Using Manipulatives in Geometry
Using manipulatives in the classroom is essential when introducing geometry to students. When I was in elementary school I always struggled with math. I am a hand- on learner. Seeing how things work out visually helps me grasp the concept. In chapter 10, they introduce the classification of quadrilaterals. There are many shapes that they students are expected to learn. I like the idea of having children find the shapes in the classroom or at home—help them see how the shapes mirror things in real life. Or perhaps the children could do an activity where they would make shapes out of licorice pieces. In this activity the children would be able to create all kinds of shapes on their own. The teacher could call out different shapes that they had learned earlier and the students would then construct them as a review. Another activity students could do is create pictures using geometric shapes. Students could cut out shapes using construction paper and create their own creatures. After they have completed their picture the children could write a few sentences about their animal. All of these activities make geometry “real.”
Sunday, August 22, 2010
Monday, August 16, 2010
MAR 3: Levi Johnson
Activity: Let’s Balance
Source: Utah Education Network
Url: http://www.uen.org/Lessonplan/preview.cgi?LPid=14418
1. What introductory information is necessary for children to have prior to starting this activity?
- Add one digit numbers
- Subtract one-digit numbers
- General number sense
2. What grade level/s is appropriate for this activity? Please use appropriate justification for your answers here.
This activity is identified in the lesson plan as second grade. However, it fits into the MN first grade standards. It is a beginning level activity for introducing the idea of algebra. Students learn how to balance an equation using simple manipulatives.
3. MN Standards Addressed
1.2.2.1 Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences
1.2.2.3 Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as:
4. How will you engage students with different learning styles?
I like this activity because it engages students with a variety of learning styles:
- For students who enjoy paper pencil work, it includes a worksheet
- For students who learn by doing and working kinesthetically—it involves manipulatives
- For students who learn by talking about what they are learning, it includes a small group activity.
5. How does this activity connect to the real world for students?
I like this activity because it uses real world situations to help students see what is really invisible—algebra. The students begin by learning the idea of “balancing” two sides by using their arms to balance items in both hands. This begins the idea of an equation and an equal sign. I like how students actually “see” what happens when the equation (or arms) or unbalanced. The activity helps them get the idea that solving an equation is filling in an unknown to make it balanced.
6. Why is this activity with its concepts important for student learning?
This activity lays the foundation for more complex problem solving. If students do not understand the idea of creating “balance” on both sides of the equal sign, they will have difficulty solving in the future.
The activity also introduces the idea of drawing a “T” to solve the problem. This too is a fundamental skill in helping students solve algebraic problems. I used the same process in high school!
7. What adaptations can be made to the activity?
This activity can be adapted by using more or less complex numbers. More advanced students might be able to think in two digit numbers. Less advanced students could work with smaller numbers. Using manipulatives helps students who are struggling see the answer appear as they solve the problems.
8. What are your comments on this activity? Would you use it in your classroom?
I think this is a fun activity to try in the classroom. I was surprised to see algebra standards in the first grade class. However, doing an activity like this seems entirely doable and would work to help lay the groundwork for more complex reasoning that comes later.
ACTIVITY
Summary:Students will explore both equal and non-equal number sentences.
Main Curriculum Tie: 2nd Grade - MathematicsStandard 2 Objective 2Model, represent, and interpret number relationships using mathematical symbols.
Materials:ExplorationFor each group:
· Balance
· Manipulatives (bears, cubes, Unifix® cubes, blocks, etc…)
Balance the Scale For each group:
· Deck of cards, with face cards removed, or number cards (0-10)
For each student:
· Balance the Scale worksheet
Number Balance
· Number balance
· Paper
· Pencil
To Equal or Not to Equal
· Spinner with numbers 1, 2, and 3
· To Equal or Not to Equal worksheet
· Pencil
Attachments
· balance_scale.pdf
· equal.pdf
Background For Teachers:Students need to understand that an equation is a relationship between numbers where both sides of the equation are equal. The mathematical situation is represented by the equal (=) sign. Students also need to understand what it means when a number sentence is not equal on both sides. When a number sentence is not equal on both sides, the not equal (≠) sign is used.
Intended Learning Outcomes:1. Demonstrate a positive learning attitude.5. Understand and use basic concepts and skills.6. Communicate clearly in oral, artistic, written, and nonverbal form.
Instructional Procedures:Invitation to Learn
Have a student stand with his/her arms out straight (look like a balance scale).
