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| Math Games With Jane and Joanne |
Tic Tac Toe
LEVELS
Grades 3 - 6SKILLS
- adding 3-digit numbers
- missing addends
PLAYERS
- 4 players (2 teams of 2)
EQUIPMENT
- playing cards Ace (=1) through 9
- paper and pencil
GETTING STARTED
The goal of this game is for pairs of students to work together cooperatively to find missing addends. Teams try to get Tic Tac Toe before their opponents get it.
Each team draws nine (9) cards from the deck. They use those cards in the order drawn to create an addition sentence/problem in which three 3-digit numbers are added.
ExampleThe team figures out their sum and then turns over three of the cards in a diagonal row and displays the sum to the opposing team.
Player 1 turned over these nine cards: 4, 7, 9, 3, 2, 1, 8, 7, and another 2. The problem he creates is:
4 7 9
3 2 1
+ 8 7 2
---------1 6 7 2
ExampleThe other team now has the opportunity to figure out the missing addends. When they figure them out, they tell their opponents the missing addends. If they are correct, they may put one X mark on a Tic Tac Toe gameboard.
7 9
3 1
+ 8 7
---------1 6 7 2
The other team now has their chance to figure out the missing addends in a math problem created by their opponents and to add an O to the Tic Tac Toe board.
Play continues until the Tic Tac Toe game is completed.
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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.
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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
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Lesson Plan: Fantastic Fossils
Subject: Science
Grade: 3
Lesson Objective: To analyze and interpret fossils
Next Gen Science Standard: 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Materials Needed:
Real fossils or pictures of fossils (attached)
Starter:
Say:
Have you ever seen a fossil? Where did you see it and what did it look like? (Allow the students to answer.)
Main:
Say:
A fossil is the remains or an impression of an organism that has been preserved in rock. When an animal or organism from long ago died, what was left of their exoskeleton or skeleton was left in sand or dirt. Over time, the sand or dirt hardened and turned into rock.
Bones, shells, feathers and leaves can all become fossils. Some fossils show all of an organism, leaf or shell and some only show part of one.
Fossils are only called fossils once they are 10,000 years old.
Some of the oldest fossils that have been found are more than 3 billion years old. The fossils were of ancient algae that lived in the oceans.
Fossils can tell us many different things about an organism. Fossils can tell us where an organism lived, such as on land or in the ocean.
Fossils can tell us what an organism looked like, especially if the fossil is found whole.
Fossils can also tell us what the environment was like. Plant fossils can help scientists figure out if it was hot, cold, wet or dry. Different plants like different conditions to grow.
I am going to show you a fossil. (Hold up the picture of the fossil). This is a fossil of a coelacanth. Coelacanths were ancient fish.
This fossil tell us what the fish looked like, including all of its different parts. It also tells us that the area where it was found was once covered with water because we know that fish live in water.
You are now going to get a chance to look at a few fossils. (Give each student, or pair of students, two fossils or pictures of fossils to examine)
You are going to look at the fossil, figure out what you can learn about what the organism looked like and what you can figure out about what the environment was like. Then, you will write down what you learn from each fossil.
Does anyone have any questions?
Feedback:
Say:
Who would like to share what you learned by looking at your fossils? (Allow the students to 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 courtesy of: wpclipart.com
Subject: Science
Grade: 5
Lesson Objective: To understand and demonstrate how Earth’s major systems interact with each other
Next Gen Science Standard: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Materials:
Clay
Paper
Makers
Starter:
Say:
What is the Earth made up of? (Allow the students to answer.)
Main:
Say:
The Earth is made up of rock, soil, water and air. There are four different systems that make up Earth.
They are called the geosphere, hydrosphere, atmosphere and biosphere.
The geosphere is solid and molten rock, soil and sediment. These make up the core, mantle and crust of Earth.
The hydrosphere is water and ice. This includes all of the oceans and troposphere. 97% of water is found in salty oceans and the rest is vapor or droplets in the atmosphere or liquid in lakes, rivers or glaciers.
The atmosphere is air. The atmosphere is divided into different layers.
The biosphere is living things, including humans. The biosphere is made up of different life zones or biomes.
These systems interact with each other and the way that they interact affect Earth.
The hydrosphere and the geosphere interact in many different ways. One of the major ways that they interact is that the hydrosphere causes erosion by running water and precipitation. The hydrosphere provides precipitation to the vegetation growing on the geosphere. Can you think of anything else? (Allow the students to answer.)
The atmosphere and the geosphere also interact in many different ways. The main way is that the atmosphere keeps the sun’s radiation in, which keeps Earth warm. Can you think of anything else? (Allow the students to answer.)
Now, you are going to design a model that shows how either the hydrosphere and geosphere interact or how the atmosphere or geosphere interact. I have clay and paper and makers for you to use. You will explain your model to all of us when you are done.
Does anyone have any questions?
Feedback:
Say:
Who would like to share and explain your model? (Allow the students to 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© 2019 Education World
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