©Zeno reserved. rights All · 2012. 9. 8. · cleaners and 3 yellow pipe cleaners . to each group. Every student in the group is to build eight “tens” bundles by carefully counting

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Evaluations:

At the first class, please have the

students fill out the Pre-Math

Club Student Evaluation. At the

last class, please have the stu-

dents fill out the Post-Math Club

Student Evaluation. Doing so

will enable the club teacher and

Zeno to track student progress.

Also, teachers please fill out the

Curriculum Evaluation form so

that Zeno learns how to better

serve you and the students in the

future.

THANK YOU!

Page

Understand and apply concepts and procedures from number sense.

Understand sequential relationships among whole numbers

Understand the meaning of subtraction

Understand and apply procedures for addition of whole numbers

Understand place value of whole numbers

Understand sequential relationships among whole numbers

Understand and apply strategies for adding and subtracting

Understand and apply estimation strategies to predict computation results

Using mathematics to define and solve problems

Understand how to define a problem in a familiar situation

Apply strategies to construct solutions

Apply mathematical tools to solve problems

Unit Standards for Grades 1 and 2

Teaching Tips

Allow time for the students to figure out the problem. It is much more meaningful for the

students to discover the problem on their own than for the teacher to tell them the answer.

Once one student answers the question, thinking will stop for all the others. Slow down and

let students apply the knowledge that they have learned to the questions. Some students will

do this rapidly; others will need time to process.

Go through the lessons at your own pace. It is more important for the students to enjoy the

spirit of discovery and inquiry than it is to get through all of the lessons. If students are

enjoying an activity or game try doing it again another day. The first time through a game

or activity students are just trying to figure out the rules and what is expected. It is not un-

til two or three times through an activity or game that students start to understand the con-

cepts and to develop mathematical strategies.

At the end of this unit are websites that can be used to enhance lessons or to further chal-

lenge students who complete their work quickly.

Refer to the students as “mathematicians.” The title may give them confidence in their abil-

ities and pride at being a member of the club.

Most importantly, have fun! Remember that this is a math club, not a math class.

A Ten Lesson Unit Rounding, Sequencing, Adding, Subtracting and Multiplying Whole Numbers

Discovering Number

Sense

Inside This Unit

Lesson 1:

Number Sense

5 - 6

Lesson 2:

Place Value

7- 8

Lesson 3:

Place Value

9 – 10

Lesson 4:

Addition and Subtraction

11 - 12

Lesson 5:

Addition and Subtraction

13 – 14

Lesson 6:

Problem Solving

15 – 16

Lesson 7:

Rounding

17 - 18

Lesson 8:

Rounding and Estimating 19 –20

Lesson 9:

Multiplication Sense 21– 22

Lesson 10:

Review and Bibliography 23

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Discovering Number Sense

Activity Sheets:

Dot Array Flash Cards

Column Array Flash Cards

Place Values

Expanded Notation

Over the Hill

Single Out

Ants

Student Contract

Parent Letter

Games:

2 tubs Dominoes

2 Sum Swamp by Learning Resources

2 4-Way Countdown by Cadaco

3 Number Chase by Playroom

Entertainment

Books and Supplies:

1 Teaching Manual

1 Coyotes All Around by Stuart

Murphy

1 One Hundred Hungry Ants by

Elinor J. Pinczes

1 package of play money in

1s, 10s and 100s.

2 pens

3 white board markers

8 decks of playing cards

16 pencils

24 dice

300 paperclips

75 yellow pipe cleaners

200 white pipe cleaners

1800 blue pipe cleaners

Supply List for 16 students

Club Evaluations:

Return envelope for evaluations

Pre-Math Club Student Evaluation form

Post-Math Club Student Evaluation form

Teacher Club Evaluation form

Replenishable Supplies:

1 package of wide-rule paper

2 pads 3 x 3 sticky notes

16 journals

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Introductions, Student Contract, What is Number Sense?

Welcome students, go over the Student Contract and then discuss what is

number sense and why it is important. As such, hand out the Pre-Math Club

Student Evaluation sheet (copies are in the manila envelope in the back of the Teach-

ing Manual), and ask students to answer the questions as best they can. Remind

students that this is not a test, but rather a way for you to understand their thinking

on number sense. When students have finished, collect the sheets and hold onto

them until the last day of club.

Remember to send home the Parent Letter at the end of class.

Lesson Prep: Make copies of the Student Contract and Parent Letter. Cut apart

the Dot Array Flash Cards and the Column Array Flash Cards.

Identifying numbers in dot arrays.

Lesson 1 Focus: Number Sense

Activity 1: Name that Number

Show a Dot Array card to the class for five or six seconds, and then cover it

up. (See card examples below.) Students can then show with their fingers/

say aloud how many dots were on the card. Practice this set of actions for a

few more rounds. Once the students are able to answer quickly, reduce the

amount of time they get to see the card, and add the Column Array cards to

the round.

