This task provides an opportunity to work on the Standard for Mathematical Practice 3 Construct Viable Arguments and Critique the Reasoning of Others.
In this lesson, students will be learning to convert Inches to centimeters and millimeters.
How many cookies did the Cookie Monster eat? This 3 Act Task by Graham Fletcher begins with a short portion of a video with Cookie Monster eating cookies. First students make observations and estimates to begin determining how many cookies the puppet ate. Students can then use pictures of the cookie label package, a full package of cookies, and the remaining cookies after the puppet ate some. Students are estimating, adding, and subtracting within 50 to determine the number of cookies the Cookie Monster ate.
While the task as written does not explicitly use the term "unit rate," most of the work students will do amounts to finding unit rates. A recipe context works especially well since there are so many different pair-wise ratios to consider.
This is a video that reviews key academic vocabulary that are essential when learning about the coordinate plane while a character is attempting to find a treasure. The video is a rap with a catchy tune and provides the visuals along with the audio. Along with the video are interactive lyrics in which vocabulary words can be clicked on for a visual and description as well as extension activities.
A brief refresher on the Cartesian plane includes how points are written in (x, y) format and oriented to the axes, and which directions are positive and negative. Then students learn about what it means for a relation to be a function and how to determine domain and range of a set of data points.
A rolling agenda for math vision, professional development, and materials adoption
Rolling agenda for professional development and implementation of new math resources
Students have several opportunities to practice counting by ones in groups, interactively.
Teaching young students to count from 1-100 using music, rhythm, counting, and finger/body movements help young minds remember order and patterns in numbers.
This resource is a lesson introducing and/or reinforcing the mathematical concept of counting on and counting back. The teacher uses a counting book of their choice or you can choose from the bibliography list provided on the website. As the teacher reads, the students use counting cubes to count on or count back depending on the book chosen. Students display their cubes both horizontally and vertically and then record their answers horizontally and vertically.
This lesson was used with a tier 3 fourth grade intervention math group to help students move from counting by tens and ones separately to counting by tens in mid-decades (for example: 44 + 33, students would count 54, 64, 74, 75, 76, 77). I started this lesson by having students explore the columns of a hundreds chart. Students highlighted one column at a time and recited the counting sequence from top to bottom. We then connected the reciting to matching numeric equations. The next step was to use the counting by mid-decade knowledge to solve addition equations. Students used open number lines to model the addition.
This task suggests ways to incorporate counting circles into classroom activities.
Students practice counting sequences by standing in a circle and counting one by one.
This activity allows students to practice counting.
Students who work on this task will benefit in seeing that given a quantity, there is often more than one way to represent it, which is a precursor to understanding the concept of equivalent expressions.
This task gives students another way to practice counting and gain fluency with connecting a written number with the act of counting. This task should be introduced by the teacher and would then be a good independent center.
CESA #1 EL OER Project Counting money, visual cues and modelling for English Learners and students with special needs
In this lesson students will understand that they can begin counting at a number other than 1 in a counting sequence. Students will understand that numbers follow a sequence. this will help students gain an understanding of operations as they learn to count on from any number they will develop strategies for counting on in addition.
The most engaging way to practice counting with students is to have them count meaningful things in their lives. Since five-year-olds are very focused on themselves this is easily done by allowing them to count themselves, their friends and objects within the classroom that relate to their daily lives.