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Menu Math
3rd Grade - 4th Grade
Objectives CCSS Math: Operations & Algebraic Thinking 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be
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"How Many Bones Long?" Math Measurement
1st Grade - 2nd Grade
Objectives CCSS Math/Measurement & Data 1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.A.2: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Materials Needed How Big Is a Foot? by Rolf Myller Area Tiles 12-inch ruler Measuring Bones template “How Many Bones Long?” record sheet “Big Fish” file folder game Introduction Read aloud How Big Is a Foot? by Rolf Myller. Point out that in the story, they measured “feet” to find out what size to make the bed for the queen. Explain that there is a difference between the length of one person’s foot and a foot-long standard unit of measurement. Hold up a 12-inch ruler and say, “In standard measurement, a foot is the same as 12 inches. Do you think your foot is longer or shorter than this ruler?” Invite a few students to compare their feet to the ruler so that they can see that the ruler is longer. Explain that unlike a foot in standard measurement, people’s feet are different sizes. This is why the king had trouble getting a bed that was the correct size for the queen. Finally, tell students that they are going to practice measuring things using nonstandard units of measurement.
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Create-Your-Own Calm-Down Kit
Toddler
Objective
• Toddlers will use sensory relaxation to help them calm down.
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Muffin Tin Math
Toddler
Objectives
• Toddlers will be introduced to one-to-one correspondence.
• Toddlers will count quantities.
• Toddlers will develop fine motor skills.
Math Fact Race
2nd Grade
Objective
- Use mental strategies to fluently add and subtract within 20.
Crunchy Sensory Kit
Toddler
Objectives
• Toddlers will engage in sensory exploration.
• Toddlers will make tactile discoveries.
• Toddlers will develop eye/hand coordination and fine motor skills to use tools.
Build-a-Zoo STEM Kit
Pre-K
Objectives
- Children will understand cause and effect.
- Children will make predictions.
- Children will develop balancing skills.
The Rainbow Fish: Counting Storytelling Kit
Infant
Objectives
• Infants will show interest in shared reading experiences and looking at books.
• Infants will build vocabulary.
• Infants will develop memory and listening skills.
Real-World Math: Perimeter and Data
3rd Grade
Objective
- Solve real-world mathematical problems involving perimeter and area.
Graph Your Heart Out
1st Grade - 2nd Grade
Objectives Operations & Algebraic Thinking Making estimates about the number of objects in a group and comparing the estimate to the actual amount Measurement & Data Organizing, representing, and interpreting data with up to three categories; asking and answering questions about the data points Drawing a picture graph and a bar graph to represent a data set with up to four categories; solving simple put-together, take-apart, and compare problems using information from a bar graph Materials Needed Read-aloud math picture book, such as Betcha! by Stuart J. Murphy or Math Curse by Jon Scieszka Small box of candy conversation hearts for each student Graph Your Heart Out worksheet Hearts Graph pencils Introduction Capture students’ interest in estimation, counting and thinking about math by reading aloud Betcha! by Stuart J. Murphy or Math Curse by Jon Scieszka. Ask students, “What is the difference between counting and estimating?” Guide them in understanding that estimating involves making a reasonable guess, and counting is reaching an exact answer. Explain that counting sometimes takes longer than estimating, but both methods can be used to help you figure out answers to math questions.
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Reading Reflections
5th Grade
Objectives CCSS Reading/Literature: RL.4.2, RL.5.2, RL.5.6 Determine a theme of a story, drama or poem from details in the text; summarize the text. Determine a theme of a story, drama or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Describe how a narrator’s or speaker’s point of view influences how events are described. Materials Needed Document camera or whiteboard “Arithmetic” by Carl Sandburg Read and Respond record Introduction Explain to students that, just as an author expresses ideas in the form of a story, a poet expresses thoughts and ideas in the form of a poem. Point out that, while a poem does not always have to rhyme, it consistently expresses a poet’s ideas or thoughts about a topic—often using very little space. Challenge students to listen carefully as you read aloud a poem by Carl Sandburg called “Arithmetic.” Remind students that “arithmetic” is another word for “math.” Ask students to think about what the poet is trying to say and what theme, or “big idea,” he is trying to share about arithmetic/math.
