Group items tagged

5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Although I really like how this activity involves all aspects of trip planning, it could be adapted for less-advanced students by simply having them measure rather than calculate out travel time.  Students could still come up with the total distance, but travel time could be turned into a group activity that the class and teacher solve together until students become more confident in their abilities.

CCSS.Math.Content.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles

CCSS.Math.Content.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.Math.Content.6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Geoboards are used to make polygons, angles, and lines. All students, including ELL and low performing students, benefit from the hands on construction of different figures. Allows for lots of repetition.

CCSS.Math.Content.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

This game enforces fluency of adding and subtracting multi-digit numbers. It could be extended to the teaching of probablity, as every turn runs the risk of not rolling a 5 or a 1 (to continue playing) and requires players to regularly assess the chances of rolling a specific combination. This game gives ELL students and lower English speaking students lots of practice talking large math problems out in their heads as they keep track of each other's scores.

CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

This activity is great for students who are struggling with the concept of division. The activity is especially helpful for students who need to visualize the statement before properly solving the problem. Again, these visual representations will make it easier for ELL and low performing English students to understand the concepts behind division. It could be extended by having students determine the number sentence from a story problem.

4.DS.4 - Design a moving system and measure its motion. 4.DS.4.1- Investigate transportation systems and devices that operate on or in land, water, air and space and recognize the forces (lift, drag, friction, thrust and gravity) that affect their motion.

Adaptation - Lesson could be shortened by discussing the principles of flight, reviewing possible designs, then have students design 1 paper airplane based on what they think will work best.

Extension: Students could be given a second chance to construct a paper airplane, providing a written explanation and model drawing for what they did differently.

4.NS.3 - Observe, describe and ask questions about structures of organisms and how they affect their growth and survival

Adaptations - If large number of students will not be able to reach extended family to complete the chart, class could conduct a study to see how many share traits with immediate family.

Extensions - Students with access to relatives information could try going back as far as they could, creating a "family tree of genes".

For advanced students, Punnit Squares could be introduced and students could find out which traits or dominant and which traits are recessive based on their position in the Punnit Square.

Standard: 5.NS.3 - Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem.

Extension: After playing game, students could break up into small groups and create their own food webs and food chains with animals and other living organisms of their choice.

Adaptation: Activity could be modified for ELL students by placing short definitions on the backs of their cards for "Consumer" and "Producer" so they can observe the relationship even if they don't know the words.

Pictures could be added to index cards for ELL students who struggle with the variety of animal names that they might not be exposed to yet.

Standard: 5.DP.1 - Describe the weight and volume and measure the weight and volume of various objects.(5.1.1, 5.1.2) Demonstrate that mass is conserved even when a substance has undergone a change in its state. (5.1.3, 5.1.4)

Extension: Students could weigh the materials seperately before combining into the slime mixture and compare and contrast the weight with after the slime has been created. Students could hypothesize where some of the mass was relocated (assuming some moisture was worked out of slime while handling).

Adaptation: Students could make homemade ice cream, and other baked goods to demonstrate the difference between chemical and physical changes.