Update
These next two weeks are critical in the selection of our new math curriculum! Your vote will determine the curriculum we use until 2030. (You read that right - 2030.)
- Feb. 13th 5:15 - 6:45 - Moore High School
- Feb. 15th 5:15 - 6:45 - Southmoore High School
- Feb. 19th 10:15 - 11:45 (TNT Day) - Westmoore High School
- Ballots will be sent Monday, Feb. 19th by 4:00 to all who attend presentations.
- Ballots are due by Feb. 23rd at 4:00.
- The steering committee will meet on Feb. 27th to ratify the vote.
- The voting results will be submitted to the MPS Board of Education for approval. (mid-March)
Savvas
- Go to Savvasrealize.com
- Select "Sign In."
- Username: enVisionOK
- Password: Savvas4OK
- Select "View All Programs" or Browse to select the grade level you wish to review.
Big Ideas
Big Ideas has specific log-in accounts for each teacher. Check the link below for information. Tabs for each school at at the bottom.
PK - 1st
I am greater than 10.
I am less than 15.
I have a 2 as a digit.
What am I?
2nd - 3rd
I am a three-digit number.
The digit in my hundred's place is the sum of 2 and 3.
My ones' digit is the difference of 7 and 6.
If rounding to the hundreds' place, I would round to 500.
If rounding to the tens' place, I would round to 520.
What am I?
Cupcake Math
Grab some cupcake liners, a cupcake pan, small objects, and a marker.
Write numbers on the bottom of the cupcake liners. Have students count small objects to match the number in the cupcake pan. You can use pompons, beans, pasta, etc. to make this "new" every time.
Addition Squares
- First, by rolling a dice, decide who will start the game. Player with the highest number starts first.
- On each turn, the player rolls the both of the dice and adds the numbers.
- Then the player looks for a square on the board that contains the sum of the numbers and draws one side of that square.
- If the player has drawn the last side of the square, then he colors that square in his color and rolls again the both dice, otherwise it's the next player's turn to roll the dice.
- If there is no available square on the board that contains the sum of the numbers, the player’s turn is over, and the next player rolls the both dice.
- The game is over when all squares on the board are colored, and the player with the most colored squares is the winner.
This game can be time consuming, so look HERE for small, medium, and large boards depending on the time available to play.
Double-Digit Addition
2. Shuffle the deck and place it face down in the center of the table.
3. Each player should select 4 cards from the deck and place them face up.
4. Ask them to rearrange their cards and try to create number pairs that when added together come close to 100. For example, the cards 5, 1, 4, 9, can be arranged to create two larger numbers: 51 and 49. When added together 51 and 49 equal 100.
5. When everyone's ready, they should share their final numbers. Whoever is closest to 100 receives a point.
6. Play for 10 rounds. The player with the most points at the end of the final round wins.
Target Multiplication (Single-Digit Multiplication)
1. Using the marker, have your child write the numbers one through ten on one of the sheets of white paper. This is the factor board that you'll place counters on to reach the target numbers on your cards. 2. Have her set the sheet to the side.
3. Next, help her create an even stack with the remaining three sheets of white paper .
4. Using the scissors, have her carefully cut the stack of white papers into multiple square cards.
5. Next, use the marker to write a random non-prime (divisible by more than just the number and one) number 1-100 on each of the cards.
6. On the other side write "target" as these cards feature your target numbers. You'll need to figure out which numbers on the factor board to mark with your counters in order to arrive at the products on the cards.
7. Help her mix the the cards up.
8. Create a stack of the target cards, the sides with the word "target" facing up.
9. Draw a card read the number aloud.
10. Encourage her to find two numbers on the factor board that can be multiplied together to arrive at her target number and place the counters on them.
11. She should continue this process until the target number deck is depleted.
What's in Your Wallet?
2. Here is a list of sample riddles to get you started: I hold 4 coins. They total 61 cents. What coins do I have? I hold 3 coins. They total 27 cents. What coins do I have?5 coins. They total 95 cents. What coins do I have?
3. Demonstrate how to play the game with a warm-up question. Without showing him, place a quarter and a dime in the change purse. Now give him the following clues: "I have two coins. They add up to 35 cents. What coins do I have?"
4. Allow him to manipulate the play or real coins and tell you what he thinks you have in the purse. If necessary, repeat this demonstration until you feel he is comfortable with the game concept.
5. Explain to him that you have several more riddles written on index cards and you will both try to guess what coins are in the change purse or wallet.
