NumberStrand

Carla Jamieson www.mathwire.com http://www.mathwire.com/games/addsubgames.html Strand: Number Substrand: Develop number sense Grade level:Grade one Specific outcomes: 9. Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts,concretely,pictorially and symbolically, by: -using familiar mathematical language to describe additive and subtractive actions -creating and solving problems in context that involve addition and subtraction -modeling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically [C,CN,ME,PS,R,V]

This is a rich task because it is accessible and extendable, it promotes discussions and communications as it is a game you can play with a partner or a group of people, it encourages the 'what if' questions such as if we were to subtract, add a third dice etc. It encourages independence, allows for decision making, encourages originality and would be very enjoyable for students.

I chose this activity as it is a great way for kids to develop their addition and subtraction skills hands on rather than simply having them do a drill or worksheet. This activity allows for students to interact with their classmates and can bea easily differentiated to accommodate the varied needs of all students in your class.

Number Strand

**__Number by Greg Clarke __**

__Grade Level __: The activity that I chose is for grade 3 to grade 5 students. With some adjustments you could make it for grade 1’s and 2’s as well. __Relation to Program of Studies: __ __Strand: __ Number __General outcome __: Develop number sense __Specific Outcome: __ Grade 3 13. Demonstrate an understanding of fractions by: [C, CN, ME, R, V]
 * explaining that a fraction represents a part of a whole
 * describing situations in which fractions are used
 * comparing fractions of the same whole that have like denominators.

__Reason for choosing this activity: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I chose this activity because I found that it was very hands on and with the activity that students can do on the smart board or on computers it was very beneficial. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This activity is good because it can very easily be simplified or be made easier by asking the students to show you different combinations such as show me 1/2 or show me 1/6, or even combing different shapes and seeing how many go into that. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I chose this activity because it demonstrates rich tasks by promoting discussion about different ways you can fill up a larger object with smaller ones, and if it is possible to fill up certain objects. It also allows for learner to test, and prove their findings and it is accessible and extendable. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The website is illuminations and the link to the lesson plan is: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For the online interactive blocks the link I used is: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">or <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Multiplying 2- or 3-Digit by 1-Digit - Website __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name of contributor: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Kim A.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Date: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> June 14, 2011


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Strand: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Number


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Specific Outcome: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6. Demonstrate an understanding of multiplication (2 or 3-digit by 1-digit) to solve problems by: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[C, CN, ME, PS, R, V]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using personal strategies for multiplication with and without concrete materials
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using arrays to represent multiplication
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Connecting concrete representations to symbolic representations
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Estimating products
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Applying the distributive property


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Grade: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 4


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type of resource: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Technology (Website)


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Brief Description: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website is an excellent resource for teachers because it supplies several activities, for students, which directly relate to multiplication 2- or 3-digit by 1-digit. The activities on this website are accessible and easily extendable. They encourage learners to make decisions and can promote classroom discussion. Many of the activities provide authentic learning opportunities, too.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Download: **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;"> [|http://ion.uwinnipeg.ca/~jameis/New%20Pages/EYR41.html]

Name of Contributor: Alexandra Chang



This is a link to my whole assignment since I think it'll be too long to just copy the whole thing here.

Website: http://www.blackgold.ab.ca/ict/Divison1/Div1Index.htm

Also, I was looking around the site and below is the link to Division II and higher

http://www.blackgold.ab.ca/ict/

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 16pt;">**Microsoft Photo Story 3**
 * Name of contributor: ** Jenna Weber
 * Date: ** June 2nd, 2011
 * Strand: ** Number
 * Specific Outcome(s): **
 * 4: Represent and describe numbers to 100 concretely, pictorially, and symbolically. [C, CN, V] **
 * 8: Demonstrate and explain the effect of adding zero to, or subtracting zero from, any number. [C, R] **
 * 9: Demonstrate an understanding of addition (limited to 1- and 2- digit numerals) with answers to 100 and the corresponding subtraction by: …creating and solving problems that involve addition and subtraction. [C, CN, ME, PS, R, V] **

