Once students have the concept of doubles down as a fact strategy they can then use this fact to identify relationships about other number facts. Students recognize the patterns and relationships between the numbers while modelling using concrete manipulatives and diagrams. This is a strategy that uses Counting On and Doubles as a combined strategy.
Material Type: Lesson Plan
I use this tool with students who are struggling with adding and subtracting fractions with unlike denominators. In the beginning this can be an overwhelming task for many students. I have found that this tool can help those struggling students build their confidence.At this point there are students who need help generating their equivalent fractions, this tool can help. Students often struggle in keeping their thinking or work organized, again this tool can help. The work on the tool is also set up to help students see that they need to multiply the numerator and denominator by the same number. Students will see that the multiplier is 2/2, 5/5, or 7/7. So the tool also helps reinforce the idea that these fractions are equivalent because they are multiplying them by 1, 2/2 = 1.Laminate the worksheet so students can use it as often as they need it.
Material Type: Lesson Plan
I use this activity to reinforce student understanding for predicting products or making sense of their products.Before this activity students should understand multiplication expressions and/or equations. Students should know that the first factor represents the number of groups, and the second factor represents the size of the group. For instance, 5 x 3 means five groups of three, or taking 3, five whole times. So with fractions, 2/5 x 3/4, is the same as 2/5 of 3/4, taking a fraction of a fraction, or a part of a part.Students should use their understanding of expressions and/or equations to help them make predictions about the product. For instance, if they are taking a part of a part (fraction times a fraction) it makes sense that their product would be less than. If multiplying by 2/2 or 1, they are taking the whole amount, and only the whole, so their product would be equal to. Lastly, if they are multiplying by a number greater than a whole or one, then it makes sense that the product will be greater than. The whole amount and more is being taken, so again a greater product is reasonable.
Material Type: Lesson Plan
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.
Material Type: Learning Task
I use this activity as an introduction to our quadrilaterals chapter. In this activity, students will discover the properties of quadrilaterals by looking at that different shapes and marking which quadrilaterals have specific properties. Students that are struggling with identifying the properties I give them the "Quadrilaterals Properties" handout printed in color since the properties each have a different color.
Material Type: Activity/Lab
This game is a fun way for the student to practice arithmetic skills to the point where the single-digit facts are committed to memory. It reinforces the relationship between multiplication and division, and depending on the target cards can also connect these recall skills with other skills such as estimation and understanding of properties. The only necessary materials, the cards, can be produced easily and can be re-used. After playing regularly, students could be engaged in making new target cards.
Material Type: Lesson Plan
The purpose of this task is to give students practice representing two digit numbers with concrete objects to reinforce the meaning of the tens digit and the ones digit. This task works best in partners, however it can played individually. The teacher should show the students how to play using an overhead projector or the white board before the students start.
Material Type: Lesson Plan
The purpose of this task is to support students' reasoning based on place value to multiply a single digit number by a multiple of 10. This reasoning builds on and supports knowledge described in 2.NBT.A.1, 3.OA.A.1, and 3.OA.B.5. If used in an instructional setting, students might benefit from having access to base-ten blocks. Students should also be encouraged to use a number line marked with tens. An empty number line is an excellent tool that helps students who are ready to develop a more abstract understanding of place value but are not yet ready for a purely symbolic solution approach.
Material Type: Lesson Plan
