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Shapes and Sides

Standard: K.G 4.  Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities,
differences, parts (e.g., number of sides and vertices/“corners”)
and other attributes (e.g., having sides of equal length).

K.MD 2.  Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Practice: 2. Reason abstractly
and quantitatively 7. Look for and make use of structure

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Jumping Monkeys

Standards: 1.OA  Use addition and subtraction within 20 to solve word problems involving situations of addingto, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.

Practice: 3. Construct viable arguments and critique the
reasoning of others.

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Kindergarten

Standards:

CA-CC-MA-2010.K.G.5 | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
CA-CC-MA-2010.K.G.6 | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Math Practice: 4 Model with mathematics
Web Address:

http://www.nashvillearts.com/2012/08/07/polygon-exercise

By Brandi Self, Arts360 District Coordinator

This lesson is a perfect culminating activity for a geometry unit on shapes and polygons. Children’s book illustrations are a great way to introduce your students to the elements and principles of visual art. Begin by having students look at different Eric Carle illustrations, particularly Dragons, Dragons. Discuss what they see and the techniques he uses. Point out that the illustrations are collages that utilize tissue paper he created. Students will then use the polygons they have been studying to create creature collages. A minimum of five different shapes needs to be part of the collage. As students are completing their collages, have them verbalize the different polygons they are using and explain their placement choices. Allow students time to examine each other’s collage and identify the different polygons that are utilized within the collages.

To download a complete lesson plan and rubric visit nashvillearts.com.

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1st Grade

1. Erin George

2. Math Bags

3. CCSS.MATH.CONTENT.1.OA.C.6

4. CCSS.MATH.PRACTICE.MP4
5. http://www.education.com/activity/article/bean-bag-challenges/

6. Math Bag - Use your chalk to make a grid of numbers (9 small squares touching sides) on the pavement. Randomly write numbers in the square (1-9 or odd/even numbers). Have your child or another contestant stand a minimum of six feet away, or farther distances for more of a challenge. Each person tosses 3 bags onto the grid trying to score the highest cumulative score. Have your (or another) child add the score up for extra math practice! Play as many rounds as you like.

7. Solution: Solutions will vary depending on the three numbers the students get. However, make sure the students are using strategies to find the solutions such as counting on, making friendly numbers, and decomposing a number to make adding easier.

8. a) This task can be used inside a classroom using a mat with squares on it, or it can done outside the classroom where the teacher uses chalk to make the squares.

b) The students will need to have a grasp on counting on in order to solve the problems correctly. They also will need to know their math facts if they want it to be easier for them. The students could also work in partners if needed, or they could use counters to help them count out the numbers.

c) Some errors the students may make are adding wrong. For example if they are using the counting on strategy they may start at the wrong number or may end up at the wrong number. Another error the child could make while using counters is losing track of what number they are on and have to start over again to make sure they are on the right number.

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Kindergarten

1. Seena Martinez
2. Farmer Brown Chart
3. CCSS.Math.Content.K.OA.A.1
CCSS.Math.Content.K.OA.A.2
CCSS.Math.Content.K.OA.A.5

4. CCSS.Math.Practice.MP4

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1.  Jennifer Anderton

2.  Domino Math: Addition/Subtraction

3.

-CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with objects, fingers,

mental images, drawings1, sounds (e.g., claps), acting out

situations, verbal explanations, expressions, or equations.

-CCSS.Math.Content.K.OA.A.2
Solve addition and subtraction word problems, and add and

subtract within 10, e.g., by using objects or drawings to represent the

problem.

4.  CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them

5.  http://www.pinterest.com/pin/156429787031052633/

6.  Directions:

-Students use a pre-made hand out like the ones shown in the link above (either addition or

subtraction)

-The students then reach into a container of dominos and select one

-The student places the selected domino into the blank domino space on the worksheet

-The student subitizes or counts the dots on each side of the domino to create an addition or subtraction

problem (depending on the worksheet)

7.  The solution depend fully on each domino that is selected by the student Ex:

A domino with 3 dots on one side and 2 on the other can be expressed on the addition worksheet as 3+2=5 and on the subtraction worksheet as 3-2=1.

