CURRICULUM MAPPING Subject: Math Grade: Kindergarten *Enrichment Curriculum: The purpose of this curriculum is to expand, extend, and enrich the regular curriculum, to motivate and stimulate the academic and creative talents of all students, and to encourage higher order questioning and critical thinking in the learning process. *Essential Skills Provide opportunities for real-world investigations and experiences Encourage fluency, flexibility, originality, and elaboration through open-ended classroom activities and products Provide opportunities for creative problem solving and divergent thinking technique. Provide opportunities for students to connect prior knowledge to new learning experiences and to establish relationships across disciplines Integrate creative thinking skills and problem solving strategies with solid learning content Provide opportunities for independent and small group projects and investigations Emphasis should be placed on students interests, learning styles, and strengths and open-ended problems with multiple solutions or multiple paths to solutions. Help students transfer abstract thinking into a variety of forms of expression Use choice in student assignment so students can use their strengths to demonstrate their knowledge Match the pace of the learning to the abilities of the student I. Mathematics A. Content/Essential Questions The curriculum areas include: Sorting, geometry and patterns, positions, numbers 0-10, numbers to 31, counting and cardinality, tables, graphs and fractions, addition readiness, subtraction readiness, money, time, measurement, and numbers to 100. Standards: The following Common Core standards apply to all units below: K.CC.1-Count to 100 by ones and tens. K.CC.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3- Write numbers from 0 to 20 (represent a number of objects with a written numeral 0-20 (with 0 representing a cot of no objects). K.CC.4- Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4a- When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC.4b- Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c- Understand that each successive number name refers to a quantity that is one larger. K.CC.5- Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.CC.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 (include groups with up to ten objects). K.CC. 7- Compare two numbers between 1 and 10 presented as written numerals. K.OA.1- Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA.2- Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.3- Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.,, by using objects or drawings, and record each decomposition by drawing or equation (e.g., 5 = +3 and 5= 4 + 1). K.OA.4- For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.OA.5- Fluently add and subtract within 5. K.NBT.1- Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects of drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 10+ 8); understand that these numbers are composed of ten ones and one, two, three, four, five, sex, seven, eight, or nine ones. K.MD.1- Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2- Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. K.MD.3- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10). K.G.1- Describe objects in the environment using names of shapes, and describe the relative position of these objects using terms such as above, below, beside, in front of, behind,, and next to. K.G.2- Correctly name shapes regardless of their orientations or overall size.
K.G.3- Identify shapes as two-dimensional (lying n a plane, flat ) or threedimensional ( solid ). K.G.4- Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). K.G.5- Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6- Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? B. Skills *Enrichment Skills Use of scaffolding and tiered activities/organizers that elevate critical and creative thinking Use of higher order questions for discussion and reflection Use of menus as enrichment or as supplementary activities during center or station time Encourage students to analyze and extend abstract concepts Use of varied texts and materials for in class and homework assignments Curriculum should be differentiated in breadth, depth, and/or pace Allow for flexible groupings to ensure students have a wide variety of learning opportunities and working arrangements Choice of assignments designed by learning preference (multiple intelligences) and by challenge and complexity Choice of work style: individual, with a partner, in a small group Tasks supported by technology resources Same topic, different reading resources The student will be able to: Demonstrate knowledge of sorting o To sort and group objects based on the likeness of attributes. o To identify an object based on the difference of attributes. o To identify and sort objects that are the same color. o To identify and sort objects that are the same shape. o To identify and sort objects that are the same size. o To sort objects by two attributes: color and shape, color and size, shape and size. o To sort objects by two attributes, shape and size o To sort objects based on the likeness of attributes o To use logical reasoning to solve problems. o To sort objects by three attributes: size, shape and color.