Next, use these cards in a Mother May I? game format. Students should ar-

range themselves into a horizontal line in the front of the room. Show the

card to one student for three to five seconds. Once the card is hidden, the

student must say the amount on the card. If s/he correctly identifies the

number on the card, have the student move ahead that many steps. (The

teacher can be creative and have them move ahead five hops, three baby

steps, two giant steps, etc.)

When the game is over, ask students the following questions:

What are some ways that you figured out how many dots are on the

cards?

Do some cards look more alike than others? Why do you think that is?

Material:

*Student Contract

*Pre-Math Club

Student Evaluation

*Parent Letter

*Dot Array Flash

Cards

*Column Array

Flash Cards

Page 5 Rounding, Sequencing, Adding, Subtracting and Multiplying Whole Numbers

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Game: Dominoes

Have each player draw domino tiles. The number of tiles drawn depends on

the number of players:

Two players draw seven tiles each.

Three to four players draw five tiles each.

Game Rules:

The player with the highest double places the first domino. If there are no

doubles, then the player with the highest dot total puts his/her domino down

first. Play proceeds to the left (clockwise). Each player adds a domino to an

open end if they can match values. In the example to the right, the "blank"

and "1" are the open ends. Note that the dominoes may flow in any direction,

turning as necessary, but that the 5-5 and 1-1 are placed in the customary

horizontal orientation.

A player who cannot make a move must pass. The game ends when one play-

er uses the last domino in his/her hand, or when no more plays can be made.

If all players still have tiles in their hand, but can make no moves, then the

game is said to be "blocked".

Scoring:

The player with the least amount of dots wins. If there is a tie, the win goes

to the player with the lowest individual tile. For example, if one player has a

1-2, 2-4, and 3-5, and the other player has a 5-5 and a 3-4, they both have a

total of 17, but the first player wins because his lowest tile (1-2) is smaller

than the second player's lowest tile (3-4). Students can keep track of their

score by adding up all the dots on the tiles still left in their hand.

NOTE: Domino games are often played in a number of rounds, where the

score in each individual round (or hand) is added to the score in the previous

rounds.

When one player's total score exceeds a pre-established score (100, for exam-

ple), the game is over and the winner is the player with the lowest total.

Material:

*Dominoes


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Activity 1: Place Value Sets

Introducing place value by concrete counting and grouping of pipe cleaner

bundles and progressing to the abstract ordering of multi-digit numbers by

value. Representing place value of two and three digit numbers, and under-

standing numbers in expanded form.

Lesson 2 Focus: Place Value

Material:

*Blue, white and

yellow pipe

cleaners

*Place Values sheet

Page 7

NOTE: The bundles prepared by the teacher prior to this lesson will be used

as an example, and given as extra manipulatives to the groups later.

Show students a “tens” bundle, and a “hundreds” set. Using the Place Values

sheet, write the number 124 in the proper place value columns. Next, repre-

sent 124 with your “hundreds” set, two “tens” strips and four “ones” single

blue pipe cleaners. Set the bundles on the Place Values sheet to model what

students will be doing in their groups.

Place students into groups of fours; give 320 blue pipe cleaners, 32 white pipe

cleaners and 3 yellow pipe cleaners to each group. Every student in the group

is to build eight “tens” bundles by carefully counting out ten blue pipe clean-

ers and wrapping the bundle with one white pipe cleaner.

Once the group has made all their “tens” bundles, instruct them to work to-

gether to make “hundreds” sets — groups should carefully count out ten

“tens” bundles, and wrap them in one yellow pipe cleaner to create the

“hundreds” set. Monitor groups to help wrap their “hundreds” sets. When

finished, each group should have three “hundreds” sets and two “tens” bun-

dles. Each group gets an extra “hundreds” set from your example, nine addi-

tional blue pipe cleaners and a Place Values sheet.

Write three-digit numbers (399 or below) on your Place Values sheet. Have

groups represent your given numbers with their pipe cleaner sets in the prop-

er place value columns on their activity sheets. Monitor to check for under-

standing and to make sure each student gets a turn at using the sets to repre-

sent the number.

After a few teacher-directed three-digit numbers, end the lesson with the

whole class building the largest number possible using all of the group sets.

Rounding, Sequencing, Adding, Subtracting and Multiplying Whole Numbers

Lesson Prep: Group ten blue pipe cleaners and wrap with one white pipe clean-

er to make one “tens” bundle. Prepare forty (40) “tens” bundles. Wrap ten

“tens” bundles with one yellow pipe cleaner to make one “hundreds” set.

Make copies of the Place Values sheet.

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Remind students that numbers hold a place or a position which determines

value. For example: in the number 432, the “2” signifies two ones, in the

number 423 the “2” signifies two tens, and in the number 243, the “2” signi-

fies two hundreds—the same number has a different value when the position

is changed.

