Supply Teacher Survival Kit

Supply Teacher Survival Kit

Created By: Tara Correia

Lauren Sanford Katie Marshall

Melissa Hanscome

Literacy K-3

Anti-Bullying

Anti-Bullying

Literacy K-1

General Outcome

Students will speak and listen to, explore, extend, clarify, and reflect on

their ideas, feelings and experiences

Procedure

- Read an anti-bullying book

- Ask the following questions to the students:

o “What do you think bullying means?”

o “How does bullying making someone feel?

o How do you think the characters in the book

felt?”

o “Where do you see other children be bullied?”

o “Why do you think bullies do this?”

- Have children listen to the ideas and opinions on how to

prevent bullying and what they could do if they were

being bullied or saw someone else being bullied.

- Have students draw and colour a picture of one of the

ideas discussed

Materials

Anti-bullying book (The Pirate of

Kindergarten, King of the

Playground, Zoom! Zoom! Bully)

Anti-Bullying

Anti-Bullying Literacy 1-2

General Outcome

Students will speak and listen to, explore, extend, clarify, and reflect on

their ideas, feelings and experiences

Procedure

- Read an anti-bullying book


o “What does bullying mean?”

o “How does it make people feel?”

- Have the students write three questions they would like

to ask a bully

o E.g. - Why do you bully? How do you feel

when you bully others? How do you think you

make others feel?

o Have students swap their questions with their

elbow partner, and answer the questions from

the perspective of the bully

- Have the class share their ideas and opinions to the

class.

Materials

Anti-bullying book (Dexter The

Tough, Bullies Never Win, Ameila’s

Bully Survival Guide

Anti-Bullying

Anti-Bullying Literacy 3-4

General Outcome

Students will speak and listen to, explore, extend, clarify, and reflect on their

ideas, feelings and experiences

Procedure

- Play the “Bully for Binky” video

(http://www.youtube.com/watch?v=2dEZSqnFMuU)


o “What does bullying mean to you?”

o “How does it make people feel?”

o “What is the difference between bullying and

joking?”

o “How did Arthur and his friends help Binky?”

- As a class, discuss ways in which they could help

prevent bullying and stop bullying if they see it

happening.

- Put students in groups and have them write a short story

about seeing another child being bullied and what they

would do.

- Once stories are written, have the groups perform a skit

of their story to the class. Discuss the opinions, ideas

and reactions of each skit with the class.

Materials

Anti-bullying Video (link attached)

http://www.youtube.com/watch?v=2dEZSqnFMuU

Creative Writing

Creative Writing Literacy K-1

General Outcome Students will be able to communicate information and ideas effectively, and clearly, and to respond personally and critically

Procedure - Create a list of story ideas with students

o Once you have done so, select one of the ideas

and use this as the theme of your story

- Create a ‘five finger planner’ (see attachment) on the

board with students using the selected theme – remind

students that stories have beginning, middle and end

- Have students help you fill in the planner to create a

story

- Once the planner is filled in, retell the story to the

students

- Have students work with their elbow partner to create

their own story!

o Remind students that there is a list of ideas they

may use and it is important to be as creative as

possible!)

- Once students have finished, have the class sit on the

carpet and allow students to stand up with their partners

to share

Materials ‘Five finger’ planner

Paper

Pencils

Creative Writing

Creative Writing Literacy 1-2


Procedure - Create a list of story ideas with students – once you have done

so, select one of the ideas and use this as the theme of your

story

- Create a ‘five finger planner’ (see attachment) on the board

with students using selected theme – remind students that

stories have beginning, middle and end

- Have students help you fill in the planner to create a story

- Once the planner is filled in - retell the story to the students

- Continue modeling, by putting your story into a few short

sentences with a colorful picture at the top (see attachment) - Have students work with their elbow partner to create their

own story! (Remind students that there is a list of ideas they

may use and they can be as creative as possible)

- Students will produce individual final products based on their

shared 5 finger planner

- Once students have finished, have the class sit on the carpet

and allow students to stand up with their partners to retell their

story

Materials ‘Five finger’ planner

Story paper

Pencils

Creative Writing



Procedure - Create a list of story ideas with students on the board - Using a ‘story map’ (see attached) fill in the details of

your story as a class - Once you have completed the map, put students into

pairs and have them fill in their own story map - After the class has completed this, bring their attention

back to the board - Model for students how to use their story board to

complete next step o Using the details filled in, write a 3-5 page story

(using story paper) with colourful illustrations –

stories will be handed in individually but will be

done with the story map created in pairs - Once students have completed their work, have them

share their stories in pairs

Materials - Story Map

- Story paper

Showing Kindness

Showing Kindness Literacy K-1

General Outcome

Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.

Procedure - Read a book about kindness (optional – see attachment)

- Hold up a coloured/ cut out heart to the class and explain

you’re going to tell a story

- Create a story about a little boy/girl who came to school

and did their best and students just weren’t very nice to

him/her – continue with the story, tearing a bit of the paper

heart off each time you give an example of something that

was done that is mean

- Allow students to help you think of more things that

students might have done to break the little boys heart and

make him sad

- Once you have finished tearing the heart into pieces, ask

the class “how we can help put it back together?” “What

nice things could we do?” Each time the class comes up

with an idea and names different types of kindness, pick

up the piece of the heart and glue them onto the poster as

a reminder to always be nice to one another

- Once you have done this, give students a handout (see

attachment) and have them colour in the heart

Materials Book about kindness – (Fill Your Bucket, Rainbow Fish etc)

White paper

Coloured paper heart

Puzzle Heart Handout

Showing Kindness

Showing Kindness Literacy 1-2

General Outcome


Procedure - Read a book about kindness (optional – see suggestions)

- Hold up a coloured/ cut out heart to the class and explain


- Create a story about a little boy/girl who came to school and

did their best and students just weren’t very nice to him/her –

continue with the story, tearing a bit of the paper heart off each

time you give an example of something that was done that is

mean

- Ask students more things that students might have done to

hurt the boys feelings

- Once you have finished tearing the heart into pieces, ask the

class how we can help put it back together? What nice things

could we do? Each time the class comes up with an idea and

names different acts of kindness, pick up the piece of the heart

and glue them onto the poster as a reminder to always be nice

to one another

- Have students create their own journal entry about a time that

they helped someone or someone helped them and share


White paper


Showing Kindness

Showing Kindness Literacy 3-4

General Outcome


Procedure - Hold up a coloured/ cut out heart to the class and explain


- Create a story about a little boy/girl who came to school and

students just weren’t very nice to him/her – continue with the

story, tearing a bit of the paper heart off each time you give an

example of something that was done that is mean

- Ask students to help you think of more things that students

might have done to make the boy sad

- Once you have finished tearing the heart into pieces, ask the

class “how we can help put it back together?” “What nice

things could we do?” Each time the class comes up with an

idea and names different types of kindness, pick up the piece

of the heart and glue them onto the poster until the heart is

whole again – this is a reminder to always be nice to one

another

- Have students create a short story about kindness

- Have students conference with you if their story is ready to be

edited and have students share their stories


White paper


Reading for Interest 1

Reading for Interest Literacy K-1

General Outcome

Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

Procedure - Pick out a book from the school library or classroom to

read to the class.

- Before reading the book, have a discussion with

students about the importance of picking out a book that

interests you.

- Explain to the students two things you enjoyed about

the book you just read (E.g.- if you are a fan of hockey,

explain two reasons why the book about hockey was

enjoyable)

- Have students pick out their own book that peaks their

interest (and is appropriate level)

- Have students write 1-2 sentences about the book and

draw a colourful illustration

Materials Picture book

Pencils

Paper


Reading for Interest Literacy 1-2

General Outcome


Procedure - Review with students that punctuation in text serves as

a purpose and that upper- and lower-case letters have

specific forms and functions. - Bring students to the school library or bookshelf to

select two or three books they are interested in.

- Put students in partners and have them read their

books to each other.

- Remind students to predict on the basis of what makes

sense, what sounds right, and what the print suggests

with their partners.

- Have students write 2-3 sentences about something

they enjoyed in their book and draw a colourful picture


Pencils

Paper



General Outcome


Procedure - Bring students to the school library or the bookshelf in

the classroom to pick a non-fictional book of their

interest. - Have students silently read their books, reminding them

to determine content, locate topics, and obtain

information.

- Have students predict on the basis of what would make

sense, what would sound right, and what the print

suggests as they read their book.

- Select a student to read their book to you. Monitor

reading by cross-checking the various cues (Did that

make sense? Did it sound right? If that were “fire” would

it have a “t” at the end?)

- Have students complete an ‘exit’ slip on two things they

took from the book


Pencils

Paper

Reading for Interest

Reading for Interest Literacy K-1

General Outcome

Students will be expected to select, read and view with understanding a range of literature, information, media, and visual texts.

Procedure - Review/learn the sight words the, to, and, a, I, you, it, in,

said, for, up, look.

- Play the Game Dolch Pre-Primer Memory Game 1

online (http://www.dolchword.net/dolch-pre-primer-

memory-game-1.html)

- Have students read, listen and match the sounds to the

high frequency sight words.

- Read a book (see suggestion) and see if students can

recognize the high frequency sight words they have just

reviewed/learned.

