Group items tagged

C.C. Standard: 1.MD.3, 2.MD.7

Expansion: This doesn't just have to be for first grade.  Second graders can add the full clock face to practice telling time to the nearest five minutes.  Time cards can be made so that in pairs, students can give each other random times to display on their clocks and check with each other. 

ENL: Telling time is also difficult for ENL students.  Pair work and cooperative discussion will help them build their time vocabulary. 

Standard: K.2.1

Expansion: have student record observations in a notebook.  For Kindergarten, students could do so via observational drawings. 

ESL: Done in pairs, this could be a cooperative learning process that will familiarize ESL students with observational techniques and discussion.  

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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.

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.

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.

Students who take a longer time to complete the activity could be given a number board with numbers one through ten on it, rather than one through sixteen.  This would save some time and allow slower students to finish at around the same time as the rest of the class.

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 looks like a lot of fun for young learners.  The activity itself should be good for all learners, but the paper at the end that students fill out to show what they have learned might give some students trouble.  I would emphasize using best guess spelling for this paper, and I would spell common words that students will use on the board.  If a student is really having trouble making letters or forming words, you could talk to that student individually and find out what they want to write for each blank, then copy it down for them with a highlighter or other light marker, and have the students trace what you have written with their pencils. K.NS.2 Conduct investigations that may happen over time as a class, in small groups, or independently. K.NS.6 Make and use simple equipment and tools to gather data and extend the senses. 1.3.5 Observe and describe ways in which animals and plants depend on one another for survival.

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.

Standard: 1.NS.3 - Observe, describe and ask questions about living things and their relationships to their environments.

Extension: Students could maintain terrariums for various lengths of time, depending on the goals behind building the terrariums. Students could make representations of what they have observed over time in the terrariums.

Adaptation: ELL students could work with English Speaking students to bridge the language gap needed when following instructions for making terrariums. ELL students could also get support from English Speaking students when writing down what they observe, because it may be unfamiliar language. Graphs and charts could be made as a class, to keep track of height of plants and number of insects.

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: 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. 

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.  

Standard: MA.5.1.6 2000

C.C. Standard: 4.OA.4

Expansion: This could be used in three or four person groups as well as pairs.  Students could use similar strategies to multiply for a prime number instead of add.

ENL: Practice and communication with classmates will help ENL students expand their math vocabulary. 

2.3.2 Compare and contrast details of body plans and structures within the life cycles of plants and animals. 2.NS.2 Conduct investigations that may happen over time as a class, in small groups, or independently. This activity could be adapted in many ways to suit your goals and time constraints, but the reason I chose it is because it involves using technology, research, and includes quality literature.

Standard: 6.DP.1-11, 5.DP.1-11

Expansion: Have students record their hypothesis of what the different liquids will do before they perform the experiment, and then the results when they are finished.  

ESL: working in groups to perform experiments will help reinforce vocabulary and understanding.  

Standard: MA.1.4 2000

C.C. Standard: K.G.1, K.G.2

ENL: Connecting symbols to real life objects is helpful for reinforcing ENL student vocabulary, and for helping them draw connections between geometric shapes and objects.

Expansion: Have students cut their pictures out of their chart, mix them up, and trade them with a friend.  Have their friend try to reorder the object pictures by the shapes they represent. 

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.