Add one book (novels or basals work best) at a time to each side and observe how the student’s arms change with each book that is added. Discuss what happened when we put a book on the balance/student’s arm? What would happen if we only put the books on one side?
Instructional Procedures
Exploration
1. Have students free explore with the balance and manipulatives.
2. Have a class discussion on what they observed using the balance. They need to build, discuss, and write equations while working with the balance and manipulatives.
3. Have students build various equations using the different manipulatives.
Example: 4 red bears + 3 blue bears = 4 blue bears +3 red bears
When using manipulatives, make sure they are all the same size and weight. (Don’t use the family bears.)
2 red dinosaurs + 2 yellow dinosaurs = 3 red dinosaurs + 1 yellow dinosaur
Balance the ScaleStudents play in groups of two to four.
1. Each player is dealt 6 cards. The rest of the cards are placed facedown in a pile.
2. Each player chooses any 4 cards from his/her hand to place on the Balance the Scale worksheet.
3. Students need to balance the scale by placing their cards in addition problems that create an equation (equal on both sides). (e.g., 2 + 5 = 4 + 3 or 1 + 3 = 2 + 2) If using face cards, an ace equals 1 and 0 is shown by leaving a square blank (e.g., 6 + 3 = 9 + __).
4. If the student can create a true equation, they earn 1 point. Each student takes a turn to complete round one. All cards from round one are placed in a discard pile. If the student can’t create a problem, they place their cards in the discard pile.
5. On every turn, each student is dealt 6 cards from the original pile. If you run out of cards, shuffle the discard pile and continue to play. The game continues until a student reaches the score of 10.
Number Balance
1. Place the balance where all students can see it.
2. Place a weight on one side of the scale. Give a student a weight to place on the other side that will balance the scale (e.g., 8 = 8). Write the equation on the board. Model other examples as needed.
3. Place one weight on the balance and ask a student to place a weight on the other side that will balance the scale without using the same number. Write the statement on the board (e.g., 6 ≠ 4). Review the not equal symbol and the number statement and ask whether the number statement is true (e.g., yes it is true, 6 does not equal 4). Ask students how we can balance the scale.
4. If students don’t come up with the idea to add another weight to make an equation, give a weight to another student and ask if s/he can now balance the scale (e.g., 6 = 4 + 2). Continue with multiple examples. It is possible to add multiple weights to both sides.
To Equal or Not to Equal
1. Have a class discussion on equations and number sentences using the not equal sign (e.g., 6 + 2 = 8 and 6 + 2 ≠ 10).
2. Write several examples until students understand the symbols and how to use them.
3. Students play with a partner. The first player spins the spinner and writes his/her number on the recording sheet on any of the four blank spaces. The student spins a total of four times, filling in a blank space each time.
4. The student needs to fill in the sign that makes his/her number sentence true (e.g., 3 + 1 ≠ 1 + 1 or 2 + 3 = 2 + 3).
5. The partner states, “I agree that 3 + 1 ≠ 1 + 1.” If the number sentence is an equation (e.g., 2 + 1 = 1 + 2), they earn one point. If the number sentence is not equal (e.g., 2 + 1 ≠ 3 + 1) they earn two points. If player one made an incorrect number sentence, no points are earned.
6. Play moves to the second player and continues until the To Equal or Not to Equal worksheet is complete or time runs out.
Extensions:
· Students can also play the games using subtraction.
· Students can use a balance to check their equations. This may be helpful for students who need a reinforcement strategy.
· Math journal
· Write and illustrate equations using the counters. Explain your work.
· Class book: Using stamps, stickers, or small die cut shapes, have students illustrate an equation.
· Using the number of the day, write equations where there are multiple addends on both sides (e.g., If the number of the day is 15, an equation could read 7 + 7 + 1 = 5 + 5 + 5).
Family Connections
· Using materials at home, create number sentences that are equal on both sides.
· Students teach the symbols = and ≠ to a family member.
Assessment Plan:
· Observe students while they are participating in any of the activities.
· Have students demonstrate that they can write, illustrate, and solve various problems using the symbols = and ≠.
· Discussion and journal entries: “What does it mean if something is not equal? What does the word ‘equation’ mean? Why do we need the = sign (or ≠ sign)?”
Bibliography:Research Basis
Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking Mathematically; Integrating Arithmetic & Algebra in Elementary School. Portsmouth, NH: Heinemann.
This book documents the widespread misunderstanding of the equal sign by students in grades 2-6. The text includes a series of true/false questions to help students begin to unpack their misunderstandings and help them develop the real meaning of this symbol. (Research was compiled at the Wisconsin Center for Educational Research.)
