Teaching Mathematics in the Elementary School: Activity Diary
Carol Moore
Number and Number Sense/Patterns, Functions and Algebra
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
1. Skip-Counting/
Even-Odd Numbers
100s chart
displayed
on the
Promethean
Board
As a class the
students determined
the missing even
and odd numbers.
After filling in the
missing numbers
they began noticing
a pattern in the
numbers and were
able to count by 2s,
5s and 10s.
Problem Solving:
The students used
various strategies to
determine the missing
numbers and as a
result recognized a
pattern in the numbers.
Whole-class activity
(Seen in my 2nd grade
Practicum classroom)
2.4 The student will
recognize even and
odd numbers.
2.20 The student
will identify, create,
extend a wide variety
of patterns.
Evaluation/Suggested
Modifications
I really liked this activity when I
saw it in my 2nd grade practicum
classroom. The students
enjoyed working together as a
group determining the missing
numbers. It was amazing how
they began to recognize a
pattern in the numbers after
Communication:
determining the missing
Working together as a numbers. I would extend this
group, the students
activity one step further, and
determined the missing have students fill in the 100s
numbers and were able chart either individually or
to make sense of the
with a partner to be sure
numbers.
everyone fully understands the
concept.
Representation:
The students used the
100s chart on the
Promethean Board
and as they filled in
the missing numbers
they were able to
visualize the pattern
in the numbers.
Number and Number Sense
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
2. Ordinal Position/
Line-Up
Students and
cards
identifying
the ordinal
position
students
are in.
Students hold a card
identifying an ordinal
number and work
together to determine
what position they
need to be in.
Problem Solving:
Students worked
together and used
a variety of strategies
to determine if they
were correct.
.
Whole-class activity
(Seen in my 2nd grade
Practicum classroom)
2.2 The student will
identify the ordinal
positions first through
twentieth, using an
ordered set of
objects. `
.
Evaluation/Suggested
Modifications
This activity was a lot of fun
and the 2nd graders in my
practicum classroom LOVED
it! This gave students an
opportunity to move, which is
a great way for kinesthetic
learners to understand a
concept. I would extend this
Reasoning and Proof: activity one step further, and
Students had to work have students use smaller
together and use
manipulatives before having
reasoning strategies
them line themselves up
as a group to determine to be sure they understood
the correct ordinal
the concept.
position.
Computation and Estimation
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
3. Addition Math
Facts
Promethean
Board
Working together,
students determined
addition math facts
with sums up to 20
using alternative
strategies.
Problem Solving:
Students applied
different strategies
to solve the problems.
The alternative
strategies helped them
to solve the problems
and helped them to
develop new ideas
which will help them
apply to other math
concepts.
I really liked this activity when I
saw it in my 2nd grade practicum
classroom. The students
enjoyed working together as a
group determining the missing
numbers. It was amazing how
they began to recognize a
pattern in the numbers after
determining the missing
numbers. I would extend this
activity one step further, and
have students fill in the 100s
chart either individually or
with a partner to be sure
everyone fully understands the
concept.
Whole-class activity
(Seen in my 2nd grade
Practicum classroom)
2.5 The student will
recall addition facts
with sums to 20 or
less and the
corresponding
subtraction facts.
Connections:
Students used .
different math
strategies to help
them to solve the
problems and make
connections which
will help them to use
alternative math
strategies to solve
other math problems.
Probability and Statistics
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
4. Created Math
Spreadsheets on
Excel
Whole-class/individual
assignment (seen in
my 4th grade practicum
classroom)
Computer
and weather
information
to enter into
an Excel
Spreadsheet
Students entered
weather information
from their science
book, comparing a
localities coldest
months on record
and entering
information into an
Excel spreadsheet.
Problem Solving:
Students worked
together to solve
problems and used
a variety of strategies
that helped them
complete the task and
using these strategies
helped them gain math
knowledge.
Wow! I was very impressed with
this activity and the students
technology abilities and resolve
to master this task. While this
was an individual task, the
students worked together to
problem-solve to ensure
everyone successfully
completed the assignment.
There are definitely some
future IT professional amongst
that group of students. 
4.14 The student will
collect, organize,
display, and interpret
data from a variety
of graphs.
.
Communication:
Students worked
together to share
their ideas, and as a
result learned from
one another. This
helped students who
were initially struggling
to master the concept
and feel good about
their work because
they were successful
in completing their
work.
