Teaching Mathematics in the Elementary School: Activity Diary

Name: Lauren Sammon

Number and Number Sense
Name and
Location of
Activity

Materials
Needed

Brief Description of
Activity

1. Building
Houses
with Baseten Blocks

At least
four sets
of Baseten blocks,
pencils,
worksheet
s

Divide students into 4

groups and pass out a set
of Base-ten blocks to each
group. Instruct each group
to work together to build
a house using the base-ten
blocks in only three
minutes. Instruct students
to work together to count
the total amount of blocks
in the house theyve built.
Students may only count
the blocks in their
structures, not the unused
blocks. Students write
down the number in the
correct place value boxes
on their worksheets. Next,
students visit each other
groups house, count,
record the number of
blocks, and then compare
the house with their own
using the greater-than,
less-than, or equal-to
signs.

Students
working in
small groups
(Seen in my
3rd grade
practicum
classroom)

Relevant
Standard(s)
of Learning
(SOL)
3.1 The
student will
a) read and
write sixdigit
numerals
and identify
the place
value and
value of
each digit;
c) compare
two whole
numbers
between 0
and 9,999,
using
symbols (>,
<, or = ) and
words
(greater
than, less
than, or
equal to).

Relevant NCTM
Process Standard(s)

Evaluation/Suggested
Modifications

Representations:
Students are seeing large
numbers through baseten blocks as well as
written numerals.
Reasoning and Proof:
Students must work
together to build the
houses, decide on the
total number of blocks,
and compare with other
houses. Students must
reason with one another
on their answers.
Problem Solving:
Students must decide
the best route to build a
house using the base-ten
blocks, without letting
the structure fall.
Communication:
Students must
communicate with one
another effectively to
decide on which
strategies to use.

This was a fun activity to see in

person. The students enjoyed
working together to create and
count the houses. I liked how my
teacher set a timer for the students
to build the houses. The students
felt like they needed to race
against the clock, which built the
excitement among the students.
My teacher left students to work
with those at their tables. In
contrast, I would decide the groups
based the students achievement
levels, and place advanced,
average, and strugglers in each
group. Also, I would have
instructed the students to create the
tallest tower they can, instead of a
house. This would focus the
students more on trying to build
the structure up, and focus less on
making it look like a house. This
way, the students really have to use
problem solving skills to make
sure their houses wont fall over.

Teaching Mathematics in the Elementary School: Activity Diary

2. Rockin with
Rounding!
Whole group or
small group
instruction
(Found on
Teacherspayteac
hers.com user
Inspire Me
ASAP)

Laminated
benchmark
number signs
(0, 10s, 100s,
and 1000),
individual
dry-erase
boards, dryerase markers

Gather students around the

rug with individual
whiteboards and markers.
Ask two students to stand
at the front of the class and
hold up the 0 sign and
the 1000 sign. Ask the
rest of the class to think of
a number between 0 and
1000, and write it on their
boards. Ask a volunteer to
stand at the front of the
class with the number
chosen on the board. Ask
the students if the chosen
number is closer to 0 or
1000; then round it
accordingly. Ask for more
volunteers to do the same.
Then transition to rounding
between closer numbers,
such as asking the students
if 375 rounds to 300 or
400? Switch which
students hold the
benchmark signs at the
front of the class, and
which student holds the
new number for the class
to round for every new
problem.

3.1 The student

will
b) round whole
numbers, 9,999
or less, to the
nearest ten,
hundred, and
thousand; and

Representations:
Students can see
the numbers they
are rounding on
colorful signs while
their classmates
hold them in the
front of the class.
Communication:
Students must
communicate with
one another to
decide which
benchmark number
each new whole
number rounds to.
Reasoning and
Proof:
Students with
differing opinions
must reason with
one another to find
the correct answers.

This sounds like a fun,

interactive way to help
students understand
rounding. The 3rd graders
in my practicum class are
struggling with this
concept, so I may try to
implement this activity
during centers. Students
are able to discuss as a
class their ideas and
answers, and come up
with new whole numbers.
The students will enjoy
getting up in front of the
class to hold the
benchmark numbers. This
activity could be used to
help teach greater
than/less than/equal to
comparisons as well.

