math centres on the go!€¦ · place value pocket chart from scholars choice straws elastics (some...

Math Centres on the Go! Summary

This package includes instructions and templates for a collection of math kits, aimed at the Grade 3 level. Each kit includes math manipulatives, everyday objects, and instructions for use. This allows kits to be taken home for use with parents, in order to strengthen students‟ understanding of difficult concepts. Kits are designed to stimulate the interest and learning of students with many learning styles. The activities in each kit address math concepts and skills across the strands and support the achievement of the expectations in the Ontario Curriculum. Although each kit is designed for use at the Grade 3 level, many contain activities of varying difficulty, and therefore can be used as additional support within other grade levels. Each kit contains a self-check component, enabling students or pairs of students to complete activities correctly with minimal assistance. These kits will allow students to continuously consolidate their knowledge throughout the school year, strengthen their understanding of learned concepts and enable them to perform new tasks with greater understanding and precision. They will also allow teachers to work with students in small groups or one-on-one to improve upon any challenges students may encounter.

Notes

All centres are designed to be played by two students at a time

All students have a white board and marker to write answers to centres if desired

Students may leave white boards on desks for check after centres (recess time)

Some centres are colour coded (green - easy, yellow - medium, red – hard)

Some BLM‟s, such as game boards, were minimized to fit into a word document and may be increased in size

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OTF TEACHER RESOURCES www.otffeo.on.ca

List of Centres

NUMBER NAME OF CENTRE LIST OF BLM’S

NS-1 Dazzling Dot plates Template of numbers

NS-2 Estimation Station Chart

NS-3 Place Value Spelling list

Instruction Card

NS-4 Make 10 Template of numbers

NS-5 Money Makers Money cards

GSS-1 Geo Me! Riddles

Pictures

GSS-2 Attribute Sorting Attribute labels

List of attributes

GSS-3 Solid Memory Names of solids

M-1 Time Match 3 time sheets

M-2 Just in Time Game board

clocks

M-3 Time Riddles Riddles

M-4 What‟s My Unit? Game board

Riddles

M-5 Order Me!

PA-1 Related Facts

PA-2 Clear the Board Number sheet

PA-3 Find the Missing Number Number strips with missing #‟s

Number strips with answers

DMP-1 Graph it! Graph problems

Template of graph

DMP-2 Graph Attack! Template with items listed

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Number Sense – 1 – Dazzling Dot plates

EXPECTATION: (GR. 2)

Solve problems involving the addition and subtraction of numbers 1 – 18, using a variety of mental strategies (doubles, doubles + 1).

ITEMS:

Cards or plates with dots of different amounts on them

INSTRUCTIONS:

Green

1. Use cards as flash cards

2. One partner quickly flashes the card, the other partner identifies the number of dots

3. Continue until each partner can do this quickly

Yellow


2. One partner quickly flashes the card, the other partner names the double of the arrangement (e.g. 3 dots – say 6)


Red


2. One partner quickly flashes the card, the other partner names the double + 1 of the arrangement (e.g. 3 dots – doubles would b 6, so 7)


SELF CHECK

3 sets of cards, each will have one set of answers on the back: actual number, doubles, or doubles + 1

TAKEN DIRECTLY FROM RESOURCE:

Dot Plates Drills (for subitizing numbers)

BLM #30 in “A Guide to Effective Instruction in Math Vol. #5”

Template of numbers may be taken from this resource

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Student Instruction Cards for: Number Sense – 1 – Dazzling Dot Plates

Green Instructions for Dazzling Dot Plates: 1. Use cards as flash cards 2. One partner quickly flashes the card, the other

partner says the number of dots 3. Continue until each partner can do this quickly

Yellow Instructions for Dazzling Dot Plates: 1. Use cards as flash cards 2. One partner quickly flashes the card, the other

partner names the double of the arrangement (e.g. 3 dots – say „6‟)


Red Instructions for Dazzling Dot Plates: 1. Use cards as flash cards 2. One partner quickly flashes the card, the other

partner names the double + 1 of the arrangement (e.g. 3 dots – doubles = 6, + 1, so say „7‟) 3. Continue until each partner can do this quickly

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Number Sense – 2 – Estimation Station

EXPECTATION:

Use estimation when solving problems involving addition and subtraction to help judge the reasonableness of a solution.