Place students in groups of four; display the Expanded Notation sheet.

Students will learn to read and create three-digit numbers that have been

written out in expanded form. See the “Expanded Notation” box to the

right.

Ask students to figure out the numerical way to write the number “five hun-

dred thirty.” Instruct students to build the number using the pipe cleaner

sets from Activity 1. Then choose one student to circle the correct number

on the sheet. Show students the next expanded notation question; let

groups build the number with the pipe cleaner sets and the Place Values

sheet, then take turns circling the correct number on the sheet.

Proceed through the questions on the sheet. When the class reaches the

fourth question on the sheet (“I have 4 hundreds 12 tens and 6 ones. What

three-digit number does that make?”) ask the students if there is ever a time

where they might encounter numbers in this way? When counting money.

EXTENSIONS:

Using play money, one student builds a dollar amount on the place value

chart and the other group members say what number/dollar amount was

built. Students take turns being a builder/guesser. The teacher can also

build a few amounts to challenge students. For example: Place 10 ten

dollar bills in the “tens” column or leave one column empty.

Expanded Notation

What number is equiva-

lent to five hundred

thirty?

503 435 530

What number is the same

as one thousand nine

hundred fifty-two?

9,125 1,952 1,529

I have 23 ones and 4 tens,

what number does that

make?

27 64 63

Example of the number - 303

Material:

*Expanded Notation

sheet

*Place Values sheet

*Play money


Activity 2: Expanded Notation

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Reading and understanding numbers and their place value up to a thousand.

Lesson 3 Focus: Place Value

Material:

*Sticky notes

* Decks of cards

*Wide-rule paper

*Play money

Page 9

Activity 1: Place Value Kids

Write the titles HUNDREDS, TENS and ONES in columns on the board.

Write the numbers 0 to 9 on separate sticky notes. Give ten students one

each of these sticky notes. The remaining students take turns calling out a

number.

For example: One student says, “253”. The three students who have num-

bers 2, 3, and 5 will form the number 253 by standing under the correct place

value columns on the board.

Hint: There is only one card for each number so the students calling the

number cannot say a numeral twice, such as 255. Keep the numbers within a

certain place value range such as a number in the hundreds, or a number in

the thousands. The teacher might also want to include numbers with a zero

place holder, such as 308 or 2,067. Repeat this activity using the $1, $10 and

$100 dollar bills from the play money.

With each number called out, and formed by use of kids or play money, ask

students the following questions:

What is the number in the hundreds place worth?

What is the number in the tens place worth?

Activity 2: Place Value Game

The teacher will need a deck of cards with tens, jacks, queens, and kings re-

moved. Give each student a piece of wide-rule paper.

On the piece of paper, students will write:

Th “thousands” H “hundreds” T “tens” O “ones”

The object of the game is for the students to create the greatest four-digit

number. In this game, the ace signifies the 1 card.

The teacher will show a card from the deck and the students can write that

number under any of the place values. All students get one throw away

number; for example, the teacher may show an ace and a student may choose

not to use that card. Once a number has been written on the paper, students

cannot change its location or erase it. Continue drawing cards until all col-

umns are filled.

Go around the room asking students if they think they have the largest num-

ber. Discuss the terms greater than and less than, and ask students if their

number is greater than or less than the previous person’s number.

Add the thousands and ten thousands place to the game if students are capa-

ble.


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Activity 3: Place Value War

Using cards, students practice identifying place value and comparing number

values.

Group students into pairs; hand out decks of cards for students to remove all

tens, jacks, queens and kings from each deck of cards. For the activity, one

deck of cards can supply two teams of two. In this game, the ace signifies the

1 card.

Each pair gets two shuffled sets of cards, ace through 9.

Each player gets nine cards. Begin with each player turning over two of his/

her cards. The card on the left is the tens number and the card on the right is

the ones. Both players call out their number (see example to the right). The

player with the greater number keeps the cards for the round. When the

cards run out, the player who has collected the most cards wins.

If both players turn over the same two-digit number, it is called “war”; stu-

dents then each flip a third card with the newest card placed far left as the

hundreds number — the value has now become a three-digit number. The

player with the greater three-digit number gets to collect the cards for that

round.

Example:

Player 1 wins this round.

Example:

Player A draws a 6 and an

8. He says, “six tens and

eight ones.”

Player B draws a 7 and a

2. She says, “seven tens

and two ones.”

Player B collects the cards

for that round.

Player 1 cards

Player 2 cards

NOTES:

Material:

*Decks of cards


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Activity 1: Making Tens

Practicing adding and subtracting numbers, making the sum of ten, doubling

a number, doubling a number plus one and minus one.

Lesson 4 Focus: Addition and Subtraction

Material:

*Decks of cards

*Dominoes

Page 11

Activity 2: Doubles, Doubles + or - 1

Remove all tens, jacks, queens and kings from a deck of cards. In this game,

the ace signifies the 1 card.

