This is an easy game to work on shapes. All you need is bingo sheets that you can make with just tracing shapes onto a piece of paper and then once it is made, you can then make copies on the copier machine. I am sure there are some on teachers pay teachers. You also need shape cards to call out for them. If you wanted to you could use shapes as their bingo markers.

An engaging game to help learn how the words look and how they are spelled. The teacher would create a bingo board with geometrical shapes on one side and on the other side have a bingo board with the vocabulary words and the teacher would show the shape to the class and they would have to identify which shape was which name. If the teacher decides to put both bingo boards on one sheet of paper than they may need to use cardstock so it doesn't affect the way the boards look back to back, to make sure you can read both boards without seeing the board on the other side of the paper..............................This can be an activity after you teach a lesson about shapes and what they are called. It can be fun and they can earn prizes or the reward system your school uses, we use Spartan Shields when a student demonstrates one of the PBIS 3 )be respectful, be responsible, and be safe).

The teacher will be at the front of the class either writing on a big piece of paper or on the whiteboard. The only materials needed are a big piece of paper or a whiteboard, colorful markers, expo pens, mini whiteboards or let them use their desks . The Anchor chart will be created as a class, the teacher and the students suggest ideas for the activity. The Anchor chart will have 4 columns; shape, sides, vertices, and examples. Underneath the shape column will be every shape you can think of. The sides column will be the number of sides each shape has for example, a circle has 0 sides but a triangle has 3. Vertices are the number or angels in a geometrical shape, there are 0 in an oval but there are 5 for a pentagon. The last column is a real life example that will help them remember which shape it is, a pizza for a circle and a honeycomb for a hexagon. This will keep the students engaged and it can be a fun activity for the kids to see how good on an artist the teacher is, or for more interaction you can have students volunteer to come up and draw an example.

This activity needs space on the floor for students to be on the ground and a teacher with a list of angels, shapes, or lines. The teacher will call out one of the three categories and the students will have to make that thing, for example, if the teacher called out parallel then two students would lay across from each other to make parallel lines. If the teacher were to call out square then four students will need to lay in a square formation. The teacher can also participate which students always love. This can become a warm up before the lesson or this can be the lesson and then give them a quiz afterwards to see if they recall what they just learned. The following day you could do a worksheet to see if they can remember what they learned.

The teacher will start the lesson/activity off at the front of the classroom on the whiteboard or big piece of paper and markers. The students need expo markers, pen and pencil or individual whiteboards. After the materials are passed out then the students will draw their own T-charts. This uses both kinesthetically and auditory learning. If the teacher wanted to involve all three learning styles then the students could shout out the answer at the end of each round. Then the teacher will make a T-chart with each column labeled thumbs up or thumbs down. Next the teacher will draw a shape above the T-chart and the students will copy the shape in the column they believe is correct. The teacher will make up shapes to see if the students know the differences. This can be a warm up before the lesson to see what they know, and then again after the lesson to see if their answers are different. You could also do this as a quiz, later in the week and have them turn it in to see if they recalled what you taught them.

I have a big sneaker collection and my students know that and talk about my shoes often. I decided to make some funny word problems to help remember what sells, gets rid of, buys more, is given, and so on. One of the first questions I did was "If Ms. Molina has 90 pairs of sneakers and she got rid of 7 of them, how many sneakers does Ms. Molina have left?" I then asked them if they knew how to solve this and half of them did and the other half didn't know, had no idea if it was an addition or subtraction problem. I then went over the words and which ones are addition problems and which ones are subtraction problems. If you wanted to make this more difficult you could make these into multiplication problems. These questions can be written a numerous amount of ways, and can be done as a class as a lesson then be given a worksheet or quiz to show their knowledge. The only things needed are a big piece of paper or a whiteboard and markers.

The teacher needs to make cards a head of time with word problems but leaving the number part out and the students have to do that part. This will give them some freedom and the feeling of making it their own. Then they come up to the teacher and ask for their work to be checked. Once the teacher tells them that it is correct then they go and give it to a classmate and the classmate tries to solve it and vice versa. This will allow them all to come up with their own equations and then the kids who might be quiet and never share their answer will feel more included because they are playing a part but not having to talk in front of the class.

This is some what like Mad Libs, only the teacher can make it up prior to and they just fill in some blanks as a class or the teacher can give it to them as an assignment and they have to come up with a word problem story and then give it to a classmate and see if they can solve it. This can give them a chance to show creativity and give them a sense of freedom and maybe some power because they are in charge or making sure the math problem makes the sense/solvable, and if their classmate solves it wrong it is their responsibility to teach them how to do it.

The only materials the students need are whiteboards or pencil and paper, and the teacher needs a big piece of paper/big whiteboard, doc cam or SMART board to show the students how to do the activity. Sometimes kids need to see it in order to understand, or given real life scenarios or compare things to things they see daily in order to learn or fully comprehend something. Math is hard, and if you give a student, especially one with a learning disability, as many tools as possible the better chance they will have a better understanding of what they are being taught. The teacher will read a word problem out loud or have it somewhere for the class to see and they will have to draw the number of items the word problem calls for. This can be used to work on addition/subtraction/multiplication/division word problems.

