Ready Made Mathematical Task Cards

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Marjorie Horton
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Barretto-Mendoca, K. Bender, A. Conidi, T. Hall, C. Pinizotto, N. Riddle and M.

1 Mathematical Resource Package For Number Sense and Numeration, Grades 4 to 6 Ready Made Mathematical Task Cards Made For Teachers By Teachers Developed By: J. Barretto-Mendoca, K. Bender, A. Conidi, T. Hall, C. Pinizotto, N. Riddle and M.Solomon from the Literacy & Numeracy Number Sense and Numeration, Grades 4-6 Summer Institute Workshop 2008

2 This mathematical resource package is based on A Guide to Effective Instruction in Mathematics, Number Sense and Numeration, Grades 4 to 6. It is used to support learning in the following areas: Volume 1: The Big Ideas in Number Sense and Numeration Volume 2: Addition and Subtraction Volume 3: Multiplication Volume 4: Division Volume 5: Fraction Volume 6: Decimal Numbers The five big ideas or major mathematical theme in Number Sense and Numeration are designed to help students gather a deeper understanding of mathematical concepts. These mathematical task cards have been written in accordance with the big ideas and in a child friendly manner to support math centres using the Gradual Release of Responsibility. The intended use of these task cards is to support pedagogical sound mathematical practice based on the documents from the Literacy and Numeracy Secretariat. They are easy to implement, engaging and hands-on. The task cards will support all learners and help to augment the implementation of differentiated instruction.

3 Grab a Decimal Place Value Mat Decimal Number Grab Bag Recording Sheet (one for each partner) Large paper bag with base ten blocks (5 flats, 9 rods and 20 small cubes) Scrap paper Glue stick 1. With your partner check to see if the bag you received has all the required base ten blocks. 2. The first player uses both hands and grabs as many base ten blocks from the bag as possible and then organizes these blocks on the place value mat. A flat is a tens, a rod is a ones and a small cube is a tenths. Remember to trade 10 small cubes for a rod. 3. Record your number on the Decimal Number Grab Bag Recording Sheet. 4. Put your base ten blocks back into the bag and let your partner have a turn. 5. Decide who has the greater number. That person gets a point. Record your scores on a scrap piece of paper. 6. Repeat these steps 8 times the person with the most points wins. 7. Glue your Decimal Number Grab Bag Recording Sheet into your Math Notebook. Repeat this game but this time grab twice on each turn and add the decimal numbers together. The partner with the greatest number wins a point.

4 Hole in One 2 six side die Decimal Golf score card (one for each partner) 10X10 grid paper (9 for each partner) Glue stick 1. Decide which player goes first by rolling the die. The player with the highest number rolled goes first. 2. Players take turns rolling the die and using the digits on the die to create a two-digit decimal number. For example if you roll a 2 and a 5 you can create the number 2.5 or 5.2 or.25 or.52. The goal is to create a number that is closest to the par number found under the hole number on the score sheet. 3. Each player records their number on the score sheet. 4. Use 10X10 grid paper to represent the decimals. Write the decimals under each grid. 5. Decide which player has the number closest to the par number. Use 10X10 grid paper to represent the decimals and to help you decide which number is closets to par. This player circles the number on the score sheet. If it is a tie, both players circle their numbers. 6. Continue to play until all players have completed all nine holes. 7. The winner is the player who has the most circled numbers. 8. Glue your score card and the 10X10 grid papers into your Math Notebook.

5 Fishing for Three of a Kind Equivalent Number Triplet Cards Goal: Collect 2 sets of three number cards showing an equivalent fraction, decimal number and percent. 1. Shuffle the cards. 2. Give each player six cards. 3. The rest of the cards are placed upside down in between the two players. 4. The first player takes a card from the middle pile and decides if they want to keep the card or return it to the bottom of the pile. If the player decides to keep the card they must return another card from their hand to the bottom of the middle pile. 5. The second player chooses a card and decides whether to keep it or not. All players should only have 6 cards throughout the game. 6. The game continues until one player collects two three-card sets. Shuffle the deck of cards and place them face down in an array. Play a game of concentration. Each player flips three cards. If a player finds equivalent cards they keep them. If the cards are not equivalent then the player is to return the cards face down. The winner is the player with the most sets.