Students stand in a line or a circle. One by one, show each student a card; the

student being showed the card is to mentally double the amount shown on

the card, and say that sum aloud.

Example: if the teacher shows a student the 6 card, the student should say,

“twelve” as the answer.

Practice this a number of times, then do the activity again but the student is

to now double the amount and add 1. Thus, if s/he sees the 6 card, the stu-

dent should answer, “thirteen”.

Repeat this activity but with students now doubling the amount and sub-

tracting 1.

Show the students on the board or sheet what these mental math sentences

would look like in written form:

6 + 6 = 12, 6 + 7 = 13 or 6 + 6 + 1=13

6 + 5 = 11 or 6 + 6 - 1=11

4

6


This game is played in the same manner as Concentration.

Group students into pairs; give each pair a deck of cards. Pairs are to remove

all tens, jacks, queens and kings from the deck. In this game, the ace signi-

fies the 1 card.

Reshuffle the deck; students can do this themselves by placing the cards in a

pile, spreading them all around and then stacking them up again.

Place all the cards face down in even rows, six cards by six cards. The stu-

dents will take turns turning over two cards. If the two cards they turn over

equal the sum of ten, the student gets to keep the cards; it is now his/her part-

ner’s turn to choose. If the cards do not equal ten, then the first player will

turn the cards face down; it is the other student’s turn to choose cards.

Students continue taking turns until they have collected all the cards that

total ten.

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Game: Boneyard Dominoes

Boneyard Rules:

To start, the student with the largest double places the tile vertically on the

playing surface. If a player does not have any tiles that matches one of the ex-

posed ends of the chain, that player must draw from the boneyard one tile at a

time until a playable game piece is drawn. If there are no more tiles left in the

boneyard, that player must pass. If a player has at least one tile that matches

one of the exposed ends of the chain, that player must play a tile.

Play may proceed off both ends of the chain, or from the exposed ends of the

first double that is played. That double is referred to as the spinner. At most

there will be four ends of the chain exposed; no other double may have addi-

tional dominoes played from it. In the picture below, double six was the first

double placed in the chain and thus it is a spinner.

Once no more tiles can be played or a person is out of tiles, the game is over.

The person with the lowest scoring hand wins the game.

Allow the students time to continue working on the strategies that they

learned when they first played dominoes. Encourage them to keep score to a

pre-set total, such as 50 or 100.

NOTES:

Material:

*Dominoes


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Adding and subtracting numbers

Lesson 5 Focus: Addition and Subtraction Material:

*Sum Swamp by

Learning Resource

*4-Way Countdown

by Cadaco

Page 13

Activity 1: Countdown and Sum Swamp

These games can be played in groups of four. They are easy to teach and fast

to learn. Groups can be rotated through the games.

Sum Swamp: Students will roll three dice; two dice

have numbers and the third die has an operation

(addition or subtraction). Students will take turns

rolling the dice and performing the operation to de-

termine how many spaces they will move. The first

student to the finish line wins.

4-Way Countdown: Students will roll two dice and add or subtract their num-

bers to determine which key to flip up.

Example: If a player rolls a 5 and 3 there are only two

options:

ADD 5+3=8. Player may flip up the 8

key OR

SUBTRACT 5-3=2. Player may flip up the 2

key.

ROLL DOUBLE 6 If a player rolls a double six he must flip all of his keys

back down and start over.

ROLL AN 11 If a player rolls a 6 and a 5, he/she may count it as either a

1 (using the subtraction option) OR as an 11. If counted

as an 11, the player may make any opponent of his choice

flip all of his keys back down and start over.

The first student to flip up all of his/her keys wins.

Card version of 4-Way Countdown: Each student gets a suit of cards, ace

(value of 1) through 10. The students will lay their cards face up in a horizon-

tal line in front of them. Flipping over a card is equivalent to flipping up the

key on the board game.

VOCABULARY

OPERATION: + - x /

SUM: answer to an addi-

tion problem

DIFFERENCE: answer

to a subtraction problem

EVEN: numbers said

when counting by twos.

ODD: numbers that are

not even.

HIGHEST: greatest,

largest.

LOWEST: least, small-

est.

NUMBER SENTENCE:

2+5=7


Lesson Prep: Make copies of the Over the Hill sheet.

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Group students into pairs; give each student an Over the Hill sheet and each

pair three dice.

Students will take turns rolling all three dice. They are to add or subtract the

amounts shown on the rolled dice and then cross off those sums or differences

on their number line. They must go in numerical order starting at 1 and will

cross off as many numbers as possible each turn. When they cannot create

any more numbers from their dice, it is their partners turn.

Each player’s turn starts at the end point from the previous turn. The first to

reach 18 wins.

