Receive timely lesson ideas and PD tips
Receive timely lesson ideas and PD tips
Search
 |
| Math Games With Jane and Joanne |
Junior Star Traveler
LEVELS
Grade 1 and upSKILLS
PLAYERS
EQUIPMENT
GETTING STARTED
The object of this game is for pairs or groups of students to work together to take away all of the cards before coloring in all five points on a star.
Players build a 6 x 4 grid of playing cards; all cards appear face up. The cards might look like the illustration that appears a bit farther down this page.
A player rolls the die. The player may take away any card or combination of cards that equals the die and that appears at the bottom of any column of cards. Players work together as members of a team or cooperative group to figure out what the best play will be. Addition, subtraction, or a combination of operations can be used, but a maximum of only three (3) cards can be removed in one turn.
Example The player rolls a 5, so he takes the cards 1 (Ace) and 4 from bottom. This move leaves 5, 2, 4, and 2 exposed (as the bottom cards in each column) for the next roll. Another choice might have been to remove the 1, 2 and 2.In the event that a card or combination of cards cannot be found to equal the number on the die, players color in one point on their star.
Play continues until all cards are removed or all five points on the star are colored.
As players gain more experience with this game, they will develop more strategies to maximize their chances to win. Begin with number recognition, then move when students are ready to adding combinations, subtracting combinations, and mixed operations.
|
Joanne Currah and Jane Felling have created two best-selling math game books -- Shuffling Into Math
(for teachers of grades K-3) and All Hands on Deck (grades 1-9). Each book includes simple instructions
for more than 100 math games that help children discover math concepts and reinforce math skills. Education
World is pleased to present a selection of those activities in this series.
|
Joanne Currah and Jane Felling
created their company, BOX CARS & ONE-EYED JACKS, for the sole purpose of making math fun -- not threatening
or frustrating -- for children. Joanne and Jane spend many days each year on the road as they train
teachers to make math fun for kids and run Family Math Nights at schools. To learn more about the authors,
their books, and the services they provide, visit them at Education World®
Copyright © 2006 Education World
EW Lesson Plans
Submit your own lesson plan for a chance to receive a FREE $50 Classroom Supplies Gift Card!
> Learn more!
Chatter
Trending
November
Every-Day Edits
Use Every-Day Edits to build language skills, test scores, and cultural literacy. Be sure to see our tips for using Every-Day Edits in your classroom.
Great American SmokeoutThanksgivingSquantoIslamic HajjBlack FridayThe Edmund FitzgeraldVeterans DayTime ZonesPresident Warren G. HardingStellalunaKing Tut's TombSousa MarchesMarie CurieThe Hope DiamondMontana StatehoodEloiseSesame StreetElizabeth Cady StantonAmerica's ComposerArtist Georgia O'KeeffeOklahoma, the Sooner StatePresident James GarfieldRobert F. KennedyYoshiko UchidaMacy's ParadeThe SlinkyThe St. Augustine Monster
Looking for ideas for using Every-Day Edits in your classroom? See our idea file.
Run out of Every-Day Edit activities for the month of November? Check out our Xtra activities for any time of year.
Lesson Plan: Different Types and Sources of Energy
Subject: Science
Grade: 4
Lesson Objective: To understand that there are different types and sources of energy
Next Gen Science Standard: 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Starter:
Say:
What do you think energy is? (Allow the students to answer.)
Main:
Say:
Today, we are going to be talking about energy.
Energy is power that comes from a source and is used to provide light, heat or to work machines.
There are different kinds of energy and energy comes from different sources.
One type of energy is kinetic (ki-ne-tic) energy and one type of energy is potential energy.
Kinetic energy is energy that is in motion. A ball bouncing is using kinetic energy.
Potential energy is stored energy. A ball that is sitting at the top of a hill has potential energy.
When you are sitting at your desk with your hands on your desk, your hands have potential energy. When you raise your hand or move your hand to write, your hand has kinetic energy.
Now, we are going to talk about the sources of energy. That means where energy comes from.
Energy comes from many different places.
Coal, natural gas and oil are all burned and then turned into energy.
Energy can also come from the sun, wind, heat in the Earth, water and natural things like wood and corn.
Energy comes from the sun is called solar energy. Solar panels soak up the sun and turn it into energy.
Wind, energy and heat from the Earth are all caught and used to make energy.
Wood, manure and corn can be burned and that is used to make energy.
Energy is transferred from place to place and can then be used to produce motion, sound, heat or light.
You are now going to look around the room and make a list of the different places where you see energy being transferred and producing something.
Does anyone have any questions?
Allow about 10 minutes for the students to make a list of places where energy is being transferred.
Feedback:
Say:
Who would like to share the list that you made? (Allow the students to answer and share.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2018 Education World
Image by wpclipart.com
Lesson Plan: Changes in Habitat
Subject: Science
Grade: 3
Lesson Objective: To understand that changes to an environment can be dangerous
Next Gen Science Standard: 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Starter:
Say:
How do plants and animals in a habitat depend on each other? (Allow the students to answer- students should explain that animals eat plants that grow and then other animals eat those animals. When animals die, they put nutrients in the soil that helps the plants to grow.)
Main:
Say:
Last class we talked about how the plants and animals in habitats rely on each other to survive.
Today, we are going to talk about what happens to the plants and animals in a habitat if there are changes to the environment.
Sometimes there are changes to an environment or habitat. These changes can happen for different reasons.
Some of the changes happen because of something that people do or because of weather patterns or a natural disaster.
Animals and plants in habitats are affected by any change that happens to an environment.
Any change to an environment can cause a change in the way that living things interact or depend on each other.
People often cut down trees to make room for farms or for houses.
When trees are cut down, it takes away places for animals to live and it takes away food from animals that eat the leaves or fruit from the trees.
This can be very dangerous to the animals in that habitat because if they cannot eat, they will die. Then, the animals that eat those animals will not have food either.
Sometimes making changes to an environment like cutting down many trees can cause a change in temperature or rainfall in that habitat.
This will make it difficult for the plants and animals that live in that habitat because they are not used to the new temperature or amount of rainfall.
Air and water pollution also cause problems for animals that live in habitats that are affected.
Any change to an environment can cause really big problems for plants and animals in a habitat.
The changes can make the plants and animals in that habitat die.
We just talked about how changes to the environment can be very dangerous for the plants and animals that live in a habitat.
Please take out your notebooks.
You are going to write a few sentences describing what makes changes to an environment dangerous.
Feedback:
Say:
Who would like to share what you wrote about what makes changes to an environment dangerous? (Allow the students to share.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimbery is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2018 Education World
Image courtesy of: wpclipart.com
Receive timely lesson ideas and PD tips
Receive timely lesson ideas and PD tips
Sitemap
|
Sign up for our free weekly newsletter and receive
top education news, lesson ideas, teaching tips and more!
COPYRIGHT 1996-2016 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED.
COPYRIGHT 1996 - 2018 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED.
75 Mill Street, Colchester, CT 06415
