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In this lesson, students solve word problems involving addition. This lesson also contains a set of directions/materials for math stations. Stations continue to develop counting and problem solving skills.
This resource is from Tools4NCTeachers. This task may be used for instruction or assessment. Remix this resource to include extension ideas or addtional tasks.
This resource is part of Tools4NCTeachers.
Prior to this lesson, students should have worked with two-dimensional shapes. Additionally, they should have been introduced to three-dimensional shapes and their attributes with the lesson "Guess My Shape".
In this lesson, students will use a variety of materials to build shapes and use math vocabulary to explain their shape.
This resource is from Tools4NCTeachers.This lesson calls for students to use a ten frame to represent ten ones. Students will demonstrate and verbalize that ten objects is the same as “ten”. They will model teen numbers as ten ones and some extra ones, and demonstrate an understanding that one manipulative goes in each square of the ten frame (builds on one to one understanding).Remix this lesson to share extension ideas or student work-samples.
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This file contains directions and materials for ALL Tools4NCTeachers Math Games.
Math games are fun, motivating, and provide opportunities for students to build number concepts, reasoning, and fluency. These games may be used as math stations or as whole group learning opportunities.
This resource is from Tools4NCTeachers.In this lesson, students explore attributes of polygons in order to create 2D shapes using given attributes. Students need some basic background knowledge of the attributes of polygons, including angles, sides, vertices, and right angles. Remix this lesson to include sample student work... Sharing is caring :)
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This lesson should occur after the Partner Quick Flash lesson, which introduces conceptual subitizing. Candy Quick Flash continues to encourage conceptual subitizing an efficient way to find "how many".
Notes:
Perceptual subitizing: instantly recognizing "how many" in a set
Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set
This resources if from Tools4NCTeachers.Looking for easy-to-implement math stations using materials you already have in your classroom? Here you go! Please remix the resource to add your own suggestions for Cluster 5 math stations. The more you share, the more you care!
This resources if from Tools4NCTeachers.Looking for easy-to-implement math stations using materials you already have in your classroom? Here you go! Please remix the resource to add your own suggestions for Cluster 6 math stations. The more you share, the more you care!
This resources if from Tools4NCTeachers.Looking for easy-to-implement math stations using materials you already have in your classroom? Here you go! Please remix the resource to add your own suggestions for Cluster 7 math stations. The more you share, the more you care!
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This is lesson two in a series of six lessons focused around developing a mathematical community at the beginning of the school year. While this lesson addresses standard NC.1.NBT.7, its primary goal is for students to learn how to work with classmates on activities related to counting and number sense and engage in real-world math situations.
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In this lesson, students develop spatial sense by composing shapes to match their teacher's representation.
Having spatial sense means having a feel for the geometric aspects in the environment and how the different shapes can be combined to form different figures. Students do not "grow" this spatial reasoning without having rich experiences that involve shapes and spatial relationships.
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In this task, students sort counting cubes by color, and count each group. The task may be used for instruction or as formative assessment. A rubric is provided in order to determine the students current level of understanding.
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In this task, students sort a set of pattern blocks into categories, and count the amount in each group. The task may be used for instruction or as formative assessment. A rubric is provided in order to determine the students current level of understanding.
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This list contains links to parent videos, student videos, games, books, and activities aligned to Kindergarten, Cluster 1.
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A Common Formative Assessment (CFA) provides a snapshot of current student understanding. It serves as a checkpoint, and may be used to guide future whole and small group instruction. This CFA addresses 2nd grade, Cluster 1 standards.
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This file contains easy to implement math center ideas for Kindergarten, Cluster 1.
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This packet contains exit tickets for the Kindergarten, Cluster 1, geometry standards.
Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day.
At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.
This packet contains exit tickets for the Kindergarten, Cluster 1, geometry standards.
Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day.
At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.
This resource is part of Tools4NCTeachers.
This packet contains exit tickets for the standard MD.4. Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the beginning of the year, or a blank copy of the exit ticket may need to be displayed on the board and read aloud to students.