This could easily be used for higher grade levels by changing the problems to harder equations in addition or subtraction, it would still probably only be useful for lower grades.
K.OA.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).
Sticky Note: This could easily be used for higher grade levels by changing the problems to harder equations in addition or subtraction, it would still probably only be useful for lower grades.
K.OA.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).
Sticky Note: This would be great to have as a station with other similar games to use as a review day before a math test.
K.OA.1 "Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations."
K.OA.2 "Solve addition and subtraction word problems, and add and subtract within (e.g., by using objects or drawings to represent the problem)."
K.OA.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).K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., by using objects or drawings), and record the answer with a drawing or equation."
It's no secret that children absolutely love marshmallows. It's also not a secret that children don't always love math. But put the two things together and you've got some fun activities that will get your child excited about math basics like estimation, measurement, area, and counting. He'll have so much fun, he won't even know he's doing math! Here some ideas for marshmallow math games you can play with your kindergartner.
3.OA.7 "Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers."
This activity can be adjusted for ELL students by allowing them more time on the timer. The extra time may allow them enough time to think through their answers without feeling rushed. This can also be used for gifted students in the opposite way. The allotted time can be shorter, which encourages them to give their answers quickly! This activity can be used with younger ages by having the students practice their math facts, rather than their multiplication facts.
In this activity, students play a game of war using multiplication facts. Each player flips over two cards, and says the math sentence for those two cards. For example, if one student flipped over a 4 and a 5, he or she would say, "4 x 5 = 20". Using a timer, the teacher can set a designated amount of time. When the time is up, each player counts their cards. The person with the most cards wins!
Identify the digits students will use by handing demo digit cards to selected students (e.g. 3, 5, 8). Students at desks should take these same digits from their card decks.
Give directions for students to form a number to meet specific criteria. Students in front rearrange themselves to build a number. Students at desks arrange digit cards to build a number to satisfy the conditions.
Build the largest number you can.
Build the smallest number you can.
Build a number less than 800.
Build a number greater than 800.
Build a number that is between 300 and 500.
Build a different number that is between 300 and 500.
Repeat with different digits and different directions.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Sticky Note: This could be enriched by having students call out directions and do as group table activities as a review game before a test
2.1.3. Predict and experiment with methods (e.g. sieving, evaporation) to separate solids and liquids based on their physical properties.2.1.4 Observe, sketch, demonstrate and compare how objects can move in different ways (e.g., straight, zig-zag, back-and-forth, rolling, fast and slow).2.1.5
Describe the position or motion of an object relative to a point of reference (e.g., background, another object).2.1.6
Observe, demonstrate, sketch and compare how applied force (i.e., push or pull) changes the motion of objects.
Differentiation:
Instead of writing out a hypothesis, have special education students draw the designs or what they predict will happen to the salt when they swing their pendulum.
Using paper, string, and salt, students will create a cone out of the paper that will act as their pendulum. They will swing the pendulum so it just touches the pile of salt and watch the designs it makes. Students can change the pendulum's direction to see if that changes the design.
3.OA.7 "Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers."
I would use an activity like this to incorporate learning into a reward, for example, taking students outside for good behavior, test grades, etc. Keeping hula hoops on hand is an inexpensive way to incorporate physical activity into academic instruction.
If you're finding it painful to get your child to practice math lessons learned throughout the school year and her skills are slipping, try this mental and physical multitasking game to get your child back into the swing of things. This physical coordination reinforcement activity uses a hula hoop to get the mental juices flowing. This game is fun with two or more players taking turns and keeping score, but can work just as well with one.
4.G.2 "Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles."
This activity can be modified for ELL students, gifted students, etc. by using fewer shapes, as well as shapes that are easier to identify. In the other sense, it can be modified to include more shapes that are more difficult to identify. This activity could also be used in other subject areas, such as science. It could be used to identify different classifications of plants and animals. It could also be used in foreign language. The students could read a vocabulary word in the foreign language, and then have to say the correct vocabulary work in English.
Children make a game board displaying different shapes they should know (polygon, quadrilateral, parallelogram, etc.). Each child roles the die and moves that number of spaces. If that player can correctly identify the shape in their space, they roll again. The first one to the end and back wins!