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Name:
Number and Number Sense
Name and Location of Activity / Materials Needed / Brief Description of Activity / Relevant Standard(s) of Learning (SOL) / Relevant NCTM Process Standard(s) / Evaluation/Suggested ModificationsRoll, Slide, and Cover
(Practicum) / A set of dice, and a “pie” fraction game board. / Roll the dice and use the numbers to create a fraction. Cover the fraction you created on your game board with a counter. If you roll a duplicate fraction, you miss a turn. The person to cover all their fractions, or have the most covered, wins. / SOL 2.3 / Representation:
Students are using the dice to create a representation of a fraction and then translating it into a second representation on their sheet. / Have students draw the fraction they create in the box instead of being predetermined. Have students roll as many fractions (written and a representative drawing) as possible in a set amount of time.
Place Value Cups
(Practicum) / 6 Styrofoam cups and 6 different color markers / Create place value cups by placing the numbers 0-9 on the edge of the first cup. Then place another cup inside and do the same. Add the correct number of zeros place. Use to practice making, reading, and writing in expanded form 3+ digit numbers / SOL 2.1 / Representation:
Students use the numbers on each cup to represent a multiple digit number. Students can pull apart the cups to see the representation of the place value. (hundreds, tens, thousands, etc.) / Can be used to teach counting up or back.
War
(Practicum) / Deck of Cards / Students play the card game war to practice greater than or less than. Students must state their card is greater than or less than their opponent’s before taking the cards. / SOL 2.1 / Communication:
Students must use the mathematical terms “greater than” or “less than” to express who takes the cards during the game. / Can do this with basic addition or multiplication and see who can say the answer first to take the cards.
Graphing Skittles
( Own Experience) / Skittles, Pie graph / Students take a handful of skittles and separate them by colors. They then create a pie graph of their skittles by color and express the amount ass a fraction, decimal, and percentage. / SOL 5.2 / Representation (Reasoning as extension):
Students represent their number of skittles four different ways. If using extension students express their reasoning for their probability answer. / Have students look at the probability of pulling out certain colors and explain their reasoning.
Candy Bars
(Class) / 6 candy bars and 10 volunteers / 10 students leave the room and come back one at a time. Each one chooses a chair with candy bars where they would get the biggest portion (share with others at the same chair.) Other students in the room guess where the next student will go. / SOL 3.3 / Reasoning and Logic, Communication:
Students communicate their reasoning for guessing/choosing a chair with candy bars. Students repeat someone else’s reasoning and agree or disagree. / Add more candy bars or take some away at the end. Who would get more? Have students write the fractions if need be. Show fractions on the board and how to tell which is a bigger amount. Several strategies.
Computation and Estimation
Name and Location of Activity / Materials Needed / Brief Description of Activity / Relevant Standard(s) of Learning (SOL) / Relevant NCTM Process Standard(s) / Evaluation/Suggested ModificationsFour in a Row
(Class) / Four in a Row game board. 2 paper clips. / Practice basic addition/multiplication skills by multiplying the two number represented by the clips. Place a counter over the product. Move one paper clip. Try to get 4 in row / SOL 3.5 / Problem Solving:
Students are using mathematical strategies to try and get four counters in a row and win the game. / When working on integers, include some negative number on the board.
Figure Me Out
(Class) / Drawing of a person and predetermined numbers of specific information about the person. (ex. Height, classroom number, etc.) / Create expressions as clues to the answers of each piece of information. Have the class figure out the answers! / SOL 5.4 and 5.6 / Problem Solving:
Students are using their strategies and mathematical knowledge of operations to solve the problems and find out more about the person. / Can make the expressions one or multistep.
Magic Number
(Practicum) / Recording sheet, Unifix Cubes (2 colors), Crayons / Students start with the number 4 and use the cubes to create addition facts with the different colors. Students color in a representation on their record sheet and write the corresponding addition equation / SOL 2.5 / Representation:
Students represent the addition fact with colored cubes and drawing then match it to a correct equation. / Can work with 3 colors and adding 3 numbers to get different equations.
Arby’s
(Practicum) / Arby’s menu, several multistep word problems of your choosing involving basic operations / Students use their Arby’s menus to solve multistep word problems using addition, subtraction, multiplication, and division. / SOL 5.4 / Problem Solving and Connections:
Students use their knowledge of basic operations to solve problems related to the real world (meals and taxes). They strategize based on wording of the problems. / Have students come up with their own word problem give to a partner to create a second step and solve together.
Fact families with Dice
(Practicum) / Dice and Record sheet / Students roll the dice and use the numbers to create two addition facts and two subtraction facts (Fact Families) / SOL 2.5 / Representation:
Students use the dice as representation of the parts of an equation and use them to create fact families. / Can use for multiplication or two colors for adding/subtracting/multiplying integers. (gifted)
Try-A-Tile
(Practicum/Class) / Tiles (0-9), Equation puzzle / Similar to Sudoku. Students use the tiles (all of them only once) to complete a set of equations so that they are all true. / SOL 4.4 / Problem Solving:
Students must use mathematical strategies to solve the equation puzzles
Measurement
Name and Location of Activity / Materials Needed / Brief Description of Activity / Relevant Standard(s) of Learning (SOL) / Relevant NCTM Process Standard(s) / Evaluation/Suggested ModificationsPaper Planes
(Own Experience) / Paper, yard stick/ruler recording paper for students / Have students in pairs create a paper airplane and number it (decorate if desired)
Go out into the hallway and have each pair throw their plane one at a time. Measure how far the plane flew (have students determine the proper unit) record. / SOL 4.7 / Connection:
Students are able to apply what they learned about measurement in an experiment not necessarily math related. They record, analyze, and reflect on their experience. / Have students create their airplanes the way they’d like to see which design flies farther but provide them with a basic design. Students can convert the measurements into inches, feet, and yards.