ITEMS:

- Many baggies with different numbers of items – baggies are numbered (cotton balls, cut straws, paper clips, buttons, stickers, cards, beads, toothpicks, cue tips, pasta, beans, etc.)

COUNTING STRATEGIES

Group items by 2‟s, 3‟s, 5‟s, 10‟s

ESTIMATION STRATEGY

Find little groups (i.e. 10 and estimate how many 10‟s are in the bag)

Students can use laminated cardstock papers labelled with items to record answers:

ITEM ESTIMATION ACTUAL NUMBER STRATEGY USED

1. Cotton Balls

2. Paper clips

Option for increased difficulty: baggies with many items (1000‟s of items)

INSTRUCTIONS:

1. Pick one bag of items

2. Use the estimation strategy Find little groups (i.e. 10 and estimate how many 10‟s are in the bag)

3. Estimate

4. Record your answer

5. Choose a counting strategy

6. Count to check

7. Record your answer

SELF-CHECK

Student checks by counting

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Student Instruction Card for: Number Sense 2 – Estimation Station

Instructions for Estimation Station: 1. Pick one bag of items 2. Use the estimation strategy - Find little groups (Example: 10 and estimate how many 10‟s are in the

bag) 3. Estimate 4. Record your answer 5. Choose a counting strategy

6. Count to check 7. Record your answer Counting Strategies: Group items by 2‟s, 3‟s, 5‟s, 10‟s or any other number that makes sense

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Student Recording Card for: Number Sense – 2 – Estimation Station

ITEM ESTIMATION ACTUAL NUMBER STRATEGY USED

1. Cotton Balls

2. Paper clips

3. Cue tips

4. Beans

5. Stickers

6. Beads

7. Cards

8. Pasta bows

9. Squares

10. Toothpicks

11. Cut Straws

12. Buttons

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Number Sense – 3 – Place Value

EXPECTATION:

Identify and represent the value of a digit in a number according to its position in the number.

ITEMS:

Place Value Pocket Chart from Scholars Choice

Straws

Elastics (Some straws bound together in tens, some in hundreds)

Variety of single digit numbers

Sheet with spellings of all numbers

INSTRUCTIONS:

1. Set up the chart – with the ones label, the tens, and the hundreds – check the back of this card

2. Pick 3 numbers and put one number in ones, another number in tens, and another number in hundreds (place holders)

3. Put the correct number of straws in the correct column

4. Write your answer in words on your white board

5. One partner asks the other partner what is the value of the straws in the ones column, tens column and hundreds column (The answer is the number of straws in that column)

On back of instruction card :

hundreds tens ones

SELF-CHECK

Write the number and have partner check

Read the number and think does it sound right?

Check with another group

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Student Instruction Card for: Number Sense – 3 – Place Value

Instructions for Place Value: 1. Set up the chart – with the ones label, the tens, and

the hundreds - check the back of this card 2. Pick 3 numbers and put one number in ones, another

number in tens, and another number in hundreds (place holders)

3. Put the correct number of straws in the correct column 4. Write your answer in base ten on your white board 5. One partner asks the other partner what is the value

of the number in the ones column, tens column and hundreds column

(The answer is the number of straws in that column)

hundreds tens ones

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Check your spelling!

one

two

three

four

five

six

seven

eight

nine

ten

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

hundred

one

two

three

four

five

six

seven

eight

nine

ten

twenty

thirty

forty

fifty

sixty

seventy

eighty

ninety

hundred

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Number Sense – 4 – Make 10

EXPECTATION: (GR.1)

Solve problems involving the addition and subtraction of single digit whole numbers, using a variety of mental strategies (doubles, doubles + 1).