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Multistep Word Problems
3rd Grade
Objectives CCSS Math: Operations & Algebraic Thinking 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Materials Needed Cardboard box or posterboard, cut into an outline of a bus (optional) Whiteboard or chart paper Tim’s Yard Work flyer Neighborhood Jobs reproducible Neighborhood Jobs Answer Key Preparation Print out a copy of the Tim’s Yard Work flyer and the Neighborhood Jobs reproducible for each student in your class. (You can also display the flyer on a document camera.) Introduction Instruct students to listen very carefully to the following story problem: Mr. Smith is driving a bus. At first, the bus has no passengers. At the first stop, 10 passengers get onto the bus. At the second stop, 2 passengers get off the bus. Then 4 passengers board the bus. At the third stop, half the passengers get off the bus. Pause for a few seconds. Then ask, “Now...what is the name of the bus driver?” Most students will likely react with surprise at this question, but a few will remember that you stated who was driving the bus at the beginning of the story problem. Affirm that the name of the bus driver is Mr. Smith. Ask students to raise their hands if they were calculating the number of passengers getting on and off the bus. Explain that, although this story problem was a riddle with a surprising twist at the end, those with their hands raised were actually calculating a multistep math problem that involved addition, subtraction and even division. Point out that this exercise is also a good example of why it is helpful to read the whole problem first in order to find out what information is needed to answer the question.
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Place Value Riddles
2nd Grade
Objectives CCSS Math: Number & Operations in Base Ten 2.NBT.A.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. 2.NBT.A.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Materials Needed Whiteboard or chart paper Base 10 blocks (optional) Place Value Math Riddles reproducible and answer key Introduction Tell students you are going to write a number riddle and ask them to solve it. Try these riddles: “I am 200 + 30 + 6. What number am I?” (236) “I have 5 hundreds, 7 tens and 9 ones. What number am I?” (579) “I am 400 + 8. What number am I?” (408) “I have 3 tens, 4 hundreds and 1 one. What number am I?” (431) Note: Point out that the last two riddles were a bit tricky since one number didn’t have any tens, and the other one named the number of tens before naming the number of hundreds!
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Comparing and Ordering Fractions
4th Grade
Objective CCSS Math/Number and Operations-Fractions: 4.NF.2 Extend understanding of fraction equivalence and ordering. 2. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions (e.g., by using a visual fraction model). Materials Needed Pizza Fractions by Jerry Pallotta Chalkboard, whiteboard or document camera Fraction Pizza templates Comparing Fractions practice page and answer sheet Comparing Fractions activity card and recording sheet Comparing Fractions spinners and answer key Paper clips Pencils Pennies or other small objects (to use as game markers) Preparation Before teaching this lesson, you may want to introduce students to the concept of equivalent fractions. (Please visit Equivalent Fraction Activities for a sample lesson.) Introduction Read aloud Pizza Fractions by Jerry Pallotta to give students a visual representation of fractions.
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Counting Hearts
Pre-K - Kindergarten
Objective CCSS Math/Counting and Cardinality (K.CC.5) Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1 - 20, count out that many objects. Materials Needed One Heart: A Valentine Counting Book by Maryann Cocca-Leffler Conversation candy hearts or paper hearts page Chart paper, whiteboard or document camera Conversation heart mat Number cards Zip-close plastic bags Candy jar mats and candy pieces Best-Buy Crayons Counting Hearts reproducible Fiskars Classroom Scissors Introduction Read aloud One Heart: A Valentine Counting Book by Maryann Cocca-Leffler. As you read, pause and ask students to help you count the hearts on each page.