Teaching Mathematics in the Elementary School: Activity Diary

3. Which has
Unifix blocks,
fewer? Activity worksheets,
pencils
Whole group
instruction,
followed by
individual
worksheets
(Seen in my
Kindergarten
practicum
classroom)

Teacher asks the students

questions about the
meaning of the words
more and fewer.
Teacher shows two unifix
cube towers, and asks
students to compare them.
The teacher explains
fewer means less. The
teacher tries out a few
more examples before
handing out worksheets.
Students circle which set
of items in each problem
has fewer. The items in the
worksheets include
flowers, trees, and
pumpkins.

K.1 The
student, given
two sets, each
containing 10
or fewer
concrete
objects, will
identify and
describe one set
as having more,
fewer, or the
same number of
members as the
other set, using
the concept of
one-to-one
correspondence.

Representations:
Students are shown
unifix cubes to
compare, as well as
different picture
representations.
Connections:
Students relate this
activity with one
they completed
earlier in the week
about more. They
make the
connection that two
sets of objects can
be compared both
ways.

I thought my teacher did a

good job explaining to the
students the difference
between more and
fewer. However, I feel
she could have spent more
time relating the two
concepts. I would have
spent more time allowing
the students to describe
the two sets of unifix
cubes in their own words.
If I was doing this activity,
I would have set up
centers around the room,
each with two sets of
items. I would have the
students look at each set
of items and record which
has fewer, instead of the
comparing worksheet. I
feel the students would
benefit from more time
comparing concrete
objects before moving to
picture representations.

Teaching Mathematics in the Elementary School: Activity Diary

4.
Numbers
& Words
Center
Activity
Centers
Station
(seen in my
3rd grade
practicum
classroom)

12 Pairs of
laminated cards,
for each pair one numeral card
and one
corresponding
number word
card
(numbers in the
hundreds,
thousands, tenthousands, and
hundredthousands)

First, lay out all cards face

up so students can see
them. Instruct students to
take turns matching a
number word card to its
corresponding numeral
card. For each turn, the
student must first choose a
numeral card, read it
aloud, and then find its
corresponding number
word card.
Once the students have
matched up all the cards,
play again, only this time
with all cards face down.
Students play the game
again as a memory game.

3.1 The
student will
a) read and
write sixdigit
numerals
and identify
the place
value and
value of
each digit;

Representations:
Each number shown
represented on the
cards as a numeral
and number word.
Connections:
Students connect
word numbers and
numerals together, as
describing the same
number.
Communication:
Each child must use
math language when
describing and
reading aloud each
number word or
numeral.

This activity was engaging

for students. I liked it
because it was differentiated.
More advanced students
would try to find the biggest
numbers, while students not
quite as advanced were still
able to participate with
smaller numbers. Each child
had an equal opportunity to
participate. I thought it was
an effective way to relate the
numerals and number words
together. The activity was
able to reach tactile, visual,
and auditory learners. Each
student was able to hear the
other students read aloud
each number.

Teaching Mathematics in the Elementary School: Activity Diary

5. Comparing Comparing
Numbers
Numbers
Activity
worksheet, deck
of playing cards
Partner work
during
stations
(seen in my 3rd
grade
practicum
classroom)

Students work together in

pairs. Each pair of students
will share a single comparing
numbers worksheet. Instruct
students to split the deck in
half, each taking half of the
deck. The first student flips
over 3 cards, and writes down
the 3 digit number it creates
on the left side of the first line
(face cards = 9, Aces = 1).
Next, the second student flips
3 cards in a row, and writes
down the 3 digit number it
creates on the right side of the
first line. Then, students work
together to decide whether the
first students number is greater
than, less than, or equal to the
second students number. Once
they come to a conclusion,
they write the correct sign in
the middle of their two
numbers. Then they move on
to the next line on the
worksheet and repeat.
Students continue until
theyve filled the 10 blank
lines on the worksheet. More
advanced students can flip
four or five cards instead of
three.

3.1 The
student will
a) read and
write six-digit
numerals and
identify the
place value
and value of
each digit;
c) compare
two whole
numbers
between 0 and
9,999, using
symbols (>, <,
or = ) and
words
(greater than,
less than, or
equal to).

