Common Core Intervention Activities

Transcript

K-2 Math Common Core Intervention Activities Columbus City Schools 2011-2012 Table of Contents Counting and Cardinality • • • Know Number Names and Count the Sequence Count to Tell the Number of Objects Compare Numbers Operations and Algebraic Thinking • • • • • • Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Represent and Solve Problems Involving Addition and Subtraction Understand and Apply Properties of Operations and the Relationship Between Addition and Subtraction Add and Subtract Within 20 Work with Addition and Subtraction Equations Work with Equal Groups of Objects to Gain Foundations for Multiplication Number and Operations in Base Ten • • • • Work with Numbers 11-19 to Gain Foundations for Place Value Extend the Counting Sequence Understand Place Value Use Place Value Understanding and Properties of Operations to Add and Subtract Measurement and Data • • • • • • • • Describe and Compare Measurable Attributes Classify Objects and Count the Number of Objects in Categories Measure Lengths Indirectly and by Iterating Length Units Tell and Write Time Represent and Interpret Data Measure and Estimate Lengths in Standard Units Relate Addition and Subtraction to Length Work with Time and Money Geometry • • • Identify and Describe Shapes Analyze, Compare, Create, and Compose Shapes Reason with Shapes and Their Attributes Primary Math Intervention Activities Columbus City Schools 2011-2012 Counting and Cardinality Primary Math Intervention Activities Columbus City Schools 2011-2012 Around the World Domain: Counting and Cardinality Cluster Statement: Know Number Names and the Count Sequence Materials: Number cards to 100 (These may be written on index cards or use numbers big enough for the students to see from a short distance.) Directions: The children can be sitting at their assigned seat or in a circle. Have two students that are next to each other stand up. Then show a number on one of the cards. The student that says the number first moves on to the person next to them. If there is a tie, the two students get another number until there is a winner. Continue until all students get a turn or a set time runs out. Differentiation/Accommodations: You can differentiate the numbers being used based on your students level by using numbers up to 20, 50, or 75. You can also do this in a small group setting to make sure students get multiple turns. Primary Math Intervention Activities Columbus City Schools 2011-2012 Counting On Domain: Counting and Cardinality Cluster Statement: Know Number Names and the Count Sequence Materials: 1-100 Numeral Cards (You can use index cards to make your own.) Directions: Have students sit in a circle (this can be done small or large group). Choose a student to pick a card from the pile of numeral cards. The next student says the next number and so on until the students get to 100. If a student makes an error in counting, have the next student pick another number from the numeral card pile and start again from that number. Differentiation/Accommodations: You can use lower numeral cards for struggling counters and have them count up to a lower number. Another way to play the game is counting backwards from the number on the numeral card that has been picked by the student. The students can count down to 0 before picking a new numeral card. Primary Math Intervention Activities Columbus City Schools 2011-2012 Matching Card Game Domain: Counting and Cardinality Cluster Statement: Know Number Names and the Count Sequence Materials: 2 sets of Number Cards up to 100 A deck of playing cards (2-10 only) Directions: Start by putting out 2 sets of numbers 1-10 (20 cards in all) in 4 rows of 5. Have one student flip over 2 cards to see if they match. If the cards match the student keeps them and goes again. If they do not match flip the cards back over and the next student has a turn. Keep playing until all cards are matched. Use different numbers next time you play depending on your student’s level. Differentiation/Accommodations: Use the deck of playing cards for students that have difficulty. Lay out 2 of each number in 3 rows of 6. Have a student flip over 2 cards and count the symbols on the cards to see if they match. Keep playing with the same directions as above. Primary Math Intervention Activities Columbus City Schools 2011-2012 Popcorn Counting Domain: Counting and Cardinality Cluster Statement: Know the Number Names and the Count Sequence Materials: None Directions: Have a small group of students sit in a circle. A student starts by saying 1, then the next student says 2, then the next student says 3, then the next student says 4, and etc… When a student gets to a decade number (10, 20, 30, 40, etc…) they pop up and say that number. Continue counting until a student makes an error when counting. You can either play again starting at 1 or stop playing the game. Differentiation/Accommodations: If a student makes an error, you can correct it and keep playing the game. For beginning counters, you can give each student a number line or hundreds chart to follow along as students count. Primary Math Intervention Activities Columbus City Schools 2011-2012 Bears in a Jar Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Materials: Colored counting bears Jar Directions: Begin with a low number of bears in the jar such as 5. Shake the jar and ask students how many bears there are now? If students need to count the bears, then they do not understand the concept of cardinality. If students respond “5”, then they understand cardinality. Continue to practice with different numbers of bears in the jar. After shaking the jar pour bears out and ask how many. Once students consistently respond with the number without recounting then they have mastered cardinality. Differentiation/Accommodations: You could substitute different manipulatives in the jar such as cubes, counters or dot cubes. Primary Math Intervention Activities Columbus City Schools 2011-2012 Dashing Dots Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Materials: Dot plates Directions: Show a dot plate for only a few seconds. Teacher asks “how many?” Students need to name the number of dots within a few seconds. Students should begin to recognize patterns quickly. Differentiation/Accommodations: Teacher can have students name one more or one less than on the dot plate shown. Eventually teacher could have students name two more or two less than on the dot plate shown. Primary Math Intervention Activities Columbus City Schools 2011-2012 Dot Cube Subitizing Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Materials: Two dot cubes Paper for recording points Directions: Students take turns rolling the dot cubes. When the dot cubes stop the student calls out the number of dots within a few seconds. If correct, student gets a point. Second student rolls the dot cubes and calls out number of dots. If correct, that student earns a point. If incorrect, student rolls again. If students have to count the number of dots on the dot cubes they have not mastered subitizing. Continue playing and practicing the skill. Student with most points is the winner. Differentiation/Accommodations: This can also be practiced without playing for points just teaching students to recognize dot patterns. Primary Math Intervention Activities Columbus City Schools 2011-2012 Domino Subitize Domain: Counting and Cardinality Cluster Statement: Count to Tell the Number of Objects Materials: Set of Dominoes Directions: Make sure all dominoes are face down on the table. The first student flips over a domino and says the number of dots. If he/she is correct then they keep the domino. The second student flips a domino over and says the number of dots. If correct that student keeps the domino. If student doesn’t name correct number of dots then domino remains face down on table. The student with the most dominos at the end is the winner. Differentiation/Accommodations: Try using double-nine dominoes for a challenge. Primary Math Intervention Activities Columbus City Schools 2011-2012 Number Show and Tell Domain: Counting and Cardinality Cluster Statement: Compare Numbers Materials: 2 Number cubes (labeled 1-10) Index cards Marker 10 frame Counters Popsicle sticks Directions: Three students are needed to play this game. First player rolls the number cube, shows the other players the number, and writes the number on index card. The second player represents the number with popsicle sticks shown as tally marks. The third player represents the number with counters on a ten frame. Players check to make sure all representations are correct. Players can trade and represent numbers in different ways. Play continues until all numbers have been represented. Differentiation/Accommodations: Represent numbers only 1 or 2 ways. For higher levels have students represent 2 digit numbers with beans, sticks or base ten blocks. Primary Math Intervention Activities Columbus City Schools 2011-2012 Number Scale Domain: Counting and Cardinality Cluster Statement: Compare Numbers Materials: Number scale Directions: Pick a student and have them place a blue weight on each side of the scale. Discuss what happens once the scale stops moving. The side of the scale that is up has the smaller number (lesser than) and the side of the scale that is down is the bigger number (greater than). If the scale stays the same that means the two numbers are equal. Differentiation/Accommodations: Have students write out the numbers and symbol for greater than (>), less than (<), or equal to (=) in a math journal or white board. Primary Math Intervention Activities Columbus City Schools 2011-2012 War Domain: Counting and Cardinality Cluster Statement: Compare Numbers Materials: Set of playing cards Directions: Distribute even number of cards to each player. First player flips card over, and then player two flips card over. Whoever has the larger number keeps both cards. If both players flip cards over with the same number, then they each flip another card over. Whoever has the larger card keeps all of the cards. Continue play until all cards are used up. Differentiation/Accommodations: You could modify this by having the lower number win. Primary Math Intervention Activities Columbus City Schools 2011-2012 Nifty Number Lines Domain: Counting and Cardinality Cluster Statement: Compare Numbers Materials: Laminated number line with numbers from 1-10. Two number or dot cubes with numbers 1-10 Directions: Have students roll the number or dot cube. Have them put a finger on the number rolled. Ask them questions about greater or less than. Ask them how they know? For example 7 is less than ten because it comes before ten on the number line. It’s greater than 5 because it comes after 5 on the number line. Discuss relationships between numbers. Five is the middle because it’s halfway between 1 and 10. Five and five equals 10. Five is greater than 4, but less than 6 etc. Differentiation/Accommodations: Modify number lines. You can use number lines from 1-5 or 1-20 for higher levels. Primary Math Intervention Activities Columbus City Schools 2011-2012 Operations and Algebraic Thinking Primary Math Intervention Activities Columbus City Schools 2011-2012 Tic-Tac-Toe Tens Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Materials: Dry erase board Two different colored dry erase markers Directions: Students will practice adding and subtracting by ten in this game. One player designs tic-tac-toe board on dry erase board. The first player writes a 2-digit number in one of the spaces. The second player adds