See Some ideas below images.
The educational playing cards have no face cards and the extra symbol typically found under each number has been removed. This makes these cards ideal for teaching value/ digit relationships for kindergarten.
Other ideas....
Working with a partner....
- Put cards together for adding values create single and double digit numbers.
- Find the difference between two single or double digit numbers
- Cover part of the card and guess the missing number
- Play war dealing two cards at a time played many ways. For ex: -find the sum/difference/product -make two digit numbers-assign red as tens/black as ones or black tenths, red hundredths -roll a place value die to get different value for your digit
Working in a small group of 4...
- Each student deal put one card from their pile. List all the four digit numbers you can create. Write them on dry erase, rank them from least to greatest.
-Each student deal put one card from their pile. Play mystery numbers. ex: I see two factors of twelve, what are they? I see three addends for 15, what are they? Which two would give a difference of 5? Which three are odd? Which two are prime? etc.
- Each student deal put one card from their pile. Which digit has the greatest value? Each player roll a place value die. Assign this value to your digit. Now who has the greatest value? Write the them in number form/word form/or least to greatest.
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Kakooma ...EBooks.....Games... Materials
This site is a fantastic resource for applying base ten understanding to increase operational fluency. See this site for some sample activities, interactive texts, and addictive games that build fluency with base ten and number patterns.
Joining is inexpensive and perfect to use with your interactive white boards!
Some of what he had to share at the math conference included.....
- Teaching operations through developing a deep understanding of base ten and recognizing patterns within our number system are an effective approach to mathematics instruction.
Example 1 : 8 + 8 = ? Instead of teaching this as a "double" teach all addition facts as looking how to decompose the second number to "make ten." 8 + (2 +6) =? 10 + 6 = 16 This strategy translates across all sums greater than ten that students often struggle with.
Example 2: 9 X 6 = ? Instead of "memorizing the 9's" or "using the 9's fingers trick" teach students to work from base ten to find the answer. 10 X 6 = 60 60 - 6 = 54
Example 3: 424 X 5 = ? 424 X 10 = 4240 5 is half of ten 424 X 5 = 2120
- Providing students opportunities to move quickly from concrete to the abstract promote operational fluency.
-Use ten frames, number lines, PV blocks, etc to build understanding, but look for them to be ready to go to abstract and move them there using strategies such as making connections and generalizations within base ten, composing and decomposing numbers, logical reasoning, visualization and looking for patterns.
- Constructing activities that offer challenge and motivation to be fluent mathematicians.
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Pathematics is an interesting looking program we found. Representatives will come to our system and do a free presentation if your school or schools are interested in purchasing a mat or kit to create an outdoor model.
Pathematics™ is a new approach to teaching math. Instead of experiencing numbers as abstract symbols on a piece of paper, Pathematics™ allows students to move about in a unique numerical space where they can acquire a deep understanding of where numbers are relative to each other. On the Pathematics™ Runway, a number like 44 is not just a symbol – it’s a place. Through various kinesthetic exercises involving role-playing games,
dancing, and rhythm, children learn that mathematical functions like addition and multiplication are simply ways of moving back and forth on that infinite procession of numbers. Pathematics™ shows children (and adults) a new way of thinking about math and opens doors of understanding.
The Pathematics™ Runway is a large, colorful array composed of numbers and color-coded shapes arranged in a completely logical pattern. By stepping only on specific colored shapes, students can move through the numbers in steps of one, two, or any other factor, effectively multiplying with their feet. Concepts such as prime and composite numbers, fractions, common factors and square numbers can be easily seen in this unique graphic display.
This fun, active teaching method offers those struggling with math concepts a new path into the world of numbers, and gives more advanced students (and teachers) new insights into math concepts, from basic number sense to graphing and statistics.
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Two Dozen Plus Activities for Math Classes
Gregory Fisher from Mt. Tabor High School has taught in many countries and had lots of great ideas for games and engaging instructions. See a few of our favorites listed below. He is willing to visit schools for staff development.
Amigo Bingo Students draw a 4 X 4 grid on their paper and randomly write the numbers 1-25 in the grid. As the teacher asks questions, when a student gets an answer correct, he or she writes a number and all students can cover that number on their board to work toward a BINGO.
Runner Bingo Students use the same board as Amigo Bingo, but students work as a team. They send a member to find and bring back one of 16 problems placed around the room. If the team solves the problem correctly they cover the number of that problem on their bingo board.
