Choose a Grade and Lesson to Sample
Recognizing Quantity on a Quick Image: Up to 10 on the Math Rack
Using the familiar tool of a math rack to display various quantities from 1-10, students are briefly shown an image of an amount of beads and then asked to choose the number they saw on the numberline. “Quick Images” are an effective strategy to help students learn to conceptualize a number in a variety of ways. This helps students to use numbers flexibly, which is an important facet of number sense.
Representing Numbers to 20 in Two Different Ways on a Math Rack
With a math rack virtual manipulative, students learn that you can build the same number in several different ways, e.g., 10+3 = 7+6. Students can use a variety of strategies to solve these problems, including the commutative property (10+4 = 4+10), doubles or near doubles (10+4 = 7+7), and more.
Using Tools to Explore the Measurement of Object Dimensions
Students’ exploration of measurement continues as they begin to measure the different dimensions of objects using non-standard tools. Using common classroom items as digital manipulatives to calculate the lengths and widths of objects, students also begin to understand that tools need to be rotated depending on the dimension being measured and that different sized tools are going to result in different measurements of the length and width.
Associated Addition Equations: Adding a Multiple of 10 and Near Multiple of 10 on the Number Line
Students visualize making jumps on a number line and use a variety of strategies for both addition and subtraction. Strategies include “Making Jumps of 10” (e.g. 79+33 = 79+10+10+10+3) and “Using Landmark Numbers” (e.g. 79+33 = 79+1+20+10+2).
Representing Products to 144 by Partial Products and Arrays
In a series of activities, a given rectangle is covered using smaller rectangles. As grid lines are removed, students work with open arrays. As rectangles are moved, students explore ideas in multiplication: distributive, associative, and commutative properties.
Subtracting Fractions of Like Denominator Using Number Blocks
This lesson helps students think conceptually, not procedurally, about subtracting fractions by using the “removal” or “take away” strategy. This enables skill of subtracting mixed numbers and improper fractions fluently, mentally, and easily.
Adding Fractions with any Unlike Denominators Using Money, Time, or an Open Context on a Bar Model
Students add fractions with unlike denominators using money, time, or an open bar model as context. With these contexts, they are able to use familiar contexts and visuals to help them find a common multiple of the denominators in order to add them together.
Using 180 Degree Relationships to Determine Angle Measurement to a Given Target
Students deepen understanding of angle measurement and rotation while fluently reasoning about and using supplementary and vertical angle relationships. Students use deductive reasoning to make rotations, aim for targets, and determine angle measurements.
Recognizing Quantity on a Quick Image: Up to 10 on the Math Rack
Using the familiar tool of a math rack to display various quantities from 1-10, students are briefly shown an image of an amount of beads and then asked to choose the number they saw on the numberline. “Quick Images” are an effective strategy to help students learn to conceptualize a number in a variety of ways. This helps students to use numbers flexibly, which is an important facet of number sense.
Representing Numbers to 20 in Two Different Ways on a Math Rack
With a math rack virtual manipulative, students learn that you can build the same number in several different ways, e.g., 10+3 = 7+6. Students can use a variety of strategies to solve these problems, including the commutative property (10+4 = 4+10), doubles or near doubles (10+4 = 7+7), and more.
Using Tools to Explore the Measurement of Object Dimensions
Students’ exploration of measurement continues as they begin to measure the different dimensions of objects using non-standard tools. Using common classroom items as digital manipulatives to calculate the lengths and widths of objects, students also begin to understand that tools need to be rotated depending on the dimension being measured and that different sized tools are going to result in different measurements of the length and width.
Associated Addition Equations: Adding a Multiple of 10 and Near Multiple of 10 on the Number Line
Students visualize making jumps on a number line and use a variety of strategies for both addition and subtraction. Strategies include “Making Jumps of 10” (e.g. 79+33 = 79+10+10+10+3) and “Using Landmark Numbers” (e.g. 79+33 = 79+1+20+10+2).
Representing Products to 144 by Partial Products and Arrays
In a series of activities, a given rectangle is covered using smaller rectangles. As grid lines are removed, students work with open arrays. As rectangles are moved, students explore ideas in multiplication: distributive, associative, and commutative properties.
Subtracting Fractions of Like Denominator Using Number Blocks
This lesson helps students think conceptually, not procedurally, about subtracting fractions by using the “removal” or “take away” strategy. This enables skill of subtracting mixed numbers and improper fractions fluently, mentally, and easily.
Adding Fractions with any Unlike Denominators Using Money, Time, or an Open Context on a Bar Model
Students add fractions with unlike denominators using money, time, or an open bar model as context. With these contexts, they are able to use familiar contexts and visuals to help them find a common multiple of the denominators in order to add them together.
Using 180 Degree Relationships to Determine Angle Measurement to a Given Target
Students deepen understanding of angle measurement and rotation while fluently reasoning about and using supplementary and vertical angle relationships. Students use deductive reasoning to make rotations, aim for targets, and determine angle measurements.