Source: Utah Education Network
Url: http://www.uen.org/Lessonplan/preview.cgi?LPid=14418
1. What introductory information is necessary for children to have prior to starting this activity?
- Add one digit numbers
- Subtract one-digit numbers
- General number sense
2. What grade level/s is appropriate for this activity? Please use appropriate justification for your answers here.
This activity is identified in the lesson plan as second grade. However, it fits into the MN first grade standards. It is a beginning level activity for introducing the idea of algebra. Students learn how to balance an equation using simple manipulatives.
3. MN Standards Addressed
1.2.2.1 Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences
1.2.2.3 Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as:
4. How will you engage students with different learning styles?
I like this activity because it engages students with a variety of learning styles:
- For students who enjoy paper pencil work, it includes a worksheet
- For students who learn by doing and working kinesthetically—it involves manipulatives
- For students who learn by talking about what they are learning, it includes a small group activity.
5. How does this activity connect to the real world for students?
I like this activity because it uses real world situations to help students see what is really invisible—algebra. The students begin by learning the idea of “balancing” two sides by using their arms to balance items in both hands. This begins the idea of an equation and an equal sign. I like how students actually “see” what happens when the equation (or arms) or unbalanced. The activity helps them get the idea that solving an equation is filling in an unknown to make it balanced.
6. Why is this activity with its concepts important for student learning?
This activity lays the foundation for more complex problem solving. If students do not understand the idea of creating “balance” on both sides of the equal sign, they will have difficulty solving in the future.
The activity also introduces the idea of drawing a “T” to solve the problem. This too is a fundamental skill in helping students solve algebraic problems. I used the same process in high school!
7. What adaptations can be made to the activity?
This activity can be adapted by using more or less complex numbers. More advanced students might be able to think in two digit numbers. Less advanced students could work with smaller numbers. Using manipulatives helps students who are struggling see the answer appear as they solve the problems.
8. What are your comments on this activity? Would you use it in your classroom?
I think this is a fun activity to try in the classroom. I was surprised to see algebra standards in the first grade class. However, doing an activity like this seems entirely doable and would work to help lay the groundwork for more complex reasoning that comes later.
ACTIVITY
Summary:Students will explore both equal and non-equal number sentences.
Main Curriculum Tie: 2nd Grade - MathematicsStandard 2 Objective 2Model, represent, and interpret number relationships using mathematical symbols.
Materials:ExplorationFor each group:
· Balance
· Manipulatives (bears, cubes, Unifix® cubes, blocks, etc…)
Balance the Scale For each group:
· Deck of cards, with face cards removed, or number cards (0-10)
For each student:
· Balance the Scale worksheet
Number Balance
· Number balance
· Paper
· Pencil
To Equal or Not to Equal
· Spinner with numbers 1, 2, and 3
· To Equal or Not to Equal worksheet
· Pencil
Attachments
· balance_scale.pdf
· equal.pdf
Background For Teachers:Students need to understand that an equation is a relationship between numbers where both sides of the equation are equal. The mathematical situation is represented by the equal (=) sign. Students also need to understand what it means when a number sentence is not equal on both sides. When a number sentence is not equal on both sides, the not equal (≠) sign is used.
Intended Learning Outcomes:1. Demonstrate a positive learning attitude.5. Understand and use basic concepts and skills.6. Communicate clearly in oral, artistic, written, and nonverbal form.
Instructional Procedures:Invitation to Learn
Have a student stand with his/her arms out straight (look like a balance scale).
Add one book (novels or basals work best) at a time to each side and observe how the student’s arms change with each book that is added. Discuss what happened when we put a book on the balance/student’s arm? What would happen if we only put the books on one side?
Instructional Procedures
Exploration
1. Have students free explore with the balance and manipulatives.
2. Have a class discussion on what they observed using the balance. They need to build, discuss, and write equations while working with the balance and manipulatives.
3. Have students build various equations using the different manipulatives.
Example: 4 red bears + 3 blue bears = 4 blue bears +3 red bears
When using manipulatives, make sure they are all the same size and weight. (Don’t use the family bears.)
2 red dinosaurs + 2 yellow dinosaurs = 3 red dinosaurs + 1 yellow dinosaur
Balance the ScaleStudents play in groups of two to four.
