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 

Deck of Cards Data

Grade Level(s):  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.SP.A.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Targeted Needs of Student:

Finding the range, median and mode of a set of data, introduction of box and whisker plots, arranging numbers in ascending order

Goal:

To provide students with practice identifying mean, median, and range of data

Materials Needed:

1.      Set of cards for a group of students

2.      Writing utensils

3.      Worksheets

Explanation/Summary:

Students will first pull a random 8 cards from a deck. Then they will write the numbers from these cards in the circles provided on the cards on the worksheet. They will use these numbers as their data sets to find the range, median, and mode. They will then pull eight more cards and repeat for three more sets of data. Students will need to share decks.

Resource:                          

www.classroomfreebies.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

Cuisenaire Rods

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:

CCSS.MATH.CONTENT.3.NF.A.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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:

Exploring fractions and parts of a whole, representing fractions using manipulatives, introducing algebra concepts, working with fact families

Goal:

To provide students with an explorative way of representing fractions and parts of a whole

Materials Needed:

1.      Cuisenaire Rods for each student

2.      Grid to match rods

Explanation/Summary:

Students will use Cuisenaire rods to show fractions. Each rod resembles a number that can be compared to another rod to show. For instance the lime green rod is half of the dark green rod. When put together, this can show one half of a whole. Also other rods resemble 1/3, 1/5, and 1/4.

Resource:

Shared in SES 472 class

Basketball Probability

Grade Level(s):  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:

Visually and kinesthetically experimenting with probability, introducing probability, applying a real-world example,

Goal:

To introduce to students in a familiar way a real-world application of probability.  

Materials Needed:

1.      Basketball

2.      Hoop in the classroom

Explanation/Summary:

As an introduction to probability, students will be able to shoot a few baskets in the classroom from close to the hoop. The teacher will then ask students to walk farther away and try and shoot a basket from there. Then the teacher will say that the probability of the student making the shot is higher when the student is closer and the probability of the student making the shot is lower when the student is further away.

Resource:

www.shenanigansinsecond.blogspot.com

Multiplying Decimals by Powers of Ten

Grade Level(s):  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.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, 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.

Targeted Needs of Student:

Connecting understanding of the power of ten to decimals, kinesthetic way to show moving decimal, introducing moving the decimal, working with place value

Goal:

Visually seeing the impact of multiplying and dividing by ten regarding decimals.

Materials Needed:

1.      Sentence Strips

2.      Smaller strips of paper

3.      Marker

4.      Scissors

Explanation/Summary:

Students be given a decimal problem and then asked to divide and/or multiply by ten. By moving the smaller strip of paper, they can move the numbers (or move the decimal) to show how the power of ten can impact a number.

Resource:

Shared with me from Lillie Herman in SES 472