Materials - Book (I Can Read With My Eyes Shut, Where Is The Green Sheep, Grumpy Bird, etc)



General Outcome


Procedure - Read a prediction book (see suggestions) - While reading the book, have students make predictions

about what might happen next.

- Ask students if their predictions were right. Did they

make sense? Why or why not? Ask about their own

experiences where they thought something was going

to happen, but it didn’t or something else happened.

- Are there any similarities in characters? The

illustrations? Repetitive Words?

- Begin a sentence and have the students write down

their predictions

o For example: Teacher says: One day I was

riding my bike, when all of a sudden…

- Collect students predictions and discuss some as a class

Materials Book - Bea and Mr. Jones, It Looked Like Spilt Milk, Suddenly, etc

Pencils

Paper



General Outcome


Procedure - Write a paragraph on the board and have students read

it aloud with you. - When it comes to more difficult words, ask the students

which kinds of strategies we could use to solve the word

o E.g.- rereading, reading on, trying to find a little

word in the big word

- Have students read their level books silently

- Put students in pairs and have them discuss their book

- Have students identify the main idea and supporting

details of a text and identify principles of order in text

(time, cause and effect, space).

- Talk about personal experiences that may have

occurred to gain an understanding on the characters

(recognize different emotions and empathize with the

characters).

Materials Paper

Pencils

Picture books

Select & Sort

Select & Sort Literacy K-1

General Outcome

Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies

Procedure - Begin by saying words of objects you see in the

classroom

o E.g., - desk, chair, students, pencils, computer

o Ask the students to clap the syllables with you

- With the picture cards provided, place the cards around

the room and have students find the cards, clap out the

syllables, and record on their recording sheet (piece of

paper)

o See attachment for Syllable Sort document

- Once all students have collected their syllable data,

discuss as a class how many one syllable, two syllable,

three syllable, four syllable, and five syllable words

there are around the classroom (6 one syllable cards, 7

two syllable cards, 12 three syllable cards, 9 four

syllable cards, and 2 five syllable cards).

Materials Paper

Pencil

Syllable Sort Document

Select & Sort

Select & Sort Literacy 2-3

General Outcome


Procedure - Have students brainstorm of a survey question they would

like to ask their classmates, for example, “Which is your

favorite drink?” And come up with choices with the class

(orange juice, apply juice, water, fruit punch, etc).

- Write the question and choices on the board.

- Hand out sticky notes to each student have and have them

come up to the board and post their sticky note under their

drink of choice. Once all students have done so, discuss

with the class, which drink is most popular and which is

least liked by the class.

- In table groups, have students come up with and write

down their own survey question they would like to ask the

class. Have them come up with three or four options.

- Have students go around to the other groups, having them

fill out their survey question. Discuss as a class about the

results of each group.

Materials Paper

Pencil

Post-its

Select & Sort

Select & Sort Literacy 3-4

General Outcome


Procedure - Bring students to the computer lab to create their own

survey in groups of two

- Have students create their survey using word document

and encourage students to be creative using images

found on the internet that relate to their survey question

and options

- Once the surveys are complete, have the students print

them out and post them around the classroom

- Students will walk around to each survey and fill out

their choice

- After all the students have visited each survey, have the

groups collect the research data they have found about

their survey question and record the results on a piece

of paper using both text and pictures

- Have students share the results with the class

Materials Paper

Pencil

Post-its

Read & Respond

Read & Respond Literacy K-1

General Outcome

Students will be expected to respond personally to a range of texts

Procedure - Read the book Pete The Cat: I Love My White Shoes or

read the power point provided (see attachment) - Once you get to the singing part of the book, have

students practice singing the song a couple of times - Continue reading the book with children joining in when

Pete The Cat sings his song - Have students read the bolded words (the colors of the

shoes, goodness no, and the stuff Pete steps in) to incorporate word recognition

- Discuss with students how Pete felt every time he dirtied his shoes.

o What was the moral of the story? o Should little things like dirtying our shoes ruin

our day? - Have students look at the illustrations and encourage

them to ask questions of why the illustrator chose to do the pictures this way

- Have students draw a picture of their favourite colour shoes

Materials Pete The Cat (book or Powerpoint attached)

Pencil

Crayons/ pencil crayons

Paper

Read & Respond

Read & Respond Literacy 1-2

General Outcome


Procedure - Read the book Pete The Cat: I Love My White Shoes

- Throughout the story, stop frequently to check for understanding

by asking the following questions: Who did we read about? What

happened to Pete the Cat? How did Pete feel when he stepped in

the different fruits, water, and mud?

- Stop and look at the sentences, “Did Pete cry? Goodness no. He

kept walking along singing his song”

- Discuss and brainstorm as a large group what it might mean to

“keep walking along and singing his song.”

- Using chart paper, make a list of the different emotions people

can feel when something good or bad happens to them. Prompt

students by asking, “how do you feel when someone shares their

toy?” “How do you feel when someone cuts you in line?”

- Children will be broken up into 5 groups. One person from each

group will randomly pick an emotion from a hat and discuss with

their group members what sound might match that feeling. For

example: Angry = stomping feet loudly or happy = clap or snap

an upbeat rhythm. Be sure to remind students how rhythm, beat,

tempo can all change the mood of a song (terms previously

learned in music class).


Pencil

Paper

Read & Respond

Read & Respond Literacy 3-4

General Outcome


Procedure Read the book Pete The Cat: I Love My White Shoes or read

the power point provided

- As a class, discuss the different emotions people can

feel when something good or bad happens to them (for

example, Pete The Cat still felt happy even though he

dirtied his shows). Prompt students by asking, “how do

you feel when someone shares?” “How do you feel

when someone cuts you in line?”

- Split students up into five groups and have them create

a story of their own based on an emotion

o E.g. - A boy who felt left out at recess

- Have each group perform their skit in front of the class

and have a discussion about the emotion performed

and their reasoning to the props used and the moral of

their story.

o Students may use classroom objects as props to

enhance their performance.


Pencil

Crayons/ pencil crayons

Paper

Fiction vs. Nonfiction

Fiction vs. Nonfiction Literacy K-1

General Outcome

Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre

Procedure - Discuss with children the definitions of fiction and

nonfiction

o E.g. – invented versus factual

- Read a fiction book, and have the students discuss the

events that make this book fiction

o Record on chart paper

- Read a non-fiction book, and have students discuss the

events that make this book non-fiction


- Compare and contrast the two lists

- Have students create their own book cover including the

author and illustrator (themselves)

- Have students share their book cover explaining the

title, author, illustrator and whether it is fiction or

nonfiction depending on the title and picture.

Materials Chart paper

Non-fiction book

Fiction book


Fiction vs. Nonfiction Literacy 2-3

General Outcome


Procedure - Read a book about diversity to the class (see suggestions)

- Discuss with the class that there are many different

languages people speak around the world. Have students

repeat after you saying “hello” in different languages:

• Bonjour = French

• Hola = Spanish

• Salve = Latin

• Cha ̀o = Vietnamese

• Hallo = German

• Ciao = Italian

- Have students pick a way to say “hello” from the list above

and have them draw a picture of them saying hello in the

language they choose

- Have students flip the page over and create 1-2 questions

they may have about the language or place of origin

- Allow students time on the computer to answer their

question

Materials I Love My Hair, David’s Drawings, Stink The Bulldog, Say Hello

Pencil

Paper


Fiction vs. Nonfiction Literacy 3-4

General Outcome


Procedure - Read a book about stereotypes to the class (see

suggestions)

- Ask the students

o “Have you ever seen stereotypes before?”

If yes, what?

o “Have you ever experienced it?”

o “How can it be prevented?”

- Discuss the point of view from the person stereotyping

and the person who is being stereotyped.

- Place students into groups of four or five and have

groups create a skit of a scenario where stereotyping is

occurring and the solution to the scenario.

- Have students perform their skit to the class and

concluding with a class discussion about the

stereotypes represented in the skits and the

solutions/preventions to stereotyping.

Materials Pencil

Paper

The Paper Bag Princess, Max, The Story of Ferdinand

Letters to Friends

Letters to Friends Literacy K-1

General Outcome

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations

Procedure - Read Students the book ‘Dear Mr. Blueberry’ (See

suggestions)

- Discuss the idea of sending letters to friends

- Make a list of the different questions you could write to a

friend about


- Have students draw a picture and write 1-2 sentences to

their teacher or friend

- Share with the class

Materials Dear Mr. Blueberry (Book or Video)

http://youtu.be/7tQJEHe6Ti8

Story paper

Paper

Pencil

Letters to Friends

Letters to Friends Literacy 1-2

General Outcome



suggestions)



friend about


- Have students draw a colourful illustration and write 2-3

sentences to their teacher or friend


- Have students exchange letters and write a response



Story paper

Pencil

Paper

Letters to Friends

Letters to Friends Literacy 3-2

General Outcome



suggestions)



friend about


- Pair students and have each student write a 2-3 paragraph

letter to a partner

- Once students have finished, have them exchange with

their partner and write a response




Story paper

Pencil

Paper

Creative Writing


General Outcome

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

Procedure - Model to the class how you would create a short story

simply by using drawings o My first day of school, learning to ride my bike, If I

were a fish - Have students create their own picture story (they can add

words if they like) and have them present to their table

groups.

o Remind students to be good listeners and to ask

questions or comment on the story of the presenter

Materials Storyboard template

Pencil

Paper

Creative Writing


General Outcome


Procedure - Model writing a letter to your role model

o E.g. - a parent, a friend, a firefighter, etc o Remind students that your work is not perfect, so

begin editing your letter with the class. - Ask students to share their role models to their table

groups.

