Resources to mark the 100th day of school with math activities. Challenge students to generate 100 different ways to represent the number 100. Students will easily generate 99 + 1 and 50 + 50, but encourage them to think out of the box. Challenge them to include examples from all of the NCTM Standards strands: number sense, numerical operations, geometry, measurement, algebra, patterns, data analysis, probability, discrete math, Create a class list to record the best entries. Some teachers write 100 in big bubble numeral style and then record the entries inside the numerals.
This task provides Grade 3 students with modeling practice.
This resource houses links to a variety of sample math tasks aligned to the Common Core standard. Sources may include but are not limited to: Illustrative Mathematics, PARCC, Khan Academy, and the Illinois State Board of Education.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Louis wants to give \$15 to help kids who need school supplies. He also wants to buy a pair of shoes for \$39. How much money will he have to save for ...
This task allows students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity.
Module 1 sets the foundation for students to master the sums and differences to 20 and to subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place value understandings, properties of operations and the relationship between addition and subtraction.
In this 25-day Grade 2 module, students expand their skill with and understanding of units by bundling ones, tens, and hundreds up to a thousand with straws. Unlike the length of 10 centimeters in Module 2, these bundles are discrete sets. One unit can be grabbed and counted just like a banana?1 hundred, 2 hundred, 3 hundred, etc. A number in Grade 1 generally consisted of two different units, tens and ones. Now, in Grade 2, a number generally consists of three units: hundreds, tens, and ones. The bundled units are organized by separating them largest to smallest, ordered from left to right. Over the course of the module, instruction moves from physical bundles that show the proportionality of the units to non-proportional place value disks and to numerals on the place value chart.
In Module 4, students develop place value strategies to fluently add and subtract within 100; they represent and solve one- and two-step word problems of varying types within 100; and they develop conceptual understanding of addition and subtraction of multi-digit numbers within 200. Using a concrete to pictorial to abstract approach, students use manipulatives and math drawings to develop an understanding of the composition and decomposition of units, and they relate these representations to the standard algorithm for addition and subtraction.
Some students need prompts to help them write mathematical expressions for target numbers. Climb the Ladder is an activity that prompts students to move from all addition or subtraction problems and include many mathematical topics to generate equivalent names.
This word problem requires students to use addition and subtraction and think about money.