1. sort 2. alike 3. same 4. different 5. same color 6. same shape 7. small 8. big 9. same size Demonstrate knowledge of geometry and patterns. o To identify a cylinder and classify objects shaped like a cylinder. o To identify a cone and classify objects shaped like a cone. o To identify a sphere and classify objects shaped like a sphere. o To identify a cube and classify objects shaped like a cube. o To identify a rectangular prism and classify objects shaped like a rectangular prism. o To sort solids by whether they can roll, slide or be stacked. o To identify objects that can roll, slide, or be stacked. o To identify plane figures that make up the flat surfaces of solids. o To identify a triangle and objects shaped like triangles. o To identify corners and sides of a triangle. o To draw different types of triangles. o To identify a square and rectangle, and objects shaped like squares and rectangles. o To identify the sides and corners of a square and rectangle. o To draw squares and rectangles. o To identify a circle and objects shapes like circles. o To put together shapes to cover exactly a given plane figure. o To separate shapes to make other shapes. o To identify, extend, describe, and predict color patterns. o To identify, extend, describe, and predict shape patterns. o To identify, extend, describe, and predict size and growing patterns. o To make similar patterns. o To make color patterns and shape patterns. o To use the Find a Pattern strategy to solve problems. o To find and circle a pattern rule. o To make a connection between mathematics and movement. o To complete patterns made with slides, flips, and turns. 1. Solid figure 2. Cylinder 3. Cone
4. Sphere 5. Cube 6. Rectangular prism 7. Stack 8. Roll slide 9. Plane figure 10. Square 11. Circle 12. Rectangle 13. Triangle 14. Corner 15. Side 16. Color pattern, shape pattern, size pattern 17. Pattern rule 18. Growing pattern Demonstrate knowledge of positions o To identify the positions of above and below. o To identify and model the positions top, middle, and bottom. o To identify the positions over, on, and under. o To identify the positions inside and outside. o To identify the positions in front and behind. o To identify the positions left, right, and between. o To identify the positions, before, between, and after. o To apply spatial relationships by correctly following a path. o To use the Act It Out strategy to follow directions and solve problems that include position words. o To make connections between mathematics and art 1. Above 2. below 3. top 4. middle 5. bottom 6. on 7. Over 8. Under 9. Inside 10. Outside
11. In front 12. behind 13. Left 14. Right 15. Between 16. Before 17. After Demonstrate knowledge of Numbers 0-10 o To show identification of and count with one-to-one correspondence. o To identify groups with the same number of objects. o To compare and make groups with as many objects as a given group. o To identify groups with more objects. o To compare and draw a group with more objects than a given group. o To identify groups with fewer objects. o To compare and draw a group with fewer objects than a given group. o To identify groups with the most and fewest objects. o To equalize sets by drawing more or crossing out objects. o To identify, show, and draw groups of 0 and 1 objects. o To read and write the numbers 0 and 1. o To identify, show, and draw groups of 2 and 3 objects. o To read and write the numbers 2 and 3. o To identify, show, and draw groups of 4 and 5 objects. o To read and write the numbers 4 and 5. o To identify ordinal numbers first through fifth to identify position. o To identify, show, and draw groups of 6 and 7. o To read and write the numbers 6 and 7. o To identify, show and draw groups of 8 and 9. o To read and write the numbers 8 and 9. o To identify, show and draw groups of 10. o To read and write the number 10. o To recognize the order of numbers 1-10. o To count on and count back on a number line. o To explore counting patterns on a number line. o To use ordinal numbers first through tenth to identify position. o To identify, extend, describe, and predict number patterns. o To solve problems by using a map. o To explore the concept of part-part-whole. 1. More 2. Fewer
3. Fewest 4. Most 5. Zero 6. One, two, three, four, five, six, seven, eight, nine, ten 7. First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth 8. Number line 9. Number pattern Demonstrate numbers to 31 o To identify, show, and draw groups of 11 and 12. o To read and write the numbers 11 and 12. o To compare numbers up to 12. o To identify a number as being less than, equal to, or greater than another number. o To count and order numbers from 0-12. o To identify and write numbers to 12, just before, just after, or between other numbers. o To identify, show and draw groups of 13 and 14. o To read and write the numbers 13 and 14. o To identify, show and draw groups of 15 and 16. o To read and write the numbers 15 and 16. o To identify, show and draw groups of 17 and 18. o To read and write the numbers 17 and 18. o To identify, show and draw groups of 19 and 20. o To read and write the numbers 19 and 20. o To identify, show and draw groups of 21 to 25. o To read and write the numbers 21 to 25. o To identify, show and draw groups of 26 to 31. o To read and write the numbers 26 to 31. o To compare numbers up to 31. o To count and order numbers to 31. o To identify numbers to 31 as just before, between, and just after given numbers. o To estimate and identify group size as about 10, 20, or 30 objects. o To verify the estimated numbers in a group by counting the objects. o To compare three groups that represent numbers to 31 using greatest and least. o To Solve problems by using the Guess and Test strategy. o To make a connection between mathematics and science.
1. Eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. 2. Is less than 3. Is equal to 4. Is greater than 5. Before 6. Between 7. After 8. Estimate Demonstrate Counting and Cardinality o Count to 100 by ones and by tens. o Count forward beginning from a given number within the known sequence. o Write numbers 0-20. o When shown a number 0-20, can represent that number using manipulatives. o Understand the relationship between numbers and quantities; connect counting to cardinality. o When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. o Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement and the order in which they were counted. o Understand that each successive number name refers to a quantity that is one larger. o Count to answer how many? questions about as many as 20 things arranged in a line, a circle, a scattered configuration, and a rectangular array. Given a number from 1-20 count out that many objects. o Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, by using matching strategies and counting strategies. o Compare two numbers between 1 and 10 presented as written numerals. o Work with number 11-19 to gain foundations for place value. Demonstrate knowledge of tables, graphs and fractions. o To collect, organize, and interpret data. o To write the number of objects in a group to match the number of tally marks. o To use tally marks to record data on a chart.
o To interpret tally charts. o To use tally marks to record data on a picture graph. o To identify the purpose of a picture graph. o To use tallies to record data on a pictograph. o To complete and interpret a pictograph. o To identify the purpose of a pictograph. o To poll children about a topic and display the data in a real graph. o To discuss questions about data collected. o To generalize and make predictions. o To formulate questions for a two-choice survey. o To use tally marks to record data on a bar graph. o To collect, organize, and interpret data. o To identify the purpose of a bar graph. o To recognize a whole divided into equal parts. o To explore symmetry through paper folding. o To identify symmetric figures. o To recognize one half as 1 of 2 equal parts. o To recognize one fourth as 1 of 4 equal parts. o To explore events more likely, less likely, or equally likely to occur. o To solve problems by making an organized list. o To make a connection between mathematics and social studies o To explore making predictions based on a probability experiment. 1. Tally marks 2. Tally chart 3. Picture Graph 4. Pictograph 5. Survey 6. Real Graph 7. Bar Graph 8. Mode 9. Equal parts 10. Matching parts 11. Whole 12. Halves 13. Fourths Demonstrates addition readiness o To understand addition as the joining of two groups. o To describe the effect of joining sets of objects. o To add 1 to numbers 1 through 7 using manipulatives. o To complete number sentences. o To add 2 to numbers 0 through 7 using manipulatives.
o To complete addition sentences. o To add 3 to numbers 0 through 6 using manipulatives. o To add 4 to numbers 0 through 5 using manipulatives. o To read and add numbers in horizontal form. o To read and add numbers in vertical form. o To add sums of 10 in vertical form using a ten-frame. o To solve problems by using the Write a Number Sentence strategy. o To make a connection between mathematics and social studies. o To count on to find missing addends. o Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, and equations. o Solve addition word problems within 10. o To write fact families less than or equal to 10 o Use manipulatives to represent fact families less than or equal to 10 o For any number from 1-9, find the number that makes 10 when added the given number. o Fluently add within 5. o To identify addition patterns. 1. Join 2. In all 3. Add 4. Plus 5. Plus sign (+) 6. Equals 7. Part 8. Ten-frame 9. Number sentence Demonstrate subtraction readiness o To understand and represent subtraction as a separating action. o To subtract 1 from numbers 1 through 9 using manipulatives. o To complete subtraction sentences. o To subtract 2 from numbers 2 through 9 using manipulatives. o To subtract 3 from numbers 3 through 9 using manipulatives. o To subtract 4 from numbers 4 through 9 using manipulatives. o To identify subtraction patterns. o To identify addition patterns o To use ten-frames to subtract from 10. o To read and subtract numbers in vertical form.