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Counting Apples
Kindergarten
Objectives CCSS Math/Counting & Cardinality K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.B.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1?20, count out that many objects. Materials Needed The Very Hungry Caterpillar by Eric Carle Apple Doodle Apple Accents or large apple template and Construction Paper - 9" x 12" (red) Apple Tree counting mat Apple counters (20 per student) Thin-Line Permanent Markers - Black Photo of each student from the shoulders up (Photos shouldn't measure more than 4" high.) Construction Paper - 12" x 18" “I have ______ apples up on top!” writing frame Lakeshore Glue Sticks Safety Scissors Tape Preparation: Count out a set of 20 Apple Doodle Apple Accents and use a marker to number them from 1 to 20. Or, if you prefer, download and print out the large apple template and trace it onto red construction paper. Use scissors to make 20 large apple cutouts, and then number the cutouts from 1 to 20. Introduction Read aloud The Very Hungry Caterpillar by Eric Carle. As you read, point to the apples on top of the characters? heads and have the class count them aloud together.
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Compound Word Match
2nd Grade
Objective
- Use knowledge of individual words to determine the meanings of compound words.
Fruit Patterns
Toddler
Objectives
• Toddlers will explore patterns.
• Toddlers will engage in hands-on learning.
Volume in the Real World
5th Grade
Objective
- Apply the formula V = length x width x height to find the volume of a shape in solving real-world math problems.
Comparing Whole Numbers
4th Grade
Objective CCSS Math: Number & Operations in Base Ten 4.NBT.A.2: Read and write multi-digit whole numbers using base ten numerals, number names and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Materials Needed Interactive whiteboard or chalkboard Large number cards Cardstock or Construction Paper - 9" x 12" (optional) Place value charts Preparation Make two sets of the number cards. (For durability, you may want to mount them onto sturdy construction paper or cardstock and laminate them.) Introduction Display the following symbols on an interactive whiteboard or chalkboard: > Invite students to discuss what each symbol means (greater than, less than and equal to). Remind students that these symbols are used when comparing two numbers to determine which is larger (greater than) or smaller (less than) or if they are equal.
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Comparing Objects
Kindergarten
Objective CCSS Math: Counting & Cardinality K.CC.C.6: Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group, e.g., by using matching and counting strategies. Materials Needed Document Camera Penguin counters reproducible Colorful winter scarves Paper Classroom Pencils Polar Bear Compare reproducible
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Bundles of Tens: Place Value Lesson
1st Grade - 2nd Grade
Objective CCSS Math/Number and Operations in Base 10/Understand Place Value: 1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones—called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). Materials Needed A Fair Bear Share by Stuart J. Murphy Double-Sided Counters Colored Craft Sticks Craft Sticks (plain) Bundles of 10 recording sheet Place Value Match-Up cards Document camera or chart paper Rubber bands Best-Buy Scissors Introduction Read aloud A Fair Bear Share by Stuart J. Murphy. Pause to point out how the bears count nuts, seeds and berries by putting them in groups of tens with the “extras,” or ones, left over. As you point out the bears’ process, model the way they group nuts, seeds and berries: Use double-sided counters on a document camera or chart to show how the bundling of tens and ones takes place. (For example, on page 13, show how the first cub has 21—two piles of 10 with 1 left over.)
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Good Citizenship
Pre-K - 1st Grade
Objectives Understand that being a good citizen involves acting in certain ways. Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore. Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters’ actions. Materials Needed John, Paul, George and Ben by Lane Smith Whiteboard or chart paper Good Citizenship reproducible Crayons and pencils Introduction Ask students if they have any ideas about what it means to be a good citizen at school or in your community. Write students’ suggestions on a whiteboard or chart paper and guide students toward understanding that good citizenship is demonstrated through our actions toward other people and our environment. Give a short explanation of different character traits such as honesty, responsibility, respect, courage, determination, trustworthiness and so on. Have students match a couple of these words to the examples they gave of good citizenship.
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Place Value Addition
1st Grade
Objective
- Use place value blocks to solve addition problems.