8.  This task can be used as a whole class lesson (if the teacher has enough
dominos) or as a table group lesson.  Teachers can hot glue a magnet onto the back of a few dominos and model the process for the kids (as they huddle close to watch) at the white board before letting them try it on their own

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Domino activity board for addition, subtraction, multiplication, or division. Targeting Early Numeracy (TEN) Activity | Kid's Stuff | Pinterest | Multiplication, Division and Activities

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Domino activity board for addition, subtraction, multiplication, or division. Targeting Early Numeracy (TEN) Activity

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1. How many bees in the tree?

2. Content Standard: K.OA.A.2

3. Practice Standard: 1

4. Grade- K

5. There are 7 bees in a tree,

2 more bees fly into the tree.

How many bees are in the tree?

This is a good introduction problem to word problems meant to be done in a math journal and is open to give students the ability to represent the problem in multiple ways. I would have base ten blocks or counting cubes on their tables ahead of time for them to use if they desire. They can solve this problem they can use their fingers, draw pictures, using manipulative or writing out and equation. It also is practice for solving addition problems under 10 using objects or drawings, as the content standard above asks for. I see students mainly using two methods to solve this- either using math manipulative to represent the bees or drawing pictures of bees in the journal. Unless this problem was done at the end of the year, I don't see them using mental math to solve this equation.

6. I saw the word problem while looking at a teacher blog:

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So here is the beginning of my Kindergarten Measurement Unit. This is a fun unit, and that's a great thing, because we spend a lot of time on it! The unit is divided into 4 sections: length, surface area, weight and capacity. (We're also supposed to do temperature, but we cover that so much in science that we skip it in math). As with everything, we start out with lots and lots of hands-on, concrete learning activities. But once I feel like they have had enough practice, I give them a more abstract problem so that they can apply what they've learned.

So let's start with LENGTH!

In Texas, kindergartners only need to be able to compare 2 or 3 objects and tell whether they are longer, shorter or the same (and the Common Core Standards look similar). But my children usually master that concept very quickly, so we move on to measuring with non-standard units.

K(10) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:

(A) compare and order two or three concrete objects according to length (longer/shorter than, or the same).

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

A space stick (if you're wondering) is a tongue depressor. We have them in our supply buckets and use them to help us leave spaces when we're writing.

I really use this activity as a formative assessment--to see what the children already know. I do not give the kids a lot of direction, I just give them a space stick and let them go forth into the room to find their objects. As they are working, I circulate and talk to the children. I ask them to show me objects that are longer/shorter than the sticks. I ask them How do you know? and What does that mean--shorter? (or longer?) I get a general idea of where the class stands as a whole in their understanding. I also look for children that are struggling so I can make sure to keep an eye on them as we move forward.

During share time, I have the kids show examples of longer/shorter objects. I have children demonstrate how they compared the objects. I have some children show how they lined the objects up at one end. We discuss why that's important and what happens if we don't. We also talk about the words longer, shorter, taller, bigger, and smaller. How are they the same? How are they different? When would you use them? (For example: A giraffe is _____ than I am. This pencil is _____ than the scissors). We talk about what length is. What are we measuring when we measure length?

During share time, I might ask a student: I noticed you lined the crayons up on one end as you put them in order. Why did you do that? What would happen if you didn't do that?

My favorite measuring activity!

I have the kids sit in a big circle and give them each 1 or 2 objects that I have gathered from around the classroom. (I choose objects that can easily be ordered by length). I tell them that we are going to put all of these objects in order from shortest to longest. I start by putting one object down. We review why it's important to line objects up on one end and come up with a strategy to do that for all of the objects. (Here we used the strip between the carpet and tile).

