Bridge13

MA.1.3.3 2000 Recognize and use the relationship between addition and subtraction. MA.1.1.2 2000 Count and group objects in ones and tens. Extension: In the next lesson, the teacher can  Adaptations:  Add actual unifix cubes for checking the sum of the addition problem instead of using unifix cube cards.  Students will count the unifix cubes aloud to equal the sum, this allows them to use their kinetics intelligence and auditory senses.  Students will be able to count out the sum of the addition problem.  Students will still match the addition problem to the sum card.  

MA.2.5.1 2000 Measure and estimate the length to the nearest inch, foot, yard, centimeters, and meters  MA.2.5.2 2000 Describe the relationships among inch, foot, and yard. Describe the relationship between centimeter and meter. Extension:  Before starting this activity, the teacher can teach a mini-lesson about the relationships between the different spaces on the tic-tac-toe board.  The teacher can go over different size objects that represent each of the measurement unit spaces on the board.  The teacher can use this time to teach about the relationship in size of different objects.   Adaptations: pictures of each unit of measurement can be copied onto the board.  For example, for the feet space, a picture of a table being measured in feet could show them that a foot (ft) is taller than a crayon, for example 

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.2.3.3 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.2.4.1 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.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.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.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. 

MA.1.1.3 2000 Identify the number of tens and ones in numbers less than 100. MA.1.1.4 2000 Name the number that is one more than or one less than any number up to 100. MA.2.1.3 2000 Identify numbers up to 100 in various combinations of tens and ones. MA.2.1.4 2000 Name the number that is ten more or ten less than any number 10 through 90. Extension: Teacher can incorporate base 10 into calender time.  The teacher can represent the date with the correct amount of base 10 unifix cubes and the correct amount of single cubes  Adaption: Students that struggle with drawing 10 blocks can use unifix cubes to represent a set of 10 

MA.2.1.12 2000 Represent compare, and interpret data using tables, tally charts, and bar graphs  MA.2.2.2 2000  Add two whole numbers less than 100 with and without regrouping  MA.3.1.1 2000  Count, read, and write whole numbers up to 1,000 Extension: The following week, students can use the board and unifix cubes for regrouping when subtracting numbers under 100 or 1000 depending on the grade level.  Adaption: Students who have trouble engaging the activity, can perform the same task through a computer program.  This may hold the students attention longer and allow them to focus because they are working indivdually and away from a group (for those that get distracted by others easily) and the students other senses (sound, and touch)  are engaged when on the computer allowing for more opportunities to understand and engage in the lesson.