o To read and subtract numbers in horizontal form. o To solve problems by using the Choose the Operation strategy. o To make connection between mathematics and science. o To count back on a number line to solve subtraction equations. o Fluently subtract within 5. o Solve subtraction word problems within 10. 1. In all 2. Take away 3. Subtract 4. Minus sign (-) 5. Left 6. Addition pattern 7. Subtraction pattern Demonstrate knowledge of money. o To identify a penny and a nickel. o To identify the value of a penny as 1 cent and a nickel as 5 cents. o To count on from pennies and nickels. o To identify a dime and a quarter. o To identify the value of a dime as 10 cents and a quarter as 25 cents. o To count on from dimes and quarters. o To trade 5 pennies for 1 nickel and 10 pennies for 2 nickels or 5 pennies and 1 nickel for 2 nickels. o To trade 10 pennies for 1 dime, 2 nickels for 1 dime or 1 nickel and 5 pennies for 1 dime. o To compare two groups of coins to determine which amount is greater or which amount is less. o To match the cost of an item to the correct coin amount. o To add cent amounts to 9. o To subtract cent amounts from 9. o To solve problems by using a model. o To make a connection between mathematics and the real world. o To use coins to model equal shares. 1. Coins 2. Heads 3. Tails 4. Penny
5. Nickel 6. Cent sign 7. Total amount 8. Dime 9. Quarter Fair tradedemonstrate knowledge of time. o To identify activities that happen first, next, and last as happening in 1-2-3 order. o To write the numbers 1, 2, 3 to show what happens first, next and last. o To identify the parts of a calendar. o To read numbers to 31. o To understand the concepts of yesterday, today and tomorrow. o To identify the four seasons winter, spring, summer, and fall. o To identify which of two activities takes more or less time. o To tell time to the hour. o To write time in standard notation. o To solve problems by using clocks o To make a connection between mathematics and mathematics o To identify activities that happens at daytime or nighttime. o To tell the time when an activity might take place. o To tell time to read a schedule. o 1. First 2. Next 3. Last 4. Month 5. Week 6. Days of the week 7. Yesterday 8. Today 9. Tomorrow 10. Winter 11. Spring 12. Summer 13. Fall 14. Minute hand 15. Hour hand Demonstrate knowledge of measurement. o To identify which of two objects is smaller or larger.
o To identify which of two objects is longer or shorter. o To identify which of three objects is longest, and which is shortest. o To order objects by length. o To identify which of two objects is shorter or taller. o To estimate and measure the length of objects using a ruler. o To measure the distance around a shape using a ruler and addition. o To identify which of two objects is heavier or lighter. o To identify and order three objects by weight: lightest, between, heaviest. o To identify which of two different-size containers holds more or less. o To identify and order by capacity: holds the least, between, holds the most. o To identify hot and cold temperatures. o To solve problems by making a graph. o To make a connection between mathematics and mathematics o To measure length in inches. o Briefly discuss inches, centimeters and feet. 1. Measurement 2. Smaller 3. Larger 4. Length 5. Shorter 6. Longer 7. Shortest 8. Longest 9. Height 10. Taller 11. Measure 12. Distance 13. Heavier 14. Lighter 15. Heaviest 16. Lightest 17. Between 18. Holds more 19. Holds less 20. Temperature 21. Cold 22. Hot Demonstrate numbers to 100.