I call on a student to place his/her object down. I do not show them where to place it. They have to estimate where it will go in the whole scheme of things. For example, it wouldn't be the best idea to put the paperclip right next to the yard stick. Mostly, I let kids put things where they think they will go without interfering. Moving objects around to make room for new objects is part of the whole problem-solving process, and if I step in, I'm defeating the purpose. I do, however, guide them through questioning: I noticed you left a lot of room between your marker and the apple pointer. Can you tell me why you did that?

The more objects that are on the floor, the harder it gets. Some objects are very close in size, and the kids really have to focus to see which is longer. It is an excellent opportunity to revisit good strategies for comparing lengths (i.e. lining objects up on one end).

After a student places an object, I ask the class: Do you agree or disagree? If someone disagrees, I have them explain why.If the object needs to be moved, I have that person work with the student who placed it to move it to the correct spot.

Eventually, we get all the objects placed.

The next day, I have the students complete a smaller-scaled version for their math notebooks.

Some students will still struggle with lining the objects up at one end. In this case, I would ask the student: Which is longest? How can you tell? Is the ___ longer or shorter than the ___? Why does the marker look like it's longer than the pencil? How could we fix that?

When they are done, I have the students record their answers in their math notebooks.

Here is another activity where students place objects (wiggly worms) in order according to length. I pre-cut strips of green construction paper in various lengths and have the children pick a piece. They cut out and decorate their worms any way they want.

As with the classroom objects, we work together to put the worms in order from shortest to longest. Worms get moved around as needed. There are usually a few heated debates about worms that are close in length. Finally, when we're all in agreement, we glue them down!

Here's the classic comparing names by length activity. I use this activity as a bridge between comparing objects and actually measuring them with non-standard units.

I start by writing 2 names on the board. I will choose a really long name, like Alexandria, and write it in skinny letters all smushed together. Then I will choose a much shorter name, like Drew, and stretch those letters out so that his name is actually longer than Alexandria's. Then I ask: Which name is longer? There is a very heated debate--some kids think it should be done by the number of letters in a name. Someone will almost always tell me "You have to make all the letters the same size!" So then we discuss why and how we could do that. Then I show them the grid paper (see below) and ask (not tell) them what we should do.

The kids write their names, one letter to a square. (Longer names will need strips taped together). And just like the worms, we put the names in order from shortest to longest (or longest to shortest!) We talk about how the squares on the paper helped us keep our letters the same size and why that's important. We will revisit this idea again!

Download Measuring names

This activity introduces measuring with non-standard, or informal, units.

The children partner up and take turns tracing and cutting out each other's feet.

I do not directly model how to measure the feet. I give the kids a tub full of cubes and let them work it out on their own. We take a break about halfway through and have a discussion. I will call on several kids who are doing the things I want to see and ask them to explain. I prompt them with questions: I noticed you snapped your cubes together. Can you tell us why you did that? What would happen if you didn't? I noticed you went right down the middle and not from side to side. Why?

Then we have more discussion. I ask several students: How long was your foot. How long was your partner's foot? Whose foot was longer? What did you notice about how many cubes it took to measure your foot versus how many it took to cover your partner's? (It took more cubes to measure the longer foot). Why?

Follow-Up Activity

I show the students a cut-out of my foot and a smaller one. I ask: Which is longer?

Then I proceed to measure both feet with paperclips. As you can see, I have a variety of sizes, but the kids usually don't seem to notice or care at this point. Until, that is, we count the paperclips! So we talk about it. It took 4 paperclips to measure my foot and 6 to measure the smaller foot. Does that make sense? Why or why not? What did I do wrong? How can I fix it?

Use paper clips that are all the same size, of course! This is a very concrete example of why it's important to use units that are the same size when comparing objects based on their size! (Just like when we wrote our names in the squares for the comparing names activity).