- Have students write a letter to their role model. Remind

students to explain why this person/figure is their role

model in the letter.

- Once the letters have been edited (by teacher), have

students share their letters to their table group and invite a

few students to share their letter with the class.

- Have listeners ask questions to the presenter and

encourage students to add any additional information they

may have missed in their letter.

Materials Pencil

Paper

Creative Writing


General Outcome


Procedure - Discuss with the class about media posters and its purpose

o E.g. - posters for a school dance, poster for a carnival, poster for

a lost dog

- Discuss with the class what kind of things a poster needs in order to

catch someone’s attention

o Big letters, bright colors, not too much writing etc

- Discuss the type of audience you are trying to attract and how that

might effect what your media poster will look like.

- Pair students up and have them create their own media poster (begin

with a draft on a piece of paper)

- Once editing has been done, have students begin their good copy on a

piece of bristol board or colored paper.

o Remind students to keep in mind of the criteria of a good media

poster and what kind of audience are they trying to attract

- Have students present their media posters to the class, indicating what

kind of audience they are trying to attract and what kind of changes

they had to make in order to do so

- Encourage students to comment and ask questions to the presenters

Materials Pencil

Paper

Bristol board

Coloured paper

Creative Writing


General Outcome

Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

Procedure - Have students come to the carpet and create an ‘expert list’

o Expert list – a list of story ideas/ topics that you are

an expert in

- Remind students that the most important part is to get your

ideas on paper, and spelling does not matter at this stage

- Circle one of your topics and explain to students this is

what you will write about

- Model for students writing 1-2 sentences and drawing a

colourful illustration

- Send students to create their own expert list

o E.g. – My dog, soccer, my cottage

- Once students have created their list, have them select a

topic and draw a colourful illustration

- Once students have illustrated their story, have them

conference you and guide them in the writing process


Story paper

Paper

Pencil

Creative Writing


General Outcome


Procedure - Have students come to the carpet and create an ‘expert list’

o Expert list – a list of story ideas/ topics that you are an expert

in

- Remind students that the most important part is to get your ideas on

paper, and spelling does not matter at this stage

- Circle one of your topics and explain to students this is what you will

write about

- Model for students writing 1-2 sentences and drawing a colourful

illustration



- Once students have created their list, have them select a topic and

draw a colourful illustration (story paper)

- Have students write 2-3 sentences on draft paper

- Once students have done this, have them conference with you to

edit their writing and then they may complete their final draft

underneath their illustration


Story paper

Pencils

Coloured pencils

Creative Writing


General Outcome


Procedure - Have students help you create an ‘expert list’

o Expert list – a list of story ideas/ topics that you are an expert

in

- Remind students that the most important part is to get your ideas on

paper, and spelling does not matter at this stage

- Circle one of your topics and explain to students this is what you will

write about

- Model write a few sentences for students



- Once students have created their list, have them select a topic and

begin writing a draft copy of their

- Once students have finished, have them conference you for editing

- Students should create a final version of their story with a colourful

illustrated cover

Materials Pencils

Paper

Coloured pencils

Math K-3

Practicing Numbers

Practicing Numbers Math

Kindergarten

General Outcome Number (N) Number: Develop number sense

Procedure • Select a number between 1 and 10 • On the sheet provided (“Practice Making The Number __”)

have students practice making the number Ex. 7 counters + 1 counter = 8 counters.

• Students will have to model this with counters and decide which number should go in the blank

• Students will be asked to work with a partner and each model three number combinations that equal the number you have selected

• When they are finished, they can do the second activity that reinforces their number recognition skills using dots.

• Using a spinner and counters students will spin the spinner and then cover up the matching number on the number sheet until all numbers are covered

• In conclusion to this lesson I will do a quick review of number combinations, which make the selected number

o “Boys and girls raise your hand if you can tell me how many apples I will need to make __ if I already have __”.

Materials Math activity sheets

Counters

Spinners

Math Assessment

Ma

Math Assessment Math

Kindergarten

General Outcomes Patterns and Relations (PR) Patterns: Use patterns to describe the world and solve problems

Variables and Equations: Represent algebraic expressions in multiple ways

Teaching and assessing go hand in hand. It is equally important to teach students and assess their progress. This activity could be used as an assessment tool or an activity sheet that could be done as a class depending on where the students are in the year.

Procedure 1. Have an assessment sheet for each student attached to a

clipboard before class. 2. When you are ready to begin have each student bring a

pencil and eraser to the mat and on their way have them pick up a clipboard.

3. When everyone is seated and ready to begin give clear instructions for the first question and then allow students time to complete the question. Do this for each question.

Upon completion of the assessment we will have a one-two minute brain break and then we will correct it together.

Materials Assessment sheet Pencils and erasers.

Bouncy Balls

Bouncy Balls

Math

Kindergarten

General Outcome Shape and Space (SS) Measurement: Use direct and indirect measure to solve problems

-Transformations: Describe and analyze position and motion of objects and shapes

-Statistics and Probability (SP) Data Analysis: Collect, display and analyze data to solve problems

-Chance and Uncertainty: Use experimental or theoretical probabilities to represent and solve problems involving uncertainty

Activities 1. As a whole group, ask students what they know about the

word “Prediction” (brainstorm and write down their answers on chart paper.)

2. Next, ask the students what they think will happen if we mix detergent with warm water and glue? What will happen if we add food colouring?

3. Have students line up and give them the borax and water they need. They can return to their seats and someone will distribute the glue and food colouring that will be mixed in a separate container.

4. Students will be asked to stir their cup until the mixture has become thick. They can then take out the substance and begin to kneed it with their hands

5. Once the students have bouncy balls made, they can put them in a plastic bag.

Materials ½ c. water ½ t. borax (a laundry booster; can be found at Wal-Mart and most grocery stores) 2 T. school glue Food coloring Cup Spoon Paper towels

Mixture

Stir the water and borax in a cup until the borax is dissolved. Mix coloring into your glue. (Tip: Making two or more colors of glue will make a very colorful bouncy ball!) Drop your glue by the tablespoon into the borax solution, stirring the glue as it is pouring in. As the glue hits the solution, it will solidify into a slimy substance. Now have fish out the glue with your hands. If the glue is still sticky, dip it into the borax solution over and over until it’s solid. The more you handle the slime, the firmer it will become. Eventually, you will be able to form it into a ball that bounces!

Roll a Family

Roll a Family

Math

Grade 1

General Outcome Variables and Equations: Represent algebraic expressions in multiple ways

Procedure 1. Model by showing students to roll two dice. Proceed

by writing the two numbers rolled on the windows of the house.

2. Show students that they are to add the two numbers together and write the sum on the roof.

3. Ask if a student would like to volunteer to roll the dice and demonstrate where they would fill in the numbers.

Materials Roll a Family work sheet

Pencils

Dice

Data Collection

Data Collection

Math

Grade 1

General Outcome Statistics and Probability (SP) Data Analysis: Collect, display and analyze data to solve problems

Procedure 1. As a class, decide on what aspect of the data set to

graph (e.g., the warmest temperature of each month, the seasons in which students’ birthdays occur).

2. Organize the data so that it will be easier to display in a graph; for example, you might choose to organize birthday data into four seasons using a tally chart.

3. Discuss possible types of graphs, such as picture graphs and bar graphs that the students could use to display the data.

4. Guide them in creating the graphs; instruct them in the use of labels so that other people will be able to understand their graphs.

5. Allow time for students to view each other’s graphs and to discuss the purpose of presenting data in graphs (e.g., graphs make it easier to see patterns in the data).

Data set may be teacher or student generated. Possible data sets include temperature or weather data for different months, students’ birthdays, the number of letters or syllables in the students’ first or last names, students’ favorite lunch menu, number of aunts and uncles students have, how many or what kind of pets students have, and students’ shoe size or bed time.

Materials Simple data set

Materials for making graphs (e.g., colored paper, crayons)

Measuring with Lego

Measuring with Lego

Math

Grade 1


Procedure 1. Ask students what they would like to measure.

Brainstorm ideas with the class. (The size of everyone’s feet? The height of your sunflowers? The length of your dinosaurs?)

2. Next, have students make an estimate of how many Lego blocks they think it would take to measure your foot? Mom’s foot? Dad’s foot?

3. Let children record their guesses on their clipboard. A group of children can interview each other and record everyone’s estimates to see who comes closest.

4. Have students make a tower as long as their foot (or whatever else they are measuring) – you could add a sticker so you know which tower belongs to each person.

5. Then you can order the towers in ascending or descending order, and even transfer this to a bar chart graph.

Bring students back together as a group and have everyone compare their Lego towers to their estimates.

If time permits, allow students to search the classroom for other objects they can measure.