Activity 2: Over the Hill

EXAMPLE: Player A rolls 3,4,6. She can cross off 1 (4-3=1), 2 (6-4=2) and 6 (6-3=3) from the sheet. She

cannot make a sum or difference of 4, so now it is her partner’s turn to roll.

NOTES:

Material:

*Dice

*Over the Hill sheet


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Give each student a Single Out sheet. The object of this game to achieve the

highest score.

The teacher will roll a die and call out the number rolled. The students will

write that number down in any of the nine open squares on the game grid.

The teacher will continue to roll the die until the students have filled in all of

the squares in their grid.

After the grid is filled, students will add the three numbers in each row and

write the sum on the provided line. They will then do the same for each col-

umn.

Looking at the six sums, the students will cross out any sums that appear on-

ly once. Students will then add up the remaining sums to total their score.

The player or players with the highest score wins that round. See the exam-

ple below.

Play the game three more times, emphasizing to the students the strategy of

placing the numbers in such a way that they will have more than one column

or row adding up to the same sum.

6 2 1

1 3 6

1 2 1

9

10

4

8 7 8

SCORE: 16


Lesson Prep: Make copies of the Single Out sheet.

NOTES:

Adding three single digit numbers. Using logic and deduction to determine

mystery numbers.

Lesson 6 Focus: Number Sense

Activity 1: Single Out

Material:

*Single Out sheet

*Die

Page 15

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Before playing this game, review with students the vocabulary words on the

right.

Place students into groups of three to five players. Lay all the cards face

down in numerical order so that the numbers on the back of the cards (1 to

50) are visible.

Choose one student to be the secret holder; give this student a sticky note up-

on which he or she is to secretively write a number (1-50). The player to his/

her left then points to one of the cards, guessing if it is the secret number. The

secret holder must answer them yes or no. If the card selected is not the se-

cret number, the student who made the incorrect guess turns the card over

and reads the question on it. There are several types of questions: (The "X" is

replaced by the player’s guessed number).

- "Is the number greater than X?"

- "Is there an X in the number?"

- "Is the number in the range of X and Y?"

- "Is the number less than X?"

- "Is the number even/odd?"

- "Is it a one/two digit number?"

The secret holder must answer the question honestly, and then the next play-

er takes his or her turn. Players use the answers to deduce the number that

the secret holder wrote down. As soon as one player gets the secret holder to

answer "yes" when he/she points to a number, they take the card as a point;

and the game continues, with the player to the writer's left becoming the new

writer. Play proceeds in the same manner, except another number is now

missing from the configuration. The game continues until one player has col-

lected three cards, at which point he/she is declared the winner.

NOTES:

VOCABULARY

GREATER THAN

LESS THAN

ONE DIGIT

TWO DIGIT

RANGE

EVEN

ODD

Activity 2: Number Chase by Playroom Entertainment

Material:

*Number Chase by

Playroom

Entertainment

*Sticky notes


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Rounding to the nearest 10 or 100. Using estimation to create reasonable an-

swers.

On the board, draw a number line from 0 to 100 in increments of ten.

Ask students if they have ever heard the US Army cadence Sound Off . The

cadence they will learn will be based on the same beat but instead of “sound

off”, they will say “round off”. The teacher says the words in red below, stu-

dents say the words in blue, and both say green (or you can all say rhyme to-

gether).

Round off; 1-2;

Round off; 3-4;

1-2-3-4; 1-2….3-4!

5-6-7-8 and 9

Up to the nearest ten is fine.

If it’s 1-2-3 and 4

Down to the nearest ten, then roar

Round off; 1-2;

Round off; 3-4;

1-2-3-4; 1-2….3-4!

Group students into two lines facing the number line on the board. Practice

the above cadence while they march in place. After they have grasped the

cadence, explain that the first person in each line will place one of the pre-

written sticky note numbers under the correct multiple of ten on the number

line, rounding their number up or down. Waiting students march in place

and say the cadence together.

Pass out a sticky note to each student and start the cadence. When the first

student gets back they are to go to the end of the line. Hand him/her a second

sticky note. Each student gets two turns to “round off” at the number line.

Lesson 7 Focus: Rounding

Material:

*Sticky notes

Page 17

Activity 1: Round Off

Historical Note:

Oral tradition credits

the origin of “Sound

Off” to US Army Pri-

vate Willie Duck-

worth in 1944. While

returning to base with

his tired unit he began

chanting sound off

and counting in a

rhythm as his unit

marched.

Today, soldiers still

run and chant cadenc-

es to keep their

rhythm and pace.


Lesson Prep: For use with Activity 1, write the following numbers on sticky

notes — 3, 4, 6, 13, 14, 17, 24, 27, 33, 38, 44, 49, 51, 56, 58, 62, 65, 67, 71, 78,

82, 89, 94, 96 (enough for two turns per student). For use with Activity 2, write

the following numbers on sticky notes — 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

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NOTES:

Activity 2: Round Over

Select ten students to stand in front of the room; give one each a sticky note

prepared as described in the Lesson Prep section on page 17. Students must

line up in numerical order. Have the remaining students stand on the other

side of the room. The two groups should face each other.

