Students sort a scoop of shapes onto their sorting mat and draw a picture to show how they sorted them and write the number of shapes in each group.
For this activity, students solve word problems by writing an equation with a symbol for the unknown number, drawing a picture, and diagraming to model the problem and answering questions in a complete sentence
Students use fraction pieces to model the addition of fractions with like denominators and draw a model to justify their answers.
Partners are each dealt 5 missing adding cards. They place the cards face up in front of them and take turns picking a card from the pile. Students must determine if the card they picked can be used to complete the number sentence or not. If the card cannot be used, it is returned to the bottom of the pile. The first player to complete all 5 equations wins.
Students decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings, and they will record each decomposition by a drawing or equation (e.g. 5= 2 + 3 and 5 = 4+1).
Students work with a partner and sit opposite one another with a divider between them. Each student takes turns drawing and labeling angles in each space on their grids and give instructions to their partner on how to draw the angles to match the ones on his/her grid. Students use positional language to describe where to place the angles.
Students roll a die and divide circles into the number of equal sections shown on the die. They explain how measuring the first angle helped them to find the measurement of other angles in each circles.
Students are given a scenario and must select three rectangles to show how they could use Jack's strategy of breaking apart a rectangle to find the area of each figure.
Students create a picture from base 10 blocks recording the number of hundreds, tens, and ones used. Students calculate the total value of their picture and create a second picture just as they did for their first picture. As a challenge, students calculate the difference between the values of their two pictures.
Students explore equivalent fractions using a game. Using a deck of cards, students pick a fraction and initial a brick. Play continues until one students has initial 5 rows of bricks.
Students use dice and snap cubes to build a tower. They roll two dice and create a tower to match the total on the dice. Students continue to roll the two dice and creating towers until they have built 5 towers. Once completed, students place the towers in order from smallest to largest and finally, draw and label their towers.
Students work in small groups to build one 1m by 1m squares using newspaper. The groups combine to construct a cube. The students then fill the cubes with base 10 cubes, longs and flats.
Students work with a partner to build a train using snap cubes of the same color and determine the number of tens and ones they have. Students draw the train to show how they counted the cubes.
Students sort buttons into groups, count them, and order the groups from least to greatest. Next, students draw a picture to show how they sorted the buttons and ordered their groups. Lastly, students write nunbers to show the number of buttons in each group and how many buttons there are in all.
In this activity, students listen to a story and select a chore they could do and the amount they might earn for doing it. Students write about what they will do and how much they will earn. Students also draw coins to show how much they will be paid and divide the money in half to spend and save.
Students compare two decimals to hundredths by reasoning about their size, recognize that comparisons are valid only when the two decimals refer to the same whole, and record the results of comparisons with the symbols >, <, or =.
Students measure lengths of base ten longs in m, cm and mm and describe any patterns or relationships that they find among the three metric units used.
Students directly compare two objects with a measurable attribute in common to see which object has more of/less of the attribute, and describe the differences.
In this activity, students take turns with a partner to turn over number cards in stack and placing that many counters in a cup. Students fill in a table to show how many counters in the cup.