Olympic Games (Math Level 2) Creators: Danieal Longanetti and Elizabeth Paulson

Primary Content: Level 2 Math

Length expected for the implementation in the unit: 8-12 Weeks (Depends on students)

Unit Goal:At the completion of this unit the learners will have participated and completed numerous activities to demonstrate proficiency on each of the following learning targets. Preparation: Prior to the beginning of the unit gather books about Olympic Games to read and explain what the Olympics are to learners who do not have prior knowledge. In addition, prepare centers of your choice to help the learners practice the skills indicated in each of the learning targets listed below. Some center ideas are included but it is encourage to develop center choices that meet the needs of your classroom philosophy. This unit is very hands on and will require the learners to be active. Check with your gym/PE teacher for equipment that can be used during the Olympic Games.

Learning Targets

MA.02.211.01.03 Represent the digits of a three-digit number as hundreds, tens, and ones.

MA.02.211.02.03 Count within 1000.

MA.02.211.03.03 Skip-count by 5s, 10s, and 100s.

MA.02.211.04.03 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Activities Associated

with Learning Targets

-Relay Race-Place Value Cut & Paste

-Partner Count -Oral Count Whole Group

-Hurdles-Olympic Medal Counting -Olympic Book

-Relay Race -Olympic Rings-Hurdles-Olympic Book

Learning Targets MA.02.211.05.03

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

MA.02.211.06.03 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

MA.02.211.07.03 Add up to four two-digit numbers using strategies based on place value and properties of operations.

MA.02.211.08.03 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

Activities Associated

with Learning Targets

- Winners Times/Distances

- Fact Relay Race Against Yourself

-Olympic Rings -Attending the Olympics

-Attending the Olympics -Number Line Jump

Learning Targets MA.02.211.09.03

Mentally add 10 or 100 to a given

MA.02.211.10.03 Explain why addition and subtraction

MA.02.212.01.03 Use addition and subtraction within 100 to solve one- and two-step word

MA.02.212.02.03 Apply addition and subtraction concepts to financial decision-making.

number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

strategies work, using place value and the properties of operations.

problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

Activities Associated

with Learning Targets

-Hurdles-Olympic Rings -Around the World

- Fact Relay Race Against Yourself

-Olympic Snack Bar-Number Line Jump

-Attending the Olympics

Learning Targets MA.02.212.03.03

Fluently add and subtract within 20 using mental strategies.

MA.02.212.04.03 Know from memory all sums of two one-digit numbers.

MA.02.212.05.03 Determine whether a group of objects (up to 20) has an odd or even number of members.

MA.02.212.06.03 Write an equation to express an even number as a sum of two equal addends.

Activities Associated

with Learning Targets

-Flashcard Practice -Math Fact Café-Around the World

-Flashcard Practice -Math Fact Café -Around the World

- Olympic Teams -Going an Equal Distance

Learning Targets

MA.02.212.07.03 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns and write an equation to express the total as a sum of equal addends.

MA.02.131.01.03 Organize, represent, and interpret data with up to three categories.

MA.02.131.02.03 Ask and answer questions about the total number of data points how many in each category, and how many more or less are in one category than in another.

MA.02.141.01.03 Distinguish between defining attributes versus non-defining attributes.

Activities Associated

with Learning Targets

-Fans in the Stands -Favorite Olympic Games

- Favorite Olympic Games

-Distinguishing Defining Attributes

Learning Targets MA.02.141.02.03

Build and draw shapes to possess defining attributes.

MA.02.141.03.03 Compose two-dimensional shapes or three-dimensional

MA.02.141.04.03 Describe shares using the words halves, fourths, and

MA.02.141.05.03 Describe the whole as two of, or four of the equal shares.

shapes to create a composite shape, and compose new shapes from the composite shape.

quarters, and use the phrases half of, fourth of, and quarter of.

Activities Associated

with Learning Targets

-Track and Field Map-3-D Shape Book

-Track and Field Diorama -3-D Shape Book

-Team Snacks -Team Snacks

Learning Targets MA.02.242.01.03

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

MA.02.242.02.03 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

MA.02.242.03.03 Estimate lengths using units of inches, feet, centimeters, and meters.