or subtracts one or ten to write a related number in one of the spaces. Each player takes a turn writing in numbers until there is a winner. The winner has three numbers correctly written in a row. For example, 25 26 27 35 36 37 45 46 47 The numbers in italics represent those chosen by Student A. The bolded numbers represent those chosen by student B. Differentiation/Accommodations: Allow students to use a hundreds chart as a resource. Primary Math Intervention Activities Columbus City Schools 2011-2012 Sums of Ten Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Materials: Playing cards (Ace -10) or numeral cards 0-10 White board Dry erase marker Erasers Directions: Students will choose top two cards from deck. They will add the two numbers and if the sum is ten a point is earned. Record points on whiteboard. If the two cards flipped do not equal ten, then no point is earned. Players continue to take turns flipping and adding their two cards. Player with the most points after all cards are flipped wins. Differentiation/Accommodations: You can change the number to fit whatever number bonds the class is focusing on that day. Primary Math Intervention Activities Columbus City Schools 2011-2012 Double Fun Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From Materials: Paper Crayons or pencil Directions: Students will add doubles and identify sums that equal 20 by creating visual representations. Discuss different situations when students may need to double a number. For example, a child may need two teddy bear counters to play a game. How many would two children need? After brainstorming have students draw different animals or objects to create doubles posters. For example for 2’s students could draw two faces with eyes, for 5’s two hands etc. Differentiation/Accommodations: If 20 is too high have students create doubles posters to 10. Primary Math Intervention Activities Columbus City Schools 2011-2012 Domino Fact Families Domain: Operations and Algebraic Thinking Cluster Statement: Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart, and Taking From Materials: Dominoes set Dry erase board Dry erase marker Directions: Students need to record and model fact families. Use dominoes to model the commutative property of addition. For example, show students using dominoes how 2 + 3 = 5 and 3 + 2 = 5. Give each student a domino with three dots on one side and two dots on the other side. Have students use different dominoes to model various number sentences. Students will record number sentences for at least five facts families under 10. Differentiation/Accommodations: Students could work with fact families under 5 or fact families 11-20 if they need more challenge. Primary Math Intervention Activities Columbus City Schools 2011-2012 Dominoes Domain: Operations and Algebraic Thinking Cluster Statement: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from Materials: Complete set of Dominoes Directions: Play dominoes; only change the rules to one more or two more. For example, if a “3” is on the table, the students needs a “4” or “5” to make the play depending on if the rule is one more or two more. Differentiation/Accommodations: This activity should be played in small groups of 3-5. This lesson can be used to teach one less or two less in subtraction too! If students are not familiar with dominoes, start with teaching them the original game first to get them familiar with how to play. Primary Math Intervention Activities Columbus City Schools 2011-2012 Let’s Go Back Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Subtraction Materials: Unifix® cubes Directions: Make up a story problem. “There were 10 children in line. 3 children went to the office. How many children were left in line?” Give each child a 10 Unifix® cubes. Have each child count back 3 from 10 and take away 3 cubes. Tell children to count the remaining cubes. Discuss their answer. Try several different story problems using different numbers. Differentiation/Accommodations: Use smaller numbers for students that are beginning subtraction and larger numbers to challenge advanced students. This activity could be done with addition as well by telling students something has joined the group. Primary Math Intervention Activities Columbus City Schools 2011-2012 Race to Twenty Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Addition and Subtraction Materials: 2 ten frames for each child Tiles or another type of counter Spinner + or – (1st Grade Numeracy Board Resource Packet, p. 62) 1 dot cube for each student Pencil Paper clip Directions: Have each child roll a dot cube and place that number of counters on one of their ten frames. Then each child spins the spinner to determine if the operation is plus or minus. Then they roll the dot cube again to use that number to place or take away counters from their ten frames. Keep rolling the dot cube and spinning until a student reaches 20 exactly. If a student does not have enough counters to take away from their ten frames or tries to add too much to their ten frames, they lose their turn for that round. Differentiation/Accommodations: Younger students can just use one ten frame and call the game “Race to Ten”. Another differentiation could be to just add using the dot cube and not the spinner. You could also start with 10 or 20 counters and subtract using the number rolled on the dot cube. Primary Math Intervention Activities Columbus City Schools 2011-2012 How Much More Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Addition Materials: A cup and counters Directions: Put number counters in a line and cover up some with a cup (no more than 18). Have the students count the number of counters they see and then ask them “How many counters will I need to make ___?” Lift the cup to show them the counters they need to make the number after students have time to figure out the answer. Use different amounts of counters or use one number with different variations under the cup. Differentiation/Accommodations: Use smaller numbers with struggling students. Primary Math Intervention Activities Columbus City Schools 2011-2012 Construct It Domain: Operations and Algebraic Thinking Cluster Statement: Represent and Solve Problems Involving Addition Materials: Work mat Unifix® cubes Directions: Give each student the same number of Unifix® cubes and a work mat. Then have students break the Unifix® cubes into two parts. Write down and discuss the different combinations for that number. Make sure to write down all number combinations before moving onto another number. Differentiation/Accommodations: Make sure to use numbers below 10 for struggling students. You can also have advanced students break a number up into more than two parts. For a challenge you can use numbers greater than 10. Primary Math Intervention Activities Columbus City Schools 2011-2012 Are You Ready to Rumble? Domain: Operations in Algebraic Thinking Cluster Statement: Understand and Apply Properties of Operations and the Relationship between Addition and Subtraction Materials: Overhead projector/Document camera White boards and markers (1 per student) Directions: The teacher has the overhead/document camera set up at the front of the class. On it, she writes an addition or subtraction math fact, leaving out the operation sign. For example, 4 __ 5 = 9 or 10 __ 4 = 6 needs to be written on the overhead. Students will write the sign that goes into the math fact on their white boards then turn their white boards over. Next, once the teacher sees that everyone is ready, she says “Are you ready to RUMBLE?” Students hold up their white boards so that the teacher can see it. Have a student explain their thinking to the class. Repeat! Differentiation/Accommodations: Have students work in pairs and discuss why choose the addition sign or the subtraction sign prior to writing it down. Primary Math Intervention Activities Columbus City Schools 2011-2012 Opposites Domain: Operations and Algebraic Thinking Cluster Statement: Understand and Apply Properties of Operations and the Relationship between Addition and Subtraction Materials: Index cards (with addition/subtraction number sentences up thru 10) White dry erase board Dry erase markers Overhead projector/Document camera Directions: Teacher will create addition/subtraction number sentences on index cards up thru facts of 10. The teacher will pass out white dry erase boards and markers. The teacher will place a number sentence on the overhead projector or Elmo and the students will write a number sentence opposite of what they see. For example; the teacher displays 4 + 2 = 6, the students will have to write a subtraction (opposite of addition) number sentence for the same numbers 6 – 2 = 4 or 6 – 4 = 2. The student who gets the opposite number sentence correct first will win the card. The teacher will repeat this process using different number sentence cards. At the end of the activity, the student with the most cards wins. Differentiation/Accommodations: This can be done as whole group or small groups up to 5. To challenge your students create addition/ subtraction cards up thru 20. This can also be done with the students showing the teacher the opposite using manipulatives (teddy bears, centimeter cubes, colored tiles) showing part-part-whole or whole-part-part. Primary Math Intervention Activities Columbus City Schools 2011-2012 Flip It Domain: Operations and Algebraic Thinking Cluster Statement: Add and Subtract within 20 Materials: A deck of playing cards (remove all the face cards) Directions: The teacher will deal out all the cards between both players. The players will then organize their cards in their hands, as many as they can hold, the others will be in a stack in front of them face-down. One player will call out “FLIP IT" and at the same time both players will flip a card out of their hand and on to the table face-up. The first player who can add the two cards together correctly will get the set of cards. After all the cards have been flipped, then you can begin a new round. The winner of each round is the player with the most cards. Differentiation/Accommodations: This activity should be done in small groups of 2-3 students. This can be used to teach subtraction and helping the students understand that they have to subtract from the bigger number first. Teacher can choose to work with a smaller amount of cards instead of a whole deck for beginner practice. Primary Math Intervention Activities Columbus City Schools 2011-2012 Dirty Domino Dozens Domain: Operations and Algebraic Thinking Cluster Statement: Add and Subtract within 20 Materials: Set of Double-Six Dominoes Directions: Play dominoes. Place all dominoes face down so the dots can not be seen. The teacher will flip one domino at random. The first player flips a domino and joins the sets of dots on both dominoes. If the total number of dots on both dominoes equal 12 or a dozen, the player will keep both dominoes. If the total number dots on dominoes do not equal 12 or a dozen, the player will leave them face up on the table. The second player will flip one domino and looks for any face-up domino that could be joined with another face-up domino to make 12 or a dozen. If a combination of 12 or a dozen can be made, the player takes those two dominoes, if 12 or a dozen can not be made, the player will leave those dominoes face-up. Play continues to until all dominoes have been flipped face-up. The winner is the player with the most dominoes at the end. Differentiation/Accommodations: Focus on joining smaller sets of dots to equal numbers such as 4, 6, 8, and 10. For