6 Closest to Ten 2 six sided die Closest to Ten Recording Sheet (One for each partner) Glue stick Goal: add or subtract numbers you create after rolling the die so that your final sum or difference is the closet to ten. 1. First player rolls the die. Using the numbers rolled create a decimal number containing a whole number digit and a tenths. Record the number on the Closets to Ten Recording Sheet beside roll #1. 2. The second player does the same. 3. The first player rolls again and records the number on the recording sheet beside the roll #2. Then adds or subtracts the second roll number to the first. The second player does the same. 4. Players continue until they have rolled five times. 5. After five rolls the players whose final sum or difference is closets to ten wins (the number can be less than or greater to 10). 6. Glue your recording sheet into your Math Notebook. 7. In your math journal write the title of this task, today s date and answer the following questions in full sentences using proper punctuation: 1. What strategies did you use to add or subtract decimals? 2. How did you decide whether to add or subtract two numbers? 3. How did you figure out who won the game? Explain your thinking! Play this game again but this time use your partner s strategy or another strategy.

7 10X10 Grid Paper for Hole in One Task Card

8 The Greater Decimal 0-9 Spinner Paper clip Marker Base Ten Blocks 1 sheet of paper Math Journal 1. On a piece of paper draw seven lines such as the following:. 2. Take turns spinning the spinner and record the numeral showing on one of the spaces each time. Once a numeral is recorded it cannot be erased or changed or moved to a different space. 3. When all seven spaces have been filled compare your number to your partner s number. Use base ten blocks to help you decide which number is the greatest. 4. The player with the greatest number wins the game. 5. In your Math journal explain the strategies you used to create the greatest possible number. Interview your partner and others in the class to find out other strategies people used to create the greatest possible number. Record these strategies in your math Journal. Play again trying the different strategies.

9 Closest to One Closest to One Spinner Base ten blocks Paper clip 8. Distribute one spinner, paper clip and 20 base ten blocks to each pair of students. Each player uses his/her own math journal to record their game result and calculations. 9. Both players start with a score of Players take turns spinning the paper clip on the spinner, reading the number on the spinner and subtract the number from 10. Players may use their base 10 blocks to help him/her subtract from Record your answer in you math journal. 12. Players continue taking turns spinning and subtracting from their previous answer. Each player decides when he/she will stop spinning. 13. The player with a score closest to 1 wins the game. The students could play the game backwards starting at zero and getting the closest to 10 by using addition.

10 Decimal Number Triathlon Metre Stick Zip Lock bag with a penny, cotton ball, tissue paper ball, and a centre card (3 activities listed on the card) Triathlon Recording sheet Glue Stick Chart Paper Markers 1. Distribute Triathlon Recording sheet to each student to glue into their math journal. 2. You will be competing in three activities that are listed on the card. Complete one activity at a time and record each group member s results on your chart in your math journal. 3. Perform each activity and measure one another s results to the closest tenth of a metre. Take turns measuring. Take your time measuring and recording each others results. 4. After you have completed the three activities add up the total distance for your group for each activity and record the final group results on chart paper. Using each of the group s results rank each team and assign the gold, silver and bronze medals based on their placement in the triathlon.

11 Problem Solving at the Fair Problem Solving at the Fair Table Problem Solving at the Fair Question Sheet 1 piece of Chart Paper Markers Math Journal Play money 1. Distribute Problem Solving at the Fair worksheets, chart paper and markers to each pair of student. 2. Carefully read both worksheets before you begin. 3. Working in pairs solve each problem on the Problem Solving at the Fair Question sheet using the information from the Problem Solving at the Fair table. 4. On the chart paper record you strategies, calculations and solutions. 5. Be prepared to present your work to the class during a Gallery Walk. Using a Word Processor recreate the table from the worksheet on the computer.

12 Weighty Names Weighty Names Worksheet 1. Distribute the worksheet. 2. Copy all of you work into your math journal. 3. Using the worksheet calculate the mass of your first name by adding the mass of each letter of your first name. (e.g. Paul on the sheet P = 0.256, A= 0.001, U= 0.441, L= 0.144) Add them all up and you get g. What is the mass of your first name? 4. Continue on by using your last name. What is the mass of your last name? 5. What is the total mass if both your first and last names? Try and find a first name with the exact mass of 1 kg. Figure out your friend s name mass and see who is the heaviest.

13 What is the Question? What is the Question worksheet 1. Distribute worksheet. 2. Place decimal points in the numbers being added or subtracted so that each equation is correct. 3. Copy your new equations into your math journal. Create 5 new questions for another student in your math journal. Make an answer sheet with the correct decimal placement for marking.