Remove all tens, jacks, queens, and kings from a deck of cards. Re-shuffle the

deck and select two cards. The number on the two cards will become a two

digit number which the teacher will say out loud.

EXAMPLE: If a 2 card and a 5 card are selected, the teacher can declare

that the number is either 25 or 52. For the purposes of the following exam-

ple, 25 will be used as the voiced number.

The group of students without sticky note numbers will de-

cide to what number 25 would round, and then call that

number/student over, by saying, “Round over, round over,

send number 30 on over.”

The person holding the sticky note with 30 on it would move

to the other side of the room, handing the number to one of

the players to take his/her place in the multiples of ten line.

The teacher then would call out another two-digit number. Continue playing

until each student has switched lines at least once.

30

Material:

*Sticky notes

*Deck of cards


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Lesson 8 Focus: Rounding and Estimating

Material:

*Coyotes All Around

by Stuart J. Murphy

*Sticky notes

Page 19

Rounding numbers and making reasonable estimates

Read aloud the story Coyotes All Around

by Stuart J. Murphy.

When you come to the part of the story where

Clever Coyote rounds the numbers, create a

number line such as the one below or the one in

the book. Discuss with the class how Clever

Coyote rounded to the nearest 10 and then add-

ed up the numbers.

After the story, go around the room and give the students numbers verbally

or on sticky notes, asking to which number on the number line their given

number is closest.

EXAMPLE: 27 — is that number closer to 20 or 30?

Make the number line longer, and if possible, use three-digit numbers.

0 10 20 30 40 50

Activity 1: Coyotes All Around


NOTES:

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Games:

Take time to reinforce learned math skills by playing any of the games intro-

duced so far: Dominoes, Sum Swamp, 4-Way Countdown, and Number Chase.

Place students into groups of three; give each group wide-ruled paper, pencils

and a few handfuls of dominoes.

One of the three students will be the number caller and the other two will be

the estimators. The number caller will select one domino and state the num-

ber on the domino out loud.

NOTE: a domino tile with four dots and three dots could be read as either 43

or 34. The caller makes the decision how to read the dots on the tile.

The estimators will write down, to the nearest ten, the number to which the

called number rounds. The number caller will repeat this set of actions two

more times so that there are a total of three numbers on the estimator’s pa-

per.

Once all the tiles are read and rounded, the two estimators will add up their

rounded numbers. The student who most quickly writes down the correct

total wins the round.

The players should then change positions so that everyone has an opportuni-

ty to be the number caller or estimator. If the adding and estimating is diffi-

cult for first graders, pair them with a second grader.

Activity 2: Estimating Game

EXAMPLE:

21 would round to 20



Student’s answer: 60

Material:

*Dominoes

*Wide-ruled paper

*Pencils


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Practice grouping multiples of 100. Counting by multiples of 2, 3, 4, 5, and

10.

As a class, count to 100 out loud.

Ask students the following questions:

What other ways can you count to 100? By 2, by 5, by 10, by 25, by 50.

If we count by 50s, how many numbers will be said? Two numbers — 50

and 100.

If we count by 25s, how many numbers will be said? Four numbers — 25,

50, 75, 100.

If we count by 10s, how many numbers will be said? Ten numbers — 10,

20, 30, 40, 50, 60, 70, 80, 90, 100.

If we count by 5s, how many numbers will be said? Twenty numbers — 5,

10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100.

If we count by 2s, how many numbers will be said? Fifty numbers — 2, 4,

6, 8, 10, 12, 14, 16….98, 100.

Read the book One Hundred Hungry Ants

by Elinor J. Pinczes to the students.

When finished, ask students:

How many ants are in each line? If there

are two lines, there would be 50 in each. If there

are four lines, there would be 50 ants in each

line, etc.

Use the Ant sheets to help the students an-

swer the above question.

Group students into pairs; give each pair 24 paperclips. Using the paperclip

“ants,” ask them to determine how many even lines can be formed. Two lines

of 12, three lines of 8, four lines of 6.

If there is time, have the students try the same activity using 36 paperclips.

Lesson 9 Focus: Multiplication Sense

Activity 1: One Hundred Hungry Ants by Elinor J. Pinczes

Material:

*One Hungry Ants by

Elinor J. Pinczes

*Ant sheet

*Paperclips


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Material:


Activity 2: Skip, Skip, Go!

This game is played in the same manner as Duck, Duck, Goose.

Students sit in a circle. The teacher selects a number by which to count (2, 3,

4, 5, 10, etc.) and then also selects a target number (such as 12, 15, 24, etc.)

One student is selected as “it”. This student will go around the outside of the

circle tapping each head/shoulder, skip counting by the number chosen.