ALSO: ENGLISH LANGUAGE ARTS OUTCOMES for example: General Outcome 1.1. - Experiment with language and forms ALSO: INFORMATION AND COMMUNICATION TECHNOLOGY OUTCOMES for example: P.3 - Students will communicate through multimedia. Grade 2 Technology The possibilities of Program of Studies objectives being met through this program are endless. The mentioned outcomes, specifically, can be met by asking students to create their own ‘Number Stories’. Have them use digital cameras and go around the school finding (e.g. shoes on the rack) and/or manipulating (e.g. toy blocks) and then taking pictures of items that they will then be able to create mathematical addition and subtraction sequences using their images with this program. They can narrate their sequence of photographed manipulatives as well as add captions, providing practice of the symbolic representation as well as the concrete (during the exploration) and pictorial (in their graphic representation choices) while they represent simple equations and understandings. An example of a result of this task would be a photo of three toy cars and the caption reading “ 3 cars”, the photo would change to a photo of 3 more toy cars and a caption reading “ + 3 cars”. The third photo would be of all six cars together and a caption reading, “ There are 6 cars total. 3 + 3 = 6”. The next photo would be one of themselves and there expression when they imagine adding a zero to their number. In this example, for this photo a child may look extremely pleased because to add a zero would mean 60 toy cars would be present. It may include a caption such as, “If I add a zero to the 6 that would mean there would be 60 toy cars and that would be awesome because we could all play cars at once”. You could extend this activity upon completion and ask students to add a blank page describing in the caption how many more would they need to add to their original total to get to their “zero added number” and to explain their answer in the narration. In this case, how many cars would have to be added to the 6 to make 60? They might say, “If I subtract 6 from 60 I know there is 54 cars difference. I need 54 more cars to have 60”.
 * use a variety of forms of oral, print and other media texts to organize and give meaning to experiences, ideas and information.
 * Grade: **
 * Type of resource: (book, activity, technology. etc.) **
 * Brief Description: **
 * Download(s): **

[]

<span style="font-family: Arial,Helvetica,sans-serif;">**Type of resource:** Children Book, “Inch by Inch” by Leo Lionni
====<span style="font-family: Arial,Helvetica,sans-serif;">**Brief Description:** It is a fun hands-on activity where students have a chance to measure things with gummy worms. Make it clear that gummy worms are NOT for eating! Students can work on measuring individually, or with a partner. At the end, students can compare their measurements with other students to see who measured the longest or the shortest. ====

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Strand: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Number

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Name of contributor: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Brianna Sweet

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Date: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;"> June 9th, 2011

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">General Outcome: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Develop number sense **<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Specific Outcome(s): **

**__Grade 1:__**

8. Identify the number, up to 20, that is: - one more, - two more, - one less, - two less - than a given number. [C, CN, ME, R, V]

9. Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by: - using familiar mathematical language to describe additive and subtractive actions - creating and solving problems in context that involve addition and subtraction - modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically. [C, CN, ME, PS, R, V]

10. Describe and use mental mathematics strategies (memorization not intended), such as: - counting on and counting back - making 10 - using doubles - thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]

**__Grade 2:__**

9. 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. [C, CN, ME, PS, R, V]

10. Apply mental mathematics strategies, such as: - using doubles - making 10 - one more, one less - two more, two less - building on a known double - thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]

**__Grade 3:__**

10. Apply mental mathematics strategies, and number properties such as: - using doubles - making 10 - using the commutative property - using the property of zero - thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]

11. Demonstrate an understanding of multiplication to 5 × 5 by: - representing and explaining multiplication using equal grouping and arrays - creating and solving problems in context that involve multiplication - modelling multiplication using concrete and visual representations, and recording the process symbolically - relating multiplication to repeated addition - relating multiplication to division. <span style="background-color: #f49ce0; font-family: 'Calibri','sans-serif'; font-size: 14px;">[C, CN, PS, R]

