Students go around in a circle and take one turn at a time counting from 1-5 (or any other counting skill you are working on) and when you get to 5 the class sings the song

Zoom Zoom Zoom

We’re going to the moon!

Zoom Zoom Zoom

We’ll be there very soon!

5, 4, 3, 2, 1, 0 – Blast Off!

Then repeat with how ever many students you have.

Age: prek-1

Materials: Students lined up in a circle, Number line

HLP: 12, and 17

Connection to evidence-based learning:

WWC- Number line and connecting it to counting and representing it visually as well as orally when counting in different ways.

Roll the dice, see what number you get, and splat down that many number of play-dough balls!

Student is working on identifying the bigger number, once identified the student can either 'knock it out' or play it another round with another student until they get 'knocked out'.

This helps with number identification, and counting as well as engaging in an activity that can be adjusted to their skill ability, and used with other supports if needed.

Can be done individually or with a group, a student flips over that card, and places that many objects, or clothes pins on that card to match the corresponding number!

Students are given multiple 2-piece puzzles, where they identify the matching number with the number of dots or objects presented.

This activity was suggested within WWC. Breaking down the word problem to match and show visually what the question is asking of us to help the student follow along and understand conceptually.

Age: Elementary grades, 1-3rd

Materials: A word problem including 2 parts to the problem

HLP: 18,16 and 14

WWC: As this was an example given it was a strong tiered evidence-based practice.

When the word problem is given, the student reads it independently or by an adult. The student demonstrates the word problem by showing the represented number for each item. Then going back to answer what the question is asking to help them the answer they were looking for.

This strategy helps the students identify what they need to look for to then help them understand what the question is asking them.

This is a common activity to use for numerous different math strategies. I would use this one specifically for word problems as this is a great way to learn different strategies from other students that might be beneficial. This allows the student to think independently, then share with a neighbor or table group, and then share with the classroom as well.

This allows the student to keep track of the story hands-on as well as solve it if they need more support to keep track and add up numbers.

Age: 3rd-4th grade

Materials: Addition problem, and base ten blocks

HLP: 18 and 20

Connection: - National Center on Intrusive Intervention

Connecting to help the student the understanding of re-grouping

This helps the student visualize the place value numerous different times to help the student make the connection in numerous ways.

When teaching a student to help students start understanding the concept of place value, learning and using the skill of skip counting is essential. Using manipulatives to help them skip count by 2's, 5's, 10's, etc.

Working with activities that work on vocabulary, and one way you can work on bringing the comprehension up for place value is working on decomposing numbers. Using 10's Blocks as manipulatives, or any other object to help represent numbers in 10's, and 1's. Even 100's for those higher level skills.

Matching the number of eyes to the 1's place with that number of eye on the monster! This helps with counting and place value understanding.

Starting to work on fractions and helping them understand starting off with objects that go into 1/2s or 1/4s. Having a hand on object like an apple can help with understanding 2 1/2s make a whole and 4 1/4s make a whole as well. And a fun activity for students to fix and put objects back together!

Age: Grades 3rd-6th

Materials: Number line with variety of fractions to help demonstrate

HLP: 21, 16, and 18

Connection:

WWC activity is placed on page 37. This activity helps ensure they are maintaining the skill of using a number line, as well as helping students understand the concept of fractions visually.

Helping students create a fraction kit of manipulatives that they can use to help them with problems as well as creating it within it's self is great practice and activity to help with their understanding. You can make this in any size you would like and make it paper size to help with having it accessible.

This is such a great and fun activity seeing how many small cups you can fit into a larger one. Using water, rice, or any other thing that can fit into measuring cups. You are also able to see and start adding up different fractions to see what those 2 would make together.

Working together to create a pizza of the student's choice. Within this, you can work through the introductions of fractions from 1/2-1/8. You can make this into a bunch of different other pizzas of one representing different fraction sizes. This is a fun way for hands-on activities and engaging.