o Identify and orally count numbers in order from 1 to 100. o To recognize and describe patterns. o To explore tens and ones using manipulatives or pictures. o Write how many tens. o Write how many tens and ones. o Skip count by 2 s, 5 s, 10 s orally and by using pictures of manipulatives o To recognize and describe patterns o Color a hundreds chart to demonstrate skip counting by 2 s, 5 s, 10 s Identify odd and even numbers. o To show numbers are odd and even using models o To solve problems by making a table. o To make a connection between mathematics and language arts o To use a calculator to skip count forward by 2s, 5s, and 10s. C. Activities/Procedures Dry erase boards and dry erase markers Hundreds charts Math bingo Graphing games Rulers Attributes 3-D shapes 2-D shapes Various manipulative shapes Calculators Nature hunts Morning Meeting: Calendar and Weather Place value chart Count to 100 Days of School chart/poster Box top counting Dojo Points 1. Hundred chart 2. Count by 1 s 3. 1 ten/10, 2 tens/20, 3 tens/30 and so on 4. One 5. Count by 2s 6. Count by 5s 7. Count by 10s 8. Odd number 9. Even number
Class number line (1-30) Flash cards Pattern games Addition/subtraction games Linking cubes Sorting Trays Magnetic Pattern Blocks Attendance routine Job Chart routine Daily schedule routine Weather observation and graphs Recording daily temperatures Surveys Tangrams Geo-boards Counting bears Versa-tiles Dominos Mini-clocks Sorting chefs Sorting the classroom centers (fake food, blocks, magna-tiles, games) Kids sort themselves by different physical attributes Sort food items Read Sorting with Sally 3D Styrofoam shapes Make different patterns using frogs on a log and other manipulatives Make a pattern crown Scavenger hunt for real 3D objects Come up with a poem for the bulletin board per shape What does the SHAPE say Use ice cream lines to help with position words Take a field trip around school and direct only using left and right Use a sticker to help with left and right Trace hands to place on table to help identify left and right Read, Find the Mittens Have children stand in line and identify who is first, second and so on. Ordinal number worksheets Handwriting practice Read, Number Games Ordinal number worksheets Use ten-frames to display and count numbers Use colors to circle groups of ten (colors used to distinguish the difference between groups) Make a number line to help with before, after and between
Students will come up with their own survey question, collect data and record their data. Students will use manipulatives to help with fractions Students will use an apple to show fractions Write our own addition word problems Use manipulatives to demonstrate addition facts. Play the Dice Game to add two numbers. Use dominoes to add numbers Write our own subtraction word problems Highlight key terms to help determine whether it s a subtraction or addition word problem Use manipulatives to help subtract Read, Two Little Pigs Use piggy banks Count tzedakah Have a fun school store where children can earn money and spend it on items in the store Play money games Sequence events in their everyday life Create a Timeline Use calendar every day during morning meeting Construct our own clock Life size self portrait Measure the classroom to find objects of a certain length Compare our height from beginning of school to end Hot/cold science experiment *Enrichment Activities/Procedures Puzzles Computer Games and ipad Apps Graph Paper Building with Blocks and other building projects Writing about math Literature and math Playing Cards and Dice Games Surveys-Students create a question that results in 3-5 different responses. Students conduct surveys and draw a bar graph or table to display the results. Students use the results to create addition and subtraction problems. Read the book 1+1=5: and Other Unlikely Additions b David LaRochelle. Have students use the story as a model to create their own unlikely additions. Students can create posters demonstrating unlikely additions situations and share with the class.
