Touch and Add

Grade Level(s):  1^st 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.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.1.NBT.C.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Targeted Needs of Student:

Tactile way of counting numbers, understanding that each number is one more of another one, connecting value of numbers to writing numbers, representing the value of number through dots

Goal:

To provide students with a tactile way of understanding the value of each number from 0 - 10

Materials Needed:

1.      Worksheets or mats

Explanation/Summary:

Students will use this mat or worksheet to understand the value of each number. Each number on the mat has the correct amount of dots for each number. Students will point each dot and count up to the number represented. For instance, 8 has eight dots in the number. Students could count 1 – 8 by placing their finger on each dot.

 

Resource:                          

www.themommabird.com

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

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

Pool Noodle Place Value

Grade Level(s):  1^st 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.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.

Targeted Needs of Student:

Representing place value with tactile objects, understanding tens are bigger than ones, understanding ten ones equal one ten

Goal:

To provide students with a tactile way to show place value and represent numbers

Materials Needed:

1.      Pool noodles (one color)

2.      Cut up pool noodles (another color)

3.      Whiteboard

4.      Expo markers

Explanation/Summary:

The teacher will first show that ten of the blue small pool noodles equal one large green pool noodle. Then She will show that one ten is written as a 10. Then she will allow groups of students to work and represent different numbers that she gives them. For instance, she might give a group of students the number 83 and they will have to build the number using pool noodles (8 green long and 3 small blue).

Resource:                          

www.thefirstgradefairytales.blogspot.com.br

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

Intercepts Foldable

Grade Level(s):  High School

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:

Reference for x-values, y-values, domain, and range, terminology references to graphs, understanding sets of data with graph paper

Goal:

To provide students will a reference to remember which sets of data are included in domain and range

Materials Needed:

1.      Colored paper

2.      Markers

3.      Scissors

4.      Glue

5.      Square pieces of graph paper

Explanation/Summary:

Students will use a large square of colored paper and cut out four smaller squares from the four points. Then, they will glue the square of graph paper in the middle of the foldable and draw the coordinate plane on it. Then there will be four flaps that the students will fold into the middle. On the inside of these flaps, they will write Left, Top, Right, and Bottom. On the outside of these flaps (same order) they will write Range, Domain, y-values, and x-values. To remember which way the x-values, y-values, range, and domain go, students can fold these flaps in to see in relation to the graph in the inside.

 

Resource:

www.journalwizard.blogspot.com.au

Domain Reference Foldable

Grade Level(s):  High School

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.HSF.IF.A.1: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

Targeted Needs of Student:

Finding the domain and range of a graph, seeing a visual reference of domain an range, interpreting functions and their graphs

Goal:

To provide students with a visual reference of domain and range in functions

Materials Needed:

1.      Small envelopes

2.      Colored Paper

3.      Scissors

4.      Glue

5.      Graph paper with functions printed on it

Explanation/Summary:

The students will first make a small envelope or be given a small envelope. They will then place the graph paper with functions in the envelope and glue the envelope at the bottom of their paper. These graph paper rectangles need to be small – about 5 in by 2 in. Then the students will cut the paper into two flaps that fold and one flap that is above the flaps and below the flaps. (See picture for reference) On the two flaps that fold in, students will write DOMAIN. Then to determine the domain points, students will place the graph paper with functions on it inside the colored paper foldable and fold in the two flaps that say DOMAIN on it. It helps to allow students to see where those points are against the sharp edge.

Resource:                          

www.mathequalslove.blogspot.com

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