Cookie Curcumference

Grade Level(s):  7^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.7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Targeted Needs of Student:

Finding the area and circumference of various circles, understanding the relationship between radius and diameter, practicing how to find these various things

Goal:

To provide students with practice finding area, circumference, and diameter of various circles

Materials Needed:

1.      Worksheets

2.      Scratch paper

Explanation/Summary:

Students will be given this worksheet and asked to find the circumference, area, and diameter of each circle. They may use this for homework, classroom, or in groups.

 

Resource:                          

www.education.com

Finding  with Pies

Grade Level(s):  7^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.7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Targeted Needs of Student:

Determining a circle’s circumference and diameter, understanding pi, fun way to talk about circles, visual way to see geometry concepts

Goal:

To provide students with proof of why pi is always consistent in a fun way

Materials Needed:

1.      Projector

Explanation/Summary:

This video shows how to calculate pi using pies. The person in the video lines up mini pies around a large circle (circumference) and then also lines up mini pies on the diameter. Then he proves that pi is always consistent by dividing the circumference by the diameter and getting 3.14 as pi. Students can watch this video and then discuss why he was able to find pi.

Resource:

www.youtube.com by Numberphile

Domino Match Up

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:

Various standards can be applied to this strategy.

Targeted Needs of Student:

Practicing various topics, self-checking answers, mastering a concept, alternative to worksheets

Goal:

Providing an alternative way to practice mathematical concepts

Materials Needed:

1. Domino set for each student
2. Scratch paper

Explanation/Summary:

Students will take the set of dominos and start at the domino that says “START.” Then they will complete the problem and find the answer to the problem on another domino. The next problem will be written on that domino as well and students will work to complete that problem next. This is basically a matching activity for students to get an answer, look for the answer, and then start to complete another problem. When they get the answer and that domino has “FINISH” on it – they are done.

Resource:

Shared by Brian Avolio at NEMS

Hands on Equations

Grade Level(s):  6^th – 8^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.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Targeted Needs of Student:

Using manipulatives to represent variables, introducing one step equations with variables, balancing equations, visual representation of balancing equations

Goal:

Providing students with a visual and kinesthetic way to balance equations with variables

Materials Needed:

1. Balance mat
2. Pawns
3. 0 – 5 Number dice
4. 6 – 10  Number dice

Explanation/Summary:

Students will use this mat to place pawns and numbers on it to represent an equations. The pawns will represent a variable (one color per variable – blue might mean x and red might mean y) and then the number dice represent a number (such as 5 being added to 2x or 5 + 2x). Then students will determine the number that the pawns represent using the strategy.

Resource:

Shared at the NCCTM Conference

True and False Number Strings

Grade Level(s):  Kindergarten – 8^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.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 the importance and meaning of the equal sign, understanding balancing equations, thinking critically about math

Goal:

Providing explanation of the equal sign and how to balance both sides of the equation.

Materials Needed:

1. Paper and pencil
2. Whiteboard and expo marker

Explanation/Summary:

To understand the sides of the decimal, the teacher will show the beginning statement of a number equaling itself (such as 6 = 6) and then they will decompose the number to show that the equation can be written a different way while still meaning the same thing. Each time that they write a new equation, the teacher will discuss with the students if that statement is true or false.

6 = 6

6 = 4 + 2

4 + 2 = 4 + 2

4 + 2 = 1 + 5

Resource:

Shared at the NCCTM Conference 

EquaBeam Number Balance

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:

Various standards can be applied when using this balance.

Targeted Needs of Student:

Adding numbers, representing and understanding equal signs, balancing equations, showing multiplication and division in a representational way

Goal:

Providing students with visual balance of equations

Materials Needed:

1. EquaBeam
2. EquaBeam Weights
3. Scratch Paper
4. Writ

Explanation/Summary:

Students will be shown the balance along with equations to show the importance of balancing both sides of the equation. First the teacher will have a card of equations and then they will ask students to show this on the balance. For instance, the card might say 2 + 5 = ___ + 3. Students would use the middle of the balance to symbolize the equal sign and then place a weight on 2 and then on 5 on the left side of the balance and a 3 on the right side. They will find the number that goes in the box. This is a good strategy to use in small groups but not in whole group because students need to be able to explore.

Resource:

Shared at the NCCTM Conference

Ways to Make 5

Grade Level(s):  6^th – 7^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.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:

Decomposing 5, exploring possibilities of ways to make 5, representing addition through objects, introducing writing equations, could be used for other numbers as well

Goal:

Representing how to add numbers to create five using various manipulatives

Materials Needed:

1. Page protector
2. Manipulatives
3. Expo marker
4. Number sheet

Explanation/Summary:

Student will use these sheets during centers or individual work where they will use small manipulatives (ones that fit in boxes) to decompose a number. They will place the objects in the box and then add the amount of numbers up to be sure that it makes 5 or the number they are working on. Then they will write the equation underneath.

 

Resource:

www.thedailycupcake-akindergartenblog.com

Decomposing 10 Cup

Grade Level(s):  6^th – 7^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.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).

CCSS.MATH.CONTENT.K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Targeted Needs of Student:

Decomposing numbers within 10, understanding balancing both numbers within 10, tactile way of decomposing 10, adding and subtracting numbers within 10, groups of numbers to add

Goal:

Providing students with a tactile way to decompose within 10.

Materials Needed:

1. Styrofoam cups
2. Sharpies
3. Pipe Cleaners
4. Beads

Explanation/Summary:

Student will construct a cup with a pipe cleaner weaved through it to create a loop at the top. On the pipe cleaner, there will be 10 beads that can be easily moved across to show adding numbers up to 10 and subtracting within 10. For instance if there are 6 beads on one side, then students can count the remaining 4 to show 6 + 4 = 10. Or they can show that 10 – 4 = 6. Teacher should have students write equations afterwards.

 

Resource: 

www.incrediblekkids.blogspot.com

Integer Football

Grade Level(s):  6^th – 7^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.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Targeted Needs of Student:

Working with positive and negative numbers, adding and subtracting integers, using various strategies and applying them to different situations

Goal:

Providing students with opportunities to problem solve regarding integers

Materials Needed:

1. Integer Football Page
2. Integer Football Wheel
3. Scratch paper and writing utensils
4. Brads
5. Scissors

Explanation/Summary:

Student will be in pairs and will start their “team” on the middle line or 0. Then taking turns, students will be asked to turn the wheel to determine how many yards their “teams” need to move. The first to the 50 yard line wins.

Resource:

www.mathconcentration.com

Integer Golf Scorecard

Grade Level(s): 6^th – 7^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.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Targeted Needs of Student:

Working with positive and negative numbers, adding and subtracting integers, using various strategies and applying them to different situations, understanding math language such as “sum,” “product,” “quotient,” absolute value,” and “difference.”

Goal:

Providing students with practice adding, subtracting, multiplying, and dividing integers in a real world context

Materials Needed:

1. Integer Golf Scorecard
2. Writing utensils
3. Scratch Paper

Explanation/Summary:

Teacher will give each student the Integer Gold Scorecard and have them use their knowledge of math language and integers to find the strokes of both player one and player two. To be sure that each student understands what strokes are, make sure to explain basic golf concepts so that students will know they need to numbers to create the sum, difference, quotient, and product. This activity should be used after these math concepts have been taught and mastered.

Resource:

www.mathconcentration.com