higher level students, have each student write an equation for each of their flips or look for higher combinations up to 20. Primary Math Intervention Activities Columbus City Schools 2011-2012 Bear Fact Family Fun Domain: Operations and Algebraic Thinking Cluster Statement: Add and Subtract Within 20 Materials: Bear Fact Resource Page (48 total bears 5-12) Craft sticks Tape Teddy bear counters Directions: Cut out the bears and tape each bear on a craft stick. All bears will be placed face down on the table. The first player will choose a bear and flip it over. The other player has to name two numbers that make up the number on the bear’s belly (they may use the teddy bear counters to help them decompose the flipped number). The player receives one point for each fact in the fact family that is named correctly. Players take turns choosing bears and naming facts in the fact family. The first player to reach 20 or more points wins. Differentiation/Accommodations: This activity should be done in small groups of 2-5 students. Teacher can choose to work with a smaller amount of bears instead of all 48 bears (ex. 5-10). Primary Math Intervention Activities Columbus City Schools 2011-2012 5 5 5 6 6 6 6 7 7 7 7 8 Primary Math Intervention Activities Columbus City Schools 2011-2012 12 8 8 8 9 9 9 9 9 10 10 10 Primary Math Intervention Activities Columbus City Schools 2011-2012 10 10 10 10 11 11 11 11 11 11 12 12 Primary Math Intervention Activities Columbus City Schools 2011-2012 12 12 12 12 12 12 12 Primary Math Intervention Activities Columbus City Schools 2011-2012 Number Line Jump! Domain: Operations and Algebraic Thinking Cluster Statement: Work with Addition and Subtraction Equations Materials: Laminated number lines (1-10) Dot cube (one, numbered 1-6) Cards numbered 1-9 Directions: Teacher will supply laminated number-lines to the group. The teacher will then pull a card and call out the number. The student will place a colored counter on the number. The teacher will then roll the dot cube and call out that number. The student will jump with his or her finger the number of spaces forward on the number line. The teacher will then ask key questions: • What number did we land on? • How many spaces did we jump with our finger? • Can we write an addition number sentence for these numbers? Repeat with using different number cards and dot cube rolls. Differentiation/Accommodations: This activity should be played in small groups of 3-5. This activity can be used to teach subtraction by moving backwards on the number-line! For groups that are lower start with number-line 1-5 and for group that are higher use number-lines 1-20. Primary Math Intervention Activities Columbus City Schools 2011-2012 What’s Missing! Domain: Operations and Algebraic Thinking Cluster Statement: Work with Addition and Subtraction Equations Materials: Linking cubes (12 for each player) Dot cubes (Two, numbered 1-6) Directions: First player will roll the dot cube, add the two rolls together and then call out the number. All players will then build a tower using the stated number. Once the towers are complete, each student will hold their tower behind their back and break it into two pieces. One at a time, each player will put one piece of their broken tower out in front of them. The other players will try to guess the missing piece. The first one to guess the missing piece correctly gets a point. Once all players have shown their towers, the round is over. Roll a new set of numbers for the next round. When the game is over, the student with the most points wins the game. Differentiation/Accommodations: This activity should be played in small groups of 3 or more. This activity can be used for teaching part-part-whole and subtraction. Primary Math Intervention Activities Columbus City Schools 2011-2012 How Many More Domain: Operations and Algebraic Thinking Cluster Statement: Work with Addition and Subtraction Equations Materials: Clear plastic jars Centimeter cubes Directions: Teacher will say, “Let’s count out 3 centimeter cubes and put them in front of us.” Students and teachers will count aloud 3 cubes together (1, 2, 3). Next, the teacher and students will place the “3” centimeter cubes in their jar and screw the top on tightly. Then the teacher will ask the students to shake the jar and say, “I have 3 cubes in the jar.” Teacher will then ask, “Can we count on using this jar. Watch. We don’t have to count these in the jar, because we already know how many we have, right?” Have individual students recall to the teacher how many cubes are in the jar. Now the teacher will ask, “If we add one cube, how many do we have altogether?” The students will put the cube next to the jar not in it. Without shaking the jar, see if the students can figure out they only have to add 1 to the 3 in the jar. Have the students yell out how many they have now (i.e., “I have four.”). Repeat with a different number up to 10. Differentiation/Accommodations: This activity should be played in small groups of 3-5. This activity can be used for teaching part-part-whole and subtraction. For higher level students do number up to 20. Primary Math Intervention Activities Columbus City Schools 2011-2012 Using Addition to Multiply Domain: Operations and Algebraic Thinking Cluster Statement: Work with Equal Groups of Objects to Gain Foundations for Multiplication Materials: Colored chips Number cards Directions: Give each student 20 colored chips. Explain the link of repeated addition to multiplication. Hold up a number card, for example 3. What is our answer if we double it, 3 + 3? Wait for students to discuss and get a unanimous answer of 6. Explain that they just multiplied 3 × 2 … two groups of 3. Move on to a new number card, skipping the addition step and see if they are able to multiply it by 2. This is best done in small group. Teacher asks a student for answer, if she/he is able to correctly answer then she/he receives the number card. If not, ask the student to check his/her work using the colored chips. The student with the most number cards at the end wins. ** Students can use colored chips to figure out answer. Differentiation/Accommodations: Use larger number cards. Have students multiply by 3 or 4. Primary Math Intervention Activities Columbus City Schools 2011-2012 Multiplication and the Zero Rule Domain: Operations and Algebraic Thinking Cluster Statement: Work with Equal Groups of Objects to Gain Foundations for Multiplication Materials: Colored chips Bags – Ziploc® or brown lunch bags Directions: Give each table/group a handful of colored chips and several bags. Teacher models a set number (e.g., 2) in one bag. Then, teacher puts the same number of chips in another bag. Ask the children how many chips we have in both bags. Do the children agree that we have 4 chips altogether? Discuss that we just multiplied 2 chips times 2 bags (2 × 2). Empty the bags. What would happen if we had 2 bags with 0 chips in each bag? How many chips would we have altogether? Does everyone agree that we would have 0 chips? Discuss that we just multiplied 0 chips times 2 bags (0 × 2). Repeat this step with 5 bags, 7 bags, and 0 chips. Why do we get the same answer? Is there a number that is staying the same? Differentiation/Accommodations: Use this game to illustrate a variety of multiplication situations (not just zero). Primary Math Intervention Activities Columbus City Schools 2011-2012 Multiplication and the Identity Rule Domain: Operations and Algebraic Thinking Cluster Statement: Work with Equal Groups of Objects to Gain Foundations for Multiplication Materials: Colored chips Bags – Ziploc® or brown lunch bags Directions: Explain the identity rule. Give each table or group a handful of colored chips and several bags. Model using one bag and placing chips (e.g., 4) in it. We have 1 bag and 4 chips, how many chips do we have altogether? Make sure everybody agrees on 4. We just multiplied 1 bag × 4 chips (1 × 4). Repeat steps with new numbers and have students follow along with their tables or groups. Discuss what the students noticed and whether they observed any patterns. Make sure all students understand the identity rule. Differentiation/Accommodations: Use this activity to discover other multiplication situations/story problems. Primary Math Intervention Activities Columbus City Schools 2011-2012 Number and Operations in Base Ten Primary Math Intervention Activities Columbus City Schools 2011-2012 Making Twenty Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers 11-19 to Gain Foundations for Place Value Materials: Ten frames, (2 per student) 10-20 numeral cards Two-color counters Directions: Each student needs to have two ten frames. Students draw a number card and construct the number on their ten frames. Teacher asks questions, “How far away from ten?” “How many more to make twenty?” Differentiation/Accommodations: Use one ten frame and numeral cards 1-10. Use three tens frames and numeral cards 20-30. Have students write down math facts that they discover while using one, two or three tens frames and their two-color counters. Primary Math Intervention Activities Columbus City Schools 2011-2012 Let’s Count by Tens! Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers 11-19 to Gain Foundations for Place Value Materials: 100 chart Ten frames Multiple of ten numeral cards Directions: Students count to 100 by 10’s while pointing to the numbers on the 100 chart. Student draws a multiple of ten numeral card, counts to that number while laying down a ten frame with each count. When the child is done counting, the teacher asks, “How many?” “How many tens?” Have the child note that in the number sixty there are six groups of ten and that the six ten frames show the same as sixty. Differentiation/Accommodations: Focus on numbers ten, twenty and thirty for an introduction. Use numbers thirty to one hundred thirty for an extension, use this as an opportunity to introduce hundreds place value. Primary Math Intervention Activities Columbus City Schools 2011-2012 Creating Groups Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers 11-19 to Gain Foundations for Place Value Materials: Collection of objects up to 20 (cubes, bears, double sided counters) Directions: Students count objects in a variety of ways (1’s, 2’s, 5’s, and 10’s). Ask how many groups of each and how many are not in a group. For example, if you have twenty counters, and count them by 5’s, you have four groups of five with zero left over. Differentiation/Accommodations: Try this game with a different number of counters. You can try an odd number for more of a challenge, a smaller number than twenty or a number larger than 20. Primary Math Intervention Activities Columbus City Schools 2011-2012 What is the Number? Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers 11-19 to Gain Foundations for Place Value Materials: Base ten blocks Two-color counters Index cards (3 per group) Crayons (3 per group) Directions: Ask children to give an example of ways they can represent an amount by using a word, a number, a tally mark or a model (base ten blocks). Hand out materials and tell students we are going to use the materials to represent the same number in multiple ways. Example: Teacher calls out the number 15. Give blocks to one child in a group, the counters to another, index cards to another and crayons to another child in the group. The two children with blocks and counters show how to make the number 15. The children with the index cards work together to show 15 in three ways (write the number 15, make 15 tally marks and write the word fifteen). The students then check each other’s work. Differentiation/Accommodations: Children can grab a handful of counters and represent the number of counters in three ways (word, write the number, use tally marks, use another set of counters, etc.). Have sets of counters around the room. Students rotate to sets of counters, counting each set and writing down the number and number word. Primary Math Intervention Activities Columbus City Schools 2011-2012 Place Value Domain: Number and Operations in Base Ten Cluster Statement: Work with Numbers 11-19 to Gain Foundations for Place Value. Materials: Cuisenaire Rods Place value mats Directions: Teacher models representing a number using Cuisenaire rods. Assign a value to each rod (ex: white 1, orange 10). After discussion and working through a few examples together have students work with a partner and build assigned quantities with the Cuisenaire rods. Encourage students to exchange smaller value rods for larger value rod while leaving remaining rods in one place. Differentiation/Accommodations: Simplify by using smaller numbers and challenge with larger numbers. Primary Math Intervention Activities Columbus City Schools 2011-2012 Looking at Place Value Domain: Number and Operations in Base Ten Cluster Statement: Work With Numbers 11-19 to Gain Foundation for Place Value Materials: Base ten blocks (20 units and 1 rod per pair) Place value mat Directions: Pose this problem: George has 12 oranges in his basket. His friend Kayla didn’t know that George had so many oranges. She went to the store and bought 5 more oranges. When Kayla added the 5 oranges to George’s basket of 12 oranges, how many oranges did they have in all? How many different ways can you represent or show this number? Introduce the base ten blocks, stating that the block stands for one unit. Have the students make a group of 12 and a group of 5. Tell your students that counting all of the blocks is one way to represent or show how many oranges you have in all. Students count all of the units. Tell your students you can show this problem in a different way. Introduce the rod by saying that it has 10 blocks or units and it is worth 10. Ask your students to replace 10 units with a rod by placing the rod in the tens column on their mat. Make it a point to explain that the 1 in the number 17 represents a group of ten because it is in the tens place. Ask: How many tens are in 12? After you replace 10 units with a rod, have your students count again. Do they come up with the same answer? Why? Differentiation/Accommodations: Use Unifix® cubes to represent different numbers. Ask your student to get 14 snap cubes. Have your student count out 10 snap cubes and place them in a small box. Then, count on from 10 to 14. Did the student get the same amount as they did when counting by 1’s? Primary Math Intervention Activities Columbus City Schools 2011-2012 Counting Using Base Ten Symbols Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) Materials: White board/maker Or Paper/pencil Projector Directions: Using a projector the teacher will display different numbers using base ten symbols (e.g.,  │•••• is 114), and call on students to read the number in two ways, grouping (1 hundred 1 ten and 4 ones) and standard (one hundred fourteen). Students will write symbols and display on either white board or paper. Differentiation/Accommodations: Students can count on together as teacher adds unit to the symbol displayed with projector. With projector, teacher will display how to regroup when ones symbol reaches 10. Primary Math Intervention Activities Columbus City Schools 2011-2012 Constructing a Number Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) Materials: Place value mats 100’s, 10’s, & 1’s base ten blocks Directions: Teacher will state a number based on students understanding at the moment, and ask them to construct the quantity using the base ten blocks. Once the students have created a number, for example 23, have the students’ show 23 in a different way. So, if a child uses two tens and 3 ones to represent 23 the first time they might show 23 a different way by using 1 ten and 13 ones. Differentiation/Accommodations: Depending on student understanding, simplify the numbers (up to 50) or challenge the student (up to 1,000). Primary Math Intervention Activities Columbus City Schools 2011-2012 Round Robin Counting Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) Materials: Number chart Directions: Teacher begins on a given number and points to one student at a time to state the next number in the sequence. Differentiation/Accommodations: Skip count by 2’s, 5’s or 10’s. Have each student count a row or column. Count without the number chart. Primary Math Intervention Activities Columbus City Schools 2011-2012 Constructing a 100’s Chart Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting Sequence (1-120) Materials: 100 number charts copied on card stock Scissors Small baggies Directions: Teacher will pre-cut 100’s charts either by rows or columns. Each student will receive a baggie and be instructed to put the rows or columns in sequential order, to recreate the 100 chart. Differentiation/Accommodations: To simplify have students work with a couple partners and only use one baggie. Students will work together to construct the 100 chart. You may choose to use a 99 chart, along with the 100 chart for this activity. Primary Math Intervention Activities Columbus City Schools 2011-2012 Building Numbers with a Friend Domain: Number and Operations in Base Ten Cluster Statement: Extend the Counting on Sequence (1-120) Materials: Base ten mats 100’s, 10’s, & 1’s base ten blocks Number cards (1-100) Directions: Students will work with a partner. Number cards will be placed face down in a pile. Students will take turns picking cards, but build the quantity together using the base ten mat and blocks. After teacher assesses work students can continue picking cards and creating numbers. Differentiation/Accommodations: To simplify, use number cards between 1 and 50. To challenge students use number cards between 100 and 1000. Primary Math Intervention Activities Columbus City Schools 2011-2012 What is the Value of That Digit? Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: White boards/markers Base Ten Mat 100’s, 10’s, & 1’s base ten blocks Directions: In order for students to complete this task they first must understand base ten symbols (, │, ●). Teach if needed. Have students build a number using base ten materials. Ask student to write the number and represent the number using the base ten symbols. Call on students to state the number in the hundreds place, tens place, and ones place. Make sure students also state what number represents. For example, if the number is 63, that means that there are 6 groups of ten and 3 ones. Differentiation/Accommodations: Simplify number (1-50) students are building or challenge student with a larger number (100-1,000). Primary Math Intervention Activities Columbus City Schools 2011-2012 Who Has More? Domain: Number and Operations in Base Ten Cluster Statement: Understanding Place Value Materials: Place value mats (2 per pair of students) Base ten blocks (rods and block/units) Post-it® notes Pencils Directions: Read this story to students: John and Ann are best friends who like to collect rocks. John has 34 rocks in his collection and Ann has 68 rocks. Who has more rocks, John or Ann? How do you know? How can you show me? One student in the partnership shows John’s rocks using the base ten blocks and the place value mat while the other partner shows Ann’s rocks. Next, the students write the numbers of each on a sticky note and place the sticky note below the place value mat that shows their number. On another sticky note, the pair of students decide which is more, draw and place a greater than or less than sign (<, >) in-between the two numbers and corresponding place value mats. Have student pairs do the same for a different set of numbers, 38 and 32. One student shows 38 and the other partner shows 32. Ask the students to compare the number of ones in each number. Compare the ones and then insert the correct symbol (<, >). Differentiation/Accommodations: You may want to practice using the greater than and less than symbols before doing this activity if your students have not had prior experiences using these symbols. Primary Math Intervention Activities Columbus City Schools 2011-2012 Representing Numbers Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: Collections of counters in baggies, 20-100 Small index cards Directions: Students count objects and group objects by tens and say the total. On an index card, students record the number of tens and ones and write the symbol (2 tens 8 ones, write 28). Differentiation/Accommodations: Use smaller or larger collections of counters. Create collections of counters in sequential order (20, 21, 22, 23, 24, 25, etc.) and have students place their index cards in a number line. Primary Math Intervention Activities Columbus City Schools 2011-2012 Making Sense of Place Value Terminology Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: Collections of counters in baggies, amounts from 20-100 Directions: Students count the objects in their baggie by 1’s. Students state total and their partner double checks their counting. Then, student pairs group objects by tens. Teacher uses both grouping language, talking about how many groups of tens and how many ones followed by 5 tens and 4 ones is fifty-four. Illustrate to the students that 54 is the same as 5 tens and 4 ones. Repeat activity with different collections of counters. Differentiation/Accommodations: Group counters by fives then talk about how many groups of fives make ten. Primary Math Intervention Activities Columbus City Schools 2011-2012 Grouping Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: Collection of counters in baggies with amounts 20-100 White boards/markers Directions: Students count their objects and then group by tens. Record the number in groups of tens and ones on white board. Have students hold up white boards to assess that numbers were written correctly. For example: 4 tens and 3 ones. Repeat. Differentiation/Accommodations: Have students create a group of objects for their partner. Use white boards to show groups of tens and ones. Use tally marks to illustrate number in a different way. Primary Math Intervention Activities Columbus City Schools 2011-2012 Counting with Groups of Ten Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: Collections of counters in baggies with amounts between 10-100 Paper with small empty ten frames (10 on each page) Directions: Have students count their collections, and then color in that number on the ten frames. For example, if a child counts a collection of 47 bears, they should color in four ten frames and seven on the next ten frame. Ask, “How many tens? How many ones?” Differentiation/Accommodations: Use collections of objects up to 10 if beginning place value. Have students color in ten frames first then count a collection of objects to match. Primary Math Intervention Activities Columbus City Schools 2011-2012 Count a Different Way Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: None Directions: Teacher shows student how to count orally: 34 is 3 tens and 4 ones 35 is 3 tens and 5 ones 36 is 3 tens and 6 ones Students count along with teacher and continue the counting pattern on their own. Differentiation/Accommodations: Students round robin count using this format. Have partners count back and up taking turns, using this format. Primary Math Intervention Activities Columbus City Schools 2011-2012 What is the Quantity? Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: Base ten mats 100’s 10’s, & 1’s base ten blocks White boards or paper Overhead Projector/Document camera Directions: Teacher displays a number with the base ten blocks placing them on an overhead projector/document camera. Students write the number they think the blocks represent on their white board. Ask students to hold their white boards above their heads to check student answers. Differentiation/Accommodations: Simplify numbers using 1-50, or challenge students with larger numbers 100-1,000. Primary Math Intervention Activities Columbus City Schools 2011-2012 How Many all Together? Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract. Materials: Place value mats (one per student) Base ten blocks Paper and pencils Directions: Students work with a partner. Read the following story problem to students: Steve needs 20 blocks to play a game. He dumped red blocks and blue blocks on the dining room table and added them together. He counted 15 red blocks and 3 blue blocks. What is the total number of blocks Steve has? Are there enough blocks to play the game? Teacher models on the board as students work with place value mats. One student displays the number 15 and the other the number 3 on their place value mat. Teacher asks questions about which number is in the ones and tens place (how many tens, how many ones). Teacher asks students to combine their numbers to one chart, again asking how many tens and ones now? Teacher helps students understand they just added 15 and 3 together. Teacher writes the problem on board putting numbers in columns and guide how to combine numbers. Students also write the problem on paper and add together. Differentiation/Accommodations: Teacher will write several two-digit addition problems on board. Groups can choose two problems they would like to work on together. They will solve the problem using place value mats and base ten blocks. Primary Math Intervention Activities Columbus City Schools 2011-2012 Subtracting With the Ten Frame Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Materials: Small ten frame cards filled from 1-10 (1 set per pair) Directions: Review the ‘make ten strategy’ when adding using one and two ten frames. Challenge students to use the same idea to add on to a two-digit number. You may choose to have students work in pairs. Students first make a two-digit number with the small ten frame cards. They stack up all of the less-than-ten cards and turn them over one at a time. For example, if you have 73 – 7 and take off 3 to get to 70, then 4 more is 66. Repeat and challenge students to use a different strategy to try to find the strategy that is most efficient. Differentiation/Accommodations: Use one-digit and two-digit numbers. Primary Math Intervention Activities Columbus City Schools 2011-2012 Ordering Domain: Number and Operations in Base Ten Cluster Statement: Understand Place Value Materials: Small ten frames filled from 1-10 (2 sets per pair of students) Filled ten frames (10 per pair of students) Directions: Read this problem to your class: Maggie has a set of number cards labeled 0-20. She counts them and sees that three of the cards are missing. How can Maggie determine which cards are missing? Brainstorm with your class about the different ways Maggie can tell which ten frames are missing. After creating and trying different ways, ask the kids to put the ten frames in sequential order. Have each child touch the tens frames as they say the corresponding number. Differentiation/Accommodations: Have students complete this activity with numbers up to 100. Use Unifix® cubes to make numbers 1-30 and put in sequential order. Make sure to group cubes by 10. Primary Math Intervention Activities Columbus City Schools 2011-2012 Let’s Subtract without Regrouping Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Materials: Base ten blocks Place value mats Directions: Read this problem to your students: Jose and Lana are partners for a project. They got 15 markers and their teacher told them to select the 12 that they like the best, then give back the ones that they don’t want to use. How many markers should the kids give back to their teacher? Distribute the base ten blocks and the place value mats to the students. Instruct the kids to show the 15 markers with the single units. Ask your students, “How many units do you need to exchange it for a rod”? Have students exchange their units. Ask, “Where on the place value mat should we put the rod? Where should we put the single units?” Ask the students to take away the 12 units from the chart, reminding the students that the rod is 10. Ask, “How many units are left in the ones column of the place value chart?” Differentiation/Accommodations: Complete this activity using markers then, use the base ten blocks to illustrate place value. Primary Math Intervention Activities Columbus City Schools 2011-2012 Let’s Subtract with Regrouping Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Materials: Base ten blocks Place value mat Directions: Read this problem aloud to your students: James has 37 red bouncy balls. He decided to give 8 balls to his friend. How many balls will James have left? Handout base ten blocks to each pair of students along with a place value mat. Instruct the children to show 37 on their place value mats. Write the answer on the board with the math fact. Ask the children to take away or subtract 8 from the rods and units on the place value mats. When the students realize they can’t take away 8 from the single units because they only have 7 units in the ones column, ask: Why can’t we subtract 8 from the blocks in the ones column on this place value mat? Ask the children to take away one rod from the tens column and replace it with ten ones. Then have them place the ten units in the ones column. Explain to the kids that the value of the total has not changed, recount to reinforce idea. Have students figure out if there are 8 to subtract. Students take away 8 from the 37 units from the ones column. Then have the children figure out the remaining value on the chart of the tens and ones combined. Repeat as needed. Differentiation/Accommodations: Use snap cubes or colored tiles to make the groups of numbers. Then, have the students put the counters into groups of ten. Then subtract with regrouping. Primary Math Intervention Activities Columbus City Schools 2011-2012 Let’s Add with Regrouping Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Materials: Base ten blocks Place-value mat (2 per pair) Directions: Read this problem aloud to your students: David plays basketball for the Irish, his third grade team. He scored 16 points in the first half of the game. He scored 17 points in the second half. How many points did David score during the game? Handout base ten blocks to each pair of students along with two place value Mats. Remind and model for your students that when the ones place value has ten units, the students should exchange the ten units for a rod then move it to the tens column. Write the addition problem 16 + 17 in column form on the board or overhead. One student in the pair needs to represent 17 and the other student needs to represent 16. Read this to your students: Let’s add these numbers together. Move all of the ones from one chart to the other then move all of the tens from one chart to the other. How many ones are there? How many tens are there? Count the ones, exchange ten ones for a rod and put the rod in the tens place. How many tens and ones do we have all together? Teacher says, 16 blocks added to 17 blocks is the same as 33. Write the answer on the board with the math fact. Differentiation/Accommodations: Use snap cubes or colored tiles to make the groups of numbers. Then, have the students put the counters into groups of ten. Primary Math Intervention Activities Columbus City Schools 2011-2012 Adding With the Ten Frame Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract Materials: Small ten frame cards Directions: Review the ‘make ten strategy’ when adding using one and two ten frames. Challenge students to use the same idea to add on to a two-digit number. You may choose to have students work in pairs. Students first make a two-digit number with the small ten frame cards. They stack up all of the less-than-ten cards and turn them over one at a time. Together they talk about how to get to the total quickly. Share students’ strategies with the class. Repeat and challenge students to use a different strategy to try to find the strategy that is most efficient. Differentiation/Accommodations: Use one-digit and two-digit numbers. Primary Math Intervention Activities Columbus City Schools 2011-2012 Subtracting from 100 Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract. Materials: Place value mat Counters-chips Dice (you can either use the dice with dot arrangements or blank dice and you write the numeral): • One numbered 1-6 • Other - cover 4, 5, & 6 dots with sticker. Write 1, 2 & 3. Mini ten frames (filled in) Directions: Students work with a partner. The goal of the game is to be the first student to get to zero. Begin with the 100 block in hundreds column. A student rolls the dice and subtracts the sum of dice from 100. Before doing so student will need to trade 100 block for 10 ten frames and place in tens column then student will be able to subtract number. Ex: A 4 and a 2 were rolled, the sum is 6. The student will take 6 away from 100. The student will trade one ten frame for 10 ones. After subtracting 6 from ones column it will leave 9 ten frames in tens column and 4 ones in ones column. Differentiation/Accommodations: Take 100 column away to simplify or add 1,000 column to challenge students. Primary Math Intervention Activities Columbus City Schools 2011-2012 Adding to 100 Domain: Number and Operations in Base Ten Cluster Statement: Use Place Value Understanding and Properties of Operations to Add and Subtract. Materials: Place value mat (with hundreds, tens and ones columns) Counters-chips Two number cubes • One numbered 1-6 • Other - cover 4, 5, & 6 with stickers and create a number cube with numbers 1, 1, 2, 2, 3, 3. Mini ten frames (filled in) Directions: Students work with a partner. The goal of game is to get to 100. A student rolls the dice and adds the sum of the numbers then places the counters on his/her place value mat to represent the number. The second student rolls and does the same thing. There should not be more than nine chips in the ones column. Make sure students are exchanging their ones for a filled tens frame. Once there are ten filled ten frames in the tens column, put the 10 ten frames together with a paperclip and place in the hundreds column. Once students understand how to play the game they will continue playing until they reach 100 on their mat. Differentiation/Accommodations: Take the 100 column away to simplify, or add 1000 column to challenge students. Primary Math Intervention Activities Columbus City Schools 2011-2012 Measurement and Data Primary Math Intervention Activities Columbus City Schools 2011-2012 Water Overflow! Domain: Measurement and Data Cluster Statement: Describe and Compare Measurable Attributes Materials: Mr. Archimedes’ Bath by Pamela Allen (optional) Large container Medium container Water Variety of manipulatives – different shapes and sizes Directions: Place the medium sized container inside of the large container. Fill the medium sized container with water and fill it to the top. Have the students