Probability and Statistics
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
5. Place-Value
Game
Playing cards
and paper/
pencil
Using playing cards
and paper, students
draw columns and
write the place value
of ones through a
million on their paper
and take turns turning
cards over and placing
the larger numbers in
the higher place-value
Reasoning and Proof:
Students are using
their reasoning skills
to determine the
place value of the
card and the number
it represents.
I thought this was a fun activity
and would be a great way for
students to learn their place
value. Having them work
together in pairs would also
foster cooperative learning
and students would benefit
from sharing mathematical
ideas to help them learn this
very important math concept.
Small group or
individual activity
Idea from:
http://www.education.com/activity/article/your-numbers-up/
4.1 The student will
identify orally and in
writing the place
value for each digit
in a whole number
expressed through
millions.
Communication:
While playing this
game students are
sharing their
mathematical ideas
and learning from
one another.
Geometry
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
6. What’s My Shape
Head-bands
and plane
and geometric
figures
Students wear a head
band with a plane
or geometric figure
on it.
Problem Solving:
Students need to use
a variety of strategies
to describe and
determine the shape
they are wearing.
This is a fun activity and a great
way for students to interact and
learn about shapes. This activity
allows students to share their
mathematical ideas and learn
from one another because
one student’s perspective of a
shape may enable another
student to better understand this
math concept. I would extend
this activity and have students
write characteristics about the
shape on the headband and
then have students guess what
shape they are wearing based
on the characteristics written.
Whole-class activity
Idea from:
http://primarypunch.blogspot.com/2013/01/weekly-wrap-up.html
2.16 The student will
identify, describe,
compare and contrast
Plane and solid figures
(circle/sphere, square/
Cube, and rectangle/
rectangular prism
Communication:
Students need to be
be able to describe
the characteristics
of a shape so their
classmate can guess
the shape they have
on their headband
This allows them to
learn from one another
and share their
mathematical ideas.
Geometry
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
7. Grab and Graph
Pattern Block Sheet
Pattern block
sheet and
geometric
shapes
Students sort and
then graph the
geometric shapes
by shape, size or
color.
Problem Solving:
Students use a variety
of strategies to
determine how to sort
the geometric shapes.
Whole-class activity
2.19 The student will
analyze data displayed
in picture graphs,
pictographs and
bar graphs.
.
Idea from:
http://petersons-pad.blogspot.com/2011/12/santas-suit-grab-and-graph.html
Evaluation/Suggested
Modifications
This is a fun activity and a great
way for students to explore and
learn about the different shapes.
This activity gives students an
opportunity to analyze the
different shapes and use a
Reasoning and Proof: variety of strategies of how the
Students need to
shapes can be sorted.
analyze the shapes,
think logically and
explain their reasoning
why they sorted the
shapes the way they
did.
Measurement
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
8. How Big
Paper to write
estimates and
measurements
on and a
measuring
tape/ruler
Students estimate
how big they think
something is going
to be and then
measure to determine
how big it is and if
their estimate was
correct.
Reasoning and Proof:
Students will need to
use logical thinking
and justify their
answers to determine
if their estimations
make sense.
Whole-class or
Individual activity
2.11The student will
estimate and measure
length to the nearest
centimeter and inch.
Idea from:
http://www.teacherspayteachers.com/Product/Measurement-Sorting-Activity-2MD3-270782
Connections:
Students will apply
what they know
about measurements
to determine if their
estimates make sense.
Evaluation/Suggested
Modifications
This is a fun activity and a great
way for students to apply what
they know about measurements
so they can apply how big
something is in a real world
situation. I would extend this
one step further and have
students measure various things
(i.e. people, things found in/out
of the classroom) and various
ways to measure (i.e. with paper
clips, rope, cubes etc.)
Geometry
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
9. Is It Symmetrical
Camera,
paper,
crayons
and pencils
Students take pictures 2.15The student will
of themselves and
identify and create
then draw the other
a line of symmetry
half to make it
.
symmetrical.
Connections:
Students identified
and determined
symmetry by making
connections and
applying mathematics
to real world situation.
This is a fun activity and a great
way to understand the concept
of symmetry. I would extend this
one step further, and give
students the option of taking a
picture of other things of
interest, just in case they are
uncomfortable of taking a
picture of themselves. Giving
them an option will allow them
to participate and appreciate
other things with symmetry.