14 How Many Chairs? Square Tiles Grid Paper Markers/pencil crayons Chart paper Glue stick Ruler 1. Distribute square tiles 2. Arrange the tiles in an array with 7 tiles and 24 tiles 3. Express this array in a multiplication sentence 4. Draw this arrangement of tiles on grid paper using a RULER. 5. Complete the following questions on your chart paper How many chairs are there in total? Will there be enough for 150 people? 6. Glue your dot paper into your math notebook. Recreate two other arrays using the same number of tiles

15 How Many Fruit? Grid Paper Picture of Fruit display crayons Glue stick Ruler 1. Distribute picture of fruit 2. Draw the fruit arrangement on grid paper using a RULER, using a different coloured pencil crayon for each different fruit. 3. Complete the following questions on your grid paper How many apples are displayed? How many pears are displayed? How many lemons are displayed? How many pieces of fruit are displayed in total? 4. For each of the above questions write a multiplication sentence. 5. Glue your grid paper into your math notebook. Create your own interesting store display using other items such as shoes, ipods, CD s etc.

16 Which Puppy Food? Advertisements with puppy food prices 1. Distribute ads and math notebooks 2. Read over the different ads carefully 3. Determine the cost of 24 cans of puppy food for each store and place the answer in your math notebook. 4. Calculate which store has the best price and record it in your math workbook. Recreate your own advertising showing the amount of money saved if you purchase a total of 72 cans of puppy food at two different stores.

17 Pat s Pet Emporium Special This week only Puppy Food $0.80 per can Puppy Food Only $ 9.49 for a dozen Treat your puppy

18 How Much Will Our Trip Cost? 1. Distribute math jounals 2. Calculate the cost for 29 students to go on a school trip. The cost is $20 for each student. 3. Complete the following calculations in your math journal Write your multiplication sentence? What math strategy did you use to get your answer? How much would it cost if 7 adults also attended the trip 4. Show all your work and calculations in your math notebook. Look through travel brochures and calculate the cost for your family to take a vacation.

19 Equivalent Fractions Game Fraction strips (1 set for each student) 1. Combine all of the fraction strips in the same pile. 2. Take turns selecting the fraction strips until all of the pieces have been drawn. 3. Arrange your fraction strips to create pairs of equivalent fractions. For example: 1/4 1/8 1/8 1/2 1/8 1/8 1/8 1/8 4. Record your equivalent fractions in your math notebook. For example: ¼ = 2/8 5. Compare your equivalent fractions with your partner. Earn 1 point for each pair that you correctly make. The player with more pairs of equivalent fractions wins the game.

20 Fractions Between Fractions Fraction manipulatives (fraction circles, Cuisenaire rods, counters, square tiles)` 1. Identify fractions that are between ½ and ¾. Use the manipulatives or create drawings to help you. 2. Record your answers on a number line in your math notebook. 3. Join with another pair of students in your group and discuss the fractions that were found. 4. Explain how you know that the fractions are between ½ and ¾. 1. Identify fractions that are between: ¼ and ½ 1/8 and ½ 1/3 and 7/8 2. Record your answers on a number line in your math notebook.

21 From Least to Greatest Fraction manipulatives (fraction circles, Cuisenaire rods, fraction strips) 1. Record in your math notebook, all the possible fractions that you can find using only the numbers 6, 7, 8, and 9. These numbers can be numerators or denominators. The fractions can be proper and improper. 2. Arrange the fractions that you just created from least to greatest. 3. Record the ordered fractions in your math notebook. 4. Find another pair of students and form a group of Compare your ordered lists and explain the strategies that you and your partner used to order the fractions. Record all the possible fractions that you can find using only the numbers 2, 3, 4, and 5. Order the fractions you created from greatest to least.

22 Making the whole Mentor Text Math Curse by Jon Scieszka Manipulatives (fraction circles, fraction strips) 1. Review the book Math Curse. Focus on the part where the character breaks a stick of chalk in two and then puts the two halves of chalk together to make one whole. 2. Answer in your math notebooks the question: What fraction would I need to add to ¼ to make one whole? 3. Explain your answer in your notebook using drawings and manipulatives. What fractions would I need to add to these fractions to make one whole? 2/3 4/5 1/6 5/8 Explain your thinking using pictures and manipulatives.

23 Whose Fraction is Greater? Number cubes Manipulatives (fraction circles, fraction rectangles, two-coloured counters) 1. Draw the following game sheet in your math notebook: Reject boxes 2. Take turns rolling a number cube. 3. Record the number shown on the number cube in one of the boxes on your game sheet. The number may be used to create the numerator or denominator of a fraction, or the number can be recorded in one of the reject boxes. The goal of the game is to create a fraction that is greater than the fraction created by your partner. 4. Fill in all of the boxes on your game sheet. 5. Compare your fractions with your partner to determine which player created the greater fraction. 6. Use the manipulatives to compare the fractions that you created. 7. Discuss the strategies that you used to create the greatest fraction possible. 8. Record your strategy in your notebook. Play the game again, only this time, create the smallest fraction possible.