Materials Clip boards

Pencils

Lego

Quack Attack

Quack Attack

Math

Grade 1

General Outcomes -Number (N) Number: Develop number sense -Variables and Equations: Represent algebraic expressions in multiple ways -Statistics and Probability (SP) Data Analysis: Collect, display and analyze data to solve problems

Procedure 1. Briefly discuss with the class what “combine”

means (to put together) 2. Choose a target number that students have

been working on. (i.e. 16 counters) 3. Demonstrate using ten counters how to

“Shake and Spill” onto the Duck’s face. Then using your own ten frames, show what combination looks like.

4. Demonstrate how to write the combination on the paper

5. Have two student volunteers come to the front and demonstrate.

6. Explain to students that they are to shake the cup themselves and describe how many counters landed on the duck and how many fell off the duck.

7. Continue this process trying to find all the combinations for the target number.

8. Bring the students back together and discuss which combination came up the most. (Ask students to create equations and describe the equations verbally.

9. Create a graph with the students to tally which combinations came up the most. (I.e. 5+5 was spilled 9 times amongst all students)

Materials Dixie cups

Counters (2 colours)

Ten frames

Shake and Spill recording sheets

Duck face sheets

Pencils

Quack Attack

Pattern Play

Pattern Play

Math

Grade 1

General Outcome Patterns and Relations (PR) Patterns: Use patterns to describe the world and solve problems

Procedures 1. Discuss with children what a pattern is. Remind them that patterns can

be found in many places, including numbers. Ask children to name some number patterns they know. If necessary, remind them that counting by twos, fives, or tens is using number patterns.

2. Write a number pattern on the board that includes a number that does not fit the pattern, such as 4, 6, 8, 11, 12, 14. Ask children if there is an "unexpected guest" in this pattern (11) and, if so, can they find it? Repeat the process with a few more patterns, including some that do not include an unexpected guest.

3. Tell children to write three of their own number patterns on a piece of paper. Encourage them to be as creative as they can. For example, their patterns might include odd numbers that end in 3, or all the numbers between 1 and 50 that end in 8. Tell children that their patterns should include at least five numbers that fit the pattern and one "unexpected guest."

4. Then have children work with partners or in groups to find the unexpected guests in one another's patterns.

You may want to have children create patterns with interlocking cubes, Cuisenaire Rods, or other manipulatives, inserting an "unexpected guest" each time.

You can also have children create patterns on graph paper using colored pencils to fill in boxes, or have children draw and color shapes in patterns on plain paper.

Materials Cuisenaire Rods Colored pencils Graph paper

Sure and Not Sure

Sure and Not Sure

Math

Grade 1

General Outcome Chance and Uncertainty: Use experimental or theoretical probabilities to represent and solve problems involving uncertainty

Procedure 1. Begin by posing the following questions to the students:

i. What is one thing that you are sure will happen this week? ii. What is one thing that you are sure will not happen this week? iii. What is one thing that may or may not happen this week?

2. Have students record their responses in their math notebook.

3. Display a T-chart. Write Sure and Not Sure above the columns. Have the students share some of their answers and record them in the appropriate columns.

4 Explain to the students that events are things that happen, and among events that are uncertain, some are very likely to happen, others are less likely to happen.

5. Ask the students to restate some of the events in the Not Sure column (T chart from introduction)

6. Next, compare the likelihood of two or more events listed in the Not Sure column. Ask: i. Are some events more likely to happen than others? ii. Are some events equally likely to happen?

7. Have students label one page of their math notebook: “Sure Will Happen.”

8. Then tell students to write two events that fit this category.

9. Have students label another page of their math notebook: “Sure Will Not Happen.” Then tell students to write two events that fit this category.

10. Have students label one page of their math notebook: “Might Happen.” Then tell students to write two events that fit this category.

Materials Math Books

Pencils

Chart Paper

Build 3D Shapes

Build 3D Shapes

Math Grade 1

General Outcome 3-D Objects and 2-D Shapes:

Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them

Procedure Build 3D shapes with toothpicks, play dough, and other materials.

1. Provide materials that are easy for students to build with, such as (toothpicks, coffee stirrers, Popsicle sticks, play dough or modeling clay.) You might use newspaper rolled tightly to create long narrow pieces, secured with masking tape.

2. Pair off students and have them work together to create as many shapes as they can.

Once all pairs have completed, bring all students back together and have everyone share with the class what they have made.

Materials Toothpicks

Play dough

Modeling clay

Coffee stirrers

Newspaper

Go on a Shape Hunt

Go on a Shape Hunt

Math

Grade 2

General Outcomes -3-D Objects and 2-D Shapes: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them

-Transformations: Describe and analyze position and motion of objects and shapes

Procedure 1. Children look for real objects in the environment that

match pattern bocks they pull from a bag, one at a time. 2. Have students record examples of each shape on a

recording sheet. 3. Next, have students look through magazines and

newspapers for shapes, cut them out, and glue them on pages to match the shape they were looking for.

4. Once all students have finished, bring them back as a whole and show them a collection of about 8 shapes or objects. Have student volunteers take turns sorting the shapes while the rest of the class tries to guess the sorting rule being used

5. As a class, discuss all the ways that the shapes were sorted and try to determine if there are any ways that were missed.

Materials Scissors

Glue

Magazines

Newspapers

Pattern blocks

Paper

Recording sheet

8 various 3D and 2D objects around the classroom

Quack Attack

Quack Attack

Math

Grade 2

General Outcomes Number (N) Number: Develop number sense


Statistics and Probability (SP) Data Analysis: Collect, display and analyze data to solve problems

Procedure 1. Briefly discuss with the class what “combine” means (to put

together) 2. Choose a target number that students have been working on.

(i.e 20 counters) 3. Demonstrate using ten counters how to “Shake and Spill” onto

the Duck’s face. Then using your own two ten frames, show what the combination looks like. (9 red + 11 blue)

4. Demonstrate how to write the combination on the paper 5. Have two student volunteers come to the front and

demonstrate. 6. Explain to students that they are to shake the cup themselves

and describe how many counters landed on the duck and how many fell off the duck.

7. Continue this process trying to find all the combinations for the target number.

8. Bring the students back together and discuss which combination came up the most. (Ask students to create equations and describe the equations verbally.

9. Create a graph with the students to tally which combinations came up the most. (i.e. 5+5 was spilled 9 times amongst all students)

Materials Dixie cups

Counters (2 colours)

Ten frames

Shake and Spill recording sheets

Duck face sheets

Pencils

Sure and Not Sure

Sure and Not Sure

Math

Grade 2

General Outcome Chance and Uncertainty: Use experimental or theoretical probabilities to represent and solve problems involving uncertainty

Procedure 1. Begin by posing the following questions to the students:

i. What is one thing that you are sure will happen this week? ii. What is one thing that you are sure will not happen this week? iii. What is one thing that may or may not happen this week?

2. Have students record their responses in their math notebook.

3. Display a t-chart. Write Sure and Not Sure above the columns. Have the students share some of their answers and record them in the appropriate columns.

4 Explain to the students that events are things that happen, and among events that are uncertain, some are very likely to happen, others are less likely to happen.

5. Ask the students to restate some of the events in the Not Sure column (T chart from introduction)

6. Next, compare the likelihood of two or more events listed in the Not Sure column. Ask: i. Are some events more likely to happen than others? ii. Are some events equally likely to happen?

7. Have students label one page of their math notebook: “Sure Will Happen.”

8. Then tell students to write two events that fit this category.

9. Have students label another page of their math notebook: “Sure Will Not Happen.” Then tell students to write two events that fit this category.

10. Have students label one page of their math notebook: “Might Happen.” Then tell students to write two events that fit this category.

Materials Math Books

Pencils

Chart Paper

Longer, Shorter, Same as


Procedure 1. Give students a non-standard unit, such as a 10-inch

length of string, to use for measuring. Ask the students what sort of things you might be able to measure with this piece of string. (Brainstorm ideas on chart paper)

2. Explain to students that we will be going on a hunt around the classroom to find objects that are shorter, longer, and the same length as the string.

3. Model by using your shoe, arm, or chart paper. 4. Pair up students and have them work together to draw

and label what they found on a recording sheet. 5. Once all students have found at least 10 items, bring the

class back together and have the pairs share what they found.

Note: You might vary the unit of measurement by using a different length of string, a popsicle stick, or paper clips.

Materials Recording sheet

10-inch strings

Paper clips (optional)

Popsicle sticks (optional)

Various objects throughout the classroom

Longer, Shorter, Same as

Math

Grade 2

Pattern Play

Pattern Play

Math

Grade 2


Procedure As children create their own number patterns, they will reinforce their understanding of the concept of patterns. They will also have fun searching for the "unexpected guests" in each other's patterns.

1. Discuss with children what a pattern is. Remind them that patterns can be found in many places, including numbers. Ask children to name some number patterns they know. If necessary, remind them that counting by twos, fives, or tens is using number patterns.

2. Write a number pattern on the board that includes a number that does not fit the pattern, such as 4, 6, 8, 11, 12, 14. Ask children if there is an "unexpected guest" in this pattern (11) and, if so, can they find it? Repeat the process with a few more patterns, including some that do not include an unexpected guest.

3. Tell children to write three of their own number patterns on a piece of paper. Encourage them to be as creative as they can. For example, their patterns might include odd numbers that end in 3, or all the numbers between 1 and 50 that end in 8. Tell children that their patterns should include at least five numbers that fit the pattern and one "unexpected guest."