EXAMPLE: the selected number is 3, and the target number is 15. A stu-

dent will tap classmates on the head/shoulder counting by threes (3, 6, 9, 12,

15.)

Upon reaching the target number (15, in this example), the student whose

head has been tapped chases the “it” student around the circle of children un-

til they get back to the now-empty spot where the tapped student was sitting;

the “it” student will sit down.

If the “it” student is caught before s/he can sit down, they are to go and sit in

the center of the circle and the person who caught him/her is now the “it”

person. The teacher selects a new number to skip count by, as well as a new

target number. Play resumes with the new “it”.

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http://www.mathplayground.com

http://www.factmonster.com

http://www.funbrain.com

http://www.funschool.com

http://www.coolmath-games.com

Bresser, Rusty & Holtzman, Caren. Developing Number Sense

Math Solutions Publications, 1999

Burns, Marilyn. About Teaching Mathematics 2nd Edition A K-8

Resource. Math Solutions Publications, 2000.

Currah, Joanne, et al. All Hands on Deck, Math games using

Cards and Dice, Box Cars & One-Eyed Jacks, 1992

Tierney, Cornelia & Russell, Susan. Ten-Minute Math, Dale Sey

mour Publications, 2001

Van De Walle, John. Elementary and Middle School Mathemat

ics, Teaching Developmentally, 4th edition, Longman

Publishing, 2001

Vasel, Tom, www.thedicetower.com

.Principles and Standards for School Mathematics, Na

tional Council of Teachers of Mathematics, 2000

Games: 4-Way Countdown

Dominoes

Sum Swamp

Number Chase

Activities: Dot Flash Cards

Place Value Sets

Place Value Money

Place Value Ring Toss

People Numbers

Place Value Game

Making Tens

Doubles, Doubles + - 1

Over the Hill

Round Off

Estimating Game

Round Over

Skip, Skip, Go!

Bibliography


Lesson 10 Focus: Review and Evaluations

Post-Math Club Evaluations:

Please ask the students to fill out a Post-Math Club Student Evaluation sheet. Remind students that this is not a test, but ra-

ther a way for you to understand their number sense thinking.

Also, teachers please fill out the Curriculum Evaluation form so that Zeno learns how to better serve you and the students in

the future.

Please mail all the Student Evaluations (those from the first day of class, and those from the last) and your Curriculum Evalu-

ation back to Zeno in the self-addressed envelope provided.

Thank You

Games/Activities for Review Websites on Number Sense

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Dear Parents/Guardians and Students,,

Welcome to a Zeno math club. We are excited to have your young mathematician participating in

one of our clubs to learn fun games and activities that will reinforce and expand upon math

concepts taught in the regular classroom. This ten lesson unit is an introduction to the mathematics

of number sense for young elementary students in first and second grades.

During the club, students will work towards gaining a better understanding of whole numbers and

how to express their place value. They will learn to round numbers to the nearest 10, 100 or even

1,000. They will work on memorizing their sums of 10, doubles and doubles + or - 1, then use that

knowledge to add and subtract multiple whole numbers and double digit whole numbers. Students

will work on the concept of multiplication by using number arrays.

Your child will have an opportunity to play games such as Sum Swamp, 4-Way Countdown, and

Dominoes to learn how to add and subtract quickly and accurately. They will also be able to play

the game Number Chase which helps with understanding mathematical vocabulary such as larger

than, even, less than, range. These games are available at retail stores such as Target and Fred

Meyer.

We hope your child enjoys participating in math club. If you would like to learn more about our

programs please check out our website at www.zenomath.org or call our office at 206-325-0774.

Sincerely,

Zeno

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Student Contract

Welcome to a Zeno math club. In order for all students to have a positive experience in this

club we have developed the following guidelines. The guidelines explain the positive behav-

iors we expect as well as behaviors that are unacceptable.

Positive behavior will allow us to learn, play, grow and have fun together. Unacceptable be-

haviors will be handled by the club instructor, who may choose to contact the parents,

teacher, or principal of the misbehaving student. Consequences of unacceptable behavior

could include a warning or suspension from club activities.

Positive Behaviors

Listen and cooperate with students and teachers in the program.

Follow directions.

Wait quietly.

Be responsible and respectful with your words and actions.

Treat the materials carefully and use them in the way that you are instructed.

Help with cleanup.

Unacceptable Behaviors

Not following school rules.

Put-downs, teasing, and swearing.

Roughhousing, pushing, tripping, hitting, kicking or play fighting.

Damaging materials or taking them out of the room (without teacher permission).

I agree to follow these behavior guidelines and to do my best to help everyone have a posi-

tive experience.

___________________________________ __________

Signature Date

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Pre-Math Club Student Evaluation


Club Teacher: Please read aloud the questions below to all students and allow a few seconds for response time. Please mail to Zeno pre and post student evaluations, along with the teacher evaluation at the comple-tion of the math club. Thank you. Student Name: _______________________________________________ Date: __________________ School: ______________________________________________________ Grade: _________________

Is this your first time in a Zeno math club? ____ Yes ____ No

____________________________________________________________________________

I think math is fun.

