New London Math Interventions/Enrichment

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Classifying Quadrilaterals Interactively

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This group of activities, tasks, videos, and lessons allowed me to reinforce the classification of quadrilaterals. I used this lesson in my math intervention grouping of seventh graders that were struggling with Geometry shapes. There is a variety of ways to reinforce the skill while students were very engaged. The sites were really easy to share with the ease linking to Google Classroom.

Material Type: Activity/Lab

Author: Lynn Schaal

Developing Spatial Structuring in a Rectangle

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The purpose of this task is to develop spatial structuring by showing the student that a rectangle can be partitioned into unit squares. I used it in addition to the "Partitioning a Rectangle into Unit Squares"https://www.illustrativemathematics.org/content-standards/tasks/2063, for those students who were not able to complete the first activity of drawing a grid on the rectangle by connecting each mark. On the rectangle worksheets you may need to scaffold through the rectangles, starting with placing unit tiles or squares on the rectangle. Then proceed through the rectangles scaffolding as needed.

Material Type: Learning Task

Author: CAROLYN STEINERT

Geometry: Relationships Within Triangles - Flashcards

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Understanding vocabulary is critical in order to fully understand triangle relationships. In this activity, students will review the vocabulary associated with triangles: circumcenter, incenter, centroid, and orthocenter. I had my students cut out the flashcards during class. I was very surprised some students took a lot of time cutting out the cards since they cut around the boxes instead of making straight cuts. I would suggest before students are given the scissors, to model the quickest way to cut out the cards.

Material Type: Activity/Lab

Author: Linda Gregory

Grade 1 Mathematics Module 1, Topic A

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In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 (1.OA.6). They are presented with opportunities intended to advance them from counting all to counting on, which leads to decomposing and composing addends and total amounts.

Material Type: Activity/Lab

Author: Engage New York

Partitioning Shapes - Finding Area

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This lesson was used before the Illustrative Math lesson, 3.MD Finding the Area of Polygons, https://www.illustrativemathematics.org/content-standards/tasks/1515. This lesson was used with a 4th grade tier 2 math intervention group to demonstrate that different shapes can have the same area. Task: Fold and cut six notecards along one of their diagonals. Arrange the triangles into six different shapes. Each shape must be composed of two parts. Only sides of same lengths can be matched up and must be matched exactly. Decide which shape has the greatest area and which shape has the least area. Students will build an understanding of conservation of area and partitioning shapes with equal areas. After the students were secure in their understanding we completed the lesson from Illustrative Mathematics.

Material Type: Learning Task

Author: CAROLYN STEINERT

Double Digit Addition

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This activity was used as an addition to the lesson "NBT1 Ford and Logan Add 45 +36" https://www.illustrativemathematics.org/content-standards/tasks/2068. As a variation of the lesson I started with placing ten sticks and ones in a cup. I wrote the number of cubes in the cup on a piece of paper and set it on top of the cup. Along side the cup I placed more ten sticks and ones. "How many cubes are there altogether?" Together we counted the cubes, using tens and ones language (5 tens plus 2 tens equals 7 tens). After the students were confident in combining tens and ones, with regrouping, I moved onto the attached sheet. This helped move the students from a concrete model to a pictorial representation. It was very important that they used precise language when combining the tens and ones.

Material Type: Learning Task

Author: CAROLYN STEINERT