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Type of resource: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Technology and activity **<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">Brief Description: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">A rich task, the NUMBER FACT BINGO is a fun game to help students develop and practice their knowledge with addition, subtraction and multiplication, especially with mental math skills. Using technology and some manipulatives, this is an activity that is engaging for the students, and provides and escape from just simple drill/rehearse practice. The website itself provides a variety of different games and activities in both numeracy and literacy. = <span style="font-family: 'Times New Roman',Times,serif; font-size: 24px;">**Download(s):** [] =

= Strand: Number = = = **Name of Conductor:** Kyla Ermineskin = =

= = **Date:** June 9, 2011 = = 1. Say the number sequence 0 to 100 by: 1s forward between any two given numbers 1s backward from 20 to 0 5s and 10s forward from 0 to 100 [C, CN, ME, V] 2. Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or dots [C, CN, ME, V] 3. Demonstrate an understanding of counting by: indicating that the last number said identifies “how many” showing that any set has only one count using the counting on strategy using parts or equal groups to count sets [C, CN, ME, R, V] 9. Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically by:
 * Specific Outcome: **

using familiar mathematical language to describe additive and subtractive actions creating and solving problems in context that involve addition and subtraction [C, CN, ME, PS, R, V] 10. Describe and use mental mathematics strategies (memorization not intended), such as:

using doubles [C, CN, ME, PS, R, V] **Grade**: 1

**Type of Resource:** Technology (Website) ** Brief Description: ** An excellent educational interactive website that offers students a fun learning experience in math activities and games. The students will develop confidence, independence and mathematical skills while enjoying these curriculumn based activities. It is a rich task website for all grade levels (K-12) to enjoy. This website covers all curricular subjects and offers many sites and links for teachers and parents as well.

Downloads: __[|**http://www.2learn.ca**]__

K-5Mathteachingresources.com is a website that provides a number of ideas and games that could be used in math centres. They give the directions 'ready to go' so you just have to gather the materials and then introduce the activity to your students. Remember to check the Program of Studies for appropriate grade level Specific Outcome matches. [] Added May 30, 2011 A. Hodgson-Ward

SourceURL:file://localhost/Users/camille_austria/Documents/Sharing%20Your%20Resources.doc Sharing Your Resources June 2, 2011 Camille Austria

1. Say the number sequence1 to 10 by 1s, starting anywhere from 1 to 10 and from 10 to 1. [C, CN, V] 2. Subitize (recognize at a glance) and name familiar arrangements of 1 to 5 objects or dots. [C, CN, ME, V] 3. Relate a numeral, 1 to 10, to its respective quantity. [CN, R, V]
 * Strand:** Number
 * Grade level:** Kindergarten
 * Specific Outcomes:**

Book “Zero” by Kathryn Otoshi Number cards Manipulatives
 * Materials:**

The teacher should start by reading the book “Zero”. Keep in mind that some of the illustrations show commas in the larger numbers and that teachers no longer teach separating numbers with commas. After the book has been read, the teacher should split the students up into pairs. Each pair will get buttons or some sort of manipulative and a set of number cards (0-10). One student will flip a card for their partner and then whatever number is on the card, the other student has to count out and show the number using the manipulatives. This can also be used as a math station when the students have become more comfortable with the game.
 * Description:**

The cards can always be increased with higher numbers (or by flipping two cards to make a two digit number) or the students can create a number using the buttons and the other student has to find the number card. Another similar activity is using cards with dots on them and using the manipulatives to draw out the actual number. This way, students can practice their subitizing skills and practice writing out numbers with different materials. A memory type of game can also be introduced by using both sets of cards. Students have to match the dotted cards to the number cards. Online math games can also help the students with developing number sense. The book “Zero” can also be extended into different subjects.
 * Extensions:**