MA.02.242.04.03 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Activities Associated

with Learning Targets

-Long Jump-Triple Long Jump-Classroom Olympics-Olympic Book

-Long Jump-Triple Long Jump-Classroom Olympics-Olympic Book

-Long Jump-Triple Long Jump-Classroom Olympics-Olympic Book

-Long Jump-Triple Long Jump-Classroom Olympics-Olympic Book

Learning Targets

MA.02.242.05.03 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units and equations with a symbol for the unknown number to represent the problem.

MA.02.242.06.03 Represent whole numbers as lengths from on a number line diagram and represent whole-number sums and differences within 100 on a number line diagram.

MA.02.242.07.03 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

MA.02.242.08.03 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ￠ symbols appropriately.

Activities Associated

with Learning Targets

-Long Jump Measurements -Going an Equal Distance

-Number Line Jump - Event Times -Attending the Olympics

Essential Questions:1. How big is 1,000?2. How does the position of a digit in a number affect its value?

3. What are the ways numbers can be broken apart and put back together?4. What could be a result of not using pennies (taking them out of circulation)?5. What kinds of questions generate data?6. What questions can be answered by a data representation?7. What shapes can be combined to create a square?8. What shapes can be combined to create a circle?9. What are the different things we can measure?10. How do we decide which tool to use to measure something?11. What would happen if everyone created and used their own rulers?*Pre-assessment to differentiate for groupings, instruction, and special needsTeachers use your discretion to determine what you feel would be best to pre-assess your specific groups of students. Everyday Math has numerous assessments that can be used as both pre and post assessments.

In our classrooms we use pre-assessment data to form our Math and Literacy Daily 5 groups, grouping students by ability levels. *Vocabulary Olympicsmeasurementlength centimeterinch/inchesmeter(s)yard(s)footfeetrulertape measureyard stickmeter stick whole number even oddtwo-dimensionalthree-dimensionalplace valueonestenshundreds expanded form

addition subtractiondigittwo-digitsumfraction numeratordenominator halvesquartersfourths dollarpennynickeldimequartera.m.p.m.timeanalogdigital estimate

*Hook or Scenario to motivate the learner Throughout the completion of the unit the learners will participate in a day at the Olympics. Learners will participate in events that are held at Olympic games and will compete on teams demonstrating the math skills they have or are acquiring throughout their learning process. *Goal Setting and ChoiceUsing resources in your classroom provide learners with different activities and games to explore the concepts present in this lesson.

This will allow students develop personal goals towards activities they would like to master. Allow the students to develop activities to demonstrate what they have learned during this time. Center Examples:Flash Cards (addition and subtraction)Fact Games (teacher created or purchased)

Everyday Math Games/Manipulatives White Board Slates and Manipulatives Computer Games/ iPad AppsFraction Bars Graphing Activities Exploration of Base Ten Blocks, with place value matsPac-man Number Comparison (Use Pac-Man symbols and numbers, demonstrate the mouth eats the bigger/larger number)Alligator Number Comparison (Same as Pac-Man) Whole Group Activities:Outdoor Classroom Olympics: The following activities should be completed outside in a field or on a track. However, if a field or track is not available many can be adjusted and completed inside the school gym. Use the resources you have available at your school. Print each student the book/documents in Appendix U. This book should be used for the learners to estimate and record information in.

Hurdles:Collect hurdles or materials that can be used as hurdles and set up a hurdle track outside. Set up three different hurdle tracks, trying to make each track of hurdles a little higher. From each hurdle hang a number to represent skip counting by 5s, 10s, and 100s. The lowest hurdles should be counting by 5s, the next level of hurdles should have numbers counting by 10s, and the third set of hurdles should include numbers skip counting by 100s. As the student race through the hurdles they need to orally yell the number they are jumping over. This will help them associate the visual number to the pattern of how to skip count, as well as numerals from 5 to 1000. Ex:

When the learners have finished each set of hurdles have them complete the Hurdle Page in their Olympic Games book (See Appendix U). This will have the learner start at a given number and demonstrate their ability to skip count by a specified amount.

