This challenging problem and brainteaser gives first graders an opportunity to compose and decompose squares.
This is an instructional task related to deepening place-value concepts. The important piece of knowledge upon which students need to draw is that 10 tens is 1 hundred.
This is a movement counting video that gets your students counting while getting the wiggles out.
This video has a catchy song that will get your students excited about climbing the mountain while counting by 10s.
Students will learn or review counting with small numbers, in order. Opportunities are also provided for practice following each learning video.
The objective of this lesson is to gain automaticity counting to 100 and to establish the importance of multiples of ten. The final goal of this lesson is for students to be able to count by tens and articulate the term for this.
In these lessons students will explore the paintings of Horace Pippin and Wayne Thiebaud and the mobiles of Alexander Calder to discover and practice math and visual art concepts. Background and biographical information about the work of art and artist, guided looking with class discussion, and activities with worksheets using mathematical formulas and studio art provide the framework for each lesson.
This lesson will build fluency with counting objects to 10. Students will engage in counting with objects and a 10-frame to recognize groups of numbers.
This lesson builds on counting skills using an upbeat musical song. This is a foundational kindergarten concept and provides experience with rote counting, rythmic beat, and visual number recognition. Â Students will begin to see the numeric patterning of numbers while singing the song.
This unit contains two lessons which help students develop number sense through activities involving collection, representation, and analysis of data. Students also practice reading and writing large numbers and develop estimation skills. In Lesson 1, Every Breath You Take, students estimate the number of breaths taken during a specified time, experiment, and display real-life data. In Lesson 2, Making Your First Millions, students develop the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition. They analyze situations and identify patterns that will enable them to develop the concept of large numbers. Each lesson includes student activity sheets, an instructional plan, and extensions.
In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones.
In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones.
In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones.
This task involves solving equations with rational coefficients, and requires students to use the distributive law ("combine like terms"). The equation also provides opportunities for students to observe structure in the equation to find a quicker solution, as in the second solution presented.
This task presents a real world application of finite geometric series. The context can lead into several interesting follow-up questions and projects. Many drugs only become effective after the amount in the body builds up to a certain level. This can be modeled very well with geometric series.
Students learn about the role engineers and mathematicians play in developing the perfect bungee cord length by simulating and experimenting with bungee jumping using washers and rubber bands. Working as if they are engineers for a (hypothetical) amusement park, students are challenged to develop a show-stopping bungee jumping ride that is safe. To do this, they must find the maximum length of the bungee cord that permits jumpers (such as brave Washy!) to get as close to the ground as possible without going "splat"! This requires them to learn about force and displacement and run an experiment. Student teams collect and plot displacement data and calculate the slope, linear equation of the line of best fit and spring constant using Hooke's law. Students make hypotheses, interpret scatter plots looking for correlations, and consider possible sources of error. An activity worksheet, pre/post quizzes and a PowerPoint® presentation are included.
This place value and problem solving lesson focuses on forming 3-digit address numbers to meet specific requirement. The lesson provides an opportunity for learners to use the problem-solving strategies of looking for patterns and establishing an organized list. Students also learn that careful reading of information and understanding of mathematical language are important to finding appropriate solutions.
Big Idea: 3-digit numbers can contain a “hundred," which is equal to 10 groups of 10.
This lesson builds on previous lessons' work with two-digit numbers. The task asks students to model the three-digit number shown in the question according to guidelines, i.e. with only hundreds and tens. This approach gives students support in building three-digit numbers; the base ten blocks give students a jumping-off point for their thinking. For instance, they can immediately think about how they could show 21 in only ones instead of tens and ones.
Special Materials: Base Ten Blocks
This unit of four lessons highlights different aspects of students’ understanding and use of patterns as they analyze relationships and make predictions, as discussed in the Algebra Standard. In this cluster of activities, students use two interactive math applets (both catalogued separately) to learn about repeating and growing patterns. In the first part, students explore a two-square pattern unit and in the second part, students investigate repeating patterns with pattern units of three, four, and five squares. In Part 3, students analyze repeating patterns of colored cubes and lastly in Part 4, students create growing patterns of colored cubes and compare them to repeating patterns.
This lesson is intended to assess students' understanding of the four quadrants of the coordinateplane, while at the same time introducing them to a mathematical understanding of slope. The taskhelps students to link their intuitive understandings of steepness to a more precise, calculated measureof slope.