Horse Race Students are in teams and each team forms a row. First player in each row is given a stuffed horse or other animal to pass. Each student holding the horse competes to get the correct answer, if they do they pass it to the next person on their team. The first horse to make it to the end of the race is the winning team.
Four in a Row Divide the group into two teams, X and O. The teacher presents a problem to solve for the team to solve together. Each team takes turns to be the first to place their X or O on the board. If they miss their chance, the opposing team can steal.
Bluff Divide the group into two teams. Ask a a question and tell students to stand if they know the answer. Teacher calls on one of the standing to answer. If the answer is correct, the team gets a point for each person standing, if not, a point for each person standing is lost for the team.
Slap Jack Give the group of students a sheet with answers written sporadically on it. Teacher calls out a problem and students slap the answer. The student who slaps it first gets 2 points. All those who slap correctly get one point.
Circuit Place 10 folded papers placed around the room with questions on the inside and answers on the outside. Students pick a location and read the question inside the folded paper. They must then look around the room to find the other location with the answer to that question on the outside. Once they do, read the question there and continue through the circuit of questions and answers. Students time how long it takes them to make it through the complete circuit.
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Common Core Resources and Information
Wondering about Common Core Assessments?
Mike Gallagher, Math Test and Measurement Consultant shard the following sites and information.
Curriculum Cycle
- June 2010: North Carolina State Board of Education adoption of the CCSS
- 2010–2011: Item development for the Next Generation of Assessments, Edition 4
- 2011–2012: Administration of stand-alone field tests of Edition 4 assessments
- 2012–2013: Operational administration of Edition 4 assessments aligned to the CCSS
Table 1 Weight Distributions for Grades 3–5
Domain |
Grade 3 |
Grade 4 |
Grade 5 |
Operations and Algebraic Thinking |
30–35% |
12–17% |
5–10% |
Number and Operations in Base Ten |
5–10% |
22–27% |
22–27% |
Number and Operations—Fractions |
20–25% |
27–32% |
47–52% |
Measurement and Data |
22–27% |
12–17% |
10–15% |
Geometry |
10–15% |
12–17% |
2–7% |
Total |
100% |
100% |
100% |
Table 2 Weight Distributions for Grades 6–8
Domain |
Grade 6 |
Grade 7 |
Grade 8 |
Ratios and Proportional Relationships |
7–12% |
22–27% |
NA |
The Number System |
27–32% |
7–12% |
2–7% |
Expressions and Equations |
27–32% |
18–23% |
27–32% |
Functions |
NA |
NA |
22–27% |
Geometry |
17–22% |
25–30% |
20–25% |
Statistics and Probability |
7–12% |
15–20% |
15–20% |
Total |
100% |
100% |
100% |
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Teaching Resources
Below are some great resources and manipulatives we found among the vendors!
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Use fraction bars to create mixed numbers. Divide the fraction bars to find the answer concretely and match up the puzzle pieces. See example below.
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Use 100's grids to allow students to color in to demonstrate multiplication of decimals.
ex: .43 X 3 Shade in .43 with 3 different colors to 129 hundreths = 1.29
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Print decimal and fraction cards like the ones below. Just a few activity ideas for these are:
- Play a game of "War" with a partner. Highest value wins the cards. If there is a tie, place two cards face down and draw again. Highest value wins all the cards in that round.
-Each player receives 10 cards. Leader calls "go" and the player who can put his or her cards in order from least to greatest first is the winner.
- Students can play "In Between" with a partner or in a group. On his/her turn, draw two cards. Write a number that comes in between the two numbers on a dry erase board. Other members of the group check correctness, and if correct may keep his cards. If not, they must be passed to the next player.
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Tee it up for Math!
Punch holes in the corners of index cards. Students read the problem in the center and put a tee or a pencil through the hole of their answer choice.Check the back of the card to see if it's a hole in one!
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Order of Operations Race
Set out cards with equations written on them. Students work against a partner to draw a card. Each student attempt to solve the equation first. The first one to finish and get the correct answer wins the point. Card examples can be fiound by clicking on the link below.
Order of Operations Bingo
Students fill in numbers 1-50 on the bingo board found at the link below. Teacher posts equations for students to solve. Students cover the answer on their bingo boards that correspond to the correst answer, attempting to be the first to call "bingo"
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Create an equation from the day's date: 11/7/2011 ex: 1+1+7 = 20-11
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