4. Then have children work with partners or in groups to find the unexpected guests in one another's patterns.

Note: You may want to have children create patterns with interlocking cubes, Cuisenaire Rods, or other manipulatives, inserting an "unexpected guest" each time.

You can also have children create patterns on graph paper using colored pencils to fill in boxes, or have children draw and color shapes in patterns on plain paper.

Materials Cuisenaire Rods or interlocking cubes (optional) Colored pencils (optional) Graph paper (optional)

Hand Squeeze

Hand Squeeze

Math

Grade 2

General Outcome Statistics and Probability (SP) Data Analysis: Collect, display and analyze data to solve problems

Procedure 1. Tell students that we will be conducting an experiment. We

will pass a "hand squeeze" around a circle and measure the amount of time that it takes for the hand squeeze to pass around the circle.

2. Start with two students at the front of the room. (You're eventually going to need enough space for everyone in the class to get in a circle) Have the two students hold hands.

3. Ask to have a student volunteer to be the “timekeeper.” When the timekeeper says "now" the first person should squeeze the hand of the second person who then squeezes the other hand of the first person.

4. The last person will say "now" when she feels the hand squeeze come back to her.

5. Record that data on chart paper 6. Now add two more students to the circle and repeat the

process, passing the hand squeeze around the circle. Record that time and repeat the process with two more students.

7. Continue the experiment, recording the time each time until everyone has joined the circle. Have everyone try to pass the squeeze as quickly as they feel it, maintaining the same rate of speed. Note: If someone messes up, it's okay to disregard that time and repeat the experiment.


Pencils

Problem Solving

Ma

Problem Solving Math Grade 3



Activities Students will build on their knowledge of patterns and equations.

After you review the concepts of patterns and algebraic expression have students pick out an activity sheet that they would like to try. While students work be sure to circulate the room ad assist the students who need extra support.

Conclusion

Upon completion of the worksheets have them find a partner that had the same sheet and correct each other’s work.

Materials Pencils

Worksheets

Shapes

Ma

Shapes Math Grade 3

General Outcome 3-D Objects and 2-D Shapes: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them. Transformations: Describe and analyze position and motion of objects and shapes

Activities The students will use previous knowledge of 2D shape properties to understand the properties of 3D shapes and label 3D shapes using the appropriate terms. They will then put their knowledge of 3D shapes to use when they build their own with marshmallows and toothpicks.

1. Review basic shapes and characteristics of basic shapes. a. Triangle: 3 sides, 3 points (vertices) b. Square: 4 equal sides, 4 points c. Rectangle: 4 sides, opposite sides are equal to one another. 4 points. d. Circle: no corners, no vertices, one constant line.

2. Explain basic properties of 3D shapes: Use the cube example to demonstrate. a. Can be solid or hollow b. Three dimensions – length, height and width. c. Face: Part of the shape that is flat, or curved. d. Edge: The line where 2 faces meet. e. Vertex (vertices): the place where 3 or more edges meet.

3. Have students label the handout sheet with a cylinder, square based pyramid, and a cuboid (rectangular cube) 4. Students share their answers with partners 5. Students are given baggy with toothpicks and marshmallows to create their own 3D shape.

Conclusion

1. Have students share their structures of 3D shapes and explain the properties of their structure – including number of edges, vertices and faces.

2. Have students give real life examples of where they may see these types of shapes.

Materials

3D shape

Manipulatives

Toothpicks

Marshmallows

Sheet with 3D objects to label and sheet with the labeling terms and definitions

Markers/Colored pencils to label shapes

Shapes

3D Shapes!

Measurement

Ma

Measurement Math Grade 3

General Outcome Shape and Space (SS) Measurement: Use direct and indirect measure to solve problems.

Activities Students will be able to approximate length through visual comparison.

After clear instructions are given students will complete activity sheet on their own

Conclusion

As a class find objects in the classroom to estimate length and then measure with a ruler or meter stick to verify approximations.

Materials Measurement worksheet

Pencil

Ordering Numbers

Ma

Ordering Numbers Math Grade 3


Procedure The student will be able to place at least five numbers, each one up to seven digits long, in correct numerical order.

Students will work together to practice ordering groups of six and seven numbers.

They will use their phone numbers and birth dates written on index cards.

Pass out two unlined index cards to each student. Have each student write his birth date (ddmmyy) on one and his telephone number on the one (xxxxxxx). Stack the birthday cards in one pile and the phone numbers in another one.

Explain to the students that they are going to practice putting the cards in numerical order. Review and practice how to compare two numbers.

Divide the class into groups of three and each group five cards from either the birthday pile or the phone number pile. Have them work together to place the cards in order. When each group is finished collect the cards, shuffle them, and pass them back out.

After a few rounds, have the students compete to see who can have their cards ordered the fastest. Pass the cards out face down and have them turn them over all together. When a group is finished they should stand up. Have the class review the first group's cards to see if they are correct.

Conclusion

Collect cards and review game in the math center. Some students will have difficulty comparing numbers with so many digits. For those students, try color coding each section of the cards so they can compare digits in the same color when they are trying to order the numbers. For more advanced students, combine both sets of cards and have them choose five that they can place in order.

Materials

Two unlined index cards for each student (mark one set with six equal spaces and the other with seven).

Rounding

Ma

Rounding Math Grade 3


Procedure The students will be able to round numbers to the nearest five.

Students will enjoy practicing rounding numbers as they try to be the first to cover all their numbers in this game of Bingo. The teacher can set the pace for this game. It can be set at a beginning level with a lot of discussion and helps or it can be played as a speed round where students are racing to find the right numbers.

Review the rules of rounding numbers and have the students write them in their math journals.

Give each student one of the papers and several bingo dots. Have the students fill in each space with a number ending in zero or five (up to 100). They can write 'Free' in one of the spaces.

Hold up a card and ask the students to round it to the nearest five. If a student has the rounded number, he can place a bingo marker on it. The first child to cover a row is the winner.

Conclusion:

Help keep the rules for rounding numbers fresh in the students' minds by giving them exercises to complete in their math journals as part of their morning work. For beginning students, the game can be played by rounding to the nearest ten.

Materials

One piece of paper per child with a 3x4 blank table on it

Several bingo dots for each child

Flashcards with various numbers between one and a hundred written on them (at least five for each tens group, but none ending in five or zero)

Math journals

Rounding

40 25 Free

0 70 10

15 85 30

95 100 5

Estimating

Ma

Estimating

Math Grade 3



Procedure The student will be able to estimate the cost of three new items and the length of time necessary to save the money for those items.

Students look through newspaper advertisements and store catalogues for three items they would like to buy. They then are told that they receive $4.80 per week for an allowance. They have to estimate the total cost of the items and how long it will take to save their allowance and buy them.

Pass out the catalogues and flyers to the students and give them time to look through them. Ask them to circle three items they would like to purchase. When each student has done that, have each one estimate how much all their items will cost. (Review how to estimate totals at this point, if necessary.)

Explain to the students that they receive $4.80 per week for an allowance. Have them estimate how long it will take them to save for the items they chose. Have the students check their estimates by adding the three items together and dividing the total by $4.80.

When the students are finished, come back together as a class and have them share which items they chose, how much the estimated cost is, and about how long it will take them to save for the items.

Conclusion: Estimating can be a difficult skill for some students to master. You can change the allowance to a whole number if students are having trouble dividing. More advanced students may want to look for more than three items to purchase.

Students can take the flyer or catalogue home and complete three more similar problems for homework practice.

Materials One catalogue or newspaper advertisement flyer per student.

Name ___________________________ Date ____________________

© This math worksheet is from www.teach-nology.com

Which Holds More?

Circle the set that holds more.

2 pints = 1 quart

1. or

2. or

3. or

4. or

5. or

Name ___________________________ Date ____________________


Answer Key

1.

2.

3.

4.

5.

1 6 2 7 3 8 4 9 5 10

Name: _________________________________________________________

Let's Multiply!

2 x 4

5 x 8

6 x 10

3 x 5

4 x 9

2 x 10

4 x 10

3 x 3

5 x 5

8 x 8

8 x 5

7 x 3

7 x 10

2 x 8

6 x 5

9 x 4

5 x 3

8 x 9

4 x 5

6 x 7

3 x 2

2 x 3

5 x 2

9 x 5

10 x 10

7 x 4

10 x 5

6 x 6

7 x 7

8 x 3

6 x 9

7 x 9

3 x 9

8 x 6

7 x 2

2 x 5

9 x 2

2 x 2

10 x 4

6 x 4

5 x 7

6 x 2

4 x 8

3 x 6

9 x 9

5 x 4

7 x 5

4 x 4

10 x 3

10 x 8

Time: __________ minutes Score: __________ out of 50Created using the Basic Multiplication Worksheet Generator onSuper Teacher Worksheets (www.superteacherworksheets.com)

ANSWER KEY

Let's Multiply!2

x 48

5 x 8

40

6 x 10

60

3 x 5

15

4 x 9

36

2 x 10

20

4 x 10

40

3 x 3

9

5 x 5

25

8 x 8

64

8 x 5

40

7 x 3

21

7 x 10

70

2 x 8

16

6 x 5

30

9 x 4

36

5 x 3

15

8 x 9

72

4 x 5

20

6 x 7

42

3 x 2

6

2 x 3

6

5 x 2

10

9 x 5

45

10 x 10

100

7 x 4

28

10 x 5

50

6 x 6

36

7 x 7

49

8 x 3

24

6 x 9

54

7 x 9

63

3 x 9

27

8 x 6

48

7 x 2

14

2 x 5

10

9 x 2

18

2 x 2

4

10 x 4

40

6 x 4

24

5 x 7

35

6 x 2

12

4 x 8

32

3 x 6

18

9 x 9

81

5 x 4

20

7 x 5

35

4 x 4

16

10 x 3

30

10 x 8

80

Created using the Basic Multiplication Worksheet Generator onSuper Teacher Worksheets (www.superteacherworksheets.com)

WORKSHEET INFO

Let's Multiply!