Long Jump:Using the book in Appendix U the learners need to estimate in INCHES how far they think they can jump. Then have each student select a partner. Next, partners will take turns jumping and measuring how far each other can jump in INCHES. The actual distance jumped needs to be recorded in their Olympic Book. Triple Long Jump:Using the book in Appendix U the learners need to estimate in FEET how far they think they can jump after three jumps. For this activity the learners all start at the same point. The jump once and mark where they land, they then jump from their landing point, mark this spot as well, and then the learner jumps a third time from this landing spot. Next the learners need to measure the distance between each jump in FEET. To challenge the learners have them add the three distances together to determine how many total FEET they jumped. If that is too hard have the learners use a tape measure to measure how many FEET they jumped from the starting point to where they landed for the third jump.

Discus: Using the book in Appendix U the learners will estimate in the unit of choice how far they think they

can throw a Discus (Frisbee). Then the learners will fling their discus and measure the distance it traveled. Their result also needs to be recorded in their books.

Relay Race: Develops groups of 4. Provide each member of the group with a number card, there will be four number cards per group. One card should have the number 1,000 written on it. For the remaining three cards include a numeral with a hundreds value, a tens value, and a ones value. Ex card 2=400, card 3=60, and card 4=2. Next have the learners’ line up to perform a relay race, passing their number to the next person instead of a baton. The last runner should have their original number plus the three other numbers that have been collected. It is then the last runners’ job to order the number in expanded form. Complete this 4 times, using a different set of numbers each time, giving each person the chance to be the last runner. Using the book in Appendix U the learners need to record each of their numbers in expanded form.

Oral Count Whole Group:As a class each day practice counting orally from any given number to 1000.

Around the World: To relate to the Olympics label table groups according to the 5 rings/Continents that participate in the Olympic games. While there are 6 Continents that participate there are only 5 rings as North and South America have been combined. The Continents are: Africa, Asia, Australia, North/South America, and Europe. Have the learners travel through the Continents as they challenge classmates at a game of Around the World. Select the appropriate level of math facts for the learning target that you are focusing on.

Classroom Olympics: This activity/lesson is fantastic for using different forms of measurement. Using the following link, http://www.wbrschools.net/technology/connectedtechmath/grades12/m6/M6.Classroom_Olympics.unit_plan.pdf open the PDF file and read through each event. Print the desired documents and complete classroom Olympics.

Classroom Graphing: Throughout the learning process create numerous graphs as whole class. Allowing the students to make their personal selection. Some graphing ideas for this unit include the following:Favorite Olympic SportFavorite SnackHeight (Have students measure the height in inches and record this on a graph) Shoe SizeThese can be done on the white board with sticky notes, or chart paper. Let the students do as much of the graphing as possible. When the graphs are complete ask questions that require the learners to interpret the data they have created! Partner, Small Group, or Individual Practice Activities:Flashcard Practice Partner Count

Fact Relay Race Against Yourself: Prepare a math fact document including at least 30 addition problem, including sums within 100, on one side of the sheet, and at least 30 subtraction problems, including differences within 100, on the other side of the sheet. Have the learners use timers to time how long it takes them to complete both sides of the sheet. They should record their time in their Olympic Book (See Appendix U). This should be complete 3-5 times throughout the duration of this unit. Encourage students to practice flashcards and other adding and subtracting games between each relay as the ultimate goal is to improve the speed each time. At the completion of their relays against themselves schedule a post interview with each student asking them how the completed the different problems. Formative Assessments/Paper Pencil Practice:Olympic Book (See Appendix U) This complete book can be used as a formative assessment to assess the progress learners are making as they explore different Olympic Events/Games.

Place Value Cut & Paste: (See Appendix D) The learners will count the base ten blocks and find the corresponding numeral for each of the problems.

Olympic Medal Counting: (See Appendix E) This activity requires the learners to count by 5s, 10s, and 100s.

Olympic Rings: (See Appendix F) This activity requires the learner to add 10 and 100 to given numbers as well as adding up to four two-digit numbers without regrouping.