6. Take turns being either the “guesser”, the person who guesses what coins are in the wallet, or the “wallet owner," the person who places the correct coins in the wallet to total the given amount.
7. Let him use coins to manipulate and solve the riddles. On your turn, allow him to see how you use the coins to solve the riddle.
Mean, Median, Mode, and Range
First, students will roll the die (or dice) to come up with the numbers for their data set. For example, have them take turns rolling the die a total of five times to come up with five numbers for their data set. Alternatively, have them roll a pair of dice and add the digits together, recording it as one number for their data set.
Example: Students roll 5, 6, 6, 1, and 3
The group finds the mean, median, mode, and range for the data set.
Try the activity several times with different data sets.
Telephone
Line students up in rows of 4 or 5 students with the student in the front within about 10 feet of the Interactive Place Value Chart. When the game starts, one student from the back of each line will join you (far enough away that the other students can’t hear what you tell them).
At once, you will tell all of the students standing with you a number. For example, you may say one thousand four hundred and sixteen.
Once the students hear the number they will run back to their line and pass on the number to the person ahead of them, then that person will whisper it to the person in front of them, and so on, until it reaches the front of the line.
Once the number gets to the front of the line, the person in the front will run over to the Interactive Place Value Chart and use the interactive numbers to create the number they heard.
If they are right, that team wins the round, and the person who was in the front of the line would move to the back of the line.
If they get the number wrong, the next team to get to the board gets to try for a right answer.
This game will move pretty quickly, so you’ll be able to play several rounds.
Variations:
- Divide the whole class into just two groups to do the activity, so the lines of students are really long.
- Create two bulletin boards on opposite sides of the room to allow for each group to complete the process.
- Ask the class to vote on whether or not the number is right. This will allow for a more formative assessment situation.
Silent Solutions
Begin by handing out numbers to the whole class. Each student will get a number (0-9).
Next, the teacher will do one of the following:
- Say a number out loud
- Write a number longform on the board
- Project a number (longform) on the board
- Ask a student to say a number out loud
Then, release the students one row at a time. As a full group, the class is trying to recreate the number you said, using the numbers they were given at the beginning of the activity.
They are not allowed to talk. They just have to silently decide if their number is needed, and where it goes.
Students can either place their number on the board in the correct place OR they can remove a number they think is in the wrong space. Not every student will go to the board every time depending on the size of the number and what number they were given at the beginning of the round.
Once the class agrees that the number they heard is on the board, they will raise their hands to let you know they have completed the task. Redistribute the numbers, and move on to the next number.
Magical Dice
This activity uses the Interactive Place Value Chart to allow students to manipulate the numbers when told to do so by their ‘magic number-changing dice.’
To begin, create rules for your die/dice. For each of the numbers on the die, create a rule. Here are some examples of rules you could use.
- Change the tens position
- Make the hundreds position bigger
- Make the number smaller
- Add or take away enough numbers to change the number of commas
- Add 500 to the number
- Create a whole new number by changing 3 of the digits
As either a center activity or a full group activity, have the student roll the dice and then perform the action using the interactive numbers and your place value bulletin board.
You can also add a second dice with another set of rules to make this more difficult as students get good at it.
Roll and Cover
Students can practice number recognition
To get started with these games simply write numbers on a plain sheet of paper.
Students roll a die (or dice).
Student will count that many linking cubes and stack on the numeral.
Roll and Cover - Words
Students can practice matching numbers to the written number word in this simple Bump or Roll and Cover Game. Use Word to create a quick template, use the insert shape option, write in the number words, add a die and some legos and you are all set for this low prep math center game!
The Dot
The Dot by Peter H. Reynolds This is the book to read with any child who thinks they can’t draw, they’re no good at art, or prefectionists who don’t draw for fear of it not turning out right. “Just make a mark and see where it takes you” is wise advice Vashti’s teacher gives to her – and us. This is a super read about the wonderful creativity inside all of us.
Circle
This book is about Circle. This book is also about Circle’s friends, Triangle and Square. Also it is about a rule that Circle makes, and how she has to rescue Triangle when he breaks that rule. With their usual pitch-perfect pacing and subtle, sharp wit, Mac Barnett and Jon Klassen come full circle in the third and final chapter of their clever shapes trilog
Circles: Abdo Kids
Look around you! You can find circles everywhere. They are on the wheels of cars. They are on the coins in our pockets. Easy text and large pictures help early readers discover that circles are fun!