Whole-class or
Individual activity
Idea from:
http://www.pinterest.com/pin/434738170250090734/
Representation:
Students use art to
express their math
ideas.
Geometry
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
10. Space Case
Money Board
Game
Money game
board, playing
cards and
game pieces
Students pick a card
and guess how much
something costs. If
they are correct they
move ahead. If they
are wrong, they don’t
move their game
piece.
Reasoning and Proof:
Students will need to
use logical thinking and
justify their answers to
determine if their
answers make sense.
This is a great activity and a
wonderful way for students to
understand and learn the
concept of money. This
activity requires students to use
logical thinking to determine
how much something costs. It
also allows them to learn from
their peers if they are not
estimating correctly how much
something costs. I would include
coins in this activity so students
are able to identify the coins
and determine how much
something costs based on the
value of the coins they have.
Small Group
Activity
2.10The student will
count and compare
a collection of pennies,
nickels, dimes and
quarters whose total
value is $2.00 or less
Idea from:
http://firstgradealacarte.blogspot.com/search?updated-max=2011-04-04T23:23:00-04:00&max-results=20
SOME ACTIVITIES COULD INCLUDE MORE DETAIL (ESPECIALLY IN THE LAST 2 COLUMNS).
GRADE:
95/100
Patterns, Functions, and Algebra
Name and
Location
of Activity
11. Operation
Clue Words
Materials
Needed
Operation
clue words,
clue word
Whole-class/individual cut & paste,
assignment (seen in
clue word
my 2nd grade
problems,
practicum classroom) clue word
problems to
solve, and
student
created word
problems to
solve
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
My practicum teacher 2.21 The student will
Problem Solving:
I loved this activity and the
discussed the addition solve problems by
Students had to use
students did too! Word
& subtraction clue
completing numerical effective strategies to problems can be very tricky,
words with the students. sentences involving the determine what clue
so this was a great activity
Students then cut, .
basic facts for addition word to apply in order to empower students so they
sorted, and glued the and subtraction. The
to solve the word
can use effective strategies
clue words under the
student will create story problem. Using these when solving word problems. I
operations heading and problems, using the
same strategies will
would make a few changes and
used the clue words
numerical sentences. help them when solving and extend this activity. First, I
to solve “clue word
multiplication and
would use the names of my
problems.” Students
division word problems. students in the “clue word
then applied what they
problems.” This would make
had learned and created
Reasoning and Proof: the problems more relevant
their own word problems
Students had to apply and interesting to students.
using their clue words to
their reasoning skills to Second, I would talk about the
solve the word problems.
determine if their
information in the word
My practicum teacher
answers made sense. problems that is not important
also shared this activity
This allowed them to
(i.e. people, places etc.) in order
could also be applied when
use their prior know-. to solve the problem.
teaching multiplication and
ledge of addition and
division.
subtraction and selfcorrect their answers..
Representation:
The students used the clue
words to solve the problems
and applied these strategies to
solve the word problems they
created.
Number and Number Sense
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
12. Roll It! Make It!
Expand It!
Roll It! Make
It! Expand It!
Activity Sheet,
dice, flats,
longs and
cubes
Students rolled the
2.1 The student will
dice and wrote the
read, write, and identify
number they rolled
the place value of each
under the ones, tens, digit in a three-digit
and hundreds place.
numeral, using
They then built the
numeration models.
number using baseten blocks and wrote
the number in expanded
form.
Problem Solving:
This was such a fun activity!
Students used a variety I had fun working with the
of strategies which
students and the students had
helped them to under- fun as well! Doing this activity
stand this math concept with my 2nd grade practicum
The strategies they
class, helped me to understand
used helped them to
the students thinking and
determine the placehelped me to use effective
value, to build the
teaching strategies to help
number, and to expand them come up with their own
the number.
strategies. When we came
came back together as a group,
Reasoning and Proof: I called on a student (Zachary)
Students applied their to share the biggest number
reasoning skills, and
his group made and what he
applied their prior
learned. He replied he didn’t
knowledge of counting know, so I asked him what it
to determine if their
would look like if he did know…
answers made sense. This student is a little quiet and
reserved, but he thought
Communication:
about his answer and
Students worked
responded. After our
together to share
activity, I read them a book
their ideas and as a
“Tyrannosaurus Math” and
result learned from
noticed that Zachary was
one another.
raising his hand to answer a
question about the book. I am
hoping that calling on him has
sparked an interest in him to
participate more. 
