Write ¾ as a decimal. Explain how you found your answer. Write the steps you would take to write 3 and ¼ as a decimal. Write the decimal 0.8 as a fraction. Explain how you found your solution. 0.8 = Is ½ equivalent to 0.5? Explain why or why not.
Write 1/4 as a decimal. Explain how you found your answer. Write the fraction 4/10 as a decimal. Explain how you found your answer. Write the decimal 0.07 as a fraction. Explain how you found your solution. 0.07 = Is 3/10 equivalent to 0.03? Explain why or why not.
Write ¾ as a decimal. Explain how you found your answer. Write the fraction 1/10 as a decimal. Explain how you found your answer. Write the decimal 0.003 as a fraction. Explain how you found your solution. 0.003 = Is 1/5 equivalent to 0.20? Explain why or why not.
Write 9/10 as a decimal. Explain how you found your answer. Write the fraction 17/100 as a decimal. Explain how you found your answer. Write the decimal 0.13 as a fraction. Explain how you found your solution. 0.13 = Is ½ equivalent to 0.12? Explain why or why not.
Write 2/10 as a decimal. Explain how you found your answer. Write the fraction 3/100 as a decimal. Explain how you found your answer. Write the decimal 0.725 as a fraction. Explain how you found your solution. 0.725 = Is 0.03 equivalent to 3/100?
Directions Hand out all the cards. The student with the star on their card starts the game by reading their card. All students listen to what is read, paying attention to the card they have. The student with the answer to the question that was read reads their answer and then their question. Play continues until the game gets back to the student who started it.
I have fiftythree hundredths. Who has 6.12? I have six and twelve hundredths. Who has 9.4? I have nine and four tenths. Who has 5.08? I have five and eight hundredths. Who has 35.87? I have thirtyfive and eightyseven hundredths. Who has 7.853? I have seven and eight hundred fifty-three thousandths. Who has 12.32?
I have twelve and thirty-two hundredths. Who has 9.324? I have nine and three hundred twenty-four thousandths. Who has 6.5? I have six and five tenths. Who has 4.28? I have four and twenty-eight hundredths. Who has 6.04? I have six and four hundredths. Who has 0.822? I have eight hundred twentytwo thousandths. Who has 10.3?
I have ten and three tenths. Who has.7? I have seven tenths. Who has 3.47? I have three and forty-seven hundredths. Who has 0.18? I have eighteen hundredths. Who has 4.99? I have four and ninety-nine hundredths. Who has 2.8? I have two and eight tenths. Who has 0.183?
I have one hundred eightythree thousandths. Who has 12.7? I have twelve and seven tenths. Who has 19.73? I have nineteen and seventythree hundredths. Who has 4.03? I have four and three hundredths. Who has 2.887? I have two and eight hundred eighty-seven thousandths. Who has 3.20? I have three and twenty hundredths. Who has 0.53?
! Four tenths 4 10 0.4 Five and three tenths 5.3 5 3 10! Caitlyn Prendergast 2012
Caitlyn Prendergast 2012! 0.5 One half 1 2 Six and eight tenths 6.8 6 8 10!
! Five and 5.4 four tenths 5 2 5 Six tenths!.6 3 5! Caitlyn Prendergast 2012
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Name: Number: The Greedy Triangle by: Marilyn Burns As the Greedy Triangle visits the Shape Shifter, use your marshmallows and toothpicks to create each shape, and then complete the table below. Name of Shape Number of Sides Number of Angles Number of Vertices Examples of Shape
Teacher notes: This common core math practice activity provides practice with the standard: Mathematics» Grade 1» Number & Operations in Base Ten--Understand place value. 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Students will use less than, greater than, and equal to symbols to compare numbers. They will record their answers on a recording sheet. Includes: Kid friendly less than, greater than, and equal to character manipulatives, sorting mats, recording sheets, and symbol anchor charts. Print, cut out, and laminate. Teach students how to use the station, and let them begin number munching!
65 56 2 9 36 101 101 5 5 97 100 99 62
32 32 19 9 110 101 85 58 6 26 72 72
6 9 2 5 23 14 41 92 92 87 7 20 20
35 30 60 60 84 84 1 10 3 13 22 2
Name: Compare numbers using the number munchers, then record your answers here using math symbols: <, >, or =. 65 56 2 9 36 101 101 5 5 97 100 99 62
Name: Compare numbers using the number munchers, then record your answers here using math symbols: <, >, or =. 32 32 19 9 110 101 85 58 6 26 72 72
Name: Compare numbers using the number munchers, then record your answers here using math symbols: <, >, or =. 6 9 2 5 23 14 41 92 92 87 7 20 20
Name: Compare numbers using the number munchers, then record your answers here using math symbols: <, >, or =. 35 30 60 60 84 84 1 10 3 13 22 2
less Than
Greater Than
Equal to
Player One Naughty Ned s Number Tiles Close to 50 Player Two Close to 300 Close to 900 Close to 1000 Close to 4500 3 Take turns drawing a tile. You may place it anywhere on the gameboard - your side or your opponents side. The winner is the person who comes closest to the target numbers when all spaces are filled.
