterwards. Students can monitor their progress on the assessment results page.

Resource:

Apple Store also shared with me by in SES 472

Math Bingo App

Grade Level(s):  1^st – 2^nd 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.1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Targeted Needs of Student:

Fluently adding and subtracting, using technology to master mathematical concepts, fun way to practice adding and subtracting

Goal:

To provide students with practice adding and subtracting

Materials Needed:

1.      iPad or iPod

Explanation/Summary:

Students can use this app to practice addition and subtraction. The screen shows a bingo board and flashes up math problems for students to complete. If they get the correct answer to the problem, then they get a monster placed on a bingo square. The goal of the game is to get five questions correct that all are lined up on the board.

Resource:

Apple Store also shared with me by in SES 472