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

Long Division Style

Grade Level(s):  4^th – 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.4.NBT.B.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Targeted Needs of Student:

Understanding the steps of long division, understanding different operations in division

Goal:

To provide students with a way to remember how to long divide through music

Materials Needed:

1.      Way to project video

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.youtube.com by dengy86 

Parallel and Perpendicular Lines

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.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:

Recognizing the difference between perpendicular lines and parallel lines, understanding the significance of parallel lines, integrating music into math

Goal:

To provide students with a fun way to understand perpendicular and parallel lines

Materials Needed:

1.      Way to project video

Explanation/Summary:

Students will listen to this video after learning about perpendicular lines and parallel lines. This video serves as a great way to show the differences of these lines in a personified way.

Resource:

www.youtube.com by jconde1

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

Coordinate Plane Four Fold

Grade Level(s):  5^th – 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.5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Targeted Needs of Student:

Representing the four coordinates on the coordinate plane, organization of ideas around the coordinate plane, showing negative and positive numbers for the coordinate plane

Goal:

To provide students with a reference of coordinate plane points and their location on the plane

Materials Needed:

1.      Colored Paper

2.      Markers

3.      Square of Graph Paper

4.      Scissors

5.      Glue

Explanation/Summary:

Students will take a square piece of colored paper and cut four squares from the points. Then they will fold in the sides to make flaps. These four flaps should cover the middle of the paper. Next the students will cut the each of the flaps to make 8 square flaps. In the middle large square, the students will glue the square piece of graph paper. This will be the coordinate plane so they will use a marker to make the four quadrants. Then above and beside each coordinate plane there should be a flap for the x and y points. See pictures for reference.

Resource:

www.journalwizard.blogspot.com.au

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

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

Brain Pop App

Grade Level(s):  Various Grades

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 practically every standard.

Targeted Needs of Student:

Factor families, numbers and operations practice, algebra and geometry problems, learning how to measure

Goal:

To provide students with practice for various mathematical concepts

Materials Needed:

1.      iPad or iPod to use

Explanation/Summary:

This app is very versatile for multiple math concepts and even science, social studies, and language arts. BrainPOP first gives students a video to watch and then it assesses them on what they know. When monitored, students can use this to learn or practice math concepts at home or at school.

Resource:

Apple Store also shared with me by in SES 472

Volume with Cubes

Grade Level(s):  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.5.MD.C.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

·         CCSS.MATH.CONTENT.5.MD.C.3.A: A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.

·         CCSS.MATH.CONTENT.5.MD.C.3.B: A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Targeted Needs of Student:

Finding the volume of an object, understanding length, width, and height, building three dimensional shapes from a two dimensional outline, measuring attributes of a shape, using units to find volume

Goal:

To provide students with a concreate way of understanding how to measure volume

Materials Needed:

1.      Unifix Cubes

2.      Outlines

3.      Marker

4.      Scratch paper

5.      Scissors

6.      Clear tape

Explanation/Summary:

Students will cut out the outline for the foldable and then they will label the middle rectangle as “base.” Then they will label three of the other rectangles as “height,” “length,” and “width.” Then the students will fold the rectangles up to create a prism without a top. The teacher will give the students tape to keep the cube together and she will also give them unifix cubes. Students then can try and fit as many cubes as they can inside the prism. This represents the volume and the teacher can facilitate discussion about volume, area, and perimeter using the prism.  

 

Resource:

www.maththings.net