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Time to do something different to engage your students?
Second grade teachers that I work with ensure students are engaged in lessons. For this lesson, students ate 1/2 of one pretzel stick for the hour hand and practiced making time with edible clock hands. As an added bonus.... the teacher didn't have to spend time punching holes in 20 paper plates and taping paper clock hands back together again after they were accidentally broken. Differentiation ideas: By interest: An option for another clock hand...gummy worms, maybe By ability: Students who have mastered time to the nearest 5 minutes could label minute marks and show time to the minute with their pretzels. |
Pin Wheel-y excited about place value
Number & Operations in Base Ten
Understand place value.
1.) Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
3.) Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
This small group of students created Pin Wheels during a review of place value and reading/writing numbers in standard, expanded, and word form. Students rolled two die. The first roll was to be the number in the tens place. The second was the ones place. Referring to a teacher made example and minimal teacher led guidance, students collaborated to ensure each other's accuracy. They surprised me by finding mistakes on a partner's wheel and by asking each other for assistance spelling number words and illustrating base ten blocks.
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Understand place value.
1.) Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
3.) Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
This small group of students created Pin Wheels during a review of place value and reading/writing numbers in standard, expanded, and word form. Students rolled two die. The first roll was to be the number in the tens place. The second was the ones place. Referring to a teacher made example and minimal teacher led guidance, students collaborated to ensure each other's accuracy. They surprised me by finding mistakes on a partner's wheel and by asking each other for assistance spelling number words and illustrating base ten blocks.
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Pin Wheels in the making.
I did not tell them to get busy for the picture. They really love these activities.
M & M Math
3.OA.1 Interpret products of whole numbers.
Students rolled one dice for each factor that he/she would represent with M & M's. Christopher used his 5 and 4 to show 4 groups of five. This also let to the introduction of the Commutative Property. Students were to roll, represent, and write the fact with its product for each five times. Of course, they were able to eat the manipulatives afterwards.
Students rolled one dice for each factor that he/she would represent with M & M's. Christopher used his 5 and 4 to show 4 groups of five. This also let to the introduction of the Commutative Property. Students were to roll, represent, and write the fact with its product for each five times. Of course, they were able to eat the manipulatives afterwards.