Depending on what you use as your manipulatives, you can give your students that item and then read them a number problem. When learning word problems it is most effective to use more than one type of learning style. My favorite combination is all of them but kinesthetic learning is what I prefer if I had to choose one of the three. When using manipulatives you are involving kinesthetic learning which also helps with retention of the lesson or activity. If you read them a word problem about "Gabi was given 4 donuts and she shared 3 with her friends, how many does donuts does Gabi have left?" They would then put 4 of whatever manipulative item they have and move 3 of them to one side of the desk and then count how many are left. Hands on learning is very effective.

I play it in my classroom. It is a fun way for the kids to work on their multiplication facts, and it is quick so they have to be paying attention and taking advantage of their tools like their multiplication charts. I give them the option of a multiplication chart and/or manipulatives.

I give all of the kids one of two boards, depending on which they prefer, then I call out multiplication problems from a bowl of multiplication equations. The kids then win a candy or a small bag of chips. (Any math group)

All you need is a deck of cards for every group of 2-3 students. Then you show them how to play as an example because if a student hasn't played the game "War" before then it might be a little confusing at first, but they will catch on! I will describe how to play it. You take the deck of cards and you split the deck into half of into thirds, depending on if their are 2 or 3 students playing in each group. Then all at the same time they flip the top card of each of their decks and that student wins those cards. If they flip over the same card then they each place 3 cards face down in a row and then flip a 4th card face up to see who has the highest number of card. You do this until the teacher wants them to stop.

It is sijmilar to the best dice game ever, Yatzee. You will hand the students each a chart that you have created and make..................... Then all you do is multiply the number that the student rolls by 1-6, depending on which numbers they have already done.

The students will get into groups of two. Then they will be given a white board and two expo pens, and two dice. The object of the activity is to add, subtract, or multiply. Once each person rolls their die they each write down their number and their partners number then add, subtract, or multiply them. If they are choosing to do subtraction then they need to write the problem out accordingly so they don't get a negative number unless the teacher is okay with that! They can do this activity for as long as the teacher wants. It is a great warm up activity as well because it is engaging and it allows them to talk, use their hands, and it gets their brain ready for your lesson! (Any age group)

The teacher needs bags, objects of their choosing to count with, pencils/expo markers, and paper/whiteboards. The students will then be put in groups of two, to add, subtract, or multiply the number of items in each of the bags. Once the students are in groups, the teacher will then give each group two of three bags depending on what level you are having them work on. Inside each bag will be a certain number of items like pencils, shapes, candy, or milk caps, anything that can fit multiple of inside each bag or basket. Each partner will empty a bag and count how many they have. They will then add/subtract/multiply the number of each bag. Next, write their answer on their paper or white board and then raise their hand for the teacher to come and look at their answer before they are given two new bags to use. This activity can go on for as long as the teacher would like.

All you need is to find or make bingo boards that have numbers on them, bingo chips, bingo cards, and a voice. You call out a number and the students have to be able to recall what the number is and looks like. If you have some students that really struggle with this you can show them the number after the students who can do it have put their bingo chip down, so they still feel included. But the point of this is for them to know what the number sounds like and what the number looks like.

Depending on the holiday during that month, you can use candy that is about that holiday, items, like Easter eggs for March, or four leaf clovers, bunnies, or chicks/peeps. It can make the activity more fun and it can be an incentive to either keep one of the items or candy! All the materials needed is whatever items you are choosing and pencil and paper.

The students trace their hands on paper with pencil or you can do paint and have them put their hands prints onto a piece of paper. It is up to the teacher and the mess she is wanting to clean up. One benefit to doing paint on their hands is the excitement they will have and the engagement that goes into painting their hands. After they have traced both of their hands or put their handprints on a paper then you can start with the whole class in unison counting how many fingers are on each hand and then how many fingers are on two hands. Once they have shown you that they can do that or that most of them have shown an understanding of counting to 5 or 10 they can get into groups of 2-5 and start counting all of the fingers that are on their papers. This will be a lesson that probably needs to be taught multiple times, even if it isn't this activity because skip counting can be a hard concept to grasp.

The teacher can decide how big of beads they want to use. The only other materials needed are a pencil and paper for the students to write down their numbers on. The difference in bead shape could be an accommodation. If a student has poor fine motor skills they may need bigger beads so they are easier to grab. If you do colored beads you could do so much with these beads! You can have the students count how many in total, how many blue, how many more pink are there than green, so many different types of equations. This can just be number counting but it can also be used to do word problems, and basic fact!

The teacher would make puzzle pieces out of paper. There will be four puzzle pieces for each number 1-20. I recommend printing them onto cardstock to help with the life expectancy of the activity. Each puzzle piece will have something on it. The first puzzle piece will have the number spelled out in word form, like "eleven", the second piece will be the actual number "11", the third will have a drawing of something and that number of that item "11 apples", and the fourth puzzle piece will have the base ten pieces, and ones pieces "1 stick of 10 and 1 single piece" to make 11. They students will then be given a couple different numbers at a time like 9 & 12, and then they will have to put each of them together. This activity can involve having to switch with classmates until you have done 1-20, or it can go on for as long as they are engaged. It is a good way to show them that there are multiple ways to show the quantity of something and multiple ways to count or show that you know how to count.