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

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

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

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

Tally Around the Room

Grade Level(s):  Kindergarten  

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:

Collecting data on common things, practicing how to make tally marks, understanding what tally marks mean, practicing writing numbers 0 – 25, kinesthetic way to introduce data collection

Goal:

To provide students with a kinesthetic way of collecting data

Materials Needed:

1.      Worksheets

2.      Clipboards

3.      Writing utensils

Explanation/Summary:

Students will each get a worksheet and then place that worksheet on a clipboard. As they go around the room they will tally the amount of things on their paper. The paper has students tallying the amount of windows, book bags, girls, boys, rugs, etc. After they tally, they will then count the tallies and write the number of tallies in the circle for each object.

 

Resource:

www.teacherspayteachers.com

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

Math Mats

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.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Targeted Needs of Student:

Fluently adding and subtracting, kinesthetic way of working with numbers, multiplying and dividing numbers, developing number sense

Goal:

To provide students with practice adding and subtracting numbers

Materials Needed:

1.      Number boards on cardstock

2.      Problems printed on cards

3.      Bag for cards

Explanation/Summary:

Students take one number board and a set of cards and find a space in the classroom. They will find the cards that equal the numbers on the board through performing the operation that the card has on it.

Resource:

www.erin-specialeducation.blogspot.com

Integer Operations

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.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 integers, understanding operations with integers, providing examples to reference, easy way to connect all of the operations to integers

Goal:

To provide students with a reference to use when performing operations involving integers

Materials Needed:

1.      Paper

2.      Writing utensils

3.      Scissors

Explanation/Summary:

Students will take a paper and fold the outsides in to make a door fold. Then they will cut the “doors” in half to make four separate flaps. Each flap will be for a different operation (multiplication, division, subtraction, and addition). Inside the flaps they will have examples and then explanations of what to do with same signs and different signs.

 

Resource:

www.pinterest.com

Line Foldable

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.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:

Comparing and contrasting different types of lines, understanding rays, segments, and never-ending lines, finding examples of each type of line

Goal:

To provide students with a reference of different types of lines

Materials Needed:

1.      Scissors

2.      Paper

3.      Markers

Explanation/Summary:

Students will fold a piece of paper over long-ways and then cut three flaps on the front side of the paper. On the outside of the paper, they will draw a never-ending line with two arrows on the ends. Then in the inside of the flap, they will draw a line segment with two dots on the ends. Now students should be able to manipulate the flaps to show rays, line segments, etc. Under the middle flap they can draw a perpendicular line. Each flap will have examples of how to write each type of line.

Resource:

www.journalwizard.blogspot.com