Attending the Olympics: (See Appendix G) This activity should be printed front to back as it is a two part worksheet. For this particular activity learners should have background knowledge and practice combining combinations of money. The learners will be given a set amount of money and will have to select which Olympic Events they would like to attend without going over their allocated budget. In addition, the learners will be given word problems to solve involving ticket prices.

Event Times: (See Appendix H) This activity will require the learner to record and identify specific times and to determine if an event begins in the a.m. or p.m.

Winners Times/Distances: (See Appendix I) This activity is designed to have the learners demonstrate correct use of comparison symbols. Prior to the use of this activity have the learners use various centers to compare numbers. See center activities for comparison ideas.

Team Snacks: (See Appendix J) This activity reinforces that concepts of fractions. Requiring the learner to select the correct way to divide a snack into halves and fourths. This activity should follow numerous practice lessons about fractions. To challenge your students beyond the learning target introduce additional common fractions, 1/3 (thirds), 3/4 (three fourths), 2/4 (two fourths), etc.

Olympic Snack Bar: (See Appendix K) This activity requires learners to solve addition and subtraction word problems within 100. Requiring the learner to take from, add to, put together, take apart, and compare.

Olympic Teams: (See Appendix L) This activity has the learner demonstrate their understanding of odd and even numbers within 20 using Olympic Teams and the members on each team. The learner will be responsible for writing ODD or EVEN for the number provided.

Favorite Olympic Games: (See Appendix M) This activity uses graphing skills. Requiring the learner to make a pictograph with the information provided. In addition the learners will be responsible for answering questions about the graph, demonstrating their ability to interpret data. This activity can be modified to incorporate bar graphs, line graphs, etc.

Fans in the Stands: (See Appendix N) This activity will allow the learner to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. The learner will write an equation to express the total as a sum of equal addends. (To practice this concept place the learners in row on the carpet. Dividing them up into different groups. Model how you add each row together to get the total amount of fans that can sit in a row.

Long Jump Measurements: (See Appendix O) This activity requires the learners to determine the missing variable in a set of given numbers. The learner will use addition and subtraction strategies within 100 to solve the following problems.

Going an Equal Distance: (See Appendix P) The purpose of this activity is to help the learners understand that two equal numbers, odd or even, added together always produce an EVEN sum. The learners practice and recognize doubles, read and solve words problems, and write equations while completing this assignment.

Number Line Jump: (See Appendix Q) This activity has the learners recognize locations on the number line. Next, the learner needs to understand that a number line is similar to a ruler; there is equal distance between each number. This distance can be measured in units or whatever you prefer to call them in your classroom. With this activity the learner will determine the distance between two different points on the number line. The will use mathematical vocabulary to compare the difference, ie. 3 more units, 5 fewer units, etc. This will reinforce the concept of addition and subtraction and will require the learner to demonstrate the skills using the number line. This should then help them make a connection

between adding/subtracting and measuring with a ruler.

Track and Field Map: Have the learners construct a map for the track and field events at the Olympics. The learners must use shapes with defining attributes in their drawing. See appendix R for map directions.

Track and Field Diorama: Have the learners bring their maps to life by creating a diorama/visual representation of their field for the Olympics. This using 2 and 3 dimensional shapes with defining attributes.

Distinguishing Defining Attributes: During whole group instruction and small group lessons introduce the vocabulary defining attributes and non-defining attributes to the learners. Next, as a group, investigate various shapes and properties that are defining vs. non-defining. Then have the students sort the shapes/figures into groups of defining and non-defining attributes. Use of the following Everyday Math lessons will benefit the learning associated with this target.

3-D Shape Book: Using the following link print the book template that opens and have your learners investigate properties of 3-D shapes. It is suggested to have the learner include how many sides, angles, vertices, faces, etc that each 3-D shape has. http://www.k-5mathteachingresources.com/support-files/my3dshapesbook.pdf Use the following link to have the learner compare 2 different 3-D shapes http://www.k-5mathteachingresources.com/support-files/comparing3dshapeswritingsheet.pdf

Math Fact Café: Fact Assessments Using the following website http://www.mathfactcafe.com create fact assessment sheets that require the learner to add and subtract within 10. Use the Fact Sheet Build It link to create problems in the appropriate range. Determine the amount of problems that the learner should complete in a 2-3 minute period of time. It has been suggested by the EDM rep that it takes learners at this level 3-5 seconds to retrieve their answer automatically. Therefore, in 3 minutes a learner should be able to complete between 36-60 math facts. Use your judgment to determine the amount of problems to include on the fact assessments.

