Group items tagged

Each activity has an Adaptation listed in activity

Extension: This activity can connect math with social studies - use fabrics or objects from another culture. Adaptations: Gifted students can help Special Ed students by exploring together in small groups. EL students benefit from direct observation for context of objects.

4.NBT.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." This activity can be adjusted for ELL students by using a smaller deck of cards. The game can first be mastered by using only the black cards (positive numbers). Once the student(s) is comfortable with the concept of the game with the positive numbers, the negative numbers (red cards) can be introduced. This activity can be used for younger ages by working with only the black cards, and modeling proper mathematical words, such as "greater than" and "less than".

Extension: This game can be used with A,B,C letters to learn the alphabet in addition to pattern recognition in mathematics. Adaptations: This activity can be modified to include pictures for ESL or Special Needs.

Extensions: This activity can connect math with art (using pictures of currency)  This activity also incorporates a real world skill - counting money. Adaptations: Gifted student can use other coins not mentioned to reach goal of $1.00.  ESL students can draw pictures of currency to understand value of money used and use chart to understand place value.  Special Ed students can have more time to count and be paired with another peer.

I really, really liked this idea, and actually thought it would be fun to save for a goat to send to Haiti (Beatrice's Goat) as part of our Kindness and Justice challenge.

This would be a wonderful connection to literature and a service learning project. Are you familiar with the counting rice website where the students calculate math problems while earning rice for people living in third world countries?

This game can be differentiated by grouping students (7 cards, six cards, five cards) and they can earn a certificate when they demonstrate they are ready to move up to a new group.  This is a great way to reinforce skills and also assess students' progress.

Game can be modified to include rounding to the nearest ten, hundred, etc.

For differentiated learning, have sections of students competing.  Some could compete at the seven card level, others at six, and others at five.  As they "pass" each level, they earn a certificate entitling them to compete at the next level.  Great way to improve skills and assess progress!

Differentiate as needed by utilizing as a Teacher Table activity or station work.  

Differentiate as needed by utilizing as a Teacher Table activity or station work.

Extension: This activity connects math to art. Adaptations: The gifted students can identify and draw an array of angles, perpendicular and parallel lines, rectangles, and triangles, in an artistic design on a large sheet of paper using the proper tools.  The ELL and Special Ed students can work in pairs or small groups to measure and identify angles, lines, shapes, and write down all of the examples on paper.  

You need to correlate this activity to a Common Core standard. Thoughtful ideas for adaptations!

4.NF.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. Differentiation: For gifted students, change the required amount of pizzas in a row, column, or diagonal.

2.MD.1 "Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes."

Pair lower math students with higher math students when participating in this activity so that the higher students can provide guidance to the lower students if they have trouble navigating their game board.

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.

Sticky Note: This would be a great end of unit project as an assessment to see whether students have understood different parts of pollution. Could be useful to make groups inclusive including ELL) and give job titles to ensure that all students would learn and feel comfortable in their groups.

Extensions: Physical Science connects with Math (measurement). Extensions: ESL & Special Ed students can help in preparation process and can taste the fancy meringues. Gifted students can measure ingredients and predict outcome or explain why there is a change in the state of matter.

The Design Process: Identify a need or problem to be solved; brainstorm potential solutions; throughout the entire design process, document the design with drawings (including labels) in a portfolio or notebook so that the process can be replicated; select a solution to the need or problem; select the most appropriate materials to develop a solution that will meet the need; evaluate and test the design. This activity can be adapted for gifted students by allowing them to first draw a blueprint of their model. This will allow them to make predictions and hypothesis about their cube model and their tag board model. These students can then record their observations and their conclusions about their final product. This activity can also be adapted for younger grades by giving the students more materials to help them balance their models. Also, allowing the younger students to work in partners, rather than pairs, will allow them to more freely express their ideas. Working with a partner will give each student the opportunity to make sure their ideas are heard. For younger students, omitting the blueprint may also be helpful. Rather, having the students simply draw a picture of their model with labels may be more appropriate.