GREEN GAME 1 (MAKE 10 FLASH CARDS)

Items: Index cards with numbers written from 0 -10,

Baggies

Instructions: 1. Flash card to partner 2. Say what number makes 10 (e.g. flash 6 partner says 4) 3. Check back of card for the answer 4. Continue until all cards are done 5. Switch roles

Self-Check Correct number including number sentence is written on the back

YELLOW GAME 2 (MEMORY)

Items: Index cards with numbers written from 1-10,

envelopes or baggies

Instructions:

1. Place cards face down

2. flip one card

3. try to find the card that makes 10 (e.g. pick 6 look for 4)

4. next player‟s turn

Self-Check Correct answers are on an answer card

RED GAME 3 (10 FRAME GAME)

Items: Ten frames (laminated)

10 2 – sided counters

white board marker

Instructions:

1. Place some red counters on ten frame (e.g. 4 counters)

2. Partner fills in remaining spaces with yellow counters (e.g. 6 counters)

3. Students write 4 + 6 = 10 on back of card

4. Find as many combinations as possible

Self-Check Correct number is obvious (visual coloured counters filling all spaces)

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Student Instruction Card for: Number Sense – 4 – Make 10

Green Instructions for Make 10:

1. Flash card to partner 2. Partner says what number makes 10

(e.g. flash 6 - partner says 4) 3. Check back of card for the answer 4. Continue until all cards are done 5. Switch roles

Yellow Instructions for Make 10:

1. Place cards face down 2. Flip one card 3. Try to find the card that makes 10

(e.g. pick 6 look for 4) 4. Next player‟s turn

Red Instructions for Make 10:

1. Place some red counters on ten frame (e.g. 4 counters)

2. Partner fills in remaining spaces with yellow counters (example: 6 counters)

3. Students write 4 + 6 = 10 on back of card 4. Find as many combinations as possible

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1 9 (1 + 9 = 10) 0

2 8 (2 + 8 = 10)

10 (0 + 10 = 10)

3 7 (3 + 7 = 10)

4 6 (4 + 6 = 10)

5 5 (5 + 5 = 10)

6 4 (6 + 4 = 10)

7 3 (7 + 3 = 10)

8 2 (8 + 2 = 10)

9 1 (9 + 1 = 10)

10 0 (10 + 0 = 10)

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Number Sense – 5 – Money Makers

EXPECTATION: (GR.1)

Estimate, count and represent a collection of coins and bills with a maximum of 10 dollars.

ITEMS:

Pictures of coins or Coin Manipulatives

Flip chart poster – under flaps would be answer pictures

INSTRUCTIONS FOR MAKING FLIP CARDS:

1. Cut strips of bristol board (approx. 34cm x 10cm)

2. Fold strip in half

3. On the outside of folded strip, place label, i.e. make $0.20 using pennies

4. Find corresponding picture among money pictures and cut out

5. Glue inside of folded strip

6. Close strip with velcro

INSTRUCTIONS:

1. Choose the set of cards you would like to try first:

Green – Easy Yellow – Medium Red – Hard

2. Complete the activity i.e. “Make $1.00 using quarters” using play money.

3. Lift the flap and compare your answer to the answer provided.

4. Continue until you have completed all cards within each colour level.

SELF-CHECK

Check under the flap to see picture

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Make $0.20 using pennies.

Make $1.00 using nickels.

Make $1.00 using dimes.

Make $1.00 using quarters.

Make $0.50 using dimes. Make $0.50 using

nickels.





nickels. Make $0.30 using

pennies.



nickels.


nickels. Make $0.80 using

nickels.


nickels.

Make $1.17 using the fewest number of coins

possible.


possible.


possible.


possible.


possible.


possible.


possible.

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possible.


possible.


possible.

Make $0.83 using 7 coins.















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Geometry and Spatial Sense – 1 – Geo Me!

EXPECTATION: (GR.1)

Describe and name prisms and pyramids by the shape of their base

ITEMS:

10-15 cards with riddles with self check on back of card (picture and name of figure) E.g., I have 3 vertices, three equal sides, three equal angles. Create me on the geo-board. What‟s my name

2 Geo-boards

Elastics

INSTRUCTIONS:

1. Pick one riddle card and read the card aloud

2. Sit back to back with your partner

3. Create the figure on the board

4. Record the name of the figure on the white board

5. When you are finished compare answers with your partner

6. Check the back of the riddle card

SELF-CHECK

Answer on the back of the cards

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Student Instruction Card for: Geometry and Spatial Sense – 1 – Geo Me!