*Culminating Assessment/Final Assessment This should be completed over a few days.Allow the learners to develop their own groups for this activity. You need a total of 5 groups. Try and ensure that the groups are divided up evenly. Next provide each group with a rough draft of a circle (See Appendix S). Then have the groups select from a hat a color (blue, red, yellow, green, black). The group is then responsible to color their outline the selected color. Collect these circles and save for the following day.

After the learners have colored the outside line of their circle, have each group select a math strand from a hat (Addition to 100, Subtraction within 100, Telling Time: AM and PM, Money: Combining Totals, and Place-Value). Explain that their selection is what concept they will be focusing on for this activity.

Ensure that each group understands the strand that they have selected. Then explain that they are to create math problems for their class to solve. Explain that each group needs to complete at least 5 problems using both numbers and words. Have the groups write/draw their problems on the rough draft, writing the answers for the problems on the back. After the groups complete their rough drafts collect and check each problem and answer. Provide feedback to each group about their problems and allow the groups to make any necessary changes. Collect and save for the following day.

Next, provide the learners with their circles (large circle (approx. 24in, see example below) and their rough drafts. Explain that they are to transfer the math problems they have created onto their large circle as neatly as they can. Writing the answers to each problem on the back of their circle. Help the learners number their problems. Once each group has completed their circles display the circles in an area that every learner can

see. Group the circles according to the Olympic Rings (This meaning 3 circles on top, from left to right in this order blue, black, red, and then the remaining 2 circles below, from left to right in this order yellow, green).

Next, provide each learner with Appendix T, allowing them to color the rings accordingly. Then each student is responsible for completing each of the problems on the rings. Then learners should complete a total of 25 problems.

Use this as the final assessment to the unit!

Teacher Assessment-Rove the room and talk with students at randomStudent and teacher created rubric (Appendix A)

Self-Assessment-Provide each learner with Appendix B. Explain that at the completion of their activity they need to score themselves on a scale of 4,3,2,1. I have my students score their effort/how they worked and how well they think they did. (This can also be done whole group by having the learner use their fingers on their heart to assess their effort and completed work).

Group Assessment (See Appendix C) Have each group member complete this document.

*ReflectionHave the students use dots to indicate how they feel about their learning and enjoyment for different lessons throughout the unit. Following their selection address what may need to be changed to make the learning stronger or more enjoyable. Discuss what things were enjoyed and why. Use this periodically, not every day. (This was the concept that Bil presented at the IDD training) See example below: (Those who agree with both statements will place their dot in the upper right hand corner) This is a great way for students to self reflect, peer reflect and provides opportunity for teacher reflection.

Culminating Activity Rubric

Color this ring

Write math problems here

1. __________________

2. __________________

3.__________________

4. __________________

5. _________________

Appendix A

4

I tried my best and I helped others!!

3

I tried my best!

2

I could have tried harder.

1

I did not try.

Addition I solved more than 5 different types of

addition problems and could explain the

process. I created my own problem.

I solved at least 5 different types of

addition problems.

I solved 3-4 different types of addition

problems.

I solved less than 3 different types of

addition problems.

Subtraction I solved more than 5 different types

subtraction problem and could explain the process. I created my

own problem.

I solved at least 5 different types

subtraction problems.

I solved 3-4 3-4 different types

subtraction problems.

I solved less than 3 different types

subtraction problems.

Time I solved more than 5 different questions

about time and could explain the process. I

created my own problem.

I solved at least 5 different questions

about time.

I solved 3-4 different questions about time.

I solved less than 3 different questions

about time.

Money I solved more than 5 different questions

about money and could explain the process. I

created my own problem..

I solved at least 5 different questions

about money.

I solved 3-4 different questions about

money.

I solved less than 3 different questions

about money.

Place Value I solved more than 5 different questions

about place-value and could explain the

process. I created my own problem..

