Professional Documents
Culture Documents
Materials
Needed
Brief Description
of Activity
Worksheet with
sets of three
various
decimals,
scissors, scrap
sheet of paper
and pencil.
Number line
large enough to
Relevant Standard(s) of
Learning (SOL)
The student will
a) read, write,
represent, and
identify
decimals
expressed
through
thousandths;
b) round decimals
to the nearest
whole number,
tenth, and
hundredth;
c) compare and
order decimals;
and
d) given a model,
write the
decimal and
fraction
equivalents.
Relevant NCTM
Process
Standard(s)
Communication
and
Representation.
Students use
written and oral
skills to
communicate
mathematical
processes and
thinking to peers
and teacher.
Students also
Create
representations by
ordering decimal
cards and written
notes to organize
and record
mathematical
ideas.
Communication
and
Evaluation/Suggested
Modifications
Advanced students
can mix and match
different sets and
compare different
decimals.
If students complete
this, they can also
take every set and
compare all of the
decimals to create a
large number line
from least to greatest,
and then greatest to
least.
2
de Walle, Activity
9.1 p. 155)
Crazy Mixed-up
Numbers (Van de
Walle Activity 8.15,
p. 138).
Ten-frame for
each student,
counters, paper,
pencil.
K.2
to 100 and
backward from
10;
b) identify one
more than a
number and one
less than a
number; and
c) count by fives
and tens to 100.
Representation.
During this activity
students will be
verbally
communicating
what the number
line says, an
extension to this
activity could be to
have students write
down on paper
their own number
line to represent
their own personal
number line to use
for reference.
Connections and
communication.
Students are
making
connections
because they are
making one-to-one
correspondence
when placing the
counters on the ten
frame. Students are
students to create
their own number
line to reference to.
This allows for them
to have something to
look at when they are
stuck on a problem,
but also gives them
extra practice writing
the number line on
their own.
can be done
individually or in
large groups. For
students that are
English Language
learners, you may
need to say the
number aloud or
write it on the board.
Students can work
2.2
individually during
centers or in pairs
Students are given
cards that have dots
on them to count.
They are to match
the pairs of dots that
correspond to the
other card. Once
students have
matched the pairs of
dots, students are to
compare cards to
find which ones are
less or more.
also using
communication by
representing the
numbers on the ten
frame and
organizing their
information on the
ten frame.
Communication
and Connections.
While working in
pairs, students are
using
communication
skills to talk with
one another and
compare cards.
Students are
making
connections and
comparing between
the cards. Students
are making a
connection
between counting
the dots and
numbers which in
turn creates one to
one
correspondence.
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
Materials
Needed
Brief Description
of Activity
Relevant Standard(s) of
Learning (SOL)
4
Salute! (Van de
Walle, Activity
10.12, p. 185)
Missing-Part
Subtraction (Van de
Walle, Activity 9.2,
p. 155)
Deck of cards
(not including
face cards).
Number line
(optional) for
struggling
students.
Book: Whats
Hiding in
There? Tiles to
count, sheet of
paper.
1.5
Communication
and Connections.
Students must
communicate
mathematical ideas
to partners to come
to agreement on a
solution. If
subtraction is used,
students should be
able to make
connection
between addition
and subtraction
concepts.
K.6
The student will
model adding and
subtracting whole numbers,
using up to 10 concrete
objects.
Reasoning and
proof and
Connections.
Students will be
using reasoning
and proof because
they will be
making
mathematical
conjectures about
the tiles that are
hidden. They will
Learning about
Division (Van de
Walle Activity 9.5,
p.163)
Book: Bean
Thirteen, beans,
small paper
cups, paper,
pencil.
4.4
also make
connections when
the mathematical
concept is
introduced through
using a book to
introduce the math
concept.
As an extension for
students that are
doing well with the
activity I would add
more tiles to make
the subtraction
problems more
challenging for them.
Representation
and Problem
Solving. Students
will be using
representation
when they are
organizing and
writing down their
mathematical
equations. Students
are also using
problem solving
when they create a
method of
distributing the
beans into separate
categories, students
should be
encouraged to
create their own
method to separate
the beans.
6
Real Counting On
(Van de Walle
Activity 8.8 p.134).
Counting Change
Bingo (Practicum
Lesson)
Deck of cards
(1-7), a die, a
paper cup,
counters, piece
of paper, pencil.
Bingo playing
cards with
pictures of
various kinds of
change, bingo
cards with
change and
letters, counters.
matches this
problem.
Students are divided 1.5
into pairs of two and
provided the
material. The first
student flips over
the top card on the
stack and puts the
same amount of
counters in the cup
as the number on the
card. The second
player then rolls the
die and places the
same number of
counters next to the
cup as is on the die.
The two students
then record how
many counters they
have in total to help
students understand
counting on.
This lesson was
2.10
used as a review
activity to end a unit
on counting change.
To do this activity,
the teacher passed
out bingo cards that
have pictures of
change with various
coins printed on it.
Once each student
received a bingo
card, the teacher
7
began reading off
cards that had a total
amount of change
written on it. The
students were to
identify coins that
added up and
matched the amount
that the teacher
counted out and put
a counter on top of
it. The first student
that got bingo won a
prize.
Fraction Riddles
(Worksheet)
Color tiles
(yellow, blue,
red and green).
Fraction Riddles
worksheet.
point (.).
8
the tiles are green.
Students are to
complete each
question using their
manipulatives.
Manipulatives to
Subtract (Practicum
Lesson)
Chips to count
with, individual
white boards
and markers.