Instructions for Geo Me: 1. Pick one riddle card and read the card aloud 2. Sit back to back with your partner 3. Create the figure on the board 4. Record the name of the figure on the white board 5. When you are finished compare answers with your

partner 6. Check the back of the riddle card

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I am any 4-sided figure.

Geo Me!

I am a

______________________ I am a quadrilateral!

I am a quadrilateral with

one pair of parallel sides.

Geo Me!

I am a

______________________ I am a trapezoid!

I am a quadrilateral. I have

2 pairs of parallel sides and

2 pairs of congruent sides.

Geo Me!

I am a

______________________ I am a parallelogram!

I am a parallelogram. I have

4 right angles and 2 pairs of

parallel sides. I have 4 right

angles.

Geo Me!

I am a

______________________ I am a rectangle!


4 congruent sides. I have two

pairs of equal angles.

Geo Me!

I am a

______________________ I am a rhombus!


4 congruent sides and 4 right

angles.

Geo Me!

I am a

______________________ I am a square!

I have 3 sides. I have 3

vertices.

Geo Me!

I am a

______________________ I am a triangle!

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I have 5 sides and 5

vertices.

Geo Me!

I am a

______________________ I am a pentagon!

I have 5 congruent sides

and 5 vertices. I have 5

equal angles.

Geo Me!

I am a

______________________ I am a regular pentagon!


vertices.

Geo Me!

I am a

______________________ I am a hexagon!



equal angles.

Geo Me!

I am a

______________________ I am a regular hexagon!


vertices.

Geo Me!

I am a

______________________ I am a heptagon!



equal angles.

Geo Me!

I am a

______________________ I am an octagon!

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Geometry and Spatial Sense – 2 – Attribute Sorting

EXPECTATION:

Compare and sort prisms and pyramids by geometric properties (i.e., number and shape of faces, number of edges, number of vertices)

ITEMS:

Attribute hoops (To make Venn diagram)

3D solids

Set of laminated cards with attribute labels (e.g., 6 or more vertices, prisms)

Set of laminated index cards with name of solid on one side (cube), and the number of attributes on the other (6 faces, 8 vertices, 12 edges)

INSTRUCTIONS:

1. Use the attribute hoops and lay out a Venn diagram

2. Choose two attribute cards and place one above each hoop

3. Sort and name the solids

4. Check your answers using the cards with the attributes listed

SELF CHECK:

Students check one another‟s sorting by using the cards with the attributes listed

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Student Instruction Card for: Geometry and Spatial Sense – 2 – Attribute Sorting

Instructions for Attribute Sorting: 1. Use the attribute hoops and lay out a Venn diagram 2. Choose two attribute cards and place one above each

hoop 3. Sort and name the solids 4. Check your answers using the cards with the

attributes listed

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Attributes 6 faces

12 edges

8 vertices

Rectangular Prism

Attributes 6 faces

12 edges

8 vertices

Cube

Attributes 5 faces

9 edges

6 vertices

Triangular Prism

Attributes 8 faces

18 edges

12 vertices

Hexagonal Prism

Attributes 6 faces

10 edges

6 vertices

Pentagonal Pyramid

Attributes 4 faces

6 edges

4 vertices

Triangular Pyramid

Attributes 7 faces

15 edges

10 vertices

Pentagonal Prism

Attributes 7 faces

12 edges

7 vertices

Hexagonal Pyramid

Attributes 3 faces

2 edges

0 vertices

Cylinder

Attributes 5 faces

8 edges

5 vertices

Square Pyramid

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Prisms

Pyramids

Has 6 or more edges

Has 7 or more vertices

All faces are congruent

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Has rectangular faces

Has triangular faces

Has 12 or more edges

Has 5 or more faces

Has 6 or more faces

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Has circular faces

Has two bases

Has 10 or more vertices

Has only one base

Has 8 or less edges

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Has no vertices

Squares

Circles

Rectangles

Triangles

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Blue

Green

Yellow

Orange

Red

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Geometry and Spatial Sense – 3 – Solid Memory

EXPECTATIONS:

Construct rectangular prisms (e.g., using given paper nets; using Polydrons) and describe the geometric properties

