K-2+Fall+2011+Page

= ** [|CCLS NYS-] Includes Pre-K and additional standard in Grade 1 & 2** = **NY Kindergarten addition**- //Develop understanding of ordinal numbers (first through tenth) to describe the relative position// //and magnitude of whole numbers.//// [|5 Little Pumpkins] //

**NY Grade 1 addition-** //Recognize and identify coins, their names, and their value//. = ** [|K-5 resources to aligned to CCSS] ** =

** [|Ohio Resource Center-] literature connection**
**//COUNTING RHYMES-//** Counting Back- [|5 Little Turkeys] [|Online Counting Activities]

[|Counting and Adding] w/dominoes- 6 lessons that cover several standards


 * Play the Number Word Game ** :Have students sit in a circle. Choose one Kindergartener to start the math game. Have the student lay the lily pads in the center of the circle of children. He or she should be assisted if necessary. Play the musical selection. The student walks behind the students in the circle. When the music stops, the child that the student is behind goes to the center of the circle and finds a number and the matching lily pad with the number word on it. If the student has the correct answer, he or she jumps like a frog that many times. Students really learn number words in this way. Played a lot, and learning number words will come naturally. A word for management, have the students return the lily pads to the teacher after they have matched the correct number word to the number, this way the lily pads will not get wrinkled.

[[file:e2math/Lily Pad Kindergarten-Words.docx|Lily Pad Kindergarten-Words.docx]] [[file:e2math/Lily Pad Kindergarten-Numbers.docx|Lily Pad Kindergarten-Numbers.docx]]
Cut out frogs to have that many sitting on the lily pad. [|K.CC.3]
 * Continuation: **

** Number Order Activity [|K.CC.2] ** The "Number Order" activity will help your kindergarten students to place written numerals in the correct order for counting numbers. The only materials needed for this number activity are number flashcards for the numerals zero through nine. You can also have your students help make their own flashcards writing and decorating written numbers on large index cards. Then have each student place the flashcards in order from zero to nine (0, 1, 2, 3, 4, 5, 6, 7, 8, 9). This activity teaches kindergarteners to place written numbers in the correct order for counting. You can also add additional cards for 0-20 or have the students start with a number other than zero and continue counting from that point.

** [|K.OA.3] **  [|Fly Away Rhyme] you will want to add in representing the groups with picture or cut outs of turkeys to meet the Standard

** [|K.OA.4] ** **Making 10 Card Game** Students set up the cards like a concentration game. They try to make matches using the cards that compose a ten. You can use both dot cards and number cards to differentiate. 

** [|Number Twin Tens] ** Game for Interactive White Boards or computers

** [|K.OA.4] & [|1.OA.3] ** <span style="font-family: Arial,Helvetica,sans-serif;">** [|Cool Math: Math Lines 10] ** - Game for Interactive White Boards or computers. Need to make a ten (or you can choose a number 4-15). Have to shoot a numbered ball at another number to make a ten (or target #)

<span style="font-family: Arial,Helvetica,sans-serif;">**Ten Frames Match**- Teacher holds up a number (0-10) students put counters on their blank ten frame to match the number shown. <span style="font-family: Arial,Helvetica,sans-serif;">Working in partners- Partner A holds up a number, Partner B puts the counters on their board. Partner A checks the work. They take turns. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">** Place Value Game: [|K.NBT.1] & [|1.NBT 2abc] **__ Materials: __ <span style="color: black; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">Place value boards-1 per studentPopsicle Sticks-50 per studentRubber bands-5 per studentDice-1 per team <span style="color: black; display: block; font-family: arial,helvetica,sans-serif; font-size: 12px; text-align: left;">The students take turns rolling the dice and place that many sticks in their "ones" column. As soon as they can make a "ten" they bundle 10 sticks in a rubber band and move it to the "tens". The game continues until one of the pair have 5 tens. The game can be played in reverse - start with 5 tens and subtract the amount shown on the dice. This game helps students to understand regrouping. <span style="font-family: Arial,Helvetica,sans-serif;">** [|2.NBT.6] Make 100** (set of cards 0-9 and a Tens & Ones board) <span style="font-family: Arial,Helvetica,sans-serif;">Goal is to get as close to 100 as possible by creating three two-digit numbers. <span style="font-family: Arial,Helvetica,sans-serif;">1. Work with a partner. Take turns picking a number card* and deciding where to place it on your Tens & Ones board. <span style="font-family: Arial,Helvetica,sans-serif;">2. Keep going until you each have three two-digit numbers on your Tens and Ones board. <span style="font-family: Arial,Helvetica,sans-serif;">3. Add your numbers. The player whose sum is closest to 100 scores a point for the round. <span style="font-family: Arial,Helvetica,sans-serif;">Play three rounds. //*Decide if each student will have their own set of cards and draw w/o replacement or if they will replace after each draw.// by 2, 5, 10... Can you predict what number we will end on? How many people would we need to get to 10? 40? Let's try it. Everyone has to go once, stand up when you count. How many legs in the room? Toes? You can shade in a 100's chart to create a visual and discuss patterns.
 * [|2.NBT.2] Skip Counting**

[|1.OA.7 & 8] **Equal Means the Same**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**LINE Plot: [|2.MD.9, 2.MD.10, 2.MD.1, 2.MD.4] ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Materials: Rulers, Poster Paper, Graph Paper, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have each student measure their foot in inches. Have someone else measure their foot to check for accuracy. If they do not agree on the measurement, both should measure again and come to a consensus. Create a line plot of the length of each student’s foot. They should mark an “x” over the number of inches their foot is. After all of the data is collected, the student will then create a bar grade to represent the data. Answer the following questions using the graphed data. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">1. What is the difference between the largest foot and the smallest foot in inches? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">2. How many students are in our class? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">3. What foot size is the most popular?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">** [|1.OA.6] & [|2.OA.2] Connect 4 Addition** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">I have... Who has... Template-

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Roll Out Game Boards

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">BOOKS:



[|Jessica Meacham] - Classroom teacher's awesome website with resources [|Math & Movement] - Box It or Bag It Mathematics- Teachers Resource Guide

Videos: [|Elementary My Dear]