This worksheet was created with the Basic Multiplication Worksheet Generator on Super Teacher Worksheets(www.superteacherworksheets.com).

Worksheet Title: Let's Multiply!

Date Created: Jul 14, 2013

Number of Problems: 50

Range of First Factor: 2-10Range of Second Factor: 2-10

Filename: fxbzN

Direct Link: http://www.superteacherworksheets.com/custom/?bm=fxbzN

Powered by TCPDF (www.tcpdf.org)

Created using the Basic Multiplication Worksheet Generator onSuper Teacher Worksheets (www.superteacherworksheets.com)

http://www.tcpdf.org

1

11

21

31

41

51

61

71

81

91

101

111

121

131

141

2

12

22

32

42

52

62

72

82

92

102

112

122

132

142

4

14

24

34

44

54

64

74

84

94

104

114

124

134

144

5

15

25

35

45

55

65

75

85

95

105

115

125

135

145

6

16

26

36

46

56

66

76

86

96

106

116

126

136

146

7

17

27

37

47

57

67

77

87

97

107

117

127

137

147

8

18

28

38

48

58

68

78

88

98

108

118

128

138

148

9

19

29

39

49

59

69

79

89

99

109

119

129

139

149

10

20

30

40

50

60

70

80

90

100

110

120

130

140

150

3

13

23

33

43

53

63

73

83

93

103

113

123

133

[email protected]

Counting to 150

Name: ______________________________

Basic AlgebraEvaluate each expression.

a = 3, b = 5, c = 6

1. a + 5 ____________ 2. 15 - c ____________

3. 4b ____________ 4.18c ____________

5. 20 - a ____________ 6. 11b ____________

7.45b ____________ 8. a - 2 ____________

9. a + b + c ____________ 10.ca ____________

p = 12, q = 2, r = 30

11. q 50 ____________ 12.rq ____________

13. p + 4 + 6 ____________ 14. p - 7 ____________

15. 10r ____________ 16.r

10 ____________

17.p4 ____________ 18. r - p ____________

19. r - q ____________ 20.48p ____________

Now try this: Write five of your own algebraic expressions on the back of this paper. Have a friend solve them.

Super Teacher Worksheets - www.superteacherworksheets.com

http://www.superteacherworksheets.com/

ANSWER KEYBasic Algebra

Evaluate each expression. a = 3, b = 5, c = 6

1. a + 5 8 2. 15 - c 9

3. 4b 20 4.18c 3

5. 20 - a 17 6. 11b 55

7.45b 9 8. a - 2 1

9. a + b + c 14 10.ca 2

p = 12, q = 2, r = 30

11. q 50 100 12.rq 15

13. p + 4 + 6 22 14. p - 7 5

15. 10r 300 16.r

10 3

17.p4 3 18. r - p 18

19. r - q 28 20.48p 4

Now try this: Write five of your own algebraic expressions on the back of this paper. Have a friend solve them.



Name: _______________________________________ Level: Advanced

Order of Operations

Step 1: Solve the part in parenthesis ( ) and the exponents.Step 2: Multiply and divide.Step 3: Add and subtract.

1. (2.4 + 3.5) × 2 = ______________ 2. 52 × 10 -122 = ______________

2. (.9 + 1.1)2 - (112 - 117)= ____________ 3. 103 - (21 ÷ 7) = ______________

4. (4.2 + 1.12) × 3 = ____________ 5. (18 × 102) - 72 + 23 = ____________

6. 1½ + 2½ + 102 = ______________ 7. 43 - (125 ÷ 25) = ______________

8. (6.88 ÷ 2) - (9.3 - 9.03) = ____________ 9. 1½ + 2¼ + 62 = ______________


ANSWER KEY Level: Advanced

Order of Operations

Step 1: Solve the part in parenthesis ( ) and the exponents.Step 2: Multiply and divide.Step 3: Add and subtract.

1. (2.4 + 3.5) × 2 = 11.8 2. 52 × 10 -122 = 106

2. (.9 + 1.1)2 - (112 - 117)= 0 3. 103 - (21 ÷ 7) = 997

4. (4.2 + 1.12) × 3 = 15.96 5. (18 × 102) - 72 + 23 = 43

6. 1½ + 2½ + 102 = 104 7. 43 - (125 ÷ 25) = 59

8. (6.88 ÷ 2) - (9.3 - 9.03) = 3.17 9. 1½ + 2¼ + 62 = 39 ¾


Quack Attack Shake and Spill

Choose a target number and put that many counters in the cup.

Shake the cup and spill the counters on the mat.

Describe the counters on the duck and off the duck.

Graphics by Scrappin Doodles license 56424, http://www.scrappindoodles.com

© 2012 Donna Boucher. All rights reserved.

http://mathcoachscorner.blogspot.com/

Quack Attack Shake and Spill 4 counters on

the duck.

2 counters off the duck.

4 and 2 make 6.

http://www.scrappindoodles.com/affiliates/idevaffiliate.php?id=1352


Graphics by Scrappin Doodles license 56424, http://www.scrappindoodles.com

© 2012 Donna Boucher. All rights reserved.


Quack Attack Shake and Spill



Name: __________________________________

Draw the counters and finish the sentence

___ and ___ make ___ .

___ and ___ make ___ .

___ and ___ make ___ .

___ and ___ make ___ .

___ and ___ make ___ .

___ and ___ make ___ .

Clip art by Scrappin Doodles license 56424, http://www.scrappindoodles.com ©2012 Donna Boucher


Name: __________________________________

Draw the counters and write a number sentence

___ + ___ = ___

___ + ___ = ___

___ + ___ = ___

___ + ___ = ___

___ + ___ = ___

___ + ___ = ___

Clip art by Scrappin Doodles license 56424, http://www.scrappindoodles.com ©2012 Donna Boucher


Name: ____________________________

Number Patterns

1. Examine the number pattern below.

10, 18, 26, 34, 42 ...Write the next three numbers in the pattern. _________, _________, _________

How do you know which numbers came next?

_________________________________________________________________________________

_________________________________________________________________________________




_________________________________________________________________________________

_________________________________________________________________________________




_________________________________________________________________________________

_________________________________________________________________________________



ANSWER KEY

Number Patterns


10, 18, 26, 34, 42 ...Write the next three numbers in the pattern. 50, 58, 66


Each number increases by 8.


61, 55, 49, 43, 37 ...Write the next three numbers in the pattern. 31, 25,19


Each number decreases by 6.


56, 67, 78, 89, 100 ...Write the next three numbers in the pattern. 111, 122, 133


Each number increases by 11.



Name ___________________________ Date ____________________


Estimate and Compare Length Visually Worksheet

Compare and number the length of the objects below. Write '1' for the object with shortest length and '3' for object with longest side.

1.

___________ ___________ ___________ 2.

___________ ___________ ___________ 3.

___________ ___________ ___________

4.

___________ ___________ ___________

Name ___________________________ Date ____________________


Answer Key

1. 1-3-2

2. 1-2-3

3. 2-1-3

4. 2-3-1

Name: _________________ Date: ___________

Practice Making The Number ___

Name ___________________

Roll a Family Roll two dice. Write the number of dots from each die on the two

windows. Add the two numbers together and write the answer on the roof. Write the fact family to go with the three numbers.

____+_____=_____ ____+_____=_____ ____-_____=_____ ____-_____=_____

____+_____=_____ ____+_____=_____ ____-_____=_____ ____-_____=_____

____+_____=_____ ____+_____=_____ ____-_____=_____ ____-_____=_____

fun-in-first.blogspot.com

Name: ______________________

Show What You Know!

10 + 0 =____ 3 + ____ = 7 ____ + 1 = 4

1 + 8 = ____ 1 + ____ = 3 ____ + 7 = 9

4 + 2 = ____ 5 + ____ = 6 ____ + 10 = 10

Finish the Pattern!

Make your own pattern!

_______________________________________________

Name: ___________________________________ Time to the Quarter Hour

Telling TimeTo the Nearest Quarter Hour

Write the time shown on each clock. Write it the “regular way” and the “smart way.” The first one has been done for you.

2:15 ____ : ____ ____ : ____ Quarter after 2 ___________________ ____________________

____ : ____ ____ : ____ ____ : ____ ___________________ _________________ ____________________

____ : ____ ____ : ____ ____ : ____ ___________________ _________________ ____________________


Name: ___________________________________ Time to the Quarter HourANSWER KEY

Telling TimeTo the Nearest Quarter Hour

Write the time shown on each clock. Write it the “regular way” and the “smart way.” The first one has been done for you.