ITEMS:

Set of solids

Set of cards with name of the solid

Set of paper nets that can be manipulated into solids

INSTRUCTIONS:

1. Place solids and nets on floor

2. Player 1 chooses one solid and one net

3. Player 1 folds the net to see if it matches the solid, if it does, player 1 keeps the pair, if the net and solid do not match, they are returned to the floor

4. Next player‟s turn

SELF-CHECK

Students fold paper nets into solids

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Student Instruction Card for: Geometry and Spatial Sense – 3 – Solid Memory

Instructions for Solid Memory: 1. Place solids and nets on floor 2. Player 1 chooses one solid and one net 3. Player 1 folds the net to see if it matches the solid, if it

does, player 1 keeps the pair, if the net and solid do not match, they are returned to the floor

4. Next player‟s turn

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Cylinder Pentagonal

prism Square based

pyramid

Rectangle based prism

Triangle based pyramid

Hexagonal pyramid

Square based pyramid

Pentagonal based pyramid

Triangular prism

Cube or square based prism

Cone Sphere

Hexagonal prism

Cylinder Pentagonal

prism Square based

pyramid

Rectangle based prism

Triangle based pyramid

Hexagonal pyramid

Square based pyramid

Pentagonal based pyramid

Triangular prism

Cube or square based prism

Cone Sphere

Hexagonal prism

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Measurement – 1 – Time Match

EXPECTATIONS:

Read time using analogue clocks, to the nearest five minutes, and using digital clocks

ITEMS:

One set of blue cards showing analogue clocks and written time

One set of pink cards showing digital time and written time

One blue answer card

One pink answer card

INSTRUCTIONS:

1. Choose one set of cards (blue or pink)

2. Place them face down on a flat surface

3. Player 1 turns two cards over. Try to find a match

4. (example: the match to “1:25” would be “Twenty-five minutes after one o‟clock”)

5. If you find a match, collect the cards and take another turn

6. If you do not find a match player 2 takes a turn

7. When all the matches are found, count your cards

8. The player with the most cards is the winner!

SELF-CHECK

Use the answer card that matches the colour of your playing cards to see if your match is correct.

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Student Instruction Card for: Measurement – 1 – Time Match

Instructions for Time Match: 1. Choose one set of cards (Blue or pink) 2. Place them face down on a flat surface 3. Player 1 turns two cards over. Try to find a match

(Example: the match to “1:25” would be “Twenty-five minutes after one o‟clock”

4. If you find a match, collect the cards and take another turn

5. If you do not find a match player 2 takes a turn 6. When all the matches are found, count your cards 7. The player with the most cards is the winner!

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quarter to six o’clock

quarter to ten o’clock

ten minutes after

two o’clock

quarter to

four o’clock

twelve o’clock

quarter after eight o’clock

nine thirty

quarter after

eleven o’clock

quarter after

seven o’clock

quarter to two o’clock 1:25

4:15 1:15

10: 45 11:45

12:15

3:30

3:00

6:45

3:45

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ten minutes after

two o’clock

ten minutes after

two o’clock

ten minutes after

two o’clock

ten minutes after

two o’clock

ten minutes after

two o’clock

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Measurement – 2 – Race Around The Clock

EXPECTATION:

Read time using analogue clocks, to the nearest five minutes, and using digital clocks

ITEMS:

Game board

Dice

Analogue clock cards

Answer card

2 place holders “men”

INSTRUCTIONS:

1. Roll the dice

2. Move forward as many spaces as the dice says

3. Read the time

4. If the time is correct stay on this space

5. If the time is incorrect go back to your previous spot

SELF-CHECK

Use the answer card to see if you are correct.

ADAPTED FROM RESOURCE:

Extra Practice Math Centres by Mary Peterson. Scholastic Inc., 2007

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Student Instruction Card for: Measurement – 2 – Race Around The Clock

Instructions for Race Around The Clock: 1. Put your “men” on “start” 2. Place analogue clock game cards face down on the

board 3. Player 1 rolls the dice 4. Draw one card from the deck 5. Read the time on the card 6. Check the answer card 7. If you read the time correctly move forward as many

spaces as the dice says. 8. If you read the clock incorrectly, stay where you are 9. Player 2 goes next 10.The first person to get to the “finish” is the winner.