Whole-class/partner
activity (I did this
activity with my 2nd
grade practicum
class.) 
Idea from Pinterest
http://www.classroomfreebiestoo.com/2013/03/place-value-freebie.html
Evaluation/Suggested
Modifications
Number and Number Sense
Name and
Location
of Activity
13. Race To 100
Materials
Needed
Place-value
mat, dice, and
Whole-class/individual place-value
activity (seen in my
manipulatives
2nd grade practicum
classroom).
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
Students roll the dice
and place the number
of ones rolled on their
mat. They keep rolling,
adding that number
of ones to their
mat. Once they have
ten ones, they trade
them for a ten and
continue until they
have 100.
Problem Solving:
Students had to use
a variety of problemsolving strategies to
complete this task.
This activity and
the strategies they
used will help them
when they are
regrouping two-digit
numbers.
2.1 The student will
round two-digit
numbers to the
nearest ten.
.
Evaluation/Suggested
Modifications
This was a fun activity and
a great way to see who understood and who was ready for
regrouping.The students were
very excited it was a
competition. However, they
were very serious about the
task, because they did not
want to mess up and have to
start over. I would make a few
changes to this activity. I would
pair students up. This would
Reasoning and Proof: allow them to learn from their
Students had to apply peers, and would allow me
their reasoning skills, to rotate around the room to
and apply their prior
assist all of the students.
knowledge of what
Students had to apply a variety
they know about
of problem-solving strategies
counting to determine and apply they prior knowledge
if their answers made of numbers to help them
sense.
determine if their answers made
sense. Using the manipulatives
Connections:
helped them make a connection
Using the manipulatives to the math concept.
helped students to make a
connection between the
manipulatives and this math
concept, because they were
able to see once they had ten
ones they traded them for a ten.
Number and Number Sense
Name and
Location
of Activity
Materials
Needed
14. Place-Value
War
Deck of cards, Students work in
paper & pencil pairs and take turns
turning over the cards.
The student who turns
over the card with.
the biggest number
wins that hand and
the student who makes
the biggest number
to a million wins the
game.
Whole-class/partner
activity (seen in my
4th grade practicum
class)
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
4.1 a) The student will
identify orally and in
writing the place value
for each digit in a
whole number
expressed through
million;
b) compare two whole
numbers expressed
through millions, using
symbols (greater than,
less than, or equal to).
Relevant NCTM
Process
Standard(s)
Problem Solving:
Students used a variety
of problem-solving
strategies and used
their prior knowledge
of what they know
about numbers in order
to determine the placevalue of the numbers.
Evaluation/Suggested
Modifications
What a great idea for an activity!
The students had a lot of fun
and LOVED playing this game!
This was an easy game to
implement and taught the kids
a very important math concept.
This activity can easily be
modified for any grade level
that is learning place-value. For
example, in 4th grade they are
Reasoning and Proof: learning place-value all the way
Students had to use
up to a million, but the game
their reasoning skills
could be modified for students
to explain their answers in 2nd grade who are learning
and the place-value of place-value to 100. This is an
the numbers
AWESOME game and the kids
will have fun and learn while
Communication:
playing it!
Students worked
together In pairs,
shared their ideas, and
as a result learned from
one another.
Computation and Estimation
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
15. Missing Sign
Math Game
Missing Sign
Board Game,
game pieces,
and playing
cards
Students work in
4.4 The student will
small-groups and take solve single-step and
take turns solving the multistep addition,
problems to determine subtraction, and
the missing sign.
multiplication problems
Students pick a game with whole numbers.
piece, turn over a card
and solve the problem
to determine the
.
missing sign. First player
to finish wins.
Problem Solving:
Students used a variety
of problem-solving
strategies to solve
problems in order to
determine the missing
sign.
Whole-class/smallgroup activity (seen in
4th grade practicum
class)
Evaluation/Suggested
Modifications
This was a fun activity and the
students enjoyed playing the
game. This game is also an
easy game to implement and
teaches a very important math.
concept. This game could easily
be modified as well for any
grade. For example, for lower
Reasoning and Proof: grades you could create a game
Students had to apply with addition and subtraction
their reasoning skills
problems and modify as the
to determine if their
students learn new math
answers made sense concepts. Playing this game
and explain their
required students to use a
reasoning of why they variety of problem-solving
used a sign in the
strategies and apply their
addition, subtraction,
reasoning skills to determine
and multiplication
the missing sign. Students
problems.
definitely benefited from
listening to and applying their
classmates strategies.
