Everyday Mathematics Family Game Night
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Everyday Mathematics Family Game Night
- 1. Everyday Mathematics Building Mathematicians!
- 3. Sample Lesson From EDMObjective of the Lesson To review place value in 2-digit and 3-digit numbers.
- 4. Mental Math and Reflexes
- 5. Math Message 52 = ____ tens and ____ ones 25 = ____ tens and ____ ones
- 6. Exploring and Drawing Base-10 Blocks Vocabulary: Base-10 System
- 9. Math Journal Ongoing Assessment
- 10. Math Games Ongoing Learning and Practice
- 11. Math Boxes Mixed Practice
- 12. Home Links
- 13. Share Your Thoughts Please complete the Family Math Night Evaluation Questions? Please include your name, email and/or phone and I will respond to your questions as quickly as I can!
- 15. Mark Your Calendars District Math Night February 10, 2011 “Rock and Roll Math”
Hinweis der Redaktion
- DAILY MATH CLASS75-80 minutes every dayWarm-Up – Mental Math and ReflexesLesson – Manipulatives, Math Journals, Math GamesOngoing Learning and Practice – Math Boxes, My Reference Book, and Home LinksBasic Facts focus in EDM and Rocket Math are built into the program as well as through the use of a basic facts program called Rocket Math. Rocket Math launches in January in all classrooms.What you Might See:Children engaged!Children talking math!Children working in their math journals!Children working together to solve problems!Children working with manipulatives!Children playing math games!Children thinking!What’s Different This Year?The presentation of materials is varied because we now have student journals, homework link books, and student reference books. There is a large game component which helps structure the spiral of learning concepts presented in class. Test content is spiraled which means that students are tested on current content and previously taught content because students remember what they practice.The bar has been raised and expectations have been increased in the hopes of achieving our district goal of more children ready for Algebra 1A in Grade 7 and becoming successful and proficient mathematicians.In each class, time is being spent working with the children so they better understand the new program themselves and how they will be assessed. We realize that change is never easy and we are pleased with how well the children have adapted to Everyday Mathematics.
- Keisha read 8 pages of her book last night and 6 pages this morning. How many pages did she read in all?Hana scored 7 points. Dakota scored 9. How many points did they score in all?Austin bought 17 cupcakes to school for his birthday. He gave 8 to his classmates. How many cupcakes does he have left?
- Math Message Follow-UpBriefly discuss responses. Ask children to explain how they decided which digit names the tens and which digit names the ones.Explain to children that in today’s lesson they will use base-10 clocks to create numbers.
- Key Activities: children are introduced to base-10 blocks and a simple way to draw them. They match numbers to base-10 blocks; model 2- and 3- digit numbers with one or two zeroes; and translate among spoken and written numbers, displays of base-10 blocks, and number cards.Key Concepts and Skills: Count by 1’s, 10’2, and 100’s with base-10 blocks. Explore place-value concepts with base-10 blocks; read and write 2- and 2-digit numbers. Build numbers with base-10 blocks in preparation for modeling addition strategiesKey Vocabulary: base-10 systemHold up a cube, a long, and a flat. Say: These are called base-10 blocks.Explain what each represents.Use the smartboard to display the blocks.Remind children that our system for writing numbers is called the base-10 system, because it is based on grouping things by tens. Explain that base-10 blocks are useful for understanding numbers and solving problems.Show and explain that using pictures may be more convenient than using actual blocks, and pictures are often useful for explaining and recording solutions.Read about base-10 blocks with your class on page 11 of My Reference Book.
- Children use base-10 blocks to complete journal page 53.Review answers with the children.Ask a volunteer to explain why they agree or disagree with the answer.
- Give each child or partnership a set of number cards (0-9) and a place-value mat. Display 3 flats, 5 longs, and 2 cubes on a place value mat. Ask children to show the number 352 by putting cards on their place value mats. Ask: how many hundreds are in this number, how many tens and how many ones? Then ask to read the number in unison.Repeat with other 2- and 3-digit numbers, including the numbers 52 and 25 from the Math Message.Display numbers without the mat. By doing this, the children will have to sort the blocks mentally.Then reverse the procedure. Children use blocks to display the numbers.Now, repeat the previous procedures using numbers with zero in the tens or ones place. For example display, 3 flats and 4 cubes and ask children to use number cards to show the number.Write 34 and 304 on the board and ask which number matches the base-10 blocks. Continue with a series of translations among spoken numbers, written numbers, base-10 blocks, number cards, and calculator displays.
- Playing the Digit Game(My Reference Book pages 132 and 133)Have the children read the rules for the Digit Game on pages 132 and 133.Play several demonstration hands with the class.Have partners play several rounds of the game.
- Mixed PracticeMath Boxes in this lesson are paired with other lessons from unit 3 and the skills in problems 5 and 6 preview unit 4 content.Trust the Spiral
- Home Link 3-1Home Connection: Children continue their work with base-10 blocks as they complete place value exercises similar to those on journal page 53.