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Measurement – 3 – Time Riddles

EXPECTATIONS:

Solve problems involving the relationship between minutes and hours using a variety of tools

ITEMS:

Riddles of elapsed time (e.g. Lisa wakes up at 9 o‟clock. It takes her 15 minutes to brush her hair and wash her face. What time is it now?)

INSTRUCTIONS:

1. Ask partner one of the riddles

2. Partner gives answer

3. Both players check the answer using a clock with numbers around the outside

4. Continue taking turns

SELF-CHECK

Use a clock with numbers around the outside to check if you are correct

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Student Instruction Card for: Measurement – 3 – Time Riddles

Instructions for Time Riddles: 1. Ask partner one of the riddles 2. Partner gives answer 3. Both players check the answer using a clock with

numbers around the outside 4. Continue taking turns

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Little Red Riding Hood begins making cookies for her grandmother at 10:00. It takes her 15 min to gather all the ingredients. She is interrupted by a phone call from the Gingerbread man. She talks to him for 10 min. Finally, Little Red Riding Hood takes 20 minutes to mix and bake her cookies. What time does she put them into the oven?

The Big Bad Wolf leaves his house for the little cottage at 2:00 in the afternoon. First he stops to pick some flowers that takes him 10 minutes. Then he sees a stream and he takes a relaxing swim for 45 minutes. We he is done his swim he walks 10 more minutes to the cottage. What time does he arrive?

Little Red Ridding Hood needs a new cape. She spends 2 hours looking for fabric, 10 minutes cutting a pattern and 20 minutes sewing. How long does it take for her to make a new red cape?

Grandma is expecting Little Red Ridding Hood for tea at 4:00. She begins cleaning her house at 1:45. She vacuums and dusts for a half and hour. When she is done cleaning she takes a nap for 30 minutes. Will grandma be awake when Little Red Riding Hood arrives for tea?

The Big Bad Wolf needs a disguise. He calls his friends at 6:00 to get some ideas. First he talks for 15 minute to Chicken Little who tells him to be a chicken. Then he talks to Little Bo Peep for 25 minutes and she suggests he dresses as a sheep. Finally, it is Shrek who tells the wolf to be a donkey. The wolf and Shrek talk for only 5 minutes. What time does wolf end his phone calls?

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Measurement – 4 – What’s My Unit?

EXPECTATIONS:

Estimate measure and record length, perimeter, area, mass, capacity, time and temperature using standard units

ITEMS:

Game board

Die

Question Cards

INSTRUCTIONS:

1. Put your place holders on “start”

2. Place the cards face up on the game board

3. Player 1 rolls the dice

4. Draw one card from the deck

5. Answer the unit question

6. If you answer the unit correctly (check the back of the card) move forward as many spaces as the dice says. If you read the unit incorrectly, stay where you are

7. Player 2 goes next

8. The first person to get to the “finish” is the winner.

SELF-CHECK

Answer on the back of the card

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Student Instruction Card for: Measurement – 4 – What’s My Unit?

Instructions for What‟s My Unit: 1. Put your “men” on “start” 2. Place the cards face up on the game board 3. Player 1 rolls the dice 4. Draw one card from the deck 5. Answer the unit question 6. Check the back of the card 7. If you answer the unit correctly move forward as

many spaces as the dice says 8. If you read the unit incorrectly, stay where you are 9. Player 2 goes next 10. The first person to get to the “finish” is the winner

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First ½ of game board

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Second ½ of game board

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The length of a pencil

The length of a book

The length of a canoe

The length of a bus

The perimeter of a desk

The perimeter of a playground

The distance around a bathtub

The area of a suitcase

The area of a binder

The area of a rectangle swimming pool

The height of a table lamp

The height of an apartment building

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The distance to Florida

The distance to the grocery store

The distance to British Columbia

The mass of an apple

The mass of a glue stick

The mass of a large dog

The capacity of a large milk carton

The capacity of a juice box

The temperature of hot chocolate

The temperature of a popsicle

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m cm cm

m cm M

cm² cm² Cm

m cm m²

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Km km km

Kg g g

ºC (Degrees Celsius)

m

L

ºC

(Degrees Celsius)