Representations:
Students create three
digit numbers using
playing cards, and record
them in writing. They are
able to see the same
number through the
cards, and in written
form.
Communication:
Students must
communicate the
numbers they create with
their partners, as well as
decide on a comparison
sign.
Reasoning and Proof:
Students must decide and
reason with one another
about which comparison
sign is correct to compare
the two numbers they
create.

This was a great

centers activity.
Students were able
to work together in
pairs without any
teacher
supervision.
Students really
seemed to enjoy
the use of the
playing cards.
Many of the
students made the
activity into a
game to see who
would make the
larger number,
which made the
overall activity
even more
engaging. This
activity was
effective because it
enabled the
students to work
together to
compare numbers.

Teaching Mathematics in the Elementary School: Activity Diary

6. Ordinal
Number Line
Activity
Whole group
instruction
(seen in my
Kindergarten
practicum
classroom)

Board with
ordinal
numbers
1st-10th
written,
enough
space in
the
classroom
to move
around

First, review ordinal

numbers with the students,
and point at the numbers
written on the board while
saying them aloud
together. Then, ask ten
volunteers to stand up in a
line in front of the rest of
the class. Ask a volunteer
to point to each student in
line and say the ordinal
numbers in order. Next,
ask other volunteers to
touch the student who is
3rd in line, or who is 8th in
line. Each time a student
answers, ask why/how the
student knew the answer.
Next, ask the students in
line to step forward if their
number is called. For
example will the 3rd
student in line step
forward.

K.3 The
student,
given an
ordered set
of ten
objects
and/or
pictures,
will indicate
the ordinal
position of
each object,
first through
tenth, and
the ordered
position of
each object.

Connections:
This activity
connected the idea
that ordinal numbers
can be used to
describe the order of
persons in a line.
Communication:
The students use math
language when
describing the ordinal
placements of their
classmates.
Reasoning and
Proof:
Students must answer
how/why they know
the placement of the
students in line.

This was an interesting activity to

observe! I liked the
tactile/kinesthetic aspects of the
lesson: allowing students to move
around and instructing volunteers
to walk up and touch the
student who is in a certain place
in line. This activity is a great
way to help students establish
one-to-one correspondence. One
thing I would have changed
would have been to switch the
students standing up at the front
of the class with the students
seated on the carpet, and done the
activity over again. This way
each student would have had an
opportunity to try out each role.

Teaching Mathematics in the Elementary School: Activity Diary

7. Ordinal
Pumpkin Activity
Worksheet activity,
introduced by the
teacher, then
completed
individually
(seen in
Kindergarten
practicum
classroom)

Worksheets with
four pumpkins of
varying size, and
four empty boxes,
numbered 1st, 2nd,
3rd, and 4th

Describe the
activity to students
by showing students
the worksheet and
modeling how to
complete the
worksheet. Instruct
students to order the
pumpkins by size,
smallest to largest.
The students then
color in the
pumpkins, cut them
out, and paste them
in the boxes in order
1st, 2nd, 3rd, and 4th,
from smallest to
largest.

K.3 The student,

given an ordered
set of ten objects
and/or pictures,
will indicate the
ordinal
position of each
object, first
through tenth, and
the ordered
position of each
object.

Connections:
Ordinal numbers
can be used to
organize items
smallest to largest.
Representations:
The worksheet
used pumpkin
visuals to
represent sorting
items smallest to
largest.

I like that this activity

connected ordinal
numbers to describe
different sizes.
However, the activity
was only done with a
worksheet. I think it
would have been more
effective and engaging
to have had four actual
pumpkins of differing
sizes in the classroom,
and had a discussion
with the students about
those pumpkins before
moving on to the
worksheet. I think the
representations of the
actual pumpkins along
with the picture
representations would
have been more
effective.