A quick note about non-standard measurement: It is essential that kids get lots of practice using non-standard units of measurement before they move on to standard units, like inches, and centimeters. Although it is easy to teach kindergartners how to correctly use a ruler, do they really understand what an "inch" is? And if you move to these abstract, standard units too soon, students can develop serious misconceptions. After reading the teachings of people like John Van de Walle and Marilyn Burns, I am perfectly content to sticking with non-standard measurement in kindergarten!

I like to give the kids lots of practice measuring, so first we do an avtivity where they have to measure common classroom objects.

Often times, the actual measurements will include a 1/2. I generally tell my class to use their judgement and measure to the nearest cube. Some kids already understand the concept of 1/2 and write it down (although I get a lot of this: 12 in a haf).

Download Meauring with cubes

And then I let them choose what they want to measure.

Download More Measuring with Cubes

With this activity, we explore measuring the same things (in this case, pieces of tape) with different units and then comparing the answers. I put 3 pieces of tape around the room and label them A, B and C. The kids measure each piece of tape with cubes and popsicle sticks.

As you can see, the numbers are very different...

Download Mj_measuring sticks v cubes

So then we ask the question: Why are the numbers different? It's a good discussion, and the kids usually get it pretty quickly. Here is one little girl's writing:

The numbers are different because: It is not because of the tape. It is because of the object that you measure with. The popsicle stick is longer so the number is "shorter." The cubes are shorter, so it is a bigger number.

Another little girl wrote:

The numbers are different because the popsicle sticks were bigger than the cubes and took up more space.

Even though this is a simple activity, we are helping to build our students' schema. In the future, when they start learning about inches and feet and conversions, they will have had this experience--something to build on!

So here's a chance for the kids to apply what they've learned. I'm gonna warn you, at at least half of the kids, even the really bright ones, will say the puppy without a second thought. Afterall, 13 is bigger than 2!

They will also ask to see the teddy bear and puppy, which is difficult, because they don't actually exist. I tell them: I don't have them, but we do have plenty of space (popsicle) sticks and cubes. So--what can we do?

They figure out that they're going to have to lay down 2 popsicle sticks and 13 cubes to see which is longer. As a few kids figure it out and the buzz starts making its way around the room, the ones who initally said the puppy is longer get out cubes and popsicle sticks to see if they are right or wrong. It's fun to see their reaction when they figure it out!

It's hard to read, but this student wrote: The teddy bear is longer because the popsicle sticks were longer than the cubes.

And One More!

Again...the first thing they ask is "Where's the rocket?" I tell them: It crashed, so what are you gonna do?

Most lay out 5 space (popsicle) sticks and then measure them with cubes.

But I have had several students figure out that one space stick is 8 cubes long, so they just added 8+8+8+8+8. Way faster (and easier) than lining up 40 cubes!

Wow...this was a very LONG post (I'm so punny!)

Have fun measuring!

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So here is the beginning of my Kindergarten Measurement Unit. This is a fun unit, and that's a great thing, because we spend a lot of time on it! The unit is divided into 4 sections: length, surface area, weight and capacity.

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Scott Anderton

Content Standards(s): 1.NBT4 (http://www.corestandards.org/Math/Content/1/NBT/C/4)

Practice Standard(s): #4 (http://www.corestandards.org/Math/Practice/MP4)

Link to the problem and resources: http://www.k-5mathteachingresources.com/support-files/sams-base-10-blocks.pdf

4. Grade 1

Sam’s Base Ten Blocks

Scott Anderton

Content Standards(s): 1.NBT4 (http://www.corestandards.org/Math/Content/1/NBT/C/4)

Practice Standard(s): #4 (http://www.corestandards.org/Math/Practice/MP4)

Link to the problem and resources: http://www.k-5mathteachingresources.com/support-files/sams-base-10-blocks.pdf

Grade 1

Full text of the problem:

Part A - On Monday Sam used SIX Base 10 blocks to represent 24. He added 10 and recorded the new number. He kept adding one set of 10 at a time and recording the new number until he reached 84.