Riddle Writing-Students write riddles with missing numbers. They can also write equations with a missing value as an answer to the riddles. For example: When you add my number to the sum of 4 and 6, you get 12. What is my number? If you take my number away from the difference of 12 and 5, you have 3 left. What is my number? Challenge students to think of riddles that result in more than three values for the equation. After reading Mummy Math-An Adventure in Geometry by Cindy Newschwander, introduce faces and edges to describe 3-D shapes such as cubes, rectangular prisms, or pyramids. Students create impressions of shapes in clay or sand and and record the number of faces and edges of each shape. Group Solutions and Group Solutions, Too-Cooperative Logic Activities D. Resources /Materials Progress in Mathematics Sadlier-Oxford Various books relating to math (examples): o Time to - By Bruce McMillan o Splitting the Herd Odds and Evens By Trudy Harris o What Can I Buy By Jane Simon o The Best Vacation Ever By Stuart J. Murphy o First Illustrated Math Dictionary By Usborne o Sizes at School By Lisa Bruce o Lots and Lots of Coins By Margarette S. Reid o The Go-Around Dollar By Barbara Johnston Adams o The Math Zoo by Patricia Whitehouse o The Best Bug Parade By Stuart J. Murphy o The Sundae Scoop By Stuart J. Murphy o How Big is a Book By Rolf Myller o Give me Half By Stuart J. Murphy o Eating Fractions By Bruce McMillan o The Clock Struck One By Trudy Harris o Where s My Teddy By Jez Alborough o Shapes at Home By Lisa Bruce o The Secret Birthday Message By Eric Carle o Patterns in the Park By Lisa Bruce o A Pair of Socks By Stuart J. Murphy o Lots and Lots of Zebra Stripes By Stephen R. Swinburne o Animals on Board By Stuart J. Murphy o Ready, Set, Hop! By Stuart J. Murphy o The M&M s Addition Book By Barbara Barbieri McGrath o The Hershey s Kisses Subtraction Book By Jerry Pallotta o Inch by Inch By Leo Lionni o Me and the Measure of Things By Joan Sweeney o Pigs Will Be Pigs By Amy Axelrod o Mighty Maddies By Stuart J. Murphy
o 3 Little Firefighters By Stuart J. Murphy *Enrichment Resources/Materials o The Boy Who Loved Math-Deborah Heiligman o The Greedy Triangle-Marilyn Burns o Tally O Malley-Stuart Murphy o Measuring Penny-Loreen Leedy o Equal Shmequal-Virginia Kroll o Math for all Seasons-Greg Tang o Missing Math-A Number Mystery-Loreen Leedy o The True Story of the Three Little Pigs by A. Wolf as told by Jon Scieszka-Students make a pig house out of base 10 blocks. Who can make a house out of a given number of blocks? o If You Were a Plus Sign- Trisha Speed Shaskan o Math-terpieces-The Art of Problem Solving-Greg Tang o Math Appeal-Mind Stretching Math Riddles-Greg Tang o Grandfather's Tang Story-Ann Tompert o Mummy Math: An Adventure in Geometry-Cindy Neuschwander Games o Playful Patterns Design activity o Dominos o Counting Up to 30+ o The Unifix Way o Money Chase o What Time Is It? o Dino Math Tracks o Match It Math o Attribute Pattern Kit o Graphing Instant Learning Center o 100s number board activities o Dino Bingo o Addition Bingo o Geometric Shapes Activities o Addition Match Ups o Number Bingo o Addition Game Boards o Mosaics Fun with Geometric Design o Double Shutter o Flash Cards o Puzzles o Card Games- Make Ten o Dice Games o Blokus o Gobblet o Qwerkle Manipulatives:
o Teddy Counters o Attribute Blocks o Money change o Pattern Blocks o Rulers o Clocks o Unifix Cubes o Calculators o 3-D Shapes o 2-D Shapes o Frog Counters with logs o Scale o Ten, hundreds, and ones blocks place value o Abacus o Fraction Blocks o Thermometer o Yellow/Red Counters o Shape Links o Puzzles o Dry-erase boards o Tangrams-Challenge students to create their own images. o Legos o I Have Who Has Cards o Base Ten Blocks o Geoboards E. Technology Computer Station: o IXL www.ixl.com o Edhelper www.edhelper.com o xtramath www.xtramath.com o teacherworksheets www.teacherworksheets.com o Kahoot computer/ipad activity - https://kahoot.it/#/ Promethean: various math activities on the promethean board with student interaction. Tiggly Math Progress in Mathematics Online *Enrichment Technology ipad apps-math Doodles-(Sum Stacker, Connect Sums, Unknown Square, Splat Go Round); Sushi Monster; Math Puppy www.abcya.com F. Assessment Teacher observations (informal)
Teacher-made assessments (formal) Versa-tiles math chart (informal) Student data chats (informal) Daily assignments (informal) Home-learning (informal) Minute Math (informal) MAP Testing (Formal) Updated: November 2017