Number and Operations S21 PDF

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Numbers and operations...

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Number and Operations Hands-on Activities Kindergarten - Grade 3

Grade Level

Standard

What do students need to know? What do students need to be able to do?

Hands-On Activity (Name, Source, Materials needed)

Lesson Plan (outline a full lesson)

Group 1 preK/Kindergarten

K.CC. Counting and Cardinality

-Being able to pull objects from a group and count them OR being able to count objects in a line

Students will physically manipulate the counting bears into piles so they can explain which pile has more and which one has less by quantifying the number of bears

Hook: Introducing counting

Compare numbers 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Note: Include groups with up to 10 objects.)

-1:1 correspondence/ counting (knowing each object = 1) -Separate objects into groups -Once objects are in groups, students need to know that a certain group has more because of the amount of objects

2 minutes to use bears as a toy so they are ready to use bears as a tool for the rest of the lesson Have students count bears of different sizes and colors in small groups Using different colored cups to help facilitate sorting Teacher will ask if student can put bears into separate groups using the cups Have students count the number of bears into a

line or counting the bears 1 by 1 into a cup and tell us which group is more or less Student will master this if they can explain that one group has more

Grade Level

Standard

What do students need to know? What do students need to be able to do?

Hands-On Activity (Name, Source, Materials needed)

Lesson Plan (Create another google doc and then share the link here.)

Group 2 - 1st Grade

1. NBT Number and Operations in Base Ten

-the value of a 1 -the value of a 10 -comparison symbols and their meaning -how to compare using addition and subtraction

Two Chefs Compare Cookies! -2 plates / baking sheets -cookies (real or pictures) -symbol cards (,=)

Grade 1 Lesson Plan: Math

B. Understand place value 3. Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <

https://www.teacherspay teachers.com/Product/P lace-Value-ActivityTens-and-OnesCookies-1591715? st=df21214677530e153 1a8ed4b08f0e36a

Grade Level

Standard

What do students need to know? What do students need to be able to do?

Hands-On Activity (Name, Source, Materials needed)

Lesson Plan (Create another google doc and then share the link here.)

Group 3 - 2nd Grade

2. NBT Number and Operations in Base Ten

-students need to understand place value and how to breakdown multi digit numbers into their place values. -addition -how to group tens

-On the board, write that we have pencil erasers, pencils, and white board erasers. -ten pencil erasers equals one pencil and ten pencils equals one white board eraser. -On the floor or on students desks use tape and set up three columns. The leftmost column is pencil erasers, the middle is pencils, and the right is whiteboard erasers. -Give students a problem. Something along the lines of “Allie has three whiteboard erasers, two pencils, and eight pencil erasers. Emily has 2 whiteboard erasers, one pencil, and three pencil erasers, how many items do the two have combined?”

-students walk into the classroom to a problem of the day: Allie has 23 skittles, Emily has 37 skittles, Sydney has 12 skittles, and Kate has 41 skittles. How many skittles do they have in all? -Students will think, pair, and share answering the question: what operation should we use to solve this problem? -After a minute a few groups will share which operation they think should be used and they will then be asked HOW they know to add, and WHAT clues the problem had that told them they should add? -Then they will think, pair, share about how to solve this and what strategies should we use to add and get the final amount of skittles?

B. Use place value understanding and properties of operations to add and subtract. 6. Add up to four twodigit numbers using strategies based on place value and properties of operations.

Need to be able to: -break down the numbers into columns -draw a picture -group the tens -write a number sentence

-Students should know that they are not allowed to have more than ten pencil erasers or ten pencils. -After they get the hang of doing it with the objects tell them to use the same chart, and for every hundred, draw a square to represent the white board eraser, for every tens place draw a straight line to represent the pencil, and for every ones draw a circle to represent the ones. -As the problems progress, move students away from the school supplies and to only using numbers.

-They take some time to draw a picture and write a number sentence before sharing so they get to choose their own strategy. -While they share how they got to their answer, the teacher will help clarify and explain to the others how the strategy works if it looks different from the previous ones shared. -Then all of the students will work individually on a problem that looks similar to the problem of the day but more advanced and explain why their chose their strategy

Grade Level

Standard

Group 4 - 3rd Grade

3.NBT Number and Operations in Base Ten A. Use place value understanding and properties of operations to perform multi-digit arithmetic. 3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

What do students need to know? What do students need to be able to do? ● ● ●

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Place value Count by tens Understand 1 by 1 digit multiplication (ie2x4) Be able to multiply by tens

Hands-On Activity (Name, Source, Materials needed) ●

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Lesson Plan (Create another google doc and then share the link here.)

Use 10s blocks to model multiplying by different values For example:

4x30 Create 4 groups of 30s with 10s black

Place Value Strategy: (draw upon their prior knowledge of single digit multiplication in the tens place) multiply by 1 digit and then add the 0 Ex: 9x80 9x8=72 then add the 0 Final answer: 720

Grade Level

Standard

What do students need to know? What do students need to

Hands-On Activity (Name, Source, Materials needed)

Lesson Plan (Create another google doc and then

be able to do? Group 5 - 3rd Grade

3. NF Number and Operations - Fractions A. Develop understanding of fractions as numbers. 1. Understand a fraction 1/b, with denominators 2, 3, 4, 6, and 8, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Students need to know: Part-whole relationships, number sense- specifically pertaining to fractions (numerator vs. denominator) Students need to be able to: compose/ decompose fractions

share the link here.) Cut paper plates to represent different fractions

Mini Lesson: fraction introduction (use real life examples of fractions)

https://teachbesideme.c om/fraction-flowers/? utm_source=googlePlus &utm_medium=social&u tm_campaign=SocialWa rfare

Activity Instructions: Each student will be given 5 paper plates to represent the 5 fractions we are focusing on (ex: ½ plate will be cut into 2 equal pieces)...