A)  Show what Sam did using pictures and numbers.

B)  Sam noticed a pattern in the numbers he had recorded. Describe and explain Sam’s pattern.

Part B – On Tuesday Sam used nine Base 10 blocks to represent 72. He took away 10 and recorded the new number. He kept taking away one set of 10 at a time and recording the new number until he reached 12.

A)  Show what Sam did using pictures and numbers.

B)  Sam noticed a pattern in the numbers he had recorded. Describe and explain Sam’s pattern.

Part C – On Wednesday Sam used seven base ten blocks to represent 16. He added two sets of 10 and recorded the new number. He kept adding two sets of 10 at a time and recording the new number until he reached 96.

A)  Show what Sam did using pictures and numbers.

B)  Sam noticed a pattern in the numbers he had recorded. Describe and explain Sam’s pattern.

Solution(s):

Part A –

Build two stacks of ten to represent 20 and 4 ones. Sam’s pattern shows that when adding ten to twenty four, the ones number (4) always stays the same while the tens place increases by one each time.

Part B –

Build 7 stacks of ten to represent 70 and 2 ones. Sam’s pattern shows that when subtracting by ten, the ones place number always stays at (2) while the tens place decreases by one each time you subtract ten.

Part C –

Use base ten blocks to show 1 group of ten, and 6 ones. Add two sets of ten four times until you end at 96. Sam’s pattern shows that each time you add two sets of ten the ones place (6) will not change however the tens place will increase by 2 each time.

Commentary:

I really like this problem because once the common core standards come into play a significant amount of time will be dedicated for 1st graders to explore base ten operations. They use hundreds charts, base ten blocks, beans, etc. This problem is really good for 1st graders because it is a string of a 3 part problem that gradually increases in difficulty level while building upon the students knowledge about counting by tens. The first part of the problem asks the kids to use six base ten blocks to build the number twenty four. The base ten blocks allows them to visualize two groups of ten and four ones. Once they understand that two tens and 4 ones makes 24 then they are asked to add ten more to the number twenty for. Doing this with a hundreds chart or base ten blocks is really affective because the kids can see that the pattern goes 34, 44, 54, … The kids can see that the pattern increases the tens place by 1 while the ones place stays the same. The second part of this problem asks them to build the number 72 with seven groups of 10 and 2 ones. Once again the kids are able to visualize how the number 72 is built however this time they are asked to take away 10 until they reach the number twelve. This is just the opposite of adding ten. When subtracting ten the pattern decreases by 1 in the tens place and stays the same in the ones. The last problem asks the kids to build the number 16 by creating one group of tens and 6 ones. This time instead of adding by ten they will add by two tens or 20. They will see that once again the ones place stays the same while the tens place increases by 2 this time. I think this is a good progression because it first allows the kids to see what happens when adding and subtracting by tens and then they are able to make connections regarding shortcuts they can create. This problem is great because of how hands on and visual it is.

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1. Wonderful Leaves

2. Content Standard- K.MD.1

3. Practice Standard- 5

4. Grade- K

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"Drawing A Math Story"

CA.CC.1.W, CA.CC.1.SL., CA.CC.SL.1.

CC Practice Standard: 5

grades: 1-2
This is a great and creative way to introduce math concepts in visual terms and build math vocabulary for 1st graders.

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Grades

1 - 2

Lesson Plan Type

Standard Lesson

Estimated Time

Four 40-minute sessions

Lesson Author

Publisher

Student Objectives Session One Session Two Session Three Session Four Extensions Student Assessment/Reflections
STUDENT OBJECTIVES

Students will

identify and use key mathematical terms in discussion and in writing.

draw a series of pictures telling a sequential story which depicts objects being added or taken away.

tell and write a sequential story which corresponds to their drawings.

state or write equations that correspond to their stories.