Teaching Mathematics in the Elementary School: Activity Diary

8. Place Value
Mystery Numbers
Activity
Set up as a station
during centers
(Seen in my 3rd
grade practicum
classroom)

Laminated
flashcards with
clues to a
mystery
number
written on
each, math
notebooks,
pencils

First, the teacher

models how to
complete the flashcards
with mystery numbers.
Teacher reads aloud
one or two example
cards, and students
record their answers.
Next, students are each
given a set of
flashcards to complete
in their notebooks. One
example reads This
mystery number has a 2
in the hundreds place, a
4 in the ones place, an
8 in the thousands
place, and a 3 in the
tens place. Students
then write out the
number, and read it
aloud (8,234). The
teacher monitors
students, asking
questions to analyze the
students thought
processes.

3.1 The student

will
a) read and
write six-digit
numerals and
identify the
place value and
value of each
digit

Problem Solving:
Students have to
come up with a
strategy for figuring
out what the
mystery number
on each card is.
Reasoning and
Proof:
Students must
explain their
answers to the
teacher, and show
how they came up
with their answers.

I ran this station during

math centers. Originally, it
was only to instruct
students to complete the
flashcards and make sure
they were on task.
However, I made the
activity more engaging by
talking with each student
about how they were
figuring out the answers. I
also asked each student to
read aloud the completed
numbers to me, as I found
many students had trouble
correctly reading the
number once it was
written. Instead of
modeling the correct way
of saying each word, I let
the students figure out
how to correctly say them.
Many students had issues
with numbers that had a 0
in the hundreds, or tens
place. For more advanced
students, I would include
mystery numbers up to 6
digits.

Teaching Mathematics in the Elementary School: Activity Diary

Computation and Estimation
Name and
Location of
Activity
9. Farmer
Bens Farm
Hand

Materials
Needed

Brief Description of
Activity

Relevant
Standard(s) of
Learning (SOL)
Hundreds charts Have the hundreds charts
2.6 The student, given
(chart with 100 and supplies set up at a math two whole numbers
boxes,
station. Explain to students
whose sum is 99 or
numbered 1they will be helping Farmer less, will b) find the
Centers station, 100), Chex,
Ben take care of his farm
sum, using various
or
M&Ms, square and animals. Explain that
methods of
partner/small
pretzels,
the chart represents Farmer
calculation.
group activity
skittles, plastic
Bens farm, chex represents 2.7 The student, given
(Idea from
baggies
food, M&Ms (which upside- two whole numbers,
Agriculture in
down say w) represent
each of which is 99 or
the Classroom
water, square pretzels
less, will b) find the
teacher kit)
(resembling windows)
difference, using
represent shelter, and skittles various methods of
represent vitamins. Students calculation.
read clues listed on
4.4 The student will
handouts, and place items
b) add, subtract, and
accordingly on their
multiply whole
hundreds charts. For
numbers;
example, Place water on
c) divide whole
the sum of 43 and 21.
numbers, finding
Clues can be adapted to help quotients with and
students practice a variety of without remainders;
different math concepts,
and
whatever the students are
d) solve single-step
working on currently.
and multistep
addition, subtraction,
and multiplication
problems with
whole numbers.

Relevant
NCTM Process
Standard(s)
Connections:
Students make
connections
between math
exercises and
the
responsibilities
of a farmer.
Each problem
directly relates
to an amount of
resource to add
to the Farm 100s
chart.
Representation
s:
The 100s chart
represents a
farm, and each
item the students
add to the chart
represents a
different
resource.

Evaluation/Suggeste
d Modifications
This is a great activity
to use during centers
time. Children can
work independently,
but remain engaged.
This activity can be
used to help students
practice a variety of
math concepts;
including addition
Place shelter on the
sum of 13 and 27,
subtraction Place
water on the
difference of 84 and
23, multiplication
Place food on the
product of 6 and 7,
division Place
vitamins on numbers
divisible by 5, place
value Place shelter
on numbers with 6 in
the ones place, and
comparing Place
food on all numbers
less than 64, but
greater than 55.

Teaching Mathematics in the Elementary School: Activity Diary

10. Whats the
Problem?

Grid paper,
pencils,
markers,
Whole class
crayons,
activity, partner notebook paper
work
(Found on
http://www.doe
.virginia.gov/te
sting/solsearch/
sol/math/2/mes
s_2-8.pdf)

Students will create a survey to

question their classmates about
everyday activities/objects/etc.
that can be quantified. Give
students examples, such as
What is your favorite recess
activity? Encourage students
to choose whatever questions
they would like to ask their
classmates, with appropriate
guidelines. Students then ask
at least 12 of their classmates
their sample questions and
collect data. Have students
record their data in a table
using tally marks (model for
the students how to do so).
Instruct students develop six
questions that can be answered
using the data theyve
collected. Model good
examples and non-examples.
Require three of the six
questions to include the use of
addition or subtraction in order
to solve. Students then
exchange papers with a partner
and solve. When finished,
students explain answers to
their partners.