Add It Up!
Kindergarten
Objective CCSS Math: Operations & Algebraic Thinking K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations. Materials Needed Animals on Board by Stuart J. Murphy Ladybug counters Number tiles Leaf mat Dice (two for each pair of students) Scissors Introduction Read aloud Animals on Board by Stuart J. Murphy. As you read, point out to students that the truck driver is spotting two groups of the same animal and adding them together to find out how many of that animal there are. Challenge students to solve the addition problems along with you as you read.
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Reduce, Reuse, Recycle!
4th Grade
Objectives Students will match ecology vocabulary words to their corresponding definitions. Students will actively research ecology terms and demonstrate hands-on understanding of a variety of environmental issues that impact their community. Materials Needed Earth Book for Kids by Linda Schwartz Ecology Word and Meaning cards Pocket chart or bulletin board Scissors Pencils Reduce, Reuse, Recycle! graphic organizer Before You Begin Copy and cut out a set of Ecology Word and Meaning cards for each student. Make several copies of the Reduce, Reuse, Recycle! graphic organizer. Introduction As an introduction to Earth Day, read aloud Earth Book for Kids by Linda Schwartz.
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Nature Sort
Toddler
Objectives
• Toddlers will sort objects into groups.
• Toddlers will engage in hands-on learning.
Gingerbread Graphing
Pre-K
Objectives Students will create a picture graph and interpret the data on the graph. Students will use verbal clues and reasoning skills to solve riddles. Materials Needed The Gingerbread Man by Jim Aylesworth Gingerbread Man Hunt clues Gingerbread Man template Gingerbread Man Cookies reproducible Scissors Gingerbread Man cookies (one for each student) Cookie sheet Kitchen towel Tagboard or construction paper (brown) Tape Chart paper and marker Pom-Poms Peel & Stick Jewels Collage Buttons Glue Preparation: For the Gingerbread Man hunt: Work with other teachers and staff to set up a Gingerbread Man hunt around your school! Print out the Gingerbread Man Hunt clues. Distribute clues 2 - 6 to the teachers and staff in the clue locations. Explain that students will come to them for the clues, and they should pretend to have just seen the Gingerbread Man! Place the gingerbread cookies in the final location—the cafeteria or other eating area. (If you do not want to use real cookies, you can print and precut paper cookies using the Gingerbread Man Cookies reproducible.) Tape the first clue onto the cookie sheet and cover it with the kitchen towel. Set it aside. For the graphing activities: On chart paper, draw a graph with three columns. Along the bottom, label the columns from left to right: “Head,” “Arm,” and “Leg.” Title the graph “Which Part of the Gingerbread Man Did You Bite First?” Print copies of the Gingerbread Man Cookies reproducible. Cut out one paper cookie for each student. (If you decide to distribute paper cookies instead of real cookies at the end of the hunt, students can use those for the graphing activity.) Print the Gingerbread Man template and reproduce it onto brown tagboard or construction paper. You will need one for each student. Introduction Read aloud The Gingerbread Man by Jim Aylesworth. After the story, tell students that you have prepared a Gingerbread Man cookie for them to eat. (If you are not using real cookies, tell students you have made a paper cookie for them to use in a special math project.) Then take out the covered cookie sheet and pull off the towel. Act surprised as you announce, “Oh no, our Gingerbread Man has run away! Look, he left a note for us to read!” Read the clue aloud to students.
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Funny Fish: Comparing Two Objects
Kindergarten
Objective CCSS Math: Measurement & Data K.MD.A.2: Directly compare two objects with a measurable attribute in common to see which object has “more of”/“less of” the attribute, and describe the difference. Materials Needed Chart paper Funny Fish illustrations Shorter/Longer sorting mat Safety Scissors Lakeshore Glue Sticks Introduction Explain to students that when we compare two objects, we use special comparison words to describe how they relate to one another (such as smaller/bigger, shorter/taller, shorter/longer, lighter/heavier and so on). Write each comparison word on chart paper, accompanied by a simple illustration.
