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.
Material Type: Lesson Plan
In this lesson students will break circles and rectangles into two equal parts.
Material Type: Lesson Plan
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.
Material Type: Lesson Plan
Students will write equal shares as a unit fraction of the whole.
Material Type: Lesson Plan
Students will write equal shares as a unit fraction of the whole.
Material Type: Lesson Plan
Students will write and say each part of equal shares as a unit fraction of the whole.
Material Type: Lesson Plan
Students will order objects by lenghts.
Material Type: Lesson Plan
Students will order objects by lengths.
Material Type: Lesson Plan
This is a modification of the Helping With Math lesson, Addition with "Cuisenaire Sandwiches", https://www.helpingwithmath.com/printables/worksheets/addition-subtraction/1oa6-addition-subtraction07.htm. This lesson was used with a tier 3 fourth grade intervention math group to help students understand the inverse relationship between addition and subtraction. I modified it to meet the students' needs by having students find partners of numbers up to 20 and had them write the related subtraction equations instead of just the addition equations. Students also modeled the subtraction with the Cuisenaire Rods.
Material Type: Learning Task
Solve add to with result unknown and put together with result unknown math stories by drawing, writing equations, and making statements of the solution.
Material Type: Activity/Lab
Students construct sets of numbers up to 10, write the numerals up to 10, and count up to 10 rationally. They use ten frames and also make bean sticks. I used this lesson to first build my students understanding of working up to 10. However, I knew they knew how to make 10, so to adjust this particular lesson, I then built on from this lesson. We used the strategy of counting on to work into teen numbers (designing the concept of ten and extra ones). This lesson mat with the fingers was great because kids could make their ten with the hands, but then also see the extra ones. I would only use this to make combinations up to 10, build the concepts of a group of ten and some extra ones, and counting on. I did not use the numeral cards as we were more focused on counting out groups of numbers, counting on from that group, building a ten, and seeing extra ones.
Material Type: Activity/Lab, Learning Task
In this task, a group of children sit around a table. Without peeking, they figure out how many feet are under the table. They can use mathematical tools, such as cubes or drawings, that will help them. I extended off of this to add it to our development of place value, groups of ten, and extra ones. I added an additional material of a tens frame to help students see the grouping of ten and extra ones. After we worked through all the steps (1-6) I added an additional step of scenarios where additional students were added to continue working with larger numbers with groupings of tens and extra ones. As well, students who needed to work with counting on from larger two digit numbers, this activity also helped to increase that knowledge.
Material Type: Learning Task
Compare length directly and consider importance of aligning endpoints.
Material Type: Learning Task
Compare length using indirect comparison by finding objects longer than, shorter than, and equal in length to that of a string. In this particular lesson, I would begin with a variety of animal cards. We could then discuss what students notice about the animals. We could also sort the animals in order on the picture card, stressing to use the language shortest, longest, equal. From there, I would then continue the application of comparing with the length of string and going through the questions that are presented in the task. It may be difficult for students to notice the string as a tool to compare lengths and use for measurement. Be sure to surface this through class discussions, hoping the students will bring this understanding to light rather than the teacher telling them.
Material Type: Learning Task
Order three lengths using indirect comparison.
Material Type: Activity/Lab, Learning Task
Express the length of an object using centimeter cubes as length units to measure with no gaps or overlaps.
Material Type: Activity/Lab
This is a great resource for exploring standard vs. non-standard units of measurement. Students will explore, either in whole group, or in small groups the benefits of using non-standard measurements and standard.You can start this lesson out with a great participation from your own classroom. Have a strip going down your classroom in a line. (I like to use painters tape) I then choose a student from the class. We take their shoe and my shoe. Before walking along the line, we discuss how we think we should measure with this non-standard unit of measure. Kids will usually express having the shoe touch toe to heel. The class then counts the students feet and record on the board. The class then counts the teachers amount of shoes. We discuss why this took more. Afterwards, we then start to talk about using a ruler. How is this different than a shoe? Why is more useful? These are posed to the class and open to discuss. You want to surface that the ruler never changes no matter the person. We then use the ruler to measure the same strip and compare to the shoe findings. This is a great introduction to non-standard and standard unit of measurement. I use this before I begin using centimeter cubes or inch units of measurement to show the difference between standard and non-standard units of measurement.
Material Type: Lesson Plan
This lesson is to help students work in small groups or pairs to find items around the classroom to measure in non-standard and then standard units of measurement. It helps focusing on the unit of measurement, organizing a ruler, and how to continue measuring in the case it is longer than a ruler.Materials:Attached Measuremnt SheetInchwormsPaperclipsInch RulersCentimeter Rulers Lesson:I begin by handing out the measurement actiivty sheet. I get my students into small groups or parnters. They then choose three items in the room they woudl like to measure. You could brainstorm as a class a variety of items they could measure before hand to better control what the students are measuring. I begin the first day having students write the item or drawing it. They then begin to measure with paper clips and then do it again with inch worms. We discuss what the answers are and if there are any outliers, why this may be. If time allows, we then bring in our inch rulers. The groups discuss how to measure if they run out of their ruler. They then measure with inches and centimeter rulers, keeping track of the data. We reconveine as a class to record and collect the data found; searching for any outliers again. In the end, we review the importance of measurement, why using standard vs. non-standard units are beneficial and some basic "rules" to follow when measuring.
Material Type: Lesson Plan
Students will divide fraction bars into unit fractions, shade fraction, and write the sum of the fraction units.
Material Type: Lesson Plan
This activity was used in addition to the EngageNY.org Grade 4 Mathematics Module 3, Topic H, Lesson 36 . This lesson was used with a tier 3 fourth grade math intervention group to help students visualize and build understanding of multiplying a 2 digit by 2 digit number using partial products. I modified the lesson by designing a worksheet that would help the students use an area model to visually represent the partial products. My students were proficient in expanded notation, however, they needed the visual representation to build the understanding of where the partial products came from and represented. This helped them move from a pictorial representation to abstract representation. To help solidify place value, it was helpful to have the student shade, in different colors, the rectangle that represents the ones, tens, and hundreds. We also continued to write out the expressions used to find each partial product.
Material Type: Learning Task
