Can you pay the cost?

According to the guided curriculum, my students were supposed to be reviewing income.  Since income is generated by selling a good or a service, the class went shopping for markers.  The teacher decided to scaffold the lesson by reviewing money with the class.  The lower functioning students in the class worked on identifying coins.  They had  to match coins.  The higher functioning students had to pay the cost to purchase the markers, to help the sell(the teacher) generate an income.

 Task for lower functioning students

 Additional task completed by higher functioning students.

Feeling Lucky?

As I mentioned before, I can not pass up an opportunity to do theme based learning.  I always find that students are really engaged.  Well, St. Patrick's Day is no different.  Why not spend the Monday after the holiday engaging students in a counting game.  This works well, as it is up to four players.




St. Patrick Board Game

If the game is too challenging or student are really yearning for more to do, here are some counting sheets as well to work on standards relating to Counting and Cardinality(Kindergarten) and Number and Base Ten Operations(Grade 1 and 2).



I also found this game and a worksheet that was a little more advance. Students have to recognize the properties of particular numbers.

For anyone wondering, I decided to take my own advice and the result was... counting and engagement...FUN!

The player with the orange piece was the winner with 10 Clovers.

Is it Am or Pm?

I found a few worksheets that may help if anyone has students  who also struggles.

As the blog entries near the end, I realized I have not covered the important of telling time.  How do you start kids off with learning time, well before they can actually read a analog lock they may start with a digital clock.  But I think there is a step before that understanding the concept of AM and PM.  I have students who struggle with this in my class room.  

Here is a pdf that is easy to use:

https://www.k5learning.com/worksheets/math/grade-2-time-am-pm-matching-a.pdf

I also found this  video that works with following sheet:

Candy Patterns

In coming up with Valentine's Day Candy posts, my class decided to use the candy I brought to try a different type of lesson, focusing on patterns.

Students were given these items, which were different shapes.  Students had to identify the shape and then create their own pattern.  And of course, students got to eat everything that they didn't use.

These are the patterns that my students created:

Standards Used:

CCSS.Math.Content.4.OA.C.5

Generate and analyze patterns.

CCSS.Math.Practice.MP1 

Make sense of problems and persevere in solving them.

Easter Egg Hunt Game

I believe that theme lessons are more fun.  I also believe that students have more buy-in when treats are involved.    Split the student into groups.  On a large graph paper, you can  have students place candy eggs on a coordinate planes.  Students then switch papers and have to label the coordinates to be able to take the candy off. You will have to large graph paper for every group you have.  The obvious buy -in from the students is they get to pull the candy off when they get it correctly.

I thought this a great way to get students to remember how to move on a coordinate plane.

There are great worksheets for resources on super teacher worksheets and math-salamander

Standards Met:

CCSS.Math.Content.5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

CCSS.Math.Content.5.G.A.2
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.