Communication:
Students learned from
one another and
benefited from listening
to their classmates
strategies for solving
the problems.
Computation and Estimation
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
16. Frankenstein
Fact Families
Addition and
subtraction
fact family
cards, and
a pencil
Using the Frankenstein 2.9 The student will
fact family cards, .
recognize and describe
students write all four the related facts that
equations in that fact
represent and describe
family using the
the inverse relationship
numbers given (i.e.
between addition and.
3, 7, 4). Students then subtraction.
write addition and
subtraction equations
related to the fact family
given (i.e. 4 + 3 = 7).
Students are then asked
to create equations from
a picture (i.e. 3 candy
corns and 4 candy corns).
Lastly, students are asked
to create their own addition
and subtraction fact families.
Problem Solving:
This is a very cute activity and
Students use a variety a great way for students to
of problem-solving
practice their addition and
strategies in order to
subtraction fact families.
determine the related Students have to use a variety
addition and
of problem solving strategies in
subtraction fact families. order to determine the related
fact families. This activity
Reasoning and Proof: challenges students to apply
Students need to use effective reasoning strategies
effective reasoning
and apply what they know
strategies and apply
about numbers and their
their number sense and relationships. Therefore, only
their understanding of the numbers that are related
the relationship of the belong in that fact family.
numbers.
You can pick your friends, but
you can’t pick your family. 
Whole-Class/
Individual Activity
Idea from:
file:///D:/Downloads/FrankensteinFactFamiliesFreebie.pdf
Evaluation/Suggested
Modifications
Number and Number Sense
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
17. Place Value
BATTLESHIP
Place value
grid with the
different place
values and a
page to create
their secret
number, and
a pencil
Students work in small- 4.1 The student will
groups with a partner. Identify orally and in
Each partner comes up writing the place value
with a number and
for each digit in a whole
writes it down. They
number expressed
then take turns asking through millions.
each other questions.
For example, Do you
have 7 tens? If they do,
then it’s a hit and you
circle the number on the
grid. If it’s a miss you put
an X. The first person to
figure out their opponents
number wins.
Problem Solving:
Students use a variety
of problem-solving
strategies in order
to determine your
opponent’s number.
Partner/smallgroup activity
Idea from:
http://eisforexplore.blogspot.com/2013/07/place-value-battleship.html
Evaluation/Suggested
Modifications
This is such a fun activity and
a great way to utilize a classic
game to teach an important
math concept. This game could
easily be modified to use in
higher or lower grades,
depending on what place
Reasoning and Proof: value the students know
Students need to use and are learning. This activity
their reasoning strategies requires students to use a
of what they know about variety of effective problemnumbers and to figure solving and reasoning
out their opponents
strategies to determine their
number.
opponents number. Students
also benefit from listening to
Communication:
and watching their opponent
Students benefit from
and the strategies they use
listening to their
which will not only help them
classmate’s thinking and to utilize effective strategies
learn effective strategies while playing this game, but
to solve the problem and to solve problems in the future.
to solve similar problems
in the future.
Number and Number Sense
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
18. UNO PLACE
VALUE
Task cards,
Uno playing
cards, playing
mat, recording
sheet, and
a pencil
Students work in small- 4.1 The student will
groups or with a partner. compare two whole
Students take turns
numbers expressed
pulling a task card, and through millions
both pull a uno card
number expressed
from the deck and
through millions, using
follow the directions
symbols (>,<, or =).
from the task card.
They lay their cards
on the playing mat and
build a number based
on the task (i.e. if asked
to build the smallest
number the student with
the smallest number wins.
Once they have used
all the task cards, they
count up their total number
of wins. They write their
number in a box and
write their partners number in
the other box. They use the
greater than, less than or
equal to symbols to
determine who the overall
winner is.
Problem Solving:
Students use a variety
of problem-solving
strategies to complete
the task and determine
an appropriate number.
