Exploration Stations: Major Work

  • With your partner, visit each of the different stations. Play each game & explore each activity. Put a check mark next to each station as you complete it.
  • Then, record the Major Work and Mathematical Practice(s) that align to each task.
  • Indicate if the task meets the needs of all learners (ELL, AIG, EC, etc.) and write extensions and/or adaptations to each task as relevant.
  • Be prepared to share your thoughts & experiences at the end of the session.

 / Station / Major Work / Mathematical Practices / Meeting the Needs of All Learners
24 Game
Base Ten Pictures
Bull’s-eye!
Counting Boards:
Counting & Changing Numbers
Cover and Count
Double Digit
Explore the Virtual World
Fraction Pairs
Hundred-Board Wonders
What’s Missing?

Exploration Stations: Major Work

24 Game: You and your partner will need a deck of 24 cards. The object of the game is to pick the “correct wheel” (only one wheel works) that can make the target number on the card. Depending on the set of cards (add/subtract or multiply/divide) using all the numbers in the wheel, but use each number only once to get that target number. The dots in the top left corner let you know the level of complexity (1 dot being the simplest of the set). Your total number of dots determines your score. Person with the highest score is the winner.

Source: First in Math, Hart Inc.

Base Ten Pictures: Look at the choices of pictures and select two. On your first picture, determine the number of hundreds, tens, and ones outlined on the picture. Keep track of what you count by coloring and writing on the picture. Determine the total value of the picture. On your second picture repeat the directions- but this time with decimals.

Source: Understanding Numbers Place Value, Kathy Richardson

Bull’s-eye! Each player needs a “Hit the Target” recording sheet. Player A decides on a target number, which must be in the range 50 to 100. Players write the target number on both recording sheets. Player B decides on a starting number, which must be in the range 0 to 30. Players write the starting number on both recording sheets. The player who chose the target number plays first. (Player A). Player A must add 1, 2, 5, or 10 to or subtract from the starting number and record the computation on his/her recording sheet. Players take turns adding or subtracting 1, 2, 5, or 10 from the result of the previous computation and record the new calculation below the previous answer on his/her individual sheet. The first player who reaches the target number first wins.

Variation: Play with small teams rather than 2 players.

Source: Navigating through Number and Operations in PreK-2, NCTM

Counting Boards: Counting & Comparing: Counting: Each student selects 8 counting boards and spreads them out in their work space. Then, each student places a randomly selected numeral card on each counting board. Once the numeral cards are placed, each student then counts out the appropriate number of counters for each counting board.

Comparing: Once the counters are placed on each board, leave the cubes in place and remove the numeral cards. Then, mix up the cards and redistribute them by placing each card in a different position than at first. Now, adjust the amount of cubes on the boards to match the newly placed numeral cards. Watch to see if the student knows if s/he needs more or needs to take some away; if s/he knows how many to add/take away; if s/he clears the board and starts over.

Source:Developing Number Concepts: Counting, Comparing, and Pattern, Kathy Richardson

Cover and Count: Each player needs a different colored tangram set. Take turns with your partner choosing a tangram piece and fitting it on the game board so that it fits over the game board sections exactly and covers as many dots as possible. Write down the number of dots you covered on your turn. Continue taking turns until you and your partner are out of pieces or there is no room for more pieces on the game board. Then, find the total number of dots that you covered. The winner is the one who covered the most dots. Play again! What strategies were used to try to keep your partner from covering a lot of dots?

Variation: Work together to try to cover up all the dots.

Source: The Super Source, K-2: Tangrams, ETA (Hand 2 Mind)

Double Digit: You and your partner will both need a score sheet. Each person takes a turn rolling the die. The number may be written in either the tens’ column or the ones’ column of the score sheet. When a number is entered in the tens’ column, “0” is written next to it in the ones’ column, thus, 4 written in the tens’ column counts as 40. After each player has rolled the die seven times, the players add up their numbers. The player who is closer to 100 without going over is the winner.

Source:Family Math, by Jean Stenmark, Virginia Thompson, and Ruth Cossey

Explore the Virtual World: With your partner, find a quiet place in the room with your laptops. Choose at least one website to explore:

Under the “K-8 Standards” Tab, decide on a grade level to explore. Click on a domain for that grade level and discover the numerous activities and lessons (“see illustrations”) directly aligned to the CCSS-M. Read and then share 3 of the activities/lessons to your partner.

Under the “Activities” tab, decide on a grade band. Then choose 1-3 virtual activities to explore. Share 1 with your partner.

Decide on a Grade Band and a Math Strand. Explore 1-3 virtual manipulatives. Share 1virtual manipulative with your partner.

Fraction Pairs: Using Cuisenaire rods, work with a partner to find a rod pair in which 1 rod is a half as long as the other. Record your findings in 2 ways on the record sheet. Find as many more rods pairs as you can that show ½. Record each pair in 2 ways. Continue finding and recording rod pairs for 1/3, ¼, 1/5, 1/6, 1/7, 1/8, 1/9, 1/10 until you think that you have found all the pairs possible for each fraction. Be ready to explain why you think you have found all the possible rod pairs for each of the fractions.

Source:The Super Source, Cuisenaire Company

Hundred-Board Wonders: Select a hundreds board rule. Use the rule you selected to color in the appropriate numbers on the hundred board. Once you have completed the pattern share with your partner. Let partner identify the arithmetic patterns and if possible explain the pattern using properties of operations. Also identify apparent features of the pattern that were not explicit in the rule itself.

Source:Navigating through Algebra in Grade 3-5, NCTM

What’s Missing? Both partners decide on a number (20-100) and place base ten materials of that amount on the workmat. Without Partner A looking, Partner B uses a second workmat to cover up some of the base ten materials. Partner A then looks to see how many are showing and figures out how many are missing. Partner B removes the cover and determines if Partner A is correct. If Partner A is correct, a point is earned. If Partner A is not correct, then Partner B earns 1 point. The player who reaches 10 points first wins.

Source:Teaching Student-Centered Mathematics, K-3, Van de Walle & Lovin