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

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

Flip Ten

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.NBT.A.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Targeted Needs of Student:

Quickly adding, decomposing 10, memorizing math facts, understanding the meaning of 10, exploring the possibilities of adding to make 10

Goal:

To provide students with practice combining numbers to make 10

Materials Needed:

1.      Uno Cards

Explanation/Summary:

Students will be in pairs and will lay all of the Uno cards face down in front of them. Then they will take turns flipping cards over and if those two numbers can make 10 through addition, then the student can take those two cards as a pair. If the two numbers cannot make 10 through addition, then the student has to turn the cards back over and wait until their next turn to go again. This is very similar to memory but the pairs are established through addition to make 10.

Resource:                          

www.eisforexplore.blogspot.com

Number Concept Bag

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.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:

Visual representation of decomposing numbers, understanding the value of a number, adding to make a number, kinesthetic activity to make 10

Goal:

To provide students with a visual and kinesthetic way to make ten

Materials Needed:

1.      Tokens

2.      Plastic bags

3.      Marker

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.mrstsfirstgradeclass-jill.blogspot.com

Bean Thirteen Book

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.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Targeted Needs of Student:

Fluently multiplying and dividing, understanding remainders, dividing into equal groups, real world application of division, integration of literature in math

Goal:

To provide students with an introduction of remainders and equal groups

Materials Needed:

1.      Bean Thirteen by Matthew McElligott

Explanation/Summary:

The teacher will read these books to help introduce remainders and also show the significance of equal groups. The story describes two friends who choose thirteen beans and try to equally divide it but they can’t.

 

Resource:                          

www.primarygraffiti.blogspot.com

A Remainder of One Book

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.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Targeted Needs of Student:

Fluently multiplying and dividing, understanding remainders, dividing into equal groups, real world application of division, integration of literature in math

Goal:

To provide students with an introduction of remainders and equal groups

Materials Needed:

1.      A Remainder of One by Elinor J Pinczes

Explanation/Summary:

The teacher will read the book to the students and have students discuss what equal groups means in a real world context. In this book, the main character has to make even lines for the queen ant but keeps having one remainder. The book describes all of the possibilities he goes through to make equal groups.

 

Resource:                          

www.dreambox.com

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 

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