Partner/smallgroup activity
Idea from:
http://eisforexplore.blogspot.com/2012/06/uno-place-value-build-number.html
Evaluation/Suggested
Modifications
This is an AWESOME activity
and a great way to build on
student’s understanding of
place-value. Students are
required to use a variety
of problem strategies to come
up with a number that is in
Reasoning and Proof: line with what the task is
Students use effective asking for. Students also have
reasoning strategies
to use effective reasoning
and use their prior
strategies and use their prior
knowledge of numbers knowledge of numbers to
to determine a number ensure their reasoning makes
that makes sense for
sense. Having students work
the task.
with a partner is a great way
for all students to learn effective
Communication:
strategies from their peers so
Students benefit from they can apply to solve problistening to their partners lems as well. Utilizing the Uno
thinking strategies and cards also allowed students to
learn effective strategies make a connection to and
they can apply to solve understand the math concept.
other math problems. This game could be modified
.
so it can be played and enjoyed
Connections:
in other grades based on the
Students used the Uno students understanding.
playing cards to help them
make sense of the math.
Number and Number Sense
Name and
Location
of Activity
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Relevant NCTM
Process
Standard(s)
19. TARGET
Deck of
playing cards
(w/ face cards
removed),
scratch paper,
and pencils
Shuffle the cards and 4.4 The student will
deal out four cards
solve single-step
(face down) to each
and multistep addition,
player. Place the
subtraction, and
remaining deck face
multiplication problems
down and turn one
with whole numbers.
card over. This is your
target number (aces = 1).
Students count to three
and turn their cards over
at the same time. Students
add, subtract, multiply or
divide in any combination
to get to their target number.
Students must use all four
of their cards and need to
be able to verify their answers.
Whoever can create an
equation with the target number
wins a point. First player to get
3 points wins.
Problem Solving:
Students use a variety
of problem-solving
strategies in order to
create an equation so
they can get to the
target number.
Small-Group
Activity
Idea from:
http://www.education.com/activity/article/Bulls_Eye/
Evaluation/Suggested
Modifications
This is a great activity and
a wonderful way for students
to practice their addition,
subtraction, multiplication,
and division facts. Playing
this game challenges students
to use their problem-solving
skills, and use effective
Reasoning and Proof: reasoning strategies, and their
Students must use
prior knowledge of numbers
effective reasoning
and operations in order to
strategies and their
create an equation in order to
prior knowledge of
reach a target number. This is
what they know about a challenging task, so students
numbers and operations definitely benefit from listening
in order to get to the
and watching the effective
target number.
strategies their peers are
using so they can apply not
Communication:
only to this activity, but apply
Students benefit from
to similar math problems in
listening to their peers
the future.
thinking strategies. The
strategies they learn
while playing this game
not only benefits them
while playing this game, but
will benefit them in the
future as well when they are
solving similar problems.
Computation and Estimation
Name and
Location
of Activity
20. LEGO
Multiplication
Materials
Needed
Brief Description Relevant
of Activity
Standard(s)
of Learning
(SOL)
Different
Students work in
4.4 The student will
size LEGOs,
small-groups. Using
solve single-step and
paper & pencil different sized legos
multistep addition,
Whole-class/smallstudents count the
subtraction, and
group activity (seen in
studs to determine
multiplication problems
my 4th grade practicum
the multiplication
with whole numbers.
class)
equation. For example,
a lego brick represents
one group. 2 lego bricks
with 4 studs (2 groups
of 4) equals 2 x 4.
Students then solve
the problem.
Relevant NCTM
Process
Standard(s)
Evaluation/Suggested
Modifications
Problem Solving:
Oh my gosh! What an
Students use variety
awesome math activity! It
of problem-solving
is amazing what resources
strategies to determine kids have available to help
and solve the
them understand math
multiplication equations. concepts. While I love the
activities the students have
Reasoning and Proof: available to use, it is interesting
Students had to use
to note that I worked at an
their reasoning
elementary school for almost
strategies and justify
ten years, and I don’t recall
their answers if their
seeing fun activities like this.
answers made sense. I am wondering if it is because
it is a Title I school,
Connections:
because the students had
Students used the
learning disabilites, or because
Lego manipulative to
of the caliber of the teachers….
make sense of the math Either way, I have learned a
concept.
very important lesson that
doing activities and using
manipulatives are invaluable in
helping all students to learn and
understand math concepts. This
activity could also be used to
explore addition and subtraction.
2 lego bricks with 4 studs (2 groups of 4) equals 2 x 4. LOVE IT! 