begin placing the manipulatives in the medium container to observe the displacement of water. How does the size of the manipulative affect the amount of water that overflows from the container? Discuss what makes the water spill over the sides. Differentiation/Accommodations: You may want to use this as a small group activity or allow the students to go outside and do it all together. Primary Math Intervention Activities Columbus City Schools 2011-2012 Like a Day in the Park Domain: Measurement and Data Cluster Statement: Classify Objects and Count the Number of Objects in Categories Materials: Attached worksheet Directions: Have the students look at the objects found in the park and complete a tally chart based on their observations. Differentiation/Accommodations: You could take your class for a walk around the school and have students make their own observations and tally chart. Primary Math Intervention Activities Columbus City Schools 2011-2012 Name _________________________________ Date __________ Like a Day in the Park The pictures below represent items seen at the park. Fill in the chart below with the appropriate number of tally marks. Items Observed at the Park Items at the Park Number of Items Bench Bird Flower Tree Primary Math Intervention Activities Columbus City Schools 2011-2012 Classifying Solid Figures Domain: Measurement and Data Cluster Statement: Classify Objects and Count the Number of Objects in Categories Materials: Assortment of geometric solids – cones, cubes, spheres, rectangular prisms, cylinders, and pyramids Directions: Allow the students to observe and examine each solid. Use the chart below (or create your own) to identify the characteristics of each solid. Cone Cube Cylinder Pyramid Rectangular Prism Sphere Roll Slide Spin Stack Differentiation/Accommodations: If you have enough manipulatives, you could do this as a small group activity. Primary Math Intervention Activities Columbus City Schools 2011-2012 Button Sort Domain: Measurement and Data Cluster Statement: Classify Objects and Count the Number of Objects in Categories Materials: The Button Box by Margarette S. Reid (optional) Variety of buttons or pictures of several different buttons Directions: Read The Button Box by Margarette S. Reid. Discuss the buttons you see as you read the story. Give each student 5 buttons. Ask them to discuss the attributes of their buttons. How are your buttons alike/different from your neighbor’s buttons? How could you sort your buttons? Have the students sort the buttons by color, shape, material, number of holes, etc. After the students have sorted the buttons, have them observe how they are all the same in certain characteristics but how do they remain different? Differentiation/Accommodations: Give the students more/less buttons to sort. Sort by more than one attribute. Primary Math Intervention Activities Columbus City Schools 2011-2012 Book Sort Domain: Measurement and Data Cluster Statement: Classify Objects and Count the Number of Objects in Categories Materials: The Tall, Tall Tree by Anna Cook Flowers in the Spring by Jackson Brown The Happy Caboose by Laura Smith Trains All Around Us by Jared Waters Springtime Is Fun by Anna Cook Animals Found in Africa by Warren Smith Cars, Trucks, and Planes by Meg Cook Tigers and Lions Roam Free by Warren Smith Tulips, Pansies, and Roses by Pete Nguen Helicopters Twirl by Julio Martinez Wonderful Animals by Sam Mondo Flowers and Other Plants by Jesse Washington Directions: Talk about these books with your students. How could we sort them? Look at the covers, content, etc. Decide on a way to sort them into different groups. Discuss and describe how you are sorting and then make a list of the books in each group. Differentiation/Accommodations: Give the students more/less books. Have them sort by more than one attribute at a time. Primary Math Intervention Activities Columbus City Schools 2011-2012 String Around the Bunny Domain: Measurement and Data Cluster Statement: Measure Lengths Indirectly and by Iterating Length Units Materials: Stuffed Bunny (or animal of choice) Meter stick or ruler Yarn Directions: Talk to students about measuring a stuffed bunny around his body. Why can we not measure around the bunny with a ruler or meter stick? We usually measure using a ruler, so why can’t we measure around our animal with a ruler? Show them the yarn. How could this be useful to measure the bunny? After discussion, demonstrate how to measure around the bunny with the string, and then measure the string on the meter stick. Differentiation/Accommodations: Have different animals for different groups, and compare the results with a bar graph. Primary Math Intervention Activities Columbus City Schools 2011-2012 Inching Around the Room Domain: Measurement and Data Cluster Statement: Measure Lengths Indirectly and by Iterating Length Units Materials: 1” grid paper Glue Tag board strips or strips cut from a file folder Ruler Directions: Give each student a strip of tag board and part of a sheet of 1” grid paper. Students create a ruler to measure items around the room. Students cut out a row with 6 squares from the 1” grid paper. The strip is then glued to the tag board strip provided. Students walk around the classroom and measure different items with the ruler they created. Differentiation/Accommodations: Have students find items that are approximately the size of their inchworm. Students needing to work with shorter lengths or smaller units can cut one or two 1” squares to create their ruler. Primary Math Intervention Activities Columbus City Schools 2011-2012 Cube Measurement Domain: Measurement and Data Cluster Statement: Measure Lengths Indirectly and by Iterating Length Units Materials: Unifix® cubes Attached worksheet Directions: Students collect a handful of Unifix® cubes. Have students connect them to create a stick. They will use this stick to measure items in the room. Use the worksheet attached as a guide to collect objects that are longer than their stick, shorter than their stick, and the same length as their stick. Differentiation/Accommodations: Students can add cubes to make their stick longer and measure taller items. How many more cubes did you need to measure the height of the table, chair, etc.? Primary Math Intervention Activities Columbus City Schools 2011-2012 Race Around the Clock Domain: Measurement and Write Time Materials: 2 dot cubes Attached worksheet Directions: Roll 2 dot cubes and find the sum. Write this number on the appropriate space on the clock. Continue rolling the dot cubes until every space is filled on the clock. When you only have 1 left, you may use 1 dot cube. Continue tossing the cube until the clock is complete. Differentiation/Accommodations: Use the dot cubes to take numbers off of a number on the clock, take apart the clock. Primary Math Intervention Activities Columbus City Schools 2011-2012 Name _______________________________ Date ___________ Race Around the Clock Roll 2 dot cubes and find the sum. Write this number on the appropriate space on the clock. Continue rolling the dot cubes until every space is filled on the clock. When you only have 1 left, you may use 1 dot cube. Continue tossing the cube until the clock is complete. Primary Math Intervention Activities Columbus City Schools 2011-2012 Literacy and Telling Time Domain: Measurement and Data Cluster Statement: Tell and Write Time Materials: The Grouchy Ladybug by Eric Carle Get Up and Go! by Stuart J. Murphy Judy clocks – clocks that children use in your room Chart paper Markers/crayons Directions: Read The Grouchy Ladybug by Eric Carle aloud to your class. As you read, discuss the time as new characters enter the book. Have your students use individual clocks to follow the storyline or time of the characters in the book. If you do not have Judy clocks available, have individual students move your teaching clock. (You can also do a similar activity using Clocks and More Clocks by Pat Hutchins.) Get Up and Go! – Read this book aloud to class. Read it again, encouraging them to recognize the timeline on each page. As a class, create a timeline of your school day. Have each child illustrate a timeline for their morning, evening, or weekend. Allow students to share their timelines with the class. Differentiation/Accommodations: Get Up and Go! by Stuart J. Murphy – Depending on the level of your students, their timelines may be by the minute or by the hour. Primary Math Intervention Activities Columbus City Schools 2011-2012 Create a Clock! Domain: Measurement and Data Cluster Statement: Tell and Write Time Materials: 12 white index cards (5” × 7”) 12 yellow, pink, blue, or green index cards (3” × 5”) 4 different colored sticky dots (15 of each color) Paper fasteners Hole punch Directions: Use 15 of one color sticky dot and place 5 on the long side of 3 white index cards (see image A). Repeat with 3 different colors of sticky dots. In the corner of each card, punch 2 holes (see image B). Using paper fasteners, connect each card so they form a circle. Once assembled, write the numerals 1-12 on the colored index cards and place them around the clock. Image A Image B Differentiation/Accommodations: You can ask 12 students to volunteer and stand in a line next to each other. Have each student hold up their hand with 5 fingers spread apart. How many fingers do you think your friends are holding up? How could we figure this out? Encourage them to count by 5’s. Starting with 5, ask which person would be 15, 45? Give the students the numeral cards and ask them to arrange themselves in a circle so the 12 is opposite the 6 and the 3 is opposite the 9. Talk about the 5 minute intervals between each numeral. Have a new volunteer walk around from 12 to 1 while class counts by 5’s, then 1 to 2, 2 to 3, etc. Placing the index card clock on the floor, have students place their numeral around the clock. Talk about the different colors of sticky dots and what they may signify. Split the circle into fourths and show the relationships between the fourths of the circle and the fourths of the floor clock. What part of an hour has passed if 15 minutes, 30 minutes, or 45 minutes have passed? Primary Math Intervention Activities Columbus City Schools 2011-2012 Graph Search Domain: Measurement and Data Cluster Statement: Represent and Interpret Data Materials: Newspapers/magazines that include graphs Construction paper Scissors Glue Directions: Place a stack of newspapers/magazines, construction paper, scissors, and glue in the center of each table. Discuss as a class the different types of graphs. Instruct students to look through the newspapers and magazines to find a graph. Once they have found a graph, have students cut it out and paste it on a piece of construction paper. As they are finishing up, have the students discuss what their graph shows as a small group. When everyone has found a graph, discuss what each graph represents and some of the similarities and differences. Differentiation/Accommodations: Cut out some extra graphs in case your students are unable to find a graph in their newspapers or magazines. Primary Math Intervention Activities Columbus City Schools 2011-2012 Data Collection That Matters Domain: Measurement and Data Cluster Statement: Represent and Interpret Data Materials: Chart paper Markers/crayons Data collection worksheet Directions: Instruct students to use the data collection sheet to interview the students in their class to find their classmates’ favorite sport. Talk about how to collect data, the use of tally marks, and what this data might be useful for. Allow students