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

A Remainder of One 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.      A Remainder of One by Elinor J Pinczes

Explanation/Summary:

The teacher will read the book to the students and have students discuss what equal groups means in a real world context. In this book, the main character has to make even lines for the queen ant but keeps having one remainder. The book describes all of the possibilities he goes through to make equal groups.

 

Resource:                          

www.dreambox.com

Factor Ninja

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.B.6: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Targeted Needs of Student:

Visual representation of finding factors, understanding multiplication, working with factors and making numbers

Goal:

To provide students with a visual way to remember how to make factors

Materials Needed:

1.      Writing utensils

2.      Different colored markers

Explanation/Summary:

Students will be shown a number and the tactic to find the factors. First the ninja kicks to the outside and then to the inside. Then he repeats for the next pair of factors.

Resource:                          

www.youngteacherlove.blogspot.com

Graphing Foldable

Grade Level(s):  3^rd – 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.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Targeted Needs of Student:

Comparing and contrasting graphs, reference for different graphs, understanding data and how it is shown

Goal:

To provide students with a reference of different types of graph

Materials Needed:

1.      Paper

2.      Writing utensils

3.      Scissors

4.      Glue

Explanation/Summary:

Students will first take a piece of paper and fold it into thirds. Then they will glue the middle third of the folded paper in their notebooks and cut flaps on the two other thirds. This will create two sets of four flaps to write the description and name of the graphs. The middle third that is glued down with have graphs drawn on it.

 

Resource:                          

www.rundesroom.com

Key Measurement

Grade Level(s):  3^rd 

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.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Targeted Needs of Student:

Measuring to the nearest quarter inch, using rulers, graphing data, analyzing data

Goal:

To provide students with practice graphing and interpreting data

Materials Needed:

1.      Worksheets

Explanation/Summary:

Students will first measure the keys to the nearest inch, quarter inch, or fourth inch. Then they will record the data on the line plot provided at the top of the page. Then the teacher can facilitate discussion around the data.

Resource:                          

www.teachersnotebook.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

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

Full House 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.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Targeted Needs of Student:

Introducing fractions, understanding the meaning of fractions and significance of fractions, connecting reading to mathematics, relating division to fractions, understanding parts and whole

Goal:

To introduce the concept of fractions through literature in a non-threating way

Materials Needed:

1.      Full House by Dayle Ann Dodds

Explanation/Summary:

This book is about a lady who owns an Inn. She has to give the rooms out to people and fractions are shown using the space filling up through rhymes and pictures. For instance one page says "Now ONE room of SIX had a guest for the night./To fill up the inn would be pure delight! 1/6." Students can make their own Inns and describe the rooms being taking using fractions.

Resource:

www.mollystevens.hubpages.com