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 

Solid Shapes in Marshmallows and Toothpicks

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.G.B.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Targeted Needs of Student:

Building 2D and 3D shapes, introduction of vertices and sides of a shape, contrasting and comparing shapes, seeing the difference between 2D and 3D shapes

Goal:

To challenge students to make 2D and 3D shapes

Materials Needed:

1.      Toothpicks

2.      Marshmallows

Explanation/Summary:

Students will be given a shape to create and then they will try to create the 3D shape out of marshmallows and toothpicks. In order to make the shape, they must first determine how many of each object they need. Students can work in groups or pairs.

 

Resource:                          

www.adventuresoffirstgrade.blogspot.com

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

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

Building 2D Shapes

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.G.A.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Targeted Needs of Student:

Creating 2D shapes, decomposing shapes into triangles, understanding the concept of triangles, introducing angles

Goal:

To challenge students to create more shapes using different shapes

Materials Needed:

1.      Sticks or long manipulatives

Explanation/Summary:

Students will be given long rods or sticks and told to make a triangle. Then they will be challenged to make more shapes where they can only make more triangles. Then they will be prompted to make different shapes such as squares, hexagons, and rectangles.

Resource:                          

www.kokokokids.ru

Equal Shmequal Book

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.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 of the equal sign, visual representation of tug of war to show equal sign, balancing equations, integration of literature in math

Goal:

To provide students with representation of balancing both sides of the equal sign through literature  

Materials Needed:

1.      Equal Shmequal by Virginia Kroll

Explanation/Summary:

Teacher will read book and then facilitate a discussion about the importance of the equal sign. Then students can use the animals to represent different numerical values and balance those. The book describes a group of animals who are trying to balance a tug of war game.

Resource:       

www.loyallibrarian.blogspot.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