to talk to one another and collect data about their classmates’ favorite sport. When the data is collected have the student count the tally marks and write the total in each column. Use the data to create a bar graph and discuss the results with the class. Differentiation/Accommodations: Complete this task in groups. Give a list of data for the students to use to make their bar graphs. Introduce other types of graphs that could be used to represent this data. Primary Math Intervention Activities Columbus City Schools 2011-2012 Data Collection Sheet Name __________________________ Favorite Sport Type of Sport Primary Math Intervention Activities Tally Total Columbus City Schools 2011-2012 Creating Unifix® Bar Graphs Domain: Measurement and Data Cluster Statement: Represent and Interpret Data Materials: Unifix® cubes of different colors Data collected by teacher Directions: Put students in groups of two and give each group a set of different colored Unifix® cubes. Using the data provided by you, instruct students to create a bar graph using the Unifix® cubes. For example if your data reads “Students’ Favorite Fruits,” and 7 students like blueberries, 5 like strawberries, and 2 like bananas, then your students would stack 7 blue Unifix® cubes, 7 red Unifix® cubes, and 2 yellow Unifix® cubes. Place them side by side to create a bar graph. Differentiation/Accommodations: Create a chart with more or less data for the kids to represent. Give students paper to put their Unifix® bar graphs on and have them label each axis. Primary Math Intervention Activities Columbus City Schools 2011-2012 Data Analysis Domain: Measurement and Data Cluster Statement: Represent and Interpret Data Materials: Attached worksheets Directions: Use the attached worksheets to have your students analyze the data provided. Discuss their results. Differentiation/Accommodations: Have students create their data and swap with a classmate. They can then read/interpret each other’s information. Primary Math Intervention Activities Columbus City Schools 2011-2012 Name _________________________________ Date __________ Favorite Sports Baseball Soccer Golf Basketball What are you able to observe from the data above? Which two sports are liked the most by students? Which sport is liked the least by students? How many students like soccer? Primary Math Intervention Activities Columbus City Schools 2011-2012 Name _________________________________ Date __________ Kids on the Bus Bus Number Bus # 209 Number of Kids Bus # 99 Bus # 104 Bus # 74 = 10 students What are two observations from the data above? 1. 2. Primary Math Intervention Activities Columbus City Schools 2011-2012 Inches or Feet Domain: Measurement and Data Cluster Statement: Measure and Estimate Lengths in Standard Units Materials: Attached flashcards Ruler Yard stick Directions: Discuss with the class some of the different units for measurements, highlighting inches and feet. Hold up a flash card with an image on it (e.g., a pencil). Ask students if they think the item is 6 inches long or six feet long. Discuss what students know about feet and inches to help them come up with their answer. Allow students to get into groups and use the flash cards to answer the length question on each card. Come back as a whole class and talk about what the students have discovered. Differentiation/Accommodations: Allow students to estimate the length of each object on their own. Primary Math Intervention Activities Columbus City Schools 2011-2012 6 inches or 6 feet 1 inch or 1 foot 3 inches or 3 feet 24 inches or 24 feet 2 inches 2 feet 10 feet 10 inches Primary Math Intervention Activities Columbus City Schools 2011-2012 Estimating Shapes Domain: Measurement and Data Cluster Statement: Measure and Estimate Lengths in Standard Units Materials: Yarn or string cut in all different lengths Ruler Directions: Assign students to groups of two. Have each group find five items the length of a standard ruler or shorter. Have the students pick a string that they think is about the length of their object. Once all students have picked out their items and estimated the lengths with string, have a discussion on how to use the ruler correctly to measure in inches. Instruct the students to measure their objects with the strings that they selected and then with the ruler. Have the small groups discuss the difference between the two distances. Instruct each group to bring the object that they were closest on their estimation to a whole class discussion. Have a whole class discussion about students’ strategies to estimate as well as strategies to check their estimations. Differentiation/Accommodations: Have the students cut their own strings to estimate the length of their objects. Have the students choose more or less items to estimate and measure. Primary Math Intervention Activities Columbus City Schools 2011-2012 Beans…Beans…Everywhere! Domain: Measurement and Data Cluster Statement: Measure and Estimate Lengths in Standard Units Materials: Dried beans (5 per student all different sizes, and types) Pencils Rulers Measuring tapes Yardsticks Student Recording Sheet Literary Connection: Jack and the Beanstalk Directions: Read Jack and the Beanstalk. After reading the story, tell students they will get a magic bean to practice their measurement skills. Teacher will need to talk about and review vocabulary such as; inches, centimeters, yard, foot, length, distance and estimation. Teacher will explain to the students that they will be flicking their beans from their area, recording estimates, and doing actual measurements. Teacher will demonstrate these steps first. Students will flick their beans, write down an estimate of how far they think it traveled, and then do an actual measurement with a ruler, tape measure, or a yardstick (the key is the student has to decide what to use according to their estimation and the distance they think their bean has traveled). After students have completed 10 trials with flicking their beans and recorded their measurements, the group can talk about the different distances, estimations, and the different tools they used to measure. Questions a teacher may ask are; • Why are there differences in our measurements? • Why did I use a ruler and not a tape measure or yardstick? • What bean type went the farthest, and why do you think that? Differentiation/Accommodations: Students can be divided into 2 teams. Each team can be assigned a bean bag, pencil and a clipboard. The teams will have a start and a finish line. The first teams to reach the finish line with all the correct recordings (estimate measurement and the actual measurement) recorded correctly using the right tool wins. Primary Math Intervention Activities Columbus City Schools 2011-2012 Measuring Centimeters and Millimeters Domain: Measurement and Data Cluster Statement: Relate Addition and Subtraction to Length Materials: Centimeter/millimeter ruler Attached worksheet Directions: Put students in groups of two and have them identify objects around the room to measure. Model how to measure one item such as a pencil, water bottle, etc. in both centimeters and millimeters. Be clear which marks on the ruler the students should use. Instruct groups of two to find five objects to measure and fill in the chart with both centimeters and millimeters. When students are finished, or time is up, have students come together and have a whole class discussion about the items measured. Each group will share and model how they measured one item on their list. Ask questions such as: which is larger, a millimeter or centimeter? How many millimeters are in a centimeter? Differentiation/Accommodations: Put limits on the size of objects to be measured. Have students measure in inches instead of centimeters/millimeters. Split activity into two days and have them measure the same objects one day in centimeters and the next in millimeters. Primary Math Intervention Activities Columbus City Schools 2011-2012 Name:________________ Date:______________________ Objects: 1.)_______________________ ________cm _________mm 2.)_______________________ ________cm _________mm 3.)_______________________ ________cm _________mm 4.)_______________________ ________cm _________mm 5.)_______________________ _________cm ________mm Primary Math Intervention Activities Columbus City Schools 2011-2012 Perimeter Inch by Inch Domain: Measurement and Data Cluster Statement: Relate Addition and Subtraction to Length Materials: 1” color tiles Different sized rectangular paper (measured in inches) Directions: Put students in groups of two. Give each group a handful of 1” colored tiles and a variety of different sized rectangular pieces of paper. Discuss the idea of perimeter and have the students measure the perimeter of their paper using the tiles. Differentiation/Accommodations: Use rulers to measure the shape and add each side together to come up with the perimeter. Measure the perimeter with several different shapes. Primary Math Intervention Activities Columbus City Schools 2011-2012 Adding and Subtracting Using Unifix® Cubes Domain: Measurement and Data Cluster Statement: Relate Addition and Subtractions to Length Materials: Unifix® cubes at least two different colors Paper Pencil Directions: Students work with a partner to complete addition/subtraction problems using Unifix® cubes as units of measurement. Teacher will introduce a story problem: During math class students were working with Unifix® cubes to create a snake that is 9 units long. They already have 6 Unifix® cubes connected to make their snake. How many more Unifix® cubes would they need to complete their nine unit long snake? Create other appropriate story problems based on your students needs. The students complete the problem using Unifix® cubes and record both the addition/subtraction problem as well as the answers. Model how to use addition to check your subtraction problems. Differentiation/Accommodations: Use story problems that involve larger or smaller numbers based on students’ needs. Have students create their own addition or subtraction problems using Unifix® cubes as units of measurement. Primary Math Intervention Activities Columbus City Schools 2011-2012 What’s in a Dollar? Domain: Measurement and Data Cluster Statement: Work with Time and Money Materials: Attached worksheet Highlighters Directions: Give 3 copies of the attached worksheet to each student. On the first worksheet, have the students circle five 1¢ boxes to equal a nickel until all the boxes are circled. Repeat this process on the other worksheets for dimes and quarters. Discuss how many nickels, dimes, and quarters are in one dollar. How do you know? Differentiation/Accommodations: Primary Math Intervention Activities Columbus City Schools 2011-2012 Name _________________________________ Date __________ What’s in a Dollar? On the first sheet, circle/color a group of five 1¢ boxes to equal a nickel. Repeat these steps for making dimes and quarters. How many nickels are in a dollar? _______ How many dimes are in a dollar? _______ How many quarters are in a dollar? _______ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ Primary Math Intervention Activities Columbus City Schools 2011-2012 Show Me the Money! Domain: Measurement and Data Cluster Statement: Work with Time and Money Materials: Attached worksheet Play money (optional) Directions: Use the attached worksheet to have the students demonstrate their ability to make money in a variety of ways. They can either draw money images to show their configurations or you can provide them with play money to manipulate what they know. Differentiation/Accommodations: Add or take away the last problem based on the level of your students. Primary Math Intervention Activities Columbus City Schools 2011-2012 Name _________________________________ Date __________ Show Me the Money! A popsicle costs $0.75. In your wallet you have lots of nickels, dimes, and quarters. Show 2 ways you could buy the popsicle. Orange juice from the vending machine costs $1.25. You can only use coins to purchase the juice (no bills). Show 2 ways you could buy the orange juice. 