2.7
solving by laying
out the
manipulatives as
an extra resource to
help them solve the
problem. Using
these
manipulatives will
help them walk
through the process
of solving the
problem.
Communication
and
representation.
Students are using
communication
skills with each
other to help figure
out how to solve
the problem. In
addition, students
are defending their
answers and
encouraging their
peers at their table
to find the answer.
Students are using
the manipulatives
as representations
to help them solve
the problems.
Measurement
Name and
Location of
Activity
Is it Reasonable?
(Van de Walle
Activity 8.28, p.
144).
Materials
Needed
Brief Description
of Activity
Relevant Standard(s) of
Learning (SOL)
Ruler, sheet of
scrap paper,
pencil.
4.7
10
Over or Under?
(Van de Walle
Activity 12, p. 230)
Measuring Time
(Practicum Lesson)
Pictures of
items with price
tags to present
to students on
projector, piece
of paper and
pencil.
Sheet to record
results, hand
clock.
Connections and
Representation.
This activity
requires students
to use practical
life skills which in
turn makes a
connection to life
outside of the
classroom.
Students use
representation
when they are
writing their
answers to
organize their
mathematical
ideas.
Reasoning and
Proof and
Representation.
This activity
requires for
students to work
with partners to
give them practice
at how to verbally
say the times
listed on the
11
Personal
Benchmarks (Van
de Walle Activity
19.2 p. 378).
Ruler, tape
measure, paper
for recording.
worksheet. It also
gives students
multiple
representations by
using the clock to
see the time,
discuss the time
orally with a
partner, and see
what the time
looks like when it
is written down.
Reasoning and
proof and
representation.
This activity will
allow for students
to see multiple
representations of
measurements.
They can
12
to measure various
parts of their bodies
such as length of
foot, palm, pinkie,
width of finger, etc.
Students are to
record these results
on their paper and
use as a personal
reference later on
during the unit of
measurement. It
will allow for them
to have a quick
reference when
asked how much
one inch is, and
they can look at
their sheet or body.
c) liquid volume in
cups, pints, quarts,
gallons, and liters.
reference informal
and formal
measurements for
reference. This
activity
incorporates
reasoning and
proof because it
allows for students
to prove how long
an inch or a
centimeter is by
referencing back
to this activity.
Relevant
Standard(s) of
Learning (SOL)
Relevant NCTM
Process Standard(s)
Learning Patterns
(Van de Walle
Activity 8.1 p. 130).
Counters, paper
plates and sharpie.
1.17
Representation and
Communication.
Students are
incorporating
representation in this
activity by
replicating the
pattern on the
teachers plate on
their own plate.
Students are
The
student
will
recognize
,
describe,
extend,
and create
a wide
variety of
growing
Evaluation/Suggested
Modifications
13
Making Repeating
Patterns (Van de
Walle Activity 14.12
p. 272).
and
repeating
patterns.
communicating with
their peers and
teacher about
mathematical
concepts to discuss
their patterns they
replicated.
The
student
will
identify,
describe,
and
extend
repeating
patterns.
Representation and
Communication.
This is a great
activity that will help
students visualize
and represent various
kinds of patterns
using manipulatives.
In addition, students
will be practicing
communication skills
to talk through and
solve the pattern
with their peers.
14
Geometry
Name and
Location of
Activity
Pattern Block
Rotational
Symmetry (Van de
Walle Activity
20.18 p. 421).
Materials
Needed
Brief Description
of Activity
Relevant Standard(s) of
Learning (SOL)
Pattern blocks
and a sheet to
record results
on.
4.11
2.16
Relevant NCTM
Process
Standard(s)
Representation
and reasoning
and proof. This
activity is a good
representation to
students to show
what a shape looks
like that has
reflective
symmetry. It also
gives them the
opportunity to
draw a picture or
come up with
another way to
symbolize the
shape. After
finding how many
reflective and
rotational
symmetries there
are, students can
prove their point
by counting and
dismantling the
shape to
demonstrate.
Communication
and Connections.
Students are using
communication
skills by verbally
Evaluation/Suggested
Modifications
As an extension for
this activity, I would
also ask that students
find the reflective
symmetry as well. If
students have not
already learned about
reflective symmetry,
this would be a good
introductory lesson
for them to create
their designs with
reflective symmetry.
To help struggling
students, I would
also put up on the
board an example of
what reflective and
rotational symmetry
look like.
15
Pictures of
various
quadrilaterals.
Resources to
use to help
define
properties:
rulers, index
cards, etc.
Recording
sheet.
(circle/sphere,
square/cube, and
rectangle/rectangular
prism).
describing to the
other students
characteristics of
their shape. In
turn, the other
students are
comparing and
contrasting using
descriptive
adjectives about
the shape. Students
are building and
making
communications
with the other
shapes.
Communication
and reasoning
and proof.
Students are
communicating
with one another
and discussing
what properties
match with the
shape and which
ones do not.
Students are using
reasoning and
proof skills when
testing out if their
properties are
suggestion that I
would have to
incorporate into the
lesson is to write on
the board a few
adjectives that
students could use
while describing
their shape. This
would give extra
support for students
that are struggling
coming up with
words to describe
their shape.
This is a great
activity to introduce
what properties are
of shapes. Included
in the lesson also are
ways that a teacher
can accommodate the
lesson for students
with disabilities.
There are no changes
that I would make to
this lesson.
16
using rulers to find
length to see if they
are congruent and
use index cards to
see if there are right
angles. All students
in the group must
agree on the
properties of the
shape.
valid.