Bridge12

K.G.2 "Correctly name shapes regardless of their orientations or overall size." This activity can be modified for ELL students by having them draw a picture of the shapes they see in their food, rather than writing the word on the graph. The gifted students can be challenged by having them give examples of other things they see in their every day lives that are shapes, not just food. This activity can be used for the older ages by having them identify different angles or more complex shapes, such as parallelograms.

This can be a fun project for the students to make their own "house" and "families." Teachers can make a social studies connection by trying to arrange the houses in two rows facing each other. Number the houses on the right with even numbers and the ones on the left with odd … just like the houses on a real-life street.

The picture for this activity looks really cute. I wonder how hard it would be for little ones to draw faces on craft sticks. You'd probably want to put newspaper down on the desks and be prepared to have marker on their hands, but still, it looks like an engaging activity that would be worth a little mess.

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.

4.G.3 "Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry." This activity can be modified for gifted students by challenging them with more cards. Encourage them to use as many cards as they would like while participating in this activity! This activity can be used with younger ages by using objects other than cards. A big picture cut into pieces would help the students visualize symmetry, as it would be more like putting a puzzle together. The leader just gets to choose in what order the puzzle is assembled! Both players could check their work by knowing if the picture looks right.

2.OA.1 "Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem." This activity can be adjusted for ELL students by giving them manipulatives to work out their problems. It can also be adjusted for gifted students by challenging them to fill their entire BINGO card, rather than just a line of numbers. This activity can be used in older age groups by providing multiplication or division flash cards, rather than addition or subtraction flash cards.

2.NBT.2 "Count within 1000; skip-count by 5s, 10s, and 100s." This activity can be modified for gifted students by making the pattern more challenging for them. For example, instead of making the pattern of counting by 2s, the teacher could make the pattern counting by 2s, plus 1. This activity could be used for older grades by having the students come up with their own patterns.

I love the active involvement!

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."

Can be easily differentiated for each student by minimizing what they must accomplish in their shopping excursion or watching sports. Send each student home with a list of what to look for as they choose their activity and adjust based on child's ability.

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.

This could also be applied by using different shapes...much like the attribute blocks that they would have to make patterns of by knowing the attributes of the shapes.

Each activity has an Adaptation listed in activity