Group items tagged

K.NS.3 - Observe living organisms, compare and contrast their characteristics, and ask questions about them

1.NS.3 - Describe objects in terms of the materials that compose them and in terms of their physical properties

2.NS.3 - Observe, ask questions about and describe how organisms change their forms and behaviors during their life cycles

CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing.

These activities are great to get more parents involved at home with their children's learning. The supplies needed to play these games makes it very easy to do at home. Great for ELL students because it helps equip parents with the same terms and activities being performed in class.

CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums

ELL and low English speaking students would benefit from the discussion present when solving long addition, subtraction, or multiplication problems with a partner.

Game could be modified or extended for higher grades by allowing the students to draw four cards each, then arrange them in a way to represent a 2-digit by 2-digit multiplication problem. The player with the highest total gets all four cards.

CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Bodily Kinesthetic learners benefit from this type of instruction because it utilizes movement and patterns to teach skip counting and multiplication. ELL and low English speaking students get practice counting by pattenrs. The physical mats help students visualize the jumps they are making during skip counting.

Provides a fun and engaging way for partners to work together in pairs of two while practicing math facts. Provides ELL and low English speaking students extra practice recalling math facts. Provides the group learning environment as well.,

CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction

CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

This activity is great for all learners because it takes an abstract concept like mass (weight) and provides a visual for students to think about, in terms of 1 crayon equals 2 erasers in mass, or 2 crayons equal 1 pencil in length). It provides opportunities for ELL and low English speaking students to work with measurement on terms they are familiar with. It could be extended by switching to standard units of measurement such as inches, centimeters, or grams.

CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

CCSS.Math.Content.3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2

Activity is great to add real world context to ELL and low English speaking students. Provides a real world context for students to start thinking about measurement in. Brings items from the household into the classroom. Extend the activity by introducing the concept of adding two different measurements (1/4 + 3/4) together to make one whole.

CCSS.Math.Content.4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale

CCSS.Math.Content.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram

This game could benefit those students who are struggling with the concept of adding and taking away from a number and how that changes the value of something. Particularly helpful for ELL students who might lose understanding in the translation. One way to extend this game would be to include positive and negative numbers to demonstrate how negative numbers work.

CCSS.Math.Content.3.NF.A.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

This activity would be beneficial for ELL students because they could discuss with classmates why the two different parts (represented by the cards) makes one whole. It would give ELL students opportunity to construct own meaning for concepts represented. It could be extended by adding unline denominators, which would require students to simplify or factor to find the answer.

CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories

3-Dimensional component can be removed, and younger students can work with 2-Dimensional shapes instead. Students can practice identifying the attributes that make geometric shapes different from each other. ELL students could use these creations to help understand the "definition heavy" parts of Geometry (i.e. faces, vertices, sides, corners).

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

I really like the idea of the measure hunt because it gives the students a fun activity to move around with and explore the classroom.  Also, ability level doesn't really play a large part in this activity because the emphasis is on practicing measuring, not just doing it right the first time.  This gives struggling students a chance to practice their measuring skills in order to cement this knowledge in their minds.

Standards: 2.DP.2 - Day to day and over the seasons, observe, measure, record and recognize patterns and ask questions about features of weather. (2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6) Investigate how the position of the sun and moon and the shape of the moon change in observable patterns. (2.2.7, 2.2.8, 2.2.9)

Extension: Students could use this activity as a stepping stone to study the phases of the moon in greater depth. The next step could be to model the changes of the moon as it rotates the earth by using a flashlight as the sun.

Adaptation: This is a great physical representation to descripe words that may have no meaning to ELL students. Students are more likely to remember the phases because there is food involved and it was studied in a casual setting.