24 Sharing Pennies DIVISION #5 Base Ten Blocks (flats, rods and cubes) Four children collected 627 pennies. They want to share the pennies equally. 1) Estimate: How many pennies will each child get? How many pennies will be left over? 2) Solve: How many pennies will each child get? How many pennies will be left over? 3) Estimate : How many more pennies will they need to collect so that they all have the same number and no pennies are left over 4) Check the estimation 5) Record your estimations and solutions in your Math Notebook/Journal using pictures, numbers and words Change the number of children Change the number of pennies

25 DIVISION S Dice Variety of Manipulatives (counters, base ten blocks, squares tiles) Paper Bags Number Cards Small Objects (counters, buttons, paper clips, pennies) Computer 5 Task Cards 1) Read all of the directions on the card before starting 2) Check your materials 3) Follow the directions to do the activity 4) Use pictures, numbers and words to show your work 5) 1 student =, 2 students = Try to challenge yourself Try to think of your own extension and record it in your Math Notebook/Journal

26 Ones Tens Hundreds

27 Divide and Draw DIVISION #1 Base Ten Blocks (flats, rods and cubes) Paper Bag labeled Ones Number Cards 1 to 9 Paper Bag labeled Tens Number Cards 1 to 9 Die 1) Place one set of number cards into Paper Bag labeled Ones 2) Place second set of number cards into Paper Bag labeled Tens 3) The first player draws a number card from both the Tens and Ones bags 4) The first player then selects the corresponding number of rods and cubes 5) The second player rolls the die to determine the number of groups into which the base ten blocks are to be divided 6) After blocks have been divided into groups, record your results in your Math Notebook/Journal using pictures, numbers and words 7) Trade places and play again Add another Paper Bag labeled Hundreds and play again using flats.

28 Decisions, Decisions DIVISION #2 3 Dice Variety of Manipulatives (counters, base ten blocks, squares tiles) 1) Try to make the division sentence with the greatest quotient 2) Write this division expression in your Math Notebook/Journal = 3) The first player rolls all three dice 4) Record each number in one of the first three blanks in the empty division expression (once a number is recorded it cannot be moved) 5) The second player follows the same procedure to create a division expression on his/her paper 6) Players then determine the solution to their division expression 7) Record your solutions in your Math Notebook/Journal using pictures, numbers and words 8) Players earn 2 points for each correct solution. The player with the greater quotient earns an extra 5 points. The first player to earn 50 points wins Try to make the division sentence with the lesser quotient

29 Fair Shares DIVISION #3 40 Square Tiles Paper Bag 1) The first player places some of the tiles (more than 20) into the paper bag 2) The second player pours the tiles onto the desk and counts them 3) Estimate: Can the tiles be divided fairly between 2 of the group members and have no remainders? 4) Check the estimation by divvying up the tiles between 2 group members. 5) Estimate: Can the tiles be divided fairly between 3 of the group members and have no remainders? 6) Check the estimation by divvying up the tiles between 3 group members. 7) Estimate: Can the tiles be divided fairly between 4 of the group members and have no remainders? 8) Check the estimation by divvying up the tiles between 4 group members. 9) Record your estimations and solutions in your Math Notebook/Journal using pictures, numbers and words Estimate whether remainders would occur if the tiles in the bag were shared among 5 players, 6 players or 7 players

30 The Remainders Game DIVISION #4 Die 50 Small Objects (Counters, buttons, paper clips, pennies) 1) Make a pile of 20 of the small objects 2) The first player rolls the die 3) The first player then divides the 20 small objects into the number of groups shown on the die. 4) The first player records the remainder (0, 1, 2, etc ) in his/her Math Notebook/Journal 5) The second player takes his/her turn. 6) After each player has 10 turns, each player adds up the remainders in their own notebook. 7) The player with the greater total wins the game. Change the number of small objects to 30, 40 or 50

Fraction Race. Skills: Fractions to sixths (proper fractions) [Can be adapted for improper fractions]

$Fraction Race. Skills: Fractions to sixths (proper fractions) [Can be adapted for improper fractions]$ Skills: Fractions to sixths (proper fractions) [Can be adapted for improper fractions] Materials: Dice (2 different colored dice, if possible) *It is important to provide students with fractional manipulatives