Group items tagged

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.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

This game can be adapted for whichever skills a particular student needs extra work on.  For example, you could multiply the cards rather than add if that is what needs worked on, but addition also works really well with the cards.  Students struggling could have half of the cards removed so they are only playing with a few numbers.  Then the rest of the deck could be added in as they advance and grow more confident.

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

C.C.Standard: 1.OA.5, 1.OA.6 

Expansion: This could be used with subtraction, by having students subtract the number of pins knocked down from ten. 

ESL: Visual representations of numbers using objects will help connect the numbers they hear and see to real-life objects. 

2.2.3 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks. 2.NS.3 Generate questions and make observations about natural processes. Students who are having a hard time getting a handle on the concepts presented in this lesson could be given additional time.  Really, any adaptation you make to this activity for slower learners would be a good thing for all students, so additional pictures and resources should be shared with all students.  Time is the only thing I could think of that could become an issue for students, so slower students could be given more time and one-on-one teacher help for this activity.

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.

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

C.C. Standard: 3.OA.7

Expansion: This board game could be recreated to be longer or shorter, or to have different numbers.  In addition, larger dice with more sides could be used for practice multiplying two digit numbers.    

ESL: Cooperative games, interaction with peers and repetitive practice help esl students retain math fact information.  

C.C. Standard: 6.NS.5

Expansion: A game like this could be used for several types of order of operation problems, for example: multiplication.  Students could, instead of trying to add for zero, multiply to find pairs.  

ESL: Heavy repetition will help esl and native students understand a concept more concretely.  

This website is the best one I found for reliable quality and well-constructed lesson plans!  I am looking forward to exploring it some more.

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

This activity lends itself naturally to children who may not grasp the concept very well because it allows them to work in groups.  Heterogeneous grouping for this activity would allow everyone to work together in a fun, non-competitive environment.  The worksheet could be adapted for ELLs by including pictures or changing the wording to simpler words.  I found the wording of the activity sheet to be a little advanced for the age group in general, so ELLs would have particular trouble with it.  Also, it never hurts to read the activity sheet aloud before asking the studnets to fill it out.

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.

This webpage has many great activities for winter math activities, and as a bonus, most of them have accommodations for lower or younger students as well as more advanced students.

Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5, 6.1.2, 6.1.3 

Expansion: This experiement could be expanded to fulfill all of the sixth grade nature of science standards with the addition of predictions, deliberate recording of observations, multiple tests, analysis and presentation of findings.  It could be expanded into a unit-long project.  

ESL: Cooperative learning and recording of data will help reinforce student understanding.  Full use of science procedures will reinforce the scientific method. 

Standard: K.CC.4, K.CC.5

Expansion: This game could be expanded to use a pair of dice which are added or subtracted to find the body-part number.  Dice with more than six sides could be used to make higher numbers.  

ENL: This activity teaches body-part vocabulary in addition to counting.  

CC.Standard: 3.OA.7

Expansion: By rewriting the scoring chart, this could be done with division too, or even addition and subtraction for younger grades. 

ENL: Math fact practice is valuable for every student.  Working in pairs, students can communicate and assist each other. 

This activity should be done as an experiment in class.  This means that students should make a prediction about how the match will heat the air and affect the egg.  Students will write down their predictions in their science notebooks.  They should also draw pictures and make notes about what is happening in their science notebooks.  All students will be expected to participate in this activity and take notes, make predictions, draw pictures, and describe whether or not their predictions were correct.  Adaptations could be made for students with special needs by allowing them to express themselves more with pictures than words, and giving them additional time to complete their work. 5.NS.1 Make predictions and formulate testable questions 5.NS.7 Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps, and models through oral and written reports.