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Elapsed Time
3rd Grade - 4th Grade
Objectives CCSS Math: Measurement & Data 3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Materials Needed Lakeshore Magnetic Teaching Clock Lakeshore Student Clocks - Set of 12 “Elapsed Time Word Problems” activity page Elapsed time worksheet Introduction Ask a student what time school starts. Write this time on the board under the heading “Start Time.” Then ask another student what time school ends. Write this time next to the start time under the heading “End Time.” Ask, “From the time school starts to the time it ends, how much time elapses, or passes?” (Invite students to respond and explain their reasoning and calculations.) Hold up the teaching clock and demonstrate how to set the clock at the start time and count the hours and minutes until the end time. (Hint: Move the hour hand first and have students count the hours aloud with you. Then move the minute hand and have them count the minutes.) Explain to students that you are going to teach them some strategies to help them calculate elapsed time.
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Ants Go Marching
3rd Grade
Objectives CCSS Math/Operations & Algebraic Thinking 3.OA.A.1: Interpret the products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. 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. 3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Materials Needed One Hundred Hungry Ants by Elinor Pinczes Ant counters or raisins Multiplication activity cards Ants Go Marching multiplication page (multiple copies for each student) Introduction Read aloud One Hundred Hungry Ants by Elinor Pinczes.
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Which Is Greater?
Kindergarten
Objective CCSS Math: Counting & Cardinality K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Materials Needed Alfie the Alligator: A Teaching Rhyme About Comparing Numbers by Sandy Turley Greater Than/Less Than Alligators Counting Objects Picture Cards Number Match-Ups puzzles Introduction Read aloud Alfie the Alligator: A Teaching Rhyme About Comparing Numbers by Sandy Turley. Remind students that, in the story, Alfie always eats the larger number, or the number that is greater.
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Fact Family Trees
1st Grade
Objective Students will identify addition and subtraction fact families to 10. Materials Needed Unifix® Cubes (or other linking cubes) Whiteboard or chart paper Marker Fact Family Work Mat Tree trunk template Apples template Baskets template Construction Paper - 9" x 12" (brown, red and green) Construction Paper - 12" x 18" (light blue) Scissors Glue Preparation: Reproduce the tree trunk template on brown construction paper, the apples template on red construction paper, and the baskets template on green construction paper. Each student needs one tree trunk, one set of four apples, and one basket. Introduction Introduce or review the concept of fact families with your students. Tell students that understanding fact families can help them remember related math facts. Use three linking cubes to demonstrate a fact family. Say, “If you know that 1 (hold up one cube) + 2 (attach the other two cubes) = 3, then it’s easy to remember that 2 + 1 = 3 (continue to demonstrate with the cubes), that 3 - 2 = 1, and that 3 – 1 = 2. They’re all related!” Write the four equations on the board or chart paper to reinforce the concept.
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Shape Study
Kindergarten
Objectives CCSS Math/Geometry: K.G.1, K.G.2, K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres). Describe objects in the environment using the names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Materials Needed Mouse Shapes by Ellen Stoll Walsh Shape Hunt recording sheets Document camera or whiteboard (optional) Safety Scissors Lakeshore Jumbo Glue Sticks Shapes template Construction Paper (white and a variety of colors) 3-D Geometric Shapes Tub Attribute Blocks Shape & picture cards Shape sorting mat Zip-close plastic bags Pencils Preparation Print out several copies of the shapes template onto different colors of construction paper. (You may also want to cut out the shapes ahead of time for younger students.) Print out copies (either double-sided or on separate sheets) of the Shape Hunt recording sheets for each student. Introduction Read aloud Mouse Shapes by Ellen Stoll Walsh. Ask students to describe what the mice in the story did with the shapes. Have students point back to the story for examples of shapes used to make the objects that the mice hid from the cat.