1. Each player is dealt 6 cards. The rest of the cards are placed facedown in a pile.
2. Each player chooses any 4 cards from his/her hand to place on the Balance the Scale worksheet.
3. Students need to balance the scale by placing their cards in addition problems that create an equation (equal on both sides). (e.g., 2 + 5 = 4 + 3 or 1 + 3 = 2 + 2) If using face cards, an ace equals 1 and 0 is shown by leaving a square blank (e.g., 6 + 3 = 9 + __).
4. If the student can create a true equation, they earn 1 point. Each student takes a turn to complete round one. All cards from round one are placed in a discard pile. If the student can’t create a problem, they place their cards in the discard pile.
5. On every turn, each student is dealt 6 cards from the original pile. If you run out of cards, shuffle the discard pile and continue to play. The game continues until a student reaches the score of 10.
Number Balance
1. Place the balance where all students can see it.
2. Place a weight on one side of the scale. Give a student a weight to place on the other side that will balance the scale (e.g., 8 = 8). Write the equation on the board. Model other examples as needed.
3. Place one weight on the balance and ask a student to place a weight on the other side that will balance the scale without using the same number. Write the statement on the board (e.g., 6 ≠ 4). Review the not equal symbol and the number statement and ask whether the number statement is true (e.g., yes it is true, 6 does not equal 4). Ask students how we can balance the scale.
4. If students don’t come up with the idea to add another weight to make an equation, give a weight to another student and ask if s/he can now balance the scale (e.g., 6 = 4 + 2). Continue with multiple examples. It is possible to add multiple weights to both sides.
To Equal or Not to Equal
1. Have a class discussion on equations and number sentences using the not equal sign (e.g., 6 + 2 = 8 and 6 + 2 ≠ 10).
2. Write several examples until students understand the symbols and how to use them.
3. Students play with a partner. The first player spins the spinner and writes his/her number on the recording sheet on any of the four blank spaces. The student spins a total of four times, filling in a blank space each time.
4. The student needs to fill in the sign that makes his/her number sentence true (e.g., 3 + 1 ≠ 1 + 1 or 2 + 3 = 2 + 3).
5. The partner states, “I agree that 3 + 1 ≠ 1 + 1.” If the number sentence is an equation (e.g., 2 + 1 = 1 + 2), they earn one point. If the number sentence is not equal (e.g., 2 + 1 ≠ 3 + 1) they earn two points. If player one made an incorrect number sentence, no points are earned.
6. Play moves to the second player and continues until the To Equal or Not to Equal worksheet is complete or time runs out.
Extensions:
· Students can also play the games using subtraction.
· Students can use a balance to check their equations. This may be helpful for students who need a reinforcement strategy.
· Math journal
· Write and illustrate equations using the counters. Explain your work.
· Class book: Using stamps, stickers, or small die cut shapes, have students illustrate an equation.
· Using the number of the day, write equations where there are multiple addends on both sides (e.g., If the number of the day is 15, an equation could read 7 + 7 + 1 = 5 + 5 + 5).
Family Connections
· Using materials at home, create number sentences that are equal on both sides.
· Students teach the symbols = and ≠ to a family member.
Assessment Plan:
· Observe students while they are participating in any of the activities.
· Have students demonstrate that they can write, illustrate, and solve various problems using the symbols = and ≠.
· Discussion and journal entries: “What does it mean if something is not equal? What does the word ‘equation’ mean? Why do we need the = sign (or ≠ sign)?”
Bibliography:Research Basis
Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking Mathematically; Integrating Arithmetic & Algebra in Elementary School. Portsmouth, NH: Heinemann.
This book documents the widespread misunderstanding of the equal sign by students in grades 2-6. The text includes a series of true/false questions to help students begin to unpack their misunderstandings and help them develop the real meaning of this symbol. (Research was compiled at the Wisconsin Center for Educational Research.)
Friday, July 30, 2010
More and More Buttons
In this unit, students use buttons to explore logical and numerical relationships. The unit begins with two lessons that focus on the two basic logical thinking skills, classification and serration, which are the foundation for understanding numbers and number relationships. These abilities in turn form the basis for understanding addition and subtraction. In the next six lessons, students explore the relationships between numbers and model addition and subtraction sentences with buttons.
In this unit, students explore the operations of addition and all three meanings of subtraction (take away, comparative, and missing addend). A set model is used for both operations.
http://illuminations.nctm.org/LessonDetail.aspx?ID=U31
Individual Lessons
In this lesson, students describe order by using vocabulary such as before, after, and between. They also review and use both cardinal and ordinal numbers.
