Group items tagged

6.RP.3  Use ratio and rate reasoning to solve real-world and mathematical problems Differentiation: For gifted students or younger students you could change the percentage amount to make it easier or more challenging to figure out the "winner's tax."

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.

Any two-sided object that can rolled like a die is suitable for this activity.

You could combined with lesson with a lesson on graphing as well by asking students to record how many times each math sentence occurs and graphing the result.  Since you are essentially flipping coins you should get a nice bell curve.

We have a Dr. Seuss unit at Lowell.  The first graders have a parade with homemade floats and everything!  This would be a cute Kindergarten math activity for counting or adding during Seuss time.

Math Fact Bingo: this would be a great addition to review day where kids are rotating between activities that are focused on skills from a specific unit. It would also be great to add counting bears or other manipulatives to allow kids the ability to use several intelligences while doing this activity (kinesthetic, visual, logical, verbal)

Extensions: (math/art/language arts/social studies) Use alphabet letters with numbers to count/ represent how many of the same objects are in the picture (sample: 6 branches on the tree) Adaptations: Give Special Ed students option of markers or crayons.  Allow ESL students to draw pictures from their cultural environment.

For differentiation, students may need personal assistance to stay focused, but activity does a good job incorporating kinesthetic and visual learning strategies to help ensure success. 

Game does not need much change for differentiation. It offers good visual and kinesthetic learning opportunities for every student. If you notice a child struggling the game can be altered to help them succeed easily. 

4.NBT.4 Fluently add or subtract multi-digit whole numbers using standard algorithm Differentiation: For ELL students I would model the game for them, allowing them to help me show the class instead of relying on written directions to tell them how to play.

K.3.3 "Describe and compare living plants in terms of growth, parts, shape, size, color and texture."

Giving each student a bean plant creates a sense of ownership and responsibility. The students will be able to watch the plant grow from a bean to a plant, watering and measuring it's growth each day. This would be a great activity for partnering- An ELL student could be paired with an English speaking student and they could work together as a team to take care of their plants and record plant growth.

1.3.1. "Classify living organisms according to variations in specific physical features (e.g., body coverings, appendages) and describe how those features may provide an advantage for survival in different environments." This activity can be modified for ELL students by having them draw pictures of the bugs they find, rather than writing words or numbers. This can also be adjusted for older groups by having them classify animals they see, which could include mammals, insects, fish, etc. They could also describe many other characteristics, such as the types of food these animals or insects eat.