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Colorful Discoveries
Pre-K
Objectives Identifying red, yellow and blue as primary colors Understanding and demonstrating how primary colors combine to create secondary colors Materials Needed Mouse Paint by Ellen Stoll Walsh Big Bubbles solution Lakeshore Big Bubbles Kit Several trays or containers (for the bubble solution) Red, yellow and blue food coloring Unruled Chart Tablet or White Butcher Paper Roll Introduction Read aloud Mouse Paint by Ellen Stoll Walsh.
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Telling Time
2nd Grade
Objective CCSS Math: Measurement & Data 2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Materials Needed Analog clock templates Brass fasteners Hole punch Scissors Time & Measurement cards and answer key
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What’s the Weather? Highs and Lows Challenge
5th Grade
Objectives
- Understand coordinate systems and how to plot points on a coordinate plane.
- Represent real-world and math problems by graphing points in the first quadrant of the coordinate plane.
Number Sense Bingo
3rd Grade - 4th Grade
Objectives Students will build number sense. Students will use operations to solve math riddles. Materials Needed Candy hearts (one box per student) Bingo card reproducible Number Sense Bingo Riddles “Valentine Riddle” reproducible Bag or box
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Racing for Fractions
3rd Grade
Objectives CCSS Math: Number & Operations—Fractions 3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.A.3.C: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. Materials Needed Whiteboard or chart paper Racing for Fractions worksheet and answer key Introduction Write the following story on the board or chart paper, or tell it aloud: Three friends were running a race. Jack ran 1/3 of a mile, Sue ran 1/2 of a mile and Tam ran 1/4 of a mile. Who ran the farthest?
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New Year’s Resolution
1st Grade
Objectives Reading Literature Asking and answering questions about key details in a text Language Producing and expanding complete simple and compound declarative, interrogative, imperative, and exclamatory sentences Defining “New Year’s resolution” and helping to make appropriate class resolutions Writing Creating individual New Year’s resolutions Materials Needed Squirrel’s New Year’s Resolution by Pat Miller Chart paper or whiteboard New Year’s Resolution reproducible Tagboard Self-adhesive magnetic strips Safety Scissors Crayons or markers Glue Introduction Ask students to raise their hands if they have heard of making a New Year’s resolution. Invite them to share what they think a resolution is. Explain that you are going to read aloud a make-believe story about a squirrel who makes a New Year’s resolution. Ask students to pay special attention to the story to find out what a resolution is and why people might make them at the beginning of each year.
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Wild About Word Problems
1st Grade - 2nd Grade
Objectives CCSS Math/Operations and Algebraic Thinking: 1.OA.1, 1.OA.2 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and situations with a symbol for the unknown number to represent the problem. Materials Needed Animals on Board by Stuart J. Murphy Wild Animal Counters or other animal manipulatives Animal Story Problems and answer key Create-Your-Own Animal Story Problems Easel, document camera, chart paper, chalkboard or whiteboard [to display problems] Introduction Read aloud Animals on Board by Stuart J. Murphy. As you read, encourage students to help you solve the word problems that are presented in the story. Then point out how the problems are represented in numeric form to show the sum. For example, you might say, “There were three tigers. Along came two more. 3 + 2 = how many?”
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Money Mania
2nd Grade
Objective CCSS Math/Measurement and Data: 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Materials Needed The Coin Counting Book by Rozanne Lanczak Williams or The Penny Pot by Stuart J. Murphy Coin counting chart Money problem-solving cards and mat Money problem-solving answer key Plastic coins (pennies, nickels, dimes and quarters) and dollar bills, or paper coins and dollar bills Race to the Bank spinner game mats Paper Pencils and paper clips Introduction Give pairs or small groups (three or four) of students coins with at least 25 pennies, 20 nickels, 15 dimes and four quarters to use as manipulatives. Read aloud The Coin Counting Book by Rozanne Lanczak Williams or The Penny Pot by Stuart J. Murphy, pausing to encourage students to count out the appropriate coins in the book and add them together as you read.
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