Using mathematics to solve problems. Your child will count, describe and estimate quantities to 100 in a variety of ways. They will understand and apply strategies for addition facts up to and including 9 + 9 and related subtraction facts, recall addition facts up to and including 5 + 5 and related subtraction facts, and add and subtract numbers to 100. Your child will solve problems using numbers, patterns, measurement and data collection, and use graphs and charts to communicate information.
Place Value Game Materials -Place Value Mat -One dice or playing cards (no face cards) How to Play (2 players) 1. Each player takes a turn either pulling a card or rolling the dice. 2. The player determines where on their place value mat, they want to place the number. They write that number in the designated column. For example: A 5 is pulled out of the deck of cards. The player chooses to put the five in the hundred column.
3. Play continues until each player has filled up their place value mat. 4. Students compare numbers. The person with the highest (or lowest) number wins. Notes and Modifications *Note that when using dice, the standard die will only have numbers 1-6 but playing cards will give you 1-9 (and if needed you can use the ace as a 0). * For younger students you can use the a few place values, whereas older students, you can go up the millions. *To go even more advanced, for those students who need a bigger challenge, have students create the highest number they can, record it down. Then make the lowest number they can, record it down. The players then subtract the lowest number from the highest number to get their new total. The player with the highest final number wins.
TAKE 50 Materials Approximately 120 pieces (ie. lego) for each player Instructions (2-3 players) 1. Each player needs 120 pieces. 2. Using estimation and visualization identify a group of about 50 pieces. 3. Seperate this group from your pile. 4. Count by 10s and 1s to see who came the closest to 50 pieces. 5. Start over and try again.
November 3
CLOSER TO 50 Materials Approximately 120 pieces (ie. snap cubes, lego or counters), 2 dice Instructions (2-4 players) 1. Take turns rolling the dice. 2. Add the numbers rolled and then snap together this many cubes or pieces to make a train. Keep your trains separate after each turn. 3. When each player has had 5 turns snap together all five trains to make a longer train. 4. Add up your cubes/pieces in your train. 5. The person who is closest to 50 wins!
October 27
RACE TO 50 Materials 50 counters each (or some other object), 1 dice, 1 game board each (see below for print out) Instructions (2-4 players) 1. 1st player roll the dice. 2. Place counter of the amount on your dice onto your game board. 3. The next player does the same. 4. Continue to take turns until one person gets all their ten frames filled. *You can play it so that at the end you have to roll the exact number to complete your game board.
JANUARY, FEBRUARY, MARCH & APRIL -Demonstrate an understanding of increasing patterns by: describing, reproducing, extending, creating -Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by:
using personal strategies for adding and subtracting with and without the support of manipulatives
creating and solving problems that involve addition and subtraction
using the commutative property of addition (the order in which numbers are added does not affect the sum)
using the associative property of addition (grouping a set of numbers in different ways does not affect the sum)
explaining that the order in which numbers are subtracted may affect the difference.
-Apply mental mathematics strategies for basic addition facts and related subtraction facts to 18.
OCTOBER, NOVEMBER & DECEMBER We are working on numbers up to 100. This involves: -ordinal numbers (up to 10th) -representing numbers up to 50 with place value materials -pictures and symbols, estimating a given quantity -describing the patterns formed by the days of the week and the months of the year -read dates on a calendar -skip count from 1 to 50 -forward and backward by 2s, 5s, and 10s -compare and orders numbers to 50.
SEPTEMBER We are working on repeating patterns. This involves: -recognizing and extending repeating patterns -describing the rules for repeating patterns -sorts by more than one attribute (core) -describing patterns with more than one attribute (core)