1. 1. 2. 2. A bag of crackers costs $0.95. You have lots of nickels, dimes, and quarters. Show 2 ways you could buy the crackers. If you wanted to buy both the popsicle and the juice, how much money would you have spent? Show how you figured this out. 1. 2. Primary Math Intervention Activities Columbus City Schools 2011-2012 Add Up to $10.00 Domain: Measurement and Data Cluster Statement: Work with Time and Money Materials: Attached worksheet Dot cube Marker for game board Play money Directions: Split students into groups of three and give each group a game board, dot cube, set of fake money, and game board maker for each student. Assign one student to be the banker and two students to play the game. Instruct the students to take turns rolling the dot cube and moving around the game board. When the student lands on a space, they are to read the amount of money aloud. If the student read the amount of money correctly, the banker will give the student that amount of money. If the student identifies the amount of money incorrectly, they will not receive the money and the turn will go the next player. The game goes on until one student has ten dollars. Differentiation/Accommodations: Have the goal amount of money at the end of the game be a higher amount. Start with larger amounts of money and have the student subtract their money until they reach a lower amount of money. Make a new game board that includes even amounts of money. Primary Math Intervention Activities Columbus City Schools 2011-2012 $0.75 $1.59 $2.73 $0.99 $1.02 $4.77 $0.44 $5.30 $1.23 $3.33 $2.73 $3.21 START $4.44 $0.09 $7.25 $0.75 $4.65 $0.66 $4.89 $0.55 $1.33 $2.99 $1.99 $6.50 Primary Math Intervention Activities Columbus City Schools 2011-2012 Trade for Ten Domain: Measurement and Data Cluster Statement: Work with Time and Money Materials: A set of play money Dot cubes Attached worksheet Directions: Assign students to groups of two. Give each group a handful of play money, two dot cubes and one worksheet per student. Instruct students to take turns rolling the two dot cubes and adding them together. Using the sum of the two dot cubes instruct students to place the number of pennies on the Pennies side of their worksheet. Every time a student gets ten pennies they can be traded for one dime. Once a student has ten dimes the game is over. Have students discuss in small groups what it means to have ten dimes and then get together and discuss as a class. Differentiation/Accommodations: Have students complete this activity using nickels, and quarters instead of dimes. Primary Math Intervention Activities Columbus City Schools 2011-2012 Trade for Ten Dimes Primary Math Intervention Activities Pennies Columbus City Schools 2011-2012 Geometry Primary Math Intervention Activities Columbus City Schools 2011-2012 Geometric Designs Domain: Geometry Cluster Statement: Identify and Describe Shapes Materials: Attribute Blocks Picture created with geometric shapes Directions: Show students a picture that contains geometric shapes and ask them what shapes they see (square, rectangle, triangle, circle, etc.). Then ask them how many of each shape they see. Ask students what other types of pictures they could make using those shapes. Give students attribute blocks and allow them to experiment with the shapes asking them if they could make a boat or an ice cream cone. Ask students to think about what shapes they would use to make a house. Have students create a house with the shapes, trace the shapes and then color their picture. Differentiation/Accommodations: Students who are struggling to create their own house can be given a pattern block picture of a house. They would just lay the shapes on top of the picture and identify how many of each shape they used. Students who need challenged could create their own picture or design, trace it, and then trade it with a partner to solve each others. Primary Math Intervention Activities Columbus City Schools 2011-2012 Two-Dimensional Scavenger Hunt Domain: Geometry K, 1, 2 Cluster Statement: Identify and Describe Shapes Materials: Create spy glasses in the shape of a circle, square, rectangle, and triangle Paper Pencil or Crayons Directions: Children go on a scavenger hunt around the room to look for and identify two-dimensional shapes. The shape of their spy glass is the shape they are hunting for (i.e. circle spy glass, look for circles in room). After students are done, have students return to their seats and draw what they found and write where they saw it in the room. Differentiation/Accommodations: Students who are struggling should be paired with a partner/buddy to do the activity. Primary Math Intervention Activities Columbus City Schools 2011-2012 Spheres & Cubes Domain: Geometry Cluster Statement: Identify and Describe Shapes Materials: 1” Color cubes (1 per group) Rubber balls, such as tennis balls (1 per group) Paper bags (2 per group) Directions: Have a class discussion about solid and flat shapes and how they are different. For example, show students a sphere and circle and ask students how they are different. Discuss how many sides and vertices a cube and sphere have. Introduce the following scenario to the students: Sam brought a block and ball to school to play with during recess. When it was time to go outside, he reached into his bag and pulled out one of the toys. It had no sides. Which toy did Sam grab? 1. Students work in groups. Give each group a bag with a cube in it (write 1 on outside of bag). Have students reach into the bag and feel the shape without looking. Ask students to describe what they feel and record their responses. Ask them what shape they think it is and why. 2. Give groups a bag with a ball in it (write 2 on outside of bag) and repeat the steps in step 1. 3. Have the students look in the bags and remove the shapes. Students examine and discuss the shapes. Differentiation/Accommodations: Students may have trouble saying the word sphere, so practice it as a class. Students who struggle to identify a sphere and cube should be given the geometric solids to hold as they describe them. Primary Math Intervention Activities Columbus City Schools 2011-2012 Shape Train Domain: Geometry Cluster Statement: Analyze, Compare, Create, and Compose Shapes Materials: Set of attribute blocks Set of number cards 1, 2, and 3 Directions: Put students in groups of four to five. Give each group a set of attribute blocks and a set of number cards. Have one student start with a shape. The next student draws a number card and places it next to the original shape. They then pick a shape that has one, two, or three differences from the original shape (based on the number on the number card drawn) and place it next to the number card. The next student repeats these steps and so on until a shape train has been created, or as long as time allows. Differentiation/Accommodations: Have students connect the shape train at the end, so they consider the shape at the beginning of the train and at the end of train. Primary Math Intervention Activities Columbus City Schools 2011-2012 Shape Congruency Domain: Geometry Cluster Statement: Analyze, Compare, Create, and Compose Shapes Materials: Geoboards Rubber bands Directions: Pair students in groups of two and give each group a geoboard and two rubber bands. Talk about the three basic shapes that the students will be working with during this activity (triangle, square, and rectangle). Talk about what it means to be congruent – equal shape and size. Instruct the first partner to create a shape on their geoboard, and then have the second student create a congruent shape to the first student’s shape. Have the pair discuss how they know that the two shapes are congruent. Differentiation/Accommodations: Have students create shapes that are more complex on the geoboards (e.g., hexagon, octagon, irregular shapes, etc.). Have students discuss why we are not using a circle as one of the shape to create. Primary Math Intervention Activities Columbus City Schools 2011-2012 Shape Grab Bag Domain: Geometry Cluster Statement: Reason with Shapes and their Attributes Materials: Variety of manipulative shapes with all different attributes Grocery bag Directions: Pair students in groups of two and give each group a bag full of shapes with different attributes. Instruct the first student to reach into the bag and pull out one shape. Have the student identify that shape and describe the attributes of the shape including color, size, thickness, number of sides, and number of corners. Instruct the same student to reach into the bag pull out another shape that is congruent to the first shape they pulled out. (Explain/discuss the meaning of congruent shapes.) Make sure the shape has the same number of sides and corners to confirm that it is congruent. Repeat these steps with the other student. Differentiation/Accommodations: Have students reach into the bag and grab a shape. Instruct students to identify the shape without looking at it but by feeling the sides and corners. Primary Math Intervention Activities Columbus City Schools 2011-2012 How Many Sides/Corners? Domain: Geometry Cluster Statement: Reason with Shapes and their Attributes Materials: Set of basic shape manipulatives Teddy bear counters Directions: Pair students in groups of two and give each group manipulatives – one of each shape and a handful of teddy bear counters. Instruct students to place the square on the table and put one teddy bear counter on each side of the square. Ask, how many teddy bear counters are placed on your square? How many sides does a square have? Instruct students to place one teddy bear counter on each vertex of the square. Ask, how many teddy bear counters are placed on your square? How many vertices does a square have? Instruct students to repeat steps with the triangle and circle. Discuss how many teddy bear counters are on the circle. Why do you not place teddy bear counters on the circle? Differentiation/Accommodations: Have students explore the sides and corners of more complex shapes such as a trapezoid, hexagon, octagon, etc. Primary Math Intervention Activities Columbus City Schools 2011-2012 What Shape Am I? Domain: Geometry Cluster Statement: Reason with Shapes and their Attributes Materials: Set of attribute blocks Directions: Place a set of attribute blocks in the center of each table. Create descriptive riddles in order to get your students to guess the correct shape that you are thinking of. Once the students think they know the shape that you are thinking of, have your students choose the shape and hold it up in the air. Give more descriptions in order to rule out some of the shapes that were picked. Examples: 1.) I am a shape with no vertices or sides 2.) I am blue, thick, and have three sides 3.) I am a shape that has four sides, but not all of my sides are equal Differentiation/Accommodations: Give more or fewer details in order for the students to guess the correct shape. Have students create a set of clues for a specific shape. Primary Math Intervention Activities Columbus City Schools 2011-2012