Group items tagged

MA.2.3.3 2000 Recognize and extend a linear pattern by its rules. Extension: Teacher can read Old MacDonald Had a Dragon.  This books reads to the song Old MacDonald Had a Farm which has a repetitive chorus/pattern.  This activity has to deal with beats of music where as the book as to deal with words and music but both form patterns.  Adaptations: students who struggle with holding instruments can make the patterns with the pattern blocks for other students to make a patterned beat with.

MA.2.5.12 2000 Find the value of a collection of pennies, nickels, dimes, quarters, half-dollars, and dollars. Extension:  The following day, the teacher can have the class make their own menu of items for a concession stand and the students use cut out coins or real coins to find the amount of the items on the menu they created.  Adaptations:  the teacher can offer students real coins instead of paper coins.  Some students might appreciate the connection to the real world and the tactile feel of the coin. 

MA.2.4.1 2000 Construct squares, rectangles, triangles, cubes, and rectangular prisms with appropriate materials. Extensions: Students can then find something in the room that is the same shape of the two geometric figures and draw it also on the their paper.   Adaption:  Students who struggle spatially can be given larger graph paper to help them count the points.  

MA.2.4.4 2000 Identify congruent two-dimensional shapes in any position. Extension:  Teacher can read "If I Were A Quadrilateral" By: Molly Blaisdail Adaptations: Students can use tangrams to observe the differences between each of the parallelograms.  This gives them the opportunity to feel the shape and look at it from a 3D perspective. 

MA.3.3.5 2000 Create, describe, and extend number patterns using multiplication. Extension: Students can write down the facts that equal the multiple.  For example, using multiples of 2's...students place transparent markers on multiples of 2 and write down the number sentence for each multiple. (2x1=2, 2x2=4, 2x3=6...etc)    Adaption: Students who have trouble recognizing the pattern of multiples can use a manipulative like lima beans to count out each multiple.  The student will view the problem like an addition problem (2+2=4, 2+2+2+6, etc...) eventually they will gain the understanding of the connection between addition, multiplication, and multiples.  

MA.2.4.1 2000 Construct squares, rectangles, triangles, cubes, and rectangular prisms with appropriate materials. MA.2.4.3 2000 Investigate and predict the result of putting together and taking apart two-dimensional and three-dimensional shapes. Extension: The following day, the teacher can place one of the 3D shapes into a paper bag and have students come up one by one and feel the shape in the bag, describe it, and make a final guess of what the shape is. Adaption:  Students who have trouble focusing and retaining information can have a key or sheet to reference that describes each of the shapes (sides, vertices, classification...etc)

MA.6.3.1 2000 Write and solve one-step linear equations and inequalities in one variable and check the answers. Extension: The following day, the teacher can have students graph the linear equations on the tic-tac-toe board on graph paper.   Adaptation: Students who struggle can use one-step linear inequality equation boards and students who are excelling in this area can use multiple step linear inequality equation boards.  

MA.1.5.1 2000 Measure the length of objects by repeating a nonstandard unit or a standard unit. MA.1.5.4 2000 Measure and estimate the length of an object to the nearest inch and centimeter. Extension: Students in the upper-level grades can practice measuring and conversion.  The teacher can change the scavenger hunt from finding objects 1 inch or under to finding objects 12 inches or less.  Students can then measure items under 12 inches and convert the measurements to the metric units. Adaptations: ELL students can label the object found in Spanish and English or if they do not know the name of an object in English, ,they can write it in Spanish and use a Spanish/English dictionary to translate. 

MA.1.1.2 2000 Count and group objects in ones and tens. Extension: Students can use glued sugar cubes for base 10 and single units to show various numbers given by the teacher during an individual activity.  The teacher gives the students a number to make, and students make the number using the sugar cubes as the teacher checks for understanding.  Adaptations: Students who are struggling to understand 1:1 corespondent in numbers can build their own base 10 out of unifix cubes to see that 10 single unit unifix cubes= 1 base 10 block of cubes.  This will help them understand how many cubes it actually takes to make the number given by the teacher.