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Measurement – 5 – Order Me

EXPECTATIONS:

Estimate measure and record length and perimeter using standard units

ITEMS:

20 or more 100cm (1m) lengths of string (strings may be folded for lengths such as 50cm or 25cm)

2 instruction cards (greatest to least, smallest to largest)

Cards with different lengths written on them (Example: 150cm, 2m, 75cm)

INSTRUCTIONS:

1. Draw three cards and read the lengths written on them

2. Draw one of the instruction cards (greatest to least or smallest to largest)

3. Lay down the cards in order according to the instruction card

4. Check if you are correct by laying down the correct number of strings

5. Remember to start each string at the same spot for accuracy

6. Check the back of the cards to see if you have the correct number of strings laid out

SELF-CHECK

Answer on the back of the card

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Student Instruction Card for: Measurement – 5 – Order Me

Instructions for Order Me: 1. Draw three cards and read the lengths written on them 2. Draw one of the instruction cards (greatest to least or

smallest to largest) 3. Lay down the cards in order according to the

instruction card 4. Check if you are correct by laying down the correct

number of strings 5. Remember to start each string at the same spot for

accuracy 6. Check the back of the cards to see if you have the

correct number of strings laid out

Greatest to least

Smallest to largest

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1 ½ m One and one half

meters

5 m Five meters

2 ½ m Two and one half

meters

4 ½ m Four and one half

meters

525 cm Five hundred and

twenty-five centimetres

250 cm Two hundred and fifty

centimetres

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350 cm Three hundred and

fifty centimetres

300 cm Three hundred

centimetres

400 cm Four hundred centimetres

200 cm Two hundred centimetres

450 cm Four hundred and fifty

centimetres

50 cm Fifty centimetres

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100 cm One hundred centimetres

125 cm One hundred and

twenty-five centimetres

4 m Four meters

2 m Two meters

500 cm Five hundred centimetres

1 m One meter

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150 cm One hundred and fifty

centimetres

175 cm One hundred and

seventy-five centimetres

3 m Three meters

3 ½ m Three and one half

meters

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Patterning and Algebra – 1 – Related Facts

EXPECTATIONS:

Determine, through investigation, the inverse relationship between addition and subtraction.

ITEMS:

Large dice with numbers

Large dice with addition, subtraction and equal symbols

Calculator

INSTRUCTIONS:

1. Roll 2 number dice and one symbol die

2. Put a + or - symbol between the 2 number dice

3. Solve the equation

4. Check with a calculator to see if it is correct

5. Rearrange the numbers to make a related fact

6. Check your new equation with the calculator

7. Repeat until you have found all the related facts

8. Write the 4 related facts on your white board

SELF-CHECK

Check with the calculator

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Student Instruction Card for: Patterning and Algebra – 1 – Related Facts

Instructions for Related Facts: 1. Roll 2 number dice and one symbol die 2. Put a + or – symbol between the 2 number dice 3. Solve the equation 4. Check with a calculator to see if it is correct 5. Rearrange the numbers to make a related fact 6. Check your new equation with the calculator 7. Repeat until you have found all the related facts 8. Write the 4 related facts on your white board

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Patterning and Algebra – 2 – Clear the Board

EXPECTATION:

Identify, through investigation, and use the associative property of addition to facilitate computation with the whole numbers

ITEMS:

White board

Marker

Die

„Clear the Board‟ Laminated cardstock with numbers to 20

INSTRUCTIONS:

1. Roll the die 3 times to get 3 different magic numbers (1,2,3)

2. Use these magic numbers to eliminate every number from 1-20 by writing an equation (e.g. 2+2+3=7) eliminates 7

SELF-CHECK

Use a calculator to check your answers

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Student Instruction Card for: Patterning and Algebra – 2 – Clear the Board

Instructions for Clear the Board: 1. Roll the die 3 times to get 3 different magic numbers