2:15 4:30 7:45 Quarter after 2 Half Past 4 Quarter to 8

5:30 9:45 12:15 Half Past 5 Quarter to 10 Quarter After 12

1:45 8:45 6:15 Quarter to 2 Quarter to 9 Quarter After 6


Brain Breaks

Yoga

Yoga Cat Cow Pose K - 3

Procedure 1. Lay down on your back.

2. Start in table pose by kneeling on hands and

knees. Make sure hands are below shoulders,

and knees are below hips.

3. Inhale, look up to the ceiling, and allow your

belly to sink toward the floor (cow pose).

4. Exhale, round your back towards the ceiling,

and look at your belly (cat pose).

5. Repeat.

Tip: Have kids meow in cat pose and moo in cow

pose to encourage breathing.

YogaDownwardFacing Dog

Yoga Downward Facing Dog K-3

Procedure 1. Begin on hands and knees in table pose. Curl

toes under.

2. Exhale, straighten knees, and lift hips.

3. Hold this position for as you let your head hang

down and breathe.

4. To release, exhale and bring knees to the floor.

5. Relax in child’s pose.

Tip: To encourage breathing, have kids bark in this

pose. They can pretend to be big dogs, little dogs, etc.

Yoga Airplane Pose

Yoga Airplane Pose K-3

Procedure 1. Begin in mountain pose (stand tall, with your

toes touching and heels slightly apart).

2. Extent arms out to either side.

3. When you feel balanced, exhale and lean

forward, lifting one leg straight behind you.

4. Hold this pose, then return your leg to the

ground and your arms to your sides.

5. Repeat with opposite leg.

Tip: To encourage breathing, have kids make airplane

noises or talk about where they are flying.

5-4-3-2-1

5-4-3-2-1 K-3

Procedure Have students stand up and do five different

movements in descending order. Have students

do the following movements, pausing in

between each task for students to do it:

1. Do five jumping jacks.

2. Spin around four times.

3. Hop on one foot three times.

4. Walk all the way around the

classroom two times.

5. Give your neighbor one high-five.

Trading Places

Trading Places K-3

Procedure 1. Have students stand behind their pushed-in chairs.

2. Call out a trait and everyone who has that trait must

change places with someone else (students who do

not have the trait stay where they are).

Examples: "Everyone with curly hair." "Everyone who ate

cereal for breakfast." Everyone who is wearing stripes."

Mingle, Mingle, Group!

Mingle, Mingle, Group! K-3

Procedure 1. In this game, students walk about the classroom saying,

“Mingle, mingle, mingle” in soft voices.

2. When the teacher says “Groups of 5,” the students must

quickly group themselves into groups with the correct

number of people.

3. Students who are left over must do three jumping jacks

before the next round starts.

4. The teacher can call out any number for the group size.

5. You can also add rules such as: as soon as a group is

complete, all members must sit down in a line.

Name Moves

Name Moves K-3

Procedure 1. Students stand behind their chairs.

2. In turn, each student says his or her name

accompanied by a special movement. For

example a student might say, "Kayla!" while

dramatically dropping to one knee and doing

Jazz Hands.

3. After the student does his or her move, the

rest of the class says the students name in

unison and imitates the move. Then it is the

next student's turn.

Moving Monkeys

Moving Monkeys K-3

Procedure 1. Have the students stand up and push their

seats in.

2. Pick an animal and students must move as

the animal would move and make the

corresponding animal noises.

3. They must walk the same way that the animal

does (both posture and speed).

4. Vary the animals used so as to move different

body parts and in high, medium, and low

space as well as in slow, medium, and fast

motion.

Social Butterfly

Social Butterfly K-3

Procedure 1. The students will sit at their desks and will each

be assigned a letter of the alphabet by the

teacher.

2. One student will be picked to go around and ask

a student his/her letter.

3. Together they will then go to another student to

find out his/her letter.

4. They will continue until they can spell a word.

5. Then, another person will begin a new word.

Hopping Squared

Hopping Squared K-3

Procedure 1. Each student needs a section of four floor tiles per child.

2. Starting off, the teacher should instruct the class to

stand up and spread out because they will be occupying

a four square area.

3. The teacher should explain to the class that the upper

left square will be “square one” followed by the upper

right square being “square two,” the bottom left being

“square three,” and the bottom right being “square four.”

4. The teacher should then instruct the class to stand on

their left foot in “square one.” Then, as the teacher calls

out square numbers (1,3,4,2,4, etc.) the students should

hop on their left foot to the designated square. This will

demand a sense of balance and body image while

requiring the students to be attentive to the teacher’s

directions.

Transition Strategies

Terrific Timers

Terrific Timers K-3

Procedure 1. Use a timer to keep students motivated.

2. Designate a specific amount of time for cleaning up or

moving from desks to another part of the classroom and

vice versa.

3. You can use a digit kitchen timer, count down from

twenty, or use the clock in the classroom.

Simple Song

Simple Song K-3

Procedure 1. Pick several songs that you like and that you feel are

fun and upbeat (appropriate songs for school). 2. Assign each song to a specific task (cleaning up,

getting in line, etc.). 3. Teach students that when they hear the song, they are

to stop what they are doing and follow the procedures associated with the song.

Reward Smooth Transitions

Reward Smooth Transitions K-3

Procedure 1. Rewarding individual students: Students love verbal

praise, small pieces of candy (peppermint, a life saver,

etc.), or even being the first person to line up for an

activity.

2. Rewarding groups: Groups of students can work

together to earn rewards. Groups can earn points on a

tally chart. Once students have earned a designated

number of points (3-5 points) they earn a special

reward. A group reward can be very simple: verbal

praise, popcorn for a snack, sitting with the teacher at

lunch, or putting together a puzzle.

Challenge of the Day

Challenge of the Day K-3

Procedure 1. Write a challenge question on the board and allow

students to begin working on it while students trickle

into class or finish an activity before the rest of the

class.

2. You may also award students points for effort and

more points for getting it right.

Move Like This!

Move Like This! K-3

Procedure 1. Ask children to come to the mat/go to their seats as if

they were moving through peanut butter, wiggling

through jello, in a marching band, a plane flying to

the airport, a car driving on a road, a bird flying to its

nest, and so on.

Hallway Song

Hallway Song K-3

Procedure 1. Use a fun, simple song to remind children about the

expectations for walking in the hallway: “We’re walking

in a line, one in front and one behind, we’re walking in a

line” (tune: “Farmer in the Dell”).

If You Have…

If You Have… K-3

Procedure 1. When moving from one place to another

within the classroom, or lining up by the door,

call students up by asking, “If you have”

questions.

2. For example, “If you have an E in your name,

you may line up”, “If you have green eyes,

you may go back to your seat”, “If your have a

birthday in August, you may come to the mat”.

3. This is a smooth way to transition your

students while keeping their attention.

Discipline Strategies


Discipline Strategies K-3

Discipline: Top 10 List • Be proactive – a well-planned, differentiated lesson is your best discipline strategy.

• Listen – there is always more than one side to a story.

• Be fair and consistent – Don’t change your rules from day to day, even if you’re having a bad

day!

• Explain why – don’t just say, “Because I said so!”

• Hold the students accountable – ask them what they will do to make the situation better.

• Maintain high expectations – if you expect their best, that’s what you will usually get!

• Be organized – but go with the flow!

• Kids can relate to rights – stress the following: “Don’t interrupt others’ right to learn or my right to

teach.”

• Acknowledge the needs of individual learners — an effective teacher is aware of learning styles,

learning disabilities, etc., and adjusts classroom practices accordingly.

• Always be caring and respectful!

Points To Ponder

1.There are no punishments, just consequences. You act as a go-between or liaison, connecting students with the consequences that they choose.

Consequences are simply for getting student attention, pointing out that a different behavior choice is

possible. We can’t control students – only get their attention and point out alternatives.

2. There will be times when you are not liked. This is inevitable. Since you can’t avoid it, you might as well welcome it. Actually, allowing a student

the possibility of hating you can form a positive, nurturing bridge between the two of you. As you don’t


react to a student’s “bait”, the student feels more welcome, safer, and more cooperative. Further,

resisting kids’ opinions of you often leads to you being reactive, arguing with students in class, and

generally creating the worst-case scenarios that you are trying to avoid in the first place.

3. The charge transfer game. Why is it that sometimes you go home at the end of the day feeling like closing the blinds and sitting in

the dark? Kids dump their charge on you if you take the bait by reacting when they push your buttons.

You go home exhausted, and they go home ready for more.

4. You are the boss. Period.

5. Classes have no memory. Successes and failures are forgotten the next day.

6. All kids are different. Within your classroom, you will have a wide range of learning styles and abilities. To meet these

needs, you will need to build structure and variety into your lessons.

7. Forgive you imperfections. If you forgive your imperfections, your students will forgive you as well (at least when they are in the

classroom). It’s not wrong to apologize or to say, “I don’t know,” as long as you mean it and it’s

appropriate.

8. Be caring. If you personally and genuinely care for your students, they’ll know and appreciate you, no matter what

classroom management techniques you use, no matter what your teaching style.

