Group items tagged

Extensions: This connects addition with symmetry, but you could also connect this to social studies using Albrecht Durer, the artist, who used a 4x4 magic square in one of his drawings. Adaptations: This activity can be adjusted to multiple grade levels using printable worksheets or creating your own version.  Pictures can be included or dots to show a visual aid for ELL or Special Ed students.

"K.MD.3" Classify objects into given categories; count the numbers of objects in each category and sort thecategories by count.3

Easy activity to put into math tubs and provides a sensory counting experience for students!

Simple activity that seems every student should be able to participate without a problem. Possibly minimize the number of questions a struggling student might have to get answered.

1.MD.4 "Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another." This activity can be modified for ELL students by drawing pictures, rather than writing words, in each category. For older age levels, this activity could include more difficult or complex categories.

5.NBT.7 "Add, subtract, multiply, and divide decimals to hundredths, 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."

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.

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.

Nature of Science Standard: Make predictions and formulate testable questions; plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently; perform investigations using appropriate tools and technologies that will extend the senses; use measurement skills and apply appropriate units when collecting data; test predictions with multiple trials; keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports; compare the results of an investigation with the prediction. This activity can be modified for ELL students by allowing those students to be the recorder for the group. This will allow those students to participate, without having the pressure of attempting to measure and use words they may not be comfortable with yet. Allowing these students to be the recorder keeps them involved with the group, while also allowing them to practice the English words for the numbers being recorded. This activity can also be used for younger ages by shortening the activity to throwing the ball five times, rather than ten. The act of throwing the ball make take longer for these students, as well as measuring an angle.

5.4.2 "Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction." This activity can be modified for gifted students by having them make predictions or recommendations about the types of materials that could be added to the boats to improve their design and function. The activity could be modified for younger grades by having them design only two boats and decide which one is better. This would be ideal, because younger students may take more time to build and design their boats.

This has some interesting variations to our pennies in the boat activity. I like the math connection with the bidding slip and making sure they save their boats for later comparisons.

2.1.1. "Observe, describe and measure ways in which the properties of a sample of water (including volume) change or stay the same as the water is heated and cooled and then transformed into different states."

This activity can be used as a cross-curricular activity as well; the teacher can require the students to use a certain number of adjectives to describe the states of the water.

The number of different properties that the teacher requires the students to observe can greatly affect the difficulty of this assignment.  That offers a great opportunity for differentiation.  This would probably be best as a long activity during a detailed unit.

I like this activity because it works well for a wide variety of students.  For students who are easily overwhelmed reduce the number of scents to match.  High level students could be asked to come up with an idea for another experiment like this one but for a different sense.  Consider allergies when you plan this activity!