Students classify buttons and make disjoint and overlapping Venn diagrams. In an extension, they make and record linear patterns.
In this lesson, students review classification, make sets of a given number, explore relationships between numbers, and find numbers that are one more and one less than a given number. They apply their knowledge of classification as they play a game similar to bingo.
Students use buttons to create, model, and record addition sentences. They also explore commutative in addition contexts.
Students work with subtraction at the intuitive level as they explore number families and ways to decompose numbers to 10. They will also identify members of 'fact families.' [A fact family is a set of three (or two) numbers that can be related by addition and subtraction, for example: 7 = 4 + 3, 7 = 3 + 4, 7 - 4 = 3, and 7 - - 3 = 4. When the number is a double, there are only two members of the fact family. An example would be 10 - 5 = 5, and 5 + 5 = 10.]
In this lesson and the following one, students investigate subtraction more directly, beginning with the easier “take away” mode. They model “take away” subtraction with buttons and write subtraction sentences. They also work with the additive identity (0) as an addend and as a difference and find missing addends.
Students explore subtraction in the comparative mode by answering questions of “How many more?” and “How many less?” as they match sets of buttons. They also make and discuss bar graphs based on the number of buttons they are wearing.
More and More Buttons
| Students use buttons to create, model, and record addition sentences. They also explore commutative in addition contexts. |
|
| Learning Objectives |
| | Students will:
|
|
| Materials |
| | Buttons
|
Instructional Plan
To review rational counting and to prepare for the exploration of addition, distribute a bag of buttons and one number cube to each student. Ask the students to roll their number cube and then make a set with as many buttons as the number of spots showing on the number cube. Ask for volunteers to say the number in their set of buttons and then write it. Now tell the students to make a set of one more and one less button than the set they first made.
Group the students into pairs and give each pair two number cubes, a bag of buttons, and a strip of paper. Ask them to fold the strip in half, and then color one side of the paper red and the other side blue.
Display a class chart that is labeled “Number of Buttons on the Red Side,” “Number of Buttons on the Blue Side,” and “Number of Buttons in All.” Now ask the students to each roll a number cube and make a set containing the same number of buttons as there are spots showing on the number cube, with one student placing his or her set of buttons on the red side of the chart and the other student placing his or her set on the blue side. Then ask them to determine how many buttons they have when they join the two sets together.
To make the joining action more obvious, assign one student in each pair to place his or her hands around the two sets and say “whoosh” while bringing both sets of buttons together. On scrap paper, the other student writes in red the number of buttons on the red side, in blue the number of buttons on the blue side, and in purple the number of buttons in all. Then have the students switch roles. Repeat several times.
When they have identified several sums, help each group to enter two or three of their findings on a class chart. After the students have made their entries, ask them to give examples of the terms “addend” and “sum.” Call on a volunteer to read one row of the chart. Then call on other volunteers to read other rows. Next demonstrate how to write the entries on the chart as addition sentences. Encourage the students to record a few of their “whooshes” as addition sentences.
3 + 4 = 7
Now ask the students to put three buttons on the red side of their paper and four buttons on the blue side. Ask them to whoosh them together and record the addition sentence that tells what they did, using red and blue numerals for the addends and purple for the sum. Next, ask them to put four buttons on the red side and three buttons on the blue side and to predict how large the set will be when they whoosh the two sides together. Ask them to use red, blue, and purple numerals to write the addition sentences.
3 + 4 = 7 4 + 3 = 7
Repeat with other number pairs until the students are comfortable with the idea that order does not matter when they are joining two sets and recording the results
Ask the students to choose one of the rows from the chart and draw a picture illustrating that number fact, writing under it the addition sentence that the picture illustrates. Then distribute a copy of the Sums to 10 chart to each student and ask the students to find the addends they just used, putting one finger on each addend. Demonstrate how they can bring their fingers together on the sum. [Note that the addends and sum are color coded to match the chart they worked with earlier.] Now ask them to find the same addends in the other color and see if they get the same sum. Now have several children use their drawings and the Sums to 10 chart to explain the commutativity property in their own words. You may wish to display the drawings in the classroom or in a more public place before adding the records to their portfolio.