No Maybe Yes

I am comfortable answering questions in math class.

Agree Neutral Disagree

Mathematics helps me develop my mind and teaches me to think.


I believe I am good at solving math problems.


Math is _____________________________________________________________

____________________________________________________________________ .

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Pre-Math Club Student Evaluation Discovering Number Sense

1. What number is equivalent to five hundred thirty?

A. 503 B. 435 C. 530

2. I have 4 hundreds, 12 tens and 6 ones. Write the three-digit number that this makes.

_____________________________________________________

3. Circle the word that means: “Answer to an addition problem.”

Operation Sum Difference Even Odd Number Sentence

4. You roll a 3, a 4, and a 6 with three dice. Write six of the sums and differences that you

could make with each combination of two of the dice in the space below.

5. Round off the numbers below and write the answers in the boxes.

26 12 34 17

6. Write the next two numbers on the lines for the patterns below.

2, 4, 6, 8, ____, ____,

5, 10, 15, ____, ____,

25, 50, 75, ____, ____,

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Zeno: Discovering Number Sense: Lesson 1 Activity 1

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Expanded Notation


A. 503 B. 435 C. 530

2. What number is the same as one thousand nine hundred fifty-two?

A. 9,125 B. 1,952 C. 1, 529

3. I have 23 ones and 4 tens. What number does that make?

A. 27 B. 64 C. 63

4. I have 4 hundreds, 12 tens and 6 ones. What three-digit number does that

make?

5. I have 3 hundreds and 30 ones. What number is that?

6. I am the number 45. I have 25 ones and how many tens?

7. I am the number 341. I have 22 tens and 21 ones. How many hundreds do I

have?

8. I have 2 hundreds, 13 tens, and 21 ones. What 3 digit number does that

make?


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OVER THE HILL


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Single Out

NAME

GAME 1

SCORE

GAME 2

SCORE

GAME 3

SCORE

GAME 4

SCORE


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Zeno:

Discovering Number Sense:

Lesson 9 Activity 1

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Zeno: Discovering Num-

ber Sense: Lesson 9

Activity 1

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Post-Math Club Student Evaluation


Club Teacher: Please read aloud the questions below to all students and allow a few seconds for response time. Please mail to Zeno pre and post student evaluations, along with the teacher evaluation at the comple-tion of the math club. Thank you. Student Name: _______________________________________________ Date: __________________ School: ______________________________________________________ Grade: _________________

Would you like to attend another Zeno math club? ____ Yes ____ No

____________________________________________________________________________

I think math is fun.

No Maybe Yes

I am comfortable answering questions in math class.


Mathematics helps me develop my mind and teaches me to think.


I believe I am good at solving math problems.


Math is _____________________________________________________________

____________________________________________________________________ .

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Post-Math Club Student Evaluation Discovering Number Sense


A. 503 B. 435 C. 530

2. I have 4 hundreds, 12 tens and 6 ones. Write the three-digit number that this makes.

_______________________________________________________

3. Circle the word that means: “Answer to an addition problem.”

Operation Sum Difference Even Odd Number Sentence

4. You roll a 3, a 4, and a 6 with three dice. Write six of the sums and differences that you

could make with each combination of two of the dice in the space below.

5. Round off the numbers below and write the answers in the boxes.

26 12 34 17

6. Write the next two numbers on the lines for the patterns below.

2, 4, 6, 8, ____, ____,

5, 10, 15, ____, ____,

25, 50, 75, ____, ____,

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Curriculum Evaluation Form


Dear Club Teacher,

Thank you so much for making math fun for students. In order to make these

clubs most effective for students and the club teachers we need to get some in-

formation from you on the lessons and games. Please include on the back of

this form any additional information you would like us to know. Thank you.

Ages/Grades of Students: How many weeks was the club?

How many lessons were completed: How many students did you teach?

__________________________________________________________________________________________________________

From the beginning to the end of math club, overall, did you observe any shift in student confidence? Please explain.

Less confidence No change More confidence

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

What lessons and games did you find to be most helpful, and why?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

What lessons and games did you find to be least effective, and why?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Is there anything that you feel needs to be changed or restructured?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Do the daily lessons provide enough activities to fill an hour?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Were there any supplies missing from the club kit?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________ Please return evaluation forms to:

Zeno

1404 E Yesler Way, Suite 204

Seattle, WA 98122

If you have any other questions or concerns please feel free to contact:

Program Director, Jennifer Gaer at 206-325-0774 or

[email protected]

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Documents

©Zeno reserved. rights All · 2012. 9. 8. · cleaners and 3 yellow pipe cleaners . to each group. Every student in the group is to build eight “tens” bundles by carefully counting