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 

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

My M&M’s Graph

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.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:

Collecting data, talking about data, understanding data analysis, sorting by color, recording data in a bar graph type format

Goal:

To provide students with a sorting and data collecting activity

Materials Needed:

1.      M & M’s

2.      Coloring utensils

3.      Worksheet – graph and sorting mat

Explanation/Summary:

Students will be given a bag of M & M’s that they will sort and then count to find the amount of each color of M & M. Then on their graph they will record the data by shading in a rectangle over the color that they are recording for each M & M of that color. There are some questions that also go along with this. Students will graph the data and then use their graph to answer the questions

 

Resource:

www.teacherspayteachers.com

Race Against the Clock to Find Factors

Grade Level(s): 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.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:

Finding the factors of a number quickly and accurately, developing teamwork skills, writing numbers, understanding concept of factors and multiplication

Goal:

To provide students with practice finding the factors of numbers

Materials Needed:

1.      Number cards

2.      White boards

3.      Expo markers

Explanation/Summary:

Students will work in teams to determine the factors of a number. The teacher will flash a card with a number on the board or on a document camera. Then, the teams have one minute to find the factors, write them on a white board and show the teacher. The first team to have the correct factors on their board wins a point for their team.

 

Resource:

www.corkboardconnections.blogspot.com

Shape Pizza

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.2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Targeted Needs of Student:

Arranging and recognizing shapes, counting shapes, distinguishing shapes when compared to others

Goal:

To provide students with a way to review what the names of particular shapes are

Materials Needed:

1.      Cut outs of various shapes

2.      Large circles for pizza

3.      Paper to count and color shapes

4.      Glue

Explanation/Summary:

Students will glue shapes on to a large circle to represent a pizza. Then they will count how many of each shape they have and call those shapes by those names. Shapes can include but are not limited to circles, trapezoids, hexagons, triangles, rectangles, and pentagons. Each shape should be a different color to help distinguish from other shapes.  This can be used as review in 2^nd grade or practice in first grade.

 

Resource:

www.thefirstgradefairytales.blogspot.com

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

Favorite Season Graph

Grade Level(s):  Kindergarten – 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.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Targeted Needs of Student:

Introducing bar graphs and line graphs, categorizing interests, communicating interests, showing data, kinesthetically and visually representing class data

Goal:

Visually representing classroom interests and analyzing data

Materials Needed:

1.      Post it notes or magnets

2.      Label for question

3.      Labels for each category to pick

4.      Tape

Explanation/Summary:

When coming in to the class from recess or in the morning, students will answer a questions such as “What is your favorite season?” Then they will place a post it note or magnet over the label for the season they like. Then the class will have a discussion about which season students in the class liked the best, the least, and the same amount.

Resource:

www.kindergartenfaith.blogspot.com