I solved at least 5 different questions about place-value

I solved 3-4 different questions about place-

value

I solved less than 3 different questions about place-value.

Self Assessment Appendix B

Name:_______________________ Date: ____________Group Project Reflection

Effort

4 3 2 1

I tried my best and I helped others!!

I tried my best! I could have tried harder.

I did not try.

4 3 2 1

Score

I know and can explain the learning targets to others!!

I did all learning targets to

proficiecny.

I am stuck on some of the learning

targets.

I did not understand the learning targets.

Appendix C

This is a picture or writing that tells about our group project.

My reflection:1. How much did I like this project? 2. I worked as a team player?3. I helped my group? 4. How much did I learn?5. Our group project turned out?

I think our project: __________________________________________________________________________________________________________My thoughts about this activity were:__________________________________________________________________________________________________________Name: _______________________________ Date: ___________________

Place Value Cut & Paste Modified from Harcourt Horizons About My World (1st grade/Pink Edition) Assessment Program Book

Group Members____________________________________________________________________

__________

Great Could Be/Do Better Yikes

All the Time Sometimes Not at All

Appendix D

234 58 303 99270 156 157 62

Appendix D

234 58 303 99270 156 157 62

234 58 303 99270 156 157 62

234 58 303 99270 156 157 62

234 58 303 99270 156 157 62

Name:_________________________________ Date: ___________________

Olympic Medal Counting

5   15   25   40    

55     75 100

Appendix E

1080

100  

700   

Name: _________________________________ Date: ___________________

Olympic RingsSolve the following problems. Try to use mental math.

Solve the following math problems. Use base ten blocks to help.

Name: _____________________________________ Date: ___________________

Appendix F

Appendix G

Attending the OlympicsThis year’s Olympic Games will be held in London and you have $1,000.00 to spend to attend the Olympic Events of your choice. Select the events you would like to attend without going over $1,000.00. Show your work!

Basketball $188 Beach Volleyball $180 Football (Soccer) $301

Hurdles, High Jump, & Pole Vault $480

Long Jump, Triple Jump, & Shot Put $733

Marathon $92

Boxing $105 Gymnastics $435 Hockey $122

Show your work:

Attending the Olympics Continued For each problem show your work and include a number sentence.

1. If you buy a boxing ticket for $105 and a football (soccer ticket) for $301 how much money will you spend?

Appendix G

Number Sentence ________________________________

2. If you buy a hockey$122 ticket for and a beach volleyball ticket for $180 how much money will you spend?

Number Sentence ________________________________

3. If you buy a bag of peanuts for $0.23 and a bottle of water for $0.65 how much money will you spend?

Number Sentence ________________________________

Name: __________________________ Date: _________________

Event TimesEach of the following events are scheduled to happen at specific times during the day. Use the information provided to determine the specific time and if the event happens in the a.m. or p.m.

1. The men’s basketball game begins at 3:05 in the afternoon. Draw this time on the clock below. Indicate if it occurs in the a.m. or p.m.

Appendix H

2. Use the clock below to determine what time the morning women’s volleyball game

is schedule for. Select if the game occurs in the a.m. or p.m.

3. The long jump begins at 7:20 in the evening. Draw this time on the clock below. Indicate if it occurs in the a.m. or p.m.

Name: _____________________________ Date: _______________Winners Times and Distances

Use comparison symbols (<, >, and =) to compare the following.

1. 12 sec 18 sec

2. 21 in. 11 in.

3. 4 miles 4 miles

a.m. p.m.

:

a.m. p.m.

a.m. p.m.

Appendix I

4. 138 in. 183 in.

5. 151 sec. 145 secWrite a comparison problem for each of the following.

6. The USA ran the 100m dash in 42 sec., China ran it in 44 sec.

_____ _____

7. Japan ran the 400m dash in 130 sec., Africa ran it in 123 sec.

_____ _____

8. Asia ran the 400m relay in 98sec., Austraila ran it in 98 sec.

_____ _____

9. Team USA ran 145 miles total and Team Africa ran 156 miles total.

_____ _____

10. Canada jumped 283 total inches and South America jumped 231 inches.

_____ _____Name: ______________________________ Date: _______________

Team SnacksThe USA Olympic team has the following snacks that they need to share. Help the team select the correct fraction for each snack!