(1,2,3) 2. Use these magic numbers to eliminate every number

from 1-20 by writing an equation (e.g. 2+2+3=7) eliminates 7

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1 11 1

2 12 2

3 13 3

4 14 4

5 15 5

6 16 6

7 17 7

8 18 8

9 19 9

10 20 10

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Clear the Board

Magic Numbers

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

6. _____________________________________________

7. _____________________________________________

8. _____________________________________________

9. _____________________________________________

10._____________________________________________

11._____________________________________________

12._____________________________________________

13._____________________________________________

14._____________________________________________

15._____________________________________________

16._____________________________________________

17._____________________________________________

18._____________________________________________

19._____________________________________________

20._____________________________________________

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Patterning and Algebra – 3 – Find the Missing Number

EXPECTATIONS:

Extend a repeating, growing and shrinking number pattern

Items:

Laminated Number strips with boxes – see below

96 ? 100

? = 98

60 ? 100

? = 80

36 38 ?

? = 40

INSTRUCTIONS:

1. Guess the missing number in the pattern

2. Write your answer in the box with the ?

SELF-CHECK

Answer on back

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Student Instruction Card for: Patterning and Algebra – 3 – Find the Missing Number

Instructions for Find the Missing Number: 1. Guess the missing number in the pattern 2. Write your answer in the box with the ?

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60 70 80 90 100

96 97 98 99 100

2 4 6 8 10

16 18 20 22 24

36 37 38 39 40

45 55 65 75 85

15 18 21 24 27

5 10 15 20 25

4 8 12 16 20

50 40 30 20 10

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10 9 8 7 6

25 50 75 100 125

100 95 90 85 80

55 66 77 88 99

4 14 24 34 44

100 125 150 175 200

110 120 130 140 150

111 222 333 444 555

673 674 675 676 678

550 540 530 520 510

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? 80 90 100

? 98 99 100

2 ? 10

16 18 ? 24

36 38 ?

? 65 75 85

15 ? 21 27

5 10 ? 25

4 8 ? 20

50 30 20 ?

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? 9 8 6

25 ? 100 125

100 ? 85 80

55 66 ? 99

4 24 ?

? 125 175 200

110 ? 130 150

111 ? 444 555

673 674 ? 678

550 520 ?

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Data Management and Probability – 1 – Graph it

EXPECTATIONS:

Collect and organize categorical or discrete primary data and display the data in charts, tables and graphs

ITEMS:

Cards with tally charts and/or graph word problems

Graphing Pocket Chart OR Laminated graphing templates with: (axis, width of bars, lines for labels and titles, drawn in) Example: in Mr. B‟s class 10 kids like soccer, 4 kids like baseball, 8 kids like hockey, 2 don‟t play any games. Graph it using a scale of 2.

INSTRUCTIONS:

1. Pick one card and read it

2. Make a tally chart if necessary

3. Graph the information

SELF-CHECK

Actual graph drawn on back

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Student Instruction Card for: Data Management and Probability – 1 – Graph it

Instructions for Graph it: 1. Pick one card and read it 2. Make a tally chart if necessary 3. Graph the information

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Graph Template

____

_________

_____

________

___

__

______

_______________________________________

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Data Management and Probability – 2 – Graph Attack

EXPECTATIONS:

Demonstrates an ability to organize objects into categories, by sorting and classifying objects using two or attributes

Collect and organize categorical or discrete primary data and display the data in charts, tables and graphs

ITEMS:

Many baggies with assorted items in assorted amounts (stickers, paper clips, beans, pasta, straws, buttons, beads)

Mat with squares – grid – labelled with items at the bottom.

INSTRUCTIONS:

1. Count the items in one bag

2. Create a tally chart using these items

3. Graph it on the graph mat using the items

SELF-CHECK

No check necessary

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Student Instruction Card for: Data Management and Probability – 2 – Graph Attack

Instructions for Graph Attack: 1. Count the items in one bag 2. Create a tally chart using these items 3. Graph it on the Graph Mat using the items

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Graph Attack Mat

ITEMS FOUND IN GRAPHING KIT

NU

MB

ER

OF

OB

JE

CT

S

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

Stickers Paper clips Beans Pasta Straws Buttons

Beads

OBJECTS

math centres on the go!€¦ · place value pocket chart from scholars choice straws elastics (some...

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