Naughty Ned s Number Tiles adapted from Marcy Cook 1 bag of tiles (0-9) or 2-3 sets of cards (0-9) 2 players take turns getting a tile or card from the bag or pile of cards Players choose where to write that number. Players do not have to place the digit in one of their own boxes but may dump it in any available box (your own box or any player s box). Return the tile or card to the pile. The play continues until all 6 boxes have been filled. The player with the largest number scores 4. The other player scores 2. Name Game 1 Score Name Game 2 Score
Number Paths Materials: Two 1-6 dice One 4-9 dice Gameboard with 14 circles as shown below. (Make circles large enough to write a three-digit number inside each one.) Object of the game: Try to arrange the numbers on the path from the smallest to the largest, filling in every circle. To Play: Roll the three dice at one time. Arrange the three digits to make a number. Write the number in one of the circles on the path. Rules: Once you re written a number in a circle, you can t change it. If you can t put a number in a circle the game is over. This game can be played as a solitaire game, in pairs, with a small group, or as a whole class. An alternative for primary students is a two-dice game (1-6 and 4-9 or spinners) and a smaller gameboard with 5, 7, or 11 circles. Questions to think about: What s the smallest number you can roll? What s the largest number? If you roll three different numbers, how many different threedigit numbers can you make? If two of the three numbers you roll are the same, how many different three-digit numbers can you make? Can you roll the dice and come up with all three numbers the same? What s the possibility of this occurring? When you roll the three dice, you get numbers from 1 through 9. Are some numbers more likely to be rolled than others? How do you decide where to place the first number you roll? What strategies do you use for placing other numbers? Adapted from Math in Stride, Book 4, Addison-Wesley Publishing Company 1998 Marilyn Burns Education Associates
Number Paths 5 14 4 6 3 7 13 2 8 12 11 1 9 9 10
Directions 1. Print, cut, and laminate the school supply cards. 2. Get something for students to measure with (unifix cubes, paper clips, links, etc.). 3. Run off a recording sheet for each student. 4. (Optional) Print out centre label and tape to a large ziplock bag or envelope to keep the recording sheets in. This is a perfect activity for practicing nonstandard measurement. It can be used whole group, in centres, or in small groups for guided math. You can tape the cards up around the room, so students get some movement while doing their work, or you can place the cards in a basket for an independent centre.
name: Measure the Room S c h o o l S u p p l y N u m b e r o f u n i t s apple backpack book bus crayon glue lunch kit pencil ruler scissors
Directions Label: Cut out and tape to a large ziplock bag or envelope to keep the recording sheets in.
15c 10c 13c 40c
20c 12c 25c 31c
7c 16c 22c 35c
8c 11c 50c 30c
45c 38c 27c 34c
29c 32c 44c 63c
59c 23c 47c 53c
17c 31c 48c 24c
49c 36c 55c 63c
28c 37c 61c 18c
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Make a Pizza ½ cheese ½ tomato Make a Pizza Half cheese Half tomato Make a Pizza Half cheese Half tomato
Make a Pizza Half cheese Half tomato Make a Pizza Half onion Half tomato Make a Pizza Half yellow pepper Half tomato
Make a Pizza Half green pepper ½ yellow pepper Make a Pizza ½ olives Half mushrooms Make a Pizza Half basil Half tomato
Make a Pizza Half cheese Half pepperoni Make a Pizza Half red pepper Half olives Make a Pizza Half cheese Half basil
Make a Pizza Half mushroom Half onion Make a Pizza ½ cheese Half olives Make a Pizza Half basil ½ tomato
Make a Pizza ¼ yellow pepper ¼ tomato ¼ cheese ¼ onion Make a Pizza Quarter red pepper ¼ green pepper Quarter cheese Quarter basil Make a Pizza Quarter yellow pepper ¼ pepperoni Quarter mushroom Quarter tomato
Make a Pizza Quarter olive ¼ onion ¼ cheese Quarter tomato Make a Pizza ¼ yellow pepper Quarter basil Quarter cheese ¼ pepperoni Make a Pizza Quarter green pepper ¼ mushroom Quarter onion Quarter tomato
Make a Pizza ¼ red pepper ¼ yellow pepper ¼ green pepper ¼ tomato Make a Pizza ¼ pepperoni Quarter basil Quarter cheese ¼ tomato Make a Pizza ¼ red pepper ¼ pepperoni Quarter cheese Quarter onion
Make a Pizza Quarter yellow pepper Quarter onion Quarter cheese ¼ basil Make a Pizza ¼ pepperoni Quarter tomato ¼ cheese Quarter green pepper Make a Pizza ¼ red pepper ¼ tomato ¼ onion ¼ olive
Name: Goldfish Cracker Count I found: Red Orange Yellow Green Purple Math: Counting Skills PreKinders.com
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