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Session One
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1. Gather students together. Review the list of math vocabulary words and ask for any additions. If no chart has been started, make one now with the students to use as a reference when they do their writing. If students have difficulty generating a vocabulary list, refer back to the stories which were read aloud; read excerpts to help students identify math words.

2. When the chart has several words on it, have students review the list of words and talk about and give examples of the meaning of each one. Leave the vocabulary chart posted on the wall for subsequent sessions, and add the words to the classroom word wall, if there is one.

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Session Two
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1. Post four or five sheets of chart paper (or any oversized paper) side by side. Gather students together. Tell them that everyone is going to participate in telling a story with pictures, and that the story will have some math in it. Begin by generating ideas as to who will be in the story and what they might be doing.

2. Ask for a volunteer to suggest a character. Ask another volunteer to suggest a setting and a third to tell what the character is doing.

3. Then ask prompting questions of the students to make sure a number of objects is established. For example, if the story is about a boy and a girl on a picnic, you might ask what they will be eating and how many food items they have. On the first sheet of paper, draw a picture to show the beginning of the story, including the character(s), setting, and the objects in question.

4. Continue by asking students what might happen next. Encourage them to use words from the math vocabulary list to describe the objects. Questions could include:

How do the characters get more or less items?
How many more?
How many less?

5. As students develop the sequence of the story, keep in mind that this is essentially an expanded story problem, so it should be simple and kept to four or five steps/pages. Draw a picture on each chart paper that shows what happens, with special attention to the objects that increase or decrease.

6. When the story is complete, have students retell it, using math vocabulary and focusing on the quantities of objects and how they change. As they retell the story, write the corresponding text at the bottom of each chart paper with a marker. Then, with a highlighter, highlight all the math vocabulary which dictates changing quantities of objects. Have students read the story a third time, and create an equation that represents what happens in the story. Leave the story posted on the wall for reference for the next session.

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Session Three
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1. Gather students together to review the illustrated story. Inform them that they will be working in groups to create their own stories. Remind them that they want to draw pictures to tell a simple story that will be about adding or taking away things.

2. Have students brainstorm some ideas about who the stories might be about, where they might take place, and what the people might be doing. Give each group four sheets of paper to draw their collaborative stories.

3. As students work, circulate among the groups to ask questions and assist when needed. As groups finish their illustrated stories, have them "read" them aloud. If the story shows no increase or decrease of something, help them work that into the story by inserting an extra page or adding to a drawing.

4. When stories are complete, have students write them out, using a shape or border template at Shape Book Pattern where they can write and print out a separate page of text for each illustrated page.

Session Four
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1. Have each student group read their story aloud to the class. After they read each story, ask questions about addition and subtraction of objects in the stories, write the equations that represent the stories on the board, and talk about the math symbols used. Students can then write equations at the top or bottom of pages with corresponding text.

2. Each group then uses their text and drawings to make a book. These can be big books, with pages mounted onto construction paper and then bound, or pages can be stapled together with construction paper covers. Keep the books available in the classroom for students to read on their own.

EXTENSIONS

Instead of having students draw first, have each group plan out their entire story using the Stapleless Book Planning Sheet and complete the stories with the Stapleless Book. After they print it out, make a copy for each student in the group so they can illustrate their own.

Have each student draw and write their own story on index cards and make an Index Card Book out of the story, following directions at the Making Books Website.

STUDENT ASSESSMENT/REFLECTIONS

Assessments, formal and informal, can be determined based on your students' needs. Examples include

student participation in whole-group shared writing.

quality of the generated vocabulary list.

quality of content in student books, especially relationship of drawings to text to equations.

student participation in discussion about their stories.

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each orange had 8 slices: a counting book

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Draw a Math Story: From the Concrete to the Symbolic - ReadWriteThink

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Grades 1 - 2 Lesson Plan Type Standard Lesson Estimated Time Four 40-minute sessions Lesson Author Publisher Student Objectives Session One Session Two Session Three Session Four Extensions Student Assessment/Reflections Students will identify and use key mathematical terms in discussion and in writing.

