Number Sense, Concepts, and Operations

– Standard 1: The student understands the different ways numbers are represented and used in the real world.

– Standard 2: The student understands number systems.

– Standard 3: The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computers for problem solving.

– Standard 4: The student uses estimation in problem solving and computation.

– Standard 5: The student understands and applies theories related to numbers.

Instructional programs from prekindergarten through grade 12 should enable all students to –

• understand numbers, ways of representing numbers, relationships among numbers, and number systems;

• understand meanings of operations and how they relate to one another;

• compute fluently and make reasonable estimates.

Here is some examples of how you can bring the number sense strand to life.

This is an activity that was provided for the students to use number sense and fish for facts

Measurement

– Standard 1: The student measures quantities in the real world and uses the measures to solve problems.

– Standard 2: The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary).

– Standard 3: The student estimates measurements in real-world problem situations

– Standard 4: The student selects and uses appropriate units and instruments for measurement

– To achieve the degree of precision and accuracy required in real-world situations.

The instructional programs from prekindergarten through grade 12 should enable all students to:

• understand measurable attributes of objects and the units, systems, and process of measurement;

• apply appropriate techniques, tools, and formulas to determine measurements.

Here are some examples of projects that deal with measurement:

Activity Tables are a wonderful way to bring learning to life and teach the standards

This activity was one where students were asked to estimate the length of each beanie baby. Then they were asked to measure each one, and then subtract the estimate from the actual measure.

This activity was one that asked students to estimate the measurement of their arm span. Then students were to actually measure the arm span. An extension to this activity was to have 2 or more students to find the average measurement of their arm spans.

Geometry and Spatial Sense

• Standard 1: The student describes, draws, identifies , and analyzes two- and three-dimensional shapes.

• Standard 2: The student visualizes and illustrates ways in which shapes can be combined, subdivided, and changed.

• Standard 3: The student uses coordinate geometry to locate objects in both two and three dimensions and to describe objects algebraically.

Geometry Standard

• Instructional programs from prekindergarten through grade 12 should enable all students to –

– analyze characteristics and properties for two-and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships;

– specify locations and describe spatial relationships using coordinate geometry and other representational systems;

– apply transformations and use symmetry to analyze mathematical situations;

– use visualization, spatial reasoning, and geometric modeling to solve problems.

Here are some projects that deal with the Geometry and Spatial Sense strands

Activity tables also brought this strand to life here are some wonderful examples.

This activity allows the students to review the terms right angle, obtuse angle, and acute angle. This is done by giving each student two coffee stirrers and one twistie tie. They attach the stirrers and then have their own angle measurer.

These students are creating their own geometric designs by using pattern blocks.

Students are building with polydrons, to create geometric solids.

Students are building tetrahedrons

Students were given a puzzling question dealing with pattern blocks , and then asked to solve the question.

Algebraic Thinking:

• Standard 1: The students describes, analyzes, and generalizes a wide variety of patterns, relations, and functions.

• Standard2: The student uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations.

Algebra standard:

• Instructional programs from pre-kindergarten through grade 12 should enable all students to-

– understand patterns, relations, and functions

– represent and analyze mathematical situations and structures using algebraic symbols;

– use mathematical models to represent and understand quantitative relationships;

– analyze change in various contexts.

The following are some examples to activities that show algebra

Some examples for activity tables that teach algebra are:

• Hands-On Equations

• Repeat the pattern

• Algeblocks

Data Analysis and Probability

• Standard 1: The student understands and uses the tools of data analysis for managing information.

• Standard 2: The student identifies patterns and makes predictions from an orderly display of data using concepts of probability and statistics.

• Standard 3: The student uses statistical methods to make inferences and valid arguments about real-world situations.

Data Analysis and Probability

• Instructional programs from pre-kindergarten through grade 12 should enable all students to –

• formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them;

• select and use appropriate statistical methods to analyze date;

• develop and evaluate inferences and predictions that are based on data;

• understand and apply basic concepts of probability.

Here are many examples of how data analysis and probability are used to create projects

Some activities that could be done to teach this standard could be:

• Build a Pictograph using candy.

• Make a large circle graph by using Smarties candies-

• Read a graph