Questions for Students
How can you show you are joining two sets?
| How can you show you are joining two sets? How many buttons are on the red side of this sheet? On the blue side? How many in all? Which sum on the classroom chart was listed first? What addends were used to get it? Which sum on the Sums to 10 chart was the greatest? Which pairs of addends were used to get it? Which pairs of addends on the Sums to 10 chart were used to get 8? 5? Look at this row. Does any other row have the same sum? Are the addends the same? Would you get the same sum if you had two buttons on the blue side and five on the red side as you would if five were on the blue side and two were on the red side? Can you show why?
|
- At this stage of the unit, it is important for students to know how to:
- model addition using the set model
- identify sums and addends
- record addition sentences
- recognize and use the order principle
- identify addends and sums on an addition chart
Teacher Reflection
- Were all students able to model the addition of sets?
- Could they record the addition in a number sentence?
- Could they find addends and sums on an addition chart?
- Did they use the terms “addend” and ‘sum” correctly?
- Are all students able to explain in their own words the commutative property of addition?
- Did some students exhibit special strengths? Did some students exhibit reluctance to participate? Why?
- Which students met all the objectives of this lesson? What extension activities are appropriate for these students?
- Which students did not meet the objectives of this lesson? What misconceptions did they demonstrate?
NCTM Standards and Expectations
- Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections.
- Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.
- Understand the effects of adding and subtracting whole numbers.
- Count with understanding and recognize "how many" in sets of objects.
- Connect number words and numerals to the quantities they represent, using various physical models and representations.
- Use multiple models to develop initial understandings of place value and the base-ten number system.
References
The idea of “whooshing” was shared by Janet Sharp of the University of Iowa during a summer institute in El Paso, Texas
Please include the entire activity and answer the following questions: * What introductory information is necessary for children to have prior to starting this activity? Students need to have a basic understanding of math concepts, addition facts, and have a basic number sense. * What grade level/s is appropriate for this activity? Please use appropriate justification for your answers here. This activity is suitable for PreK – Grade 2. You can make this activity as easy as you want it or as hard as you want to. This activity would be easy to make adjustments for the group of students that you are working with. * How will you engage students with different learning styles? This activity will touch on all different learning styles. There will be hands on learning, so they can touch and see the buttons and the die. For the students that are not at the same level as the other students, they can have a hand out with easier problems. For an ELL student, the teacher can pair them up with a friend that can speak English or have a Para with assist student. This activity would also allow for group work for the students to learn from each other. * How does this activity connect to the real world for students? Be specific. The students are able to work with the numbers in a couple of different ways, they see the number on the die, and they work with that many buttons. The activity is giving them opportunities to “see” numbers in different ways. This will reinforce the skills more. The students are able to relate this activity to the real world; they will have a chance to create word problems that have meaning to them. * Why is this activity with its concepts important for student learning? Be specific. When students are able to read a math statement and then be able to see the example(s) i.e the die and the buttons, they are able to directly relate the information. They are able to put it all together in one big picture. This activity is allowing students to work in with many different forms of number sense, to see the dots on the die, to see the numbers of buttons, to see the words written out on the paper, to verbally express their number sense out loud. * What are your comments on this activity? I found this activity and think it would be great to use in the classroom. A teacher can go many different directions with this lesson. They can start very basic and get harder as they go. They can incorporate so many different word problems into this lesson; it shows the students visually Would you use it in your classroom? Yes, I would. I think the more hands on activities a teacher can have for students the better. They are going to retain the information so much longer, and they will be able to recall the information longer. I did not have a chance to do this with any students. I would have done it with my preschoolers, but it is just a little over there head.
| 2 | Number & Operation | Compare and represent whole numbers up to 1000 with an emphasis on place value and equality. | 2.1.1.1 | Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. |
| 2.1.1.2 | Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. For example: Writing 853 is a shorter way of writing 8 hundreds + 5 tens + 3 ones. | |||
| 2.1.1.3 | Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. For example: Find the number that is 10 less than 382 and the number that is 100 more than 382. | |||
| 2.1.1.4 | Round numbers up to the nearest 10 and 100 and round numbers down to the nearest 10 and 100. For example: If there are 17 students in the class and granola bars come 10 to a box, you need to buy 20 bars (2 boxes) in order to have enough bars for everyone. | |||
| 2.1.1.5 | Compare and order whole numbers up to 1000. | |||
| Demonstrate mastery of addition and subtraction basic facts; add and subtract one- and two-digit numbers in real-world and mathematical problems. | 2.1.2.1 | Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtraction to generate basic facts. For example: Use the associative property to make tens when adding 5 + 8 = (3 + 2) + 8 = 3 + (2 + 8) = 3 + 10 = 13. | ||
| 2.1.2.2 | Demonstrate fluency with basic addition facts and related subtraction facts. |
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