Area and Perimeter Robot
(Math Education Blog) / Graph paper, task card with measurements / Students create a robot based on the measurements provided by their task card (ex. Legs= 26 square units (area) Body= 48 units (perimeter)) / SOL 5.8 / Problem Solving:
Students use the clues and math strategies/knowledge to create the appropriate robot / Teachers can create the clues out of equations for more of a challenge.
Geometry
Name and Location of Activity / Materials Needed / Brief Description of Activity / Relevant Standard(s) of Learning (SOL) / Relevant NCTM Process Standard(s) / Evaluation/Suggested ModificationsPentominos
(Practicum) / Pentomino pieces / Using the pentomino pieces, have students solve a variety of problems. (ex. Using 3 pentominos, create a figure with a perimeter of 14 OR create congruent figures using three pentominos each) / SOL 5.13 / Problem Solving:
Students work together to strategize to solve the problem the fastest way possible. They apply what they already know about the shapes of the pentominos to create strategies. / Have students work in groups and race each other for the answer as a form of motivation. Have students draw their answers on a recording sheet.
Geometric Shapes
(Math Education Blog) / Pencil, shape templates / Guide students through folding, gluing, and identifying their geometric shapes. On their shapes, students should identify right, acute, or obtuse angles. Students should use the proper tools to mark the volume of their shape. (Area of one side if desired) Discuss how they came to their conclusions for each. / SOL 3.14, 5.8 and 5.12 / Communication and Representation:
Students create a representation of their shape and apply knowledge that they know about angles, area, volume etc. Students are also expected to talk about how they came to their answers at the end. / Create a Polyhedron in groups or individually. (Could be great team work! Geometry!)
Symmetry Self-Portraits
( Elementary Art Class) / Camera, paper, coloring supplies / Take a picture of each student, print and then cut out the background so all your have left is the child. Cut down the middle of their picture and have them glue onto a sheet of paper. Discuss symmetry and its definition. Have students draw the rest of themselves and a background. Make sure it is symmetrical! / SOL 2.15 / Representation and Connections:
Students look at what they know about symmetry and connect it to themselves by analyzing their own symmetry in their portrait. / Write a few sentences about whether or not their two sides are exactly symmetrical. If not mention why (ex. Beauty mark, scar, etc.)
Tessellations
(Elementary Art Class) / 4 inch square, pencil, scissors, blank paper. / Draw a random line on the top of the square leaving a little space before the corners. Do the same on one side. Cut out the small shapes that were created and tape them to the opposite side. On the paper trace the shapes and repeat them all the way down the page. Color all of the shapes to make a pattern. / SOL 2.20 / Representation and Connections:
Students create a pattern using shapes and colors in art. / Create a pattern within a pattern by having students make a pattern with the colors they choose for their paper.
Probability and Statistics
Name and Location of Activity / Materials Needed / Brief Description of Activity / Relevant Standard(s) of Learning (SOL) / Relevant NCTM Process Standard(s) / Evaluation/Suggested ModificationsDeal or No Deal: Probability
(Math Education Blog) / Deal or No Deal board game Graphic organizer to fill out probability. / Have a student choose a briefcase to be “theirs” Popcorn style, students choose the briefcases to open (choose a card to decide how many) then the bank will make an offer. Students will use their graphic organizer to determine the probability of getting a briefcase of a higher amount. Decide as a class deal or no deal? / SOL 5.14 / Connection, Problem Solving, Reasoning, & Communication::
Students use knowledge about probability and apply to solve the problem of whether they should take the deal. It connects probability to a “real life” situation outside of mathematics as a game show setting. Students communicate their reasoning with each other because they work as a team. / Could create your own ppt. version with bank offers, briefcases, open case numbers, and random dollar amounts to win, printable list of all dollar amounts. Have students come up with their own probability game and a brief example of playing steps and examples.
Cards station: Mean, Median, Mode, Range
(Practicum) / Playing Cards / Students should shuffle a deck of cards and draw a predetermined number. Using their set of cards find the range, mean, median, and mode. Can do several times if desired. / SOL 5.16 / Connection:
Students look at mathematical terms/concepts as it pertains to a basic deck of playing cards and the games they could use them for. / Can include probability questions.
Patterns, Functions, and Algebra
Name and Location of Activity / Materials Needed / Brief Description of Activity / Relevant Standard(s) of Learning (SOL) / Relevant NCTM Process Standard(s) / Evaluation/Suggested ModificationsCube Patterns
(Practicum) / Colored Unifix Cubes / Students create a core for a repeating pattern or the beginning of a growing pattern using two colors of cubes. Students trade with a partner and tell each other what their patter is (growing, repeating, ABABB, etc.) and continue the pattern. / SOL 2.20 / Communication:
Students use the mathematical terms growing and repeating patterns to identify the type of pattern their partner created and what the pattern is. / Have students use several colors instead of just two. Can they make numerical patterns? Patterns with pictures?