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1. Abigail Librizzi

2.Counting Rhymes

3.K.CC 3 and K.CC6

4. 1, 3, 7, 8

5.

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Counting Rhymes provide opportunities for children to practice a range of math skills including counting forwards and backwards, numeral recognition, using ordinal numbers, addition and subtraction. In addition to these benefits, research suggests that early learning of traditional rhymes and rhythmic poems, songs, and chants significantly enhances early reading skills and phonemic awareness. This digital download contains 44 traditional and modern rhymes in four formats:

full page rhyme

student copy

cloze activity pages

sentence strip pages

1. The full page rhyme can be enlarged and used as a Shared Reading text. Focus on one rhyme per week and create a class Counting Rhymes Big Book. Alternatively, project the rhyme onto your interactive whiteboard for use during Shared Reading sessions.

2. The student copy (2 copies per page) can be photocopied for children to paste into an individual Counting Rhymes notebook and trace over the dotted numerals. Add a rhyme each week throughout the year and have them available to children during independent reading sessions to develop reading fluency and sight word recognition, or use laminated copies in a center with dry erase markers..

3. The cloze activity pages provide opportunities for students to practice reading the rhymes and writing the missing numerals. Once children are familiar with a rhyme these pages can be laminated and used as a center activity with dry erase markers.

laminated and cut into the marked strips for use as a center activity. Children can work alone, or with a partner, to order the strips to build and read the rhyme

used to make a class book, with children working in pairs to illustrate one page of the book to match their sentence strip

photocopied for children to cut and paste in order in their individual Counting Rhymes notebook

5. Innovating on the text: Templates are also included for students to innovate on the structure of some rhymes to create their own versions. Once children know a rhyme well, and can recite it without help, they are ready to innovate on the text. This means taking the known rhyme and making changes to create something different. Before sending students off to write their own rhymes have them brainstorm a class list of words that could be used to replace words that have been omitted from the rhyme. Students can then use this list as a reference when writing their own version of the rhyme. Once completed students' rhymes can be compiled to make a book for the class library, or displayed as a wall story. See the two examples below from a first grade classroom where students reviewed facts of 10 as they innovated on the structure of a rhyme.

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Counting Rhymes provide opportunities for children to practice a range of math skills including counting forwards and backwards, numeral recognition, using ordinal numbers, addition and subtraction. In addition to these benefits, research suggests that early learning of traditional rhymes and rhythmic poems, songs, and chants significantly enhances early reading skills and phonemic awareness.

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Mercedes Binns

Content Standard(s): K.MD.A.1, K.MD.A.2, 1.MD.A.1, 1.MD.A.2

Practice Standard(s): #2

sharemylesson.com

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These walls will provide space to share problems and tasks we find, adapt, and create new. Each wall has a specified content range, but other than that, any problem or task is welcome.

Every problem posted here should be listed in our shared Math Task Bank Index.

The link to that spreadsheet is: https://docs.google.com/spreadsheets/d/1cKEBT2kWTTFB_WxW3029dFucFPwQW3NOEShtQcIukOY/edit?usp=sharing

For ANY post, please be sure to include the following, in the following order:

1. Your full name

2. The title of the problem or task

3. The Common Core content standard(s) the problem or task best addresses

4. The Common Core practice standard(s) the problem or task best addresses

5. The link(s) to problem description(s), solution(s) or other related resources (if there are any)

6. The full text of the problem, and any accompanying diagrams or figures

7. The solution(s)

8. A brief commentary that describes (a) how the task might be used in a classroom setting, (b) what kinds of things students might do to solve the problem, and (c) misconceptions students might have or errors they might make.

Note: ALL 8 components of your post can be done in an offline document (e.g., Microsoft Word) and uploaded to Padlet via the arrow icon. If you go this route, please be sure you copy #1-4 in a new post-it before uploading your document(s).