Classroom Strategies • Proximity

Continuing your lesson while you move about the room, pausing near “trouble spots”, can let the

students know that even though they aren’t near the teacher’s desk, they are still expected to

demonstrate appropriate behavior. Getting “boxed in” behind your desk encourages misbehavior


in the far corners of the room.

• Pause

The continuous sound of “teacher talk” can provide students with a noise screen for their own

conversations. An occasional pause – just a few seconds of silence – can bring an off-task

student back in focus.

• Asking for a Response

Hearing your name can be an attention-getter, even if you’re not paying attention. Working an

off-task student’s name into a question can often bring the student back into the lesson.

Remembering the student’s dignity, it would be appropriate to say the student’s name first, in

order to allow him/her to hear the question he/she is expected to answer. The purpose is to get

the student back into the lesson, not to embarrass him/her.

• Active Participation

Sometimes having the student respond to a question or become involved in an activity can

eliminate the undesired behavior. Asking for a show of hands, having students perform a

physical activity, or having each student write a quick answer to a question can make all

students accountable for an immediate response. Research on the brain has shown that both

movement and student-talk can enhance learning.

• Consistent Procedures

“The number one problem in the classroom is not discipline, it is the lack of procedures and

routines.” (Harry Wong).

It is vital that you establish the procedures for doing certain things in your classroom

(announcements, end of class, passing in tests, etc.) and have students practice them until they

become routine.

What if my students don’t like me? There is a big difference between like and respect. You will never have all of your students like you, so

live with it! On the other hand, it is important that they respect you (and that most, not all, like you).

Students can “like” a teacher but not respect him/her. Respect is a two-way street. You must earn the

respect from your students from day one. You do this by showing the students that you are a fair and

consistent teacher, that you care about them and their success, and that you will always listen to what

they have to say.


How do I handle a student calling me by my first name? Explain to them you wish to be referred to as Mrs./Mr./Ms./Miss. Explain to them that it is simply a

question of respect. Students show respect to their elders and this is one of those situations.

At what point is it okay to send a student to the Principal’s office because of his/her behavior or attitude in class? There are certain steps that need to be taken before sending a student to the office for

most forms of misbehavior. First, talk to the student individually about the problem in a calm but firm

way and ask for his/her input on the situation. If after you have talked with the student, the behavior is

still there, call home and inform the parent/guardian of the situation (ask for suggestions). If the

problem still persists, invite the student to a team meeting (if you work on a team with other teachers

who teach him/her), or arrange a meeting with the student, an administrator, and yourself to discuss

the problem. However, serious misconduct (as identified in your school’s positive learning environment

plan or discipline code, may require an immediate intervention from an administrator!

One particular student keeps giving me a hard time. The student is always disruptive and doesn’t show me any respect. The student claims I pick on him/her. The other teachers don’t seem to have a problem with that student. What do I do? You will need to have a conference with the student and emphasize that it is not the student that you

dislike but rather a specific behavior. Try (as hard as it may be) to focus on positive aspects of the

student (you are a natural leader; you are such a strong math student; I always like your ideas). Try to

agree on a “fresh start”, and then make an attempt to provide positive feedback in the next weeks. You

still, however, need to hold the student accountable for unacceptable behavior.

How do I deal with a power struggle with a student? Ignore the student’s attempt to engage you in a power struggle. Speak to the student individually and

describe the behavior, which you cannot accept. Refer to the fact that your class has a right to learn

and you have a right to teach. Ask the student what you can do to help him/her with this inappropriate

behavior. If this does not work, communicate with parents/guardians and draw up a further action plan.

Arrange for time-out from the classroom. Give the student a warning, stress the consequences and

follow through.

Creating a Positive Classroom

Environment

Creating A Positive Learning Environment

Creating A Positive Learning Environment K-3

What Happens in a Well-Managed Classroom? • Students are highly involved.

• Students know what is expected of them.

• There is little confusion, disruption, or time wasted.

• The climate is work-oriented, but relaxed.

Practical Ideas Here are a few practical ideas to maintain a positive learning environment:

• Read inspirational, age appropriate stories or poems.

• Provide a few minutes each day for humorous, fun, or interesting stories.

• Enthusiasm is contagious – don’t try to teach without it!

• Check in/Check out Start your week with check in/check out. This is a way for students to share their

accomplishments or frustrations. Ask your students if they have anything to check in or check

out. For example, the teacher could check in and say, “Check in: I am having friends over for

supper tonight and I’m looking forward to spending time with them ... check out.” Some

students might check in by saying “Check in: I have a big science test this week and I’m

stressed ... check out”. You never discuss the check ins/check outs. It is simply a tool used to

better know and understand your students.

Student-Teacher Relationship When Have You Crossed the Line?

There are certain boundaries that should not be crossed in a student-teacher relationship. As a

teacher, you need to be aware and cautious of these “professional boundaries”. Here is a list of things

to keep in mind:


DO NOT • Have any inappropriate physical contact whatsoever with students;

• Make comments to a student that are personal, intimidating, threatening, sarcastic, or

demeaning;

• Try to be accepted as a peer or friend to students;

• Spend social time with a student or students after school hours or in non-school related

activities;

• Volunteer to drive a student or students home (unless you have discussed this option with the

parent/guardian);

• Exchange notes and/or gifts with a student or students;

• Call a student or students at home on a regular basis;

• Invite a student or students to one’s own home;

• Show excessive interest in a particular student;

• Be alone with a student; (always leave your classroom door open)

• Become angry and use physical contact to discipline a student;

• Disclose inappropriate personal information to, or about, a student or students;

• Voice personal opinions on topics such as politics and religion that could be perceived as

persuading others to the teacher’s way of thinking;

• Express “off-color” jokes or comments;

• Engage in appropriate electronic communications with students.

Teaching Tips • Share the talk time with your students.

• Have the attention of all students before you begin.

• Establish and maintain a classroom routine.

• Be in the classroom when the students arrive.

• Be organized and prepared before each lesson.

• Try to use a quiet, friendly tone of voice.

• Get to know your students. Friendship may come in time, but respect is what you insist on right

from the start.

• Try to be firm and fair.

• Focus on establishing consistent procedures for classroom routines.


• Smile!

Why is a safe and caring environment so important? Research on the brain has revealed that our brains are “programmed” to shut down when subjected

to fear, stress and anxiety. This “flight or fight” response prevents learning from taking place.

Your classroom needs to be a place where students know that they can make mistakes and not be

subjected to ridicule or rejection. You need to ensure that everyone is treated with respect and that all

students’ opinions and feelings are important. Discuss the importance of a safe learning environment,

involve the students in establishing the ground rules for creating such a place, then insist on (and

model) behavior that will make every member of the classroom feel valued.

Points to Ponder • Trust your intuition and common sense.

• Enthusiasm for your subject matter is contagious.

• Observe your colleagues and learn from them.

• Laugh and forgive your mistakes.

• A sense of humor will carry you through most difficulties.

• Remember all the things that go well. Cherish your successes.

• “With-it-ness” comes from experience. Teachers who have it are fully aware of what is

happening in the classroom at all times through constant monitoring. You will learn this skill, so

relax and enjoy your teaching because it is the best career you’ll ever love!

I have noticed a lot of bullying and name- calling in my classroom. How do I stop it? Refer to the class and school rules. Remind the student or students the importance of respect and

that every student has a right to be respected. Explain to them how respect is important in the “real

world” and how it is applied in real life situations. Notify the parents/guardians of the situation.

Remember to start the conversation on a positive note and then mention the concern. If the bullying

does not stop, you will need to seek intervention from your guidance counselor and administration for

further action. Most schools have a “no bullying” policy implemented and methods of intervention.

It seems to take my students too long to settle down at the beginning of class. What are some


strategies I can use? Be sure to be well prepared for your lesson and be sure that you’re ready to begin right away. Don’t

begin your lesson until you have the attention of the entire class. To get their attention, establish

a procedure you can use all year. For example, stand in front of the class silently and look at

the students not paying attention until they do, turn the lights off and on, raise your hand, etc. Once

you have established this procedure and the students know what to expect from you, they’ll soon be

paying more attention more quickly.

My class has quite a few health issues. What do I need to know about administering medication? The necessary procedures and protocols are described in Policy 704 - Health Support Services.

However, each school will have its own internal routines for administering the policy so it is best to

contact your school administration for further details

References

http://www.namastekid.com/learn/kids-‐yoga-‐poses/

http://www.minds-‐in-‐bloom.com/2012/04/20-‐three-‐minute-‐brain-‐breaks.html

http://www.emc.cmich.edu/brainbreaks/2005/Moving%20Monkeys%20F.pdf

http://www.emc.cmich.edu/brainbreaks/2005/Social%20Butterfly%20F.pdf

http://www.emc.cmich.edu/brainbreaks/activity/2-‐3.pdf

http://www.ourclassweb.com/sites_for_teachers_transitions.htm

http://www.ourclassweb.com/sites_for_teachers_transitions.htm

http://www.glencoe.com/sec/teachingtoday/downloads/pdf/transition_activities1

.pdf

http://journal.naeyc.org/btj/200805/pdf/BTJ_Hemmeter_Transitions.pdf

Supply Teacher Survival Kit

Documents

Transcript of Supply Teacher Survival Kit