I Spy A Circle
Sitting in a circle, each child gets a turn to spot something in the room that has a circle shape on it. They must use descriptive language to give clues and let the others guess the object.
Here are some examples:
- I spy with my little eye a circle that…has hands on it and is used to tell the time.
- I spy with my little eye a circle that…is green and lives on a poster on the wall.
- I spy with my little eye a circle that…is purple and is on someone’s jacket.
Pi Day Paper Chain
Just like pi, paper chains can be endless in activity time, length, and fun! As a class or grade, create a Pi Day chain with loops of construction paper using a different color for each of the 10 digits. Each colored chain link represents a decimal place or a digit. Schools around the country have gotten in on this Pi Day trend and have even attempted world records. How long will your students’ Pi Day chain be?
How to Make a DIY Homemade Spirograph with kids:
1. Cut out circular shapes from plastic lids
Note:
- We tried making these disks with thin cereal box cardboard and styrofoam as well. Neither worked. We didn't try thicker cardboard though...
- Try cutting out different sized circles for different results
2. Punch holes in your lids.
Measure Al the Circles
Set out a variety of circular objects. You may have to raid your kitchen, classroom, or even the school gym and music room to collect circles of all sizes. Using a string and yardstick, students will measure the length of each circle’s circumference and its diameter and record their work on a chart.
Learn more: Elementary Inquiry
Turn Pi into Music
Turn pi into music! Start by experimenting with pi10k, which turns pi into music as you’ve never heard before. Then, create your own class symphony using pi to structure the composition. Assign each student or group of students a number from one through nine and have them come up with a musical sound associated with their number. Think claps, hums, whistles, knocks, beats on a drum or tambourine, or notes on a kazoo, recorder, triangle, or another available musical instrument. Write the first 20 digits of pi on the board and direct students to make their chosen sound when you point to their number. Zero can be a rest. Repeat the sequence several times until you get the hang of it and have a rhythmic tune to show for your effort!
Learn more: pi10k
Plot Out Pi Inspired Art
Math and art have a lot more in common than your students might think. Show kids these pi-inspired art pieces, then hand out paper and markers and have them create their own. Click the link below for two cool pi-inspired art projects to get you started.
Pi Bracelet
There are two ways to make a bead bracelet on a pipe cleaner for Pi Day. Using the one shown above as a guide, have kids string three beads of one color, followed by one of another color, then four, and so on. Or assign each number a color and string one bead for each digit.
Learn more: Momgineer
50 Fun Pizza Facts
I am Albert Einstein
ach picture book in this series is a biography of a significant historical figure, told in a simple, conversational, vivacious way, and always focusing on a character trait that made the person heroic. The heros are depicted as children throughout, telling their life stories in first-person present tense, which keeps the books playful and accessible to young children. And each book ends with a line of encouragement, a direct quote, and photos on the last page. This biography focuses on Albert Einstein's never-ending curiosity and how it helped him be a better scientist.
This friendly, fun biography series inspired the PBS Kids TV show Xavier Riddle and the Secret Museum. One great role model at a time, these books encourage kids to dream big.
Odd Boy Out
When he was born in 1879, Albert was a peculiarly fat baby with an unusually big and misshaped head. When he was older, he hit his sister, frustrated his teachers, and had few friends. But Albert’s strange childhood also included his brilliant capacity for puzzles and problem solving: the mystery of a compass’s swirling needle, the intricacies of Mozart’s music, the secrets of geometry—set his mind spinning with ideas. In fact, Albert Einstein’s ideas were destined to change the way we know and understand the world and our place in the universe.
In spare, precise text filled with graceful detail and accompanied by sometimes humorous, sometimes lonely portraits, Don Brown introduces us to the less than magnificent beginnings of an odd boy out. The result is a tender rendering of the adventures of growing up for one of the most important thinkers of the twentieth century.
On a Beam of Light
A boy rides a bicycle down a dusty road. But in his mind, he envisions himself traveling at a speed beyond imagining, on a beam of light. This brilliant mind will one day offer up some of the most revolutionary ideas ever conceived. From a boy endlessly fascinated by the wonders around him, Albert Einstein ultimately grows into a man of genius recognized the world over for profoundly illuminating our understanding of the universe. Jennifer Berne and Vladimir Radunsky invite the reader to travel along with Einstein on a journey full of curiosity, laughter, and scientific discovery. Parents and children alike will appreciate this moving story of the powerful difference imagination can make in any life.