Circle the granola bar that is divided into fourths. How many pieces make this whole? ______

Circle the apple that is divided into halves. How many pieces make this whole? ______

Appendix J

Circle the cracker that shows fourths.

Circle the brownie that shows halves.

Which circle shows a quarter of the whole shaded?

Which circle shows half of the whole shaded?

Name: ___________________________ Date: _______________

Olympic Snack Bar: Word ProblemsSolve each problem, writing a number sentence and showing your work.

1. Cara made a bunch of muffins to sell at the Olympic Snack Bar. First, she baked 22 bran muffins. In a second batch, she baked 4 more bran muffins. How many bran muffins did she bake in all?

2. Liam and Mark sold tickets bubble gum at the Olympic Snack Bar. Liam sold 15 pieces of bubble gum, and Mark sold 8 pieces. How many pieces did they sell in all?

3. A Pancake Snack Bar sold 44 orders of buttermilk pancakes, 14 orders of blueberry pancakes, and 31 orders of chocolate-chip pancakes. How many orders of pancakes did the Pancake Snack Bar sell in all?

Appendix K

4. The Snack Bar has 57 ice-cream sandwiches to sell 9 of them melt in the sun. How many ice-cream sandwiches are left?

5. Carl and Drew each went worked at the Snack Bar. They sold 37 slices of pizza in all. If Carl sold 4 slices, how many slices of pizza did Drew sell?

Name: ____________________________ Date: ___________________Olympic Teams

Below is a list of Olympic Teams who will compete in the 2012 Summer Olympics. For each team determine if there are an EVEN or ODD amount of members. (Note these numbers are not factual)

Team Members Odd or Even Japan 12China 17

United States 20Germany 19Canada 14Mexico 18Spain 17

Austrialla 9Costa Rica 8

Chile 11Denmark 3

Egypt 5

Appendix L

France 15Italy 13

Nigeria 10

Name: ______________________________ Date: ________________

Favorite Olympic Games

Ms. Sara’s class voted on their favorite summer Olympic sport. The class results are listed below. Use the data collected to complete the pictograph. To challenge yourself create a bar graph on the back when you are finished.

Favorite Summer Olympic SportSport Children

Volleyball 5Swimming 9Gymnastics 3

Each = 1 child’s vote

Interpretation Questions1. What sport was liked the most? _____________________

Volleyball Swimming

Gymnastics

Favorite Summer Olympic Sports

Appendix M

2. What sport was like the least? ____________________3. How many more children liked volleyball than gymnastics? __________4. How many fewer children liked volleyball than swimming? __________5. How many more children liked swimming than gymnastics? _________6. Altogether how many children voted for their favorite sport? __________

Name: _________________________ Date: _______________Fans in the Stands

Complete the following problems. Write an expression for each. Show your work.

1. If there are 5 rows of benches on this set of bleachers and you can fit 5 fans on each row. How many total fans can sit on this set of bleachers?

_____________________________________________________2. If there are 3 rows of benches on this set of bleachers and you can fit 5

fans on each row, how many total fans can sit on this set of bleachers?

Appendix N

______________________________________________________Name: ______________________________ Date: ___________

Long Jump MeasurementSolve each of the following problems.

1. During the long jump completion Liz jumped 8ft. Her teammate Danielle Jumped 2ft further than her. How far did Danielle jump?

2. During the long jump Sara jumped 14ft. Drew jumped 18ft. How much further did Sara need to jump to reach Drew?

3. Katie jumped 86 inches during the long jump. Cody jumped 74 inches. How many inches further did Katie jump than Cody?

4. Nathan jumped 91 inches during the long jump and Mary jumped 78 inches. If the longest jumper jumped 3ft further than Nathan how far did the jumper jump?

5. Crystal and Shaun both jumped 100 inches during the long jump. If Noah jumped 23 inches less than Crystal and Shaun, how far did he jump?

Appendix O

Name: ___________________________ Date: ______________Going an Equal Distance

Solve each problem below. Determine if the missing addend or sum is odd or even.

