Doubles Snack

To review the concept of using doubles to solve addition and subtraction number situations, the students made edible dominoes. They added icing on top of a graham cracker and then drew a line down the middle with the knife. Then, they added one chocolate chip to each side to represent the pips on a domino. As they did this, they said the related addition and subtraction number sentence. Then, of course, they ate them!

Place Value Posters

The students used Pixie 2 to create place value posters in the computer lab. They first learned how to create lines to divide the paper in fourths. We have been working on the skill of "click, hold, and drag." They then chose a larger number to model. They then learned to use text boxes to type in various ways to model the number. For example, they typed the number in standard form, expanded notation, and written form. They also drew the tens and ones as a pictorial model. Once they were printed, the students worked in partners to determine which number was the greatest and/or least. They then worked together to type the comparison sentence.

 

Time Foldables

The students were given various times in both digital and analog forms. They created a foldable to sort and match the times. They put the analog times on the top flap and then glued their matching digital time on the bottom.

Place Value Comparisons

The students were each given four number cards to model in a drawing as tens and ones on a foldable. They then wrote comparison sentences to determine which number was the greatest and which was the least.

 



What Time Is It?

To help the students with telling time on the hour and half hour, each student was given a small preprinted analog clock. They turned that clock into a watch. They then walked around the class asking their friends "What time is it?" Both partners would check the watches to make sure they got the answer correct. When they got the times correct, they gave each other a "high five."

 



Daily Calendar

 

Daily calendar is an important part of our math spiraling and review. A new student leads calendar each week. We talk about the months, the days of the week, the number of days in school, and the daily weather. With the number of days in school, we use tally marks, straws, ten frames, and a hundreds chart to show different ways to make numbers. With weather, we look at things like cloud coverage and precipitation. We also check the daily temperature and graph it to see temperature changes over seasons.

Building Larger Numbers

The students rotated through stations in small groups to build larger numbers with pop cube tens and bean ones. At each station they had a number card telling them what number to build. They then recorded their number on the top flap of a foldable and modeled the number as a picture under the flap. When possible, I like having the students work in small groups to allow them to teach each other and give/receive feedback.

Holly Wreath Fact Families

To quickly review addition and subtraction fact families, the students created Holly Wreaths. They counted how many leaves and how many berries and wrote their corresponding number sentences. You can download the templates for this mini-lesson here.

Depicting Larger Numbers

In a training with one of our district math strategists, we learned a technique to get students to show what they know. Each group has a different pen or marker color and completes one portion, task, or question at a given station. They then rotate to the next station and do the same. They either add to what the other group has done or come up with a different answer. Using this idea, I created Place Value Depictions to 120. These worksheets allow students to depict numbers in pictorial models (sticks and dots for tens and ones), on a tens/ones chart, in expanded form, and in written form. I set up stations around the room with one of these worksheets at each. The students rotated to each station until all the ways to depict the numbers were completed. I loved it because the students could not always rely on completing the portion that came the easiest to them - someone else may have already done that portion. The kids loved it because they got to work together and it was like a puzzle to them. I plan to continue having the kids work on these in math tubbing. Once we have a complete set, I will bind them as a class book for them read as review. You can download the file here.

Skip Counting Reindeer

As a part of our lessons on coins, we needed to review skip counting by 5s and 10s. So, the kids made these skip counting reindeer. We first counted them by 5s and related this to counting Nickels. They then counted them by 10s and related this to counting Dimes.

Skip Counting Turkeys

The students worked in small groups to create skip counting turkeys. Each group was given a number to start with and then told if they would skip count by 2s, 5s, or 10s. They discussed the number patterns with their group and then recorded their pattern on the turkey feathers.

Pumpkin Patch Place Value

Each student was given a bag of candy pumpkins to count during a Place Value lesson. They used a ten rod sheet to help sort the candy in rows of tens. We discussed that it is quicker to count by tens than by ones because ten is a larger number. After making their pumpkin patch with the candy, they recreated it on the ten rod sheet by thumb printing pumpkins. They then completed a recording sheet to identify how many tens and ones were in their pumpkin patch as well as the expanded notation. Their work was bound into a class book to use during Math Tubbing. The templates can be downloaded from my Teachers Pay Teachers store.

Place Value Initials

To practice building larger numbers, the students used printable base ten blocks to build the first letter of their name. They then counted how much their name was worth. The pages were later bound together as a class book so the students can practice counting the larger numbers during Math Tubbing. You can download the template here.

Skip Counting Puzzles

The students worked in small groups to create skip counting puzzles. Each group was given a sentence strip, a beginning number, and a rule card for what number they would be skipping by. On their sentence strip, they wrote their skip counting pattern down. They then covered three of the numbers with Post-It Notes. Each group them presented their puzzle to the class for their friends to solve the missing numbers.