Students make quadrilaterals on a geoboard that meet given criteria and then draw each shape on geoboard paper and identify it.

Students draw a robot on centimeter grid paper that meets the specified criteria and calculates the area of each body part and the total area of their robot.

Students roll a die to determine the number of rows for the array and roll the die a second time to determine the number of counters to put in each row of the array. Next, students draw the array and write an equation to express the total number of counters as a sum of equal addends.

Students use the roll of a die to determine the dimensions of a rectangular prism. Using these dimensions, students calculate the volume of the rectangular prism.

Students roll dice in order to create decimal numbers and then round the created number to the nearest tenth.

Students roll a four digit number using dice, round the number to the nearest hundred, and justify their answer.

Students take scoops of snap cubes, stack the cubes, and order the lengths from shortest to tallest.

Students use rubber bands to make different shapes on their geoboard. Next, they choose one the of the shapes they have made and draw it on geoboard paper. Lastly, students label and describe their shape.

Students relate counting to subtraction. Students roll a die and make a set of counters that is one less than the number rolled. They use pictures, numbers, or words to show their work, make sets, and record their work.

Students relate counting to addition and subtraction (e.g. by counting on 2 to add 2). Students roll a die and make a set of counters that is one more than the number rolled. Students are to use pictures, numbers, or words to show their work, make sets, and record their work.

Students are challenged to count out ten connecting cubes and join them to make a tower. Next, they are to find objects in the classroom that are longer than the tower of ten cubes. They are to use pictures, numbers, or words to record their work.

Students use square tiles to copy and extend a given pattern in addition to recording and numbering the value of each square in the sequence. Students identify the difference between the numbers in consecutive squares describing any patterns they notice and tell what they think the value of the 6th and 10th terms in the sequence will be, explaining their thinking.

Students represent a given number with Base Ten blocks, take away 10 and record the new number. Students continue doing this until they reach the number 12. Then students choose another 2-digit number between 75 and 89 repeating their initial steps in efforts to get a number as close to zero as possible.

Students use fraction pieces in order to model subtraction of fractions with like denominators.

Students use number cards in order to find fractions that can be added to make a sum of one.

Students use numeral cards (11-19) and 11-19 dot cards to match teen numbers.

Students match puzzle pieces together to show the teen numerals, ten ones and more ones, and ten-frame.

Students work with a partner to model a number from a selected number card using a stick of 10 and a single snap cube and describe the number to their partner. The partner represents the number by drawing the snap cubes and writing an equation.

In this activity, students will tell and write time from analog and digital clocks to the nearest five minutes.