1. If teammates Jack and Ben have to run 40 yards total. How many equal yards do they each have to run? ____ yards +___yards = 40 yards

Odd or Even2. If two people are running the 50 yard dash what is the sum of their

distance ran? 50 + 50 =_____

Odd or Even3. Lisa and Dan must run a combined total of 10 miles. To share the

distance equally how far does each of them have to run?____ miles +____ miles =10 miles

Odd or Even4. John and his teammate ran 14 miles at the Olympic games. If John ran

7 miles, how many miles did his teammate run?7 miles + ___ miles =14 miles

Odd or Even5. If Fred and Bella ran an equal distance of 26 miles how many miles did

each of them run? _____ + _____=26

Odd or Even6. Joey and Mike ran 18 miles total. How are did they each equally run?

_____+_____=18 Odd or Even

Solve each equation. Ensure that each addend is equal. (Hint Doubles) 7. 5+ ___= 10 8. ___ +6= 12 9. 15 + ____=30 10. ___+___= 50 11. ___+___=6 12. ____+____=16

Name: ___________________________ Date: ___________Number Line Jump

Appendix P

Appendix Q

Use the following number line to solve problems 1-5.

1. If Bobby started at 2 units and jumped to 9 units, how many units did Bobby Jump? _________

2. Katie’s first jump was from 0 units to 4 units. How many units does Katie need to jump to land on 10 units? _________

3. What is the distance between 1 unit and 8 units? _________4. If Sara jumped 5 units ahead and landed on 7, where did she begin?

______5. What is the distance between 3 units and 10 units? _________

Use the following number line to solve questions 6-9.

6. Drew participated in the double number line jump. His first jump was from 0 units . His second jump was from 6 units. He landed his second jump at 13 units. How many units did he jump on his second jump? _________

7. Mary started her jump at 12 units and jumped a total of 7 units. Where did she land? _________

8. Liz jumped from 8 units in. She landed on 14. How many total units did she jump? _________

9. Nathan jumped from 11 to 20 on the number line. How many units did he jump? _________

Name: ____________________________ Date:___________Track and Field Map Directions

Create a map using the following directions:1. Your map must include a location for each of the following:

Appendix R

Long Jump Triple JumpHurdles 400 Yard DashRelay Race High JumpShot Put Discus

2. You must use the following defining attributes to create your shapes:4 sided figure, all 4 sides equal in length4 sided figure, 2 sets of 2 parallel sides 3 sided figure, all 3 sides are equal in length Closed 3 sided figureClosed figure with no angles or sides4 sided figure, quadrilateral with 2 parallel sides

3. Combining at least two of the shapes above to create 2-3 composite shapes. Include these on your map.

Name: ________________________________ Date: ___________________Culminating Final Assessment

Appendix S

Appendix T

Color the rings accordingly. Use the class created rings to complete each problem. Use scrap paper to show your work. Do your BEST!!

1. _____________2. ____________3. ____________4. ____________5. ____________

1. _____________2. ____________3. ____________4. ____________5. ____________

1. _____________2. ____________3. ____________4. ____________5. ____________

1. _____________2. ____________3. ____________4. ____________5. ____________

1. _____________2. ____________3. ____________4. ____________5. ____________

Level 2 Math Olympic Games

_________________’s2011-2012 Olympic Events

Book

Appendix U

Long Jump (inches)

My Estimation _________inches

Actual distance __________inches

Triple Jump (feet)

My Estimation _________feet

Actual distance __________feet

Shot Put (yards)

My Estimation _________yard(s)

Actual distance __________yard(s)

Discus

My Estimation _________

Actual distance ________

Relay Race

Relay Race #1

______ + ______ + ______ + ______ = ________

Relay Race #2

______ + ______ + ______ + ______ = ________

Relay Race #3

______ + ______ + ______ + ______ = ________

Relay Race #4

______ + ______ + ______ + ______ = ________

Hurdles

Complete the following:Skip Count by 5s starting at 25, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___Skip Count by 10s starting at 10, ___, ___, ___, ___, ___, ___, ___, ___, ___Skip Count by 100s starting at 300, ___, ___, ___, ___, ___, ___, ___