2.8 The student

will create and
solve one- and
two-step
addition and
subtraction
problems, using
data from simple
tables, picture
graphs, and bar
graphs.

Communication:
Students will ask
one another
questions to collect
data for their tables.
Reasoning and
Proof:
Students will justify
answers with their
partners and decide
together if the
answers are correct.
Representation:
Students take
information
retrieved about reallife situations and
translate them into
tables.
Connections:
Students learn reallife information
about their
classmates while
asking the questions
in surveys.

I was surprised by
how much I enjoyed
this activity, as I
found it in the SOL
scope and sequence.
Somehow I had an
assumption about the
SOL activities not
being engaging and
interactive, but I was
wrong. This activity
is very engaging,
and would be
enjoyable for the
students, while
providing beneficial
practice for
collecting data and
creating problems. I
especially like that
the students are able
to choose what they
would like to survey
their classmates
about. I think this
would make the
students take
ownership of the
activity.

Teaching Mathematics in the Elementary School: Activity Diary

Measurement
Name and
Location of
Activity
11. Cuisenaire
Trains
Small group with
teacher
(found on
http://www.nzma
ths.co.nz/resourc
e/trains-0)

Materials
Needed

Brief Description of Activity

Set of
First give the students time to
Cuisenaire explore with the Cuisenaire rods.
rods
Next, model how to make a two
block train. Ask the students if
they can make a longer train.
Then pose this question Jason
makes a train from a green rod, a
yellow rod and a black rod. Kim
makes her train from a green
rod, a black rod and a blue rod?
Who has the longest train?
Allow students to brainstorm
with one another for strategies to
find the answer. While they try
to find the answer, focus their
attentions with probing
questions, such as Which is the
longest train?, How do you
know?, Can you think of
another way to find the answer?
Share solutions together as a
group.

Relevant
Standard(s) of
Learning (SOL)
K.10 The student
will compare two
objects or events,
using direct
comparisons or
nonstandard units
of measure,
according to one
or more of the
following
attributes: length
(shorter, longer),
height
(taller, shorter),
weight (heavier,
lighter),
temperature
(hotter, colder).
Examples of
nonstandard
units include foot
length, hand span,
new pencil, paper
clip, and block.

Relevant NCTM
Process
Standard(s)
Problem Solving:
Students must
decide what
strategies to use to
solve the problem
of which train is
longer.
Representations:
The Cuisenaire rods
represent trains, and
also act as concrete
objects for the
students to
compare.
Reasoning and
Proof:
Students share
strategies and
reason with one
another about
which strategy is
best to use to solve
the problem.
Communication:
Students share
strategies and
solutions with one
another.

Evaluation/Suggested
Modifications
I found this activity on
a New Zealand math
site, which I think is a
great resource for
teachers with many
great ideas. The
activity is versatile, the
students could explore
and create a variety of
different objects to
compare, not just
trains. The students
could also use the
Cuisenaire rods to
create and compare
patterns. I think the
rods are great
manipulatives to help
young students
comprehend a variety
of math concepts.

Teaching Mathematics in the Elementary School: Activity Diary

12. Discover
an Acre
Students
working in
pairs
(Idea from
Agriculture
in the
Classroom
teacher kit)

13. Making
Cents

12 ruler,
Measuring
tapes, 12 x
12
construction
paper
(several
squares per
student),
plastic
vegetables

Several sets
of pennies,
nickels,

This activity would be best

implemented outside on a
blacktop, or in the grass (an
outdoor area with a lot of space).
Have a discussion with the class
about different ways to measure
various things. Show a 12x12
paper square and explain that it is
one square foot. Explain one acre
is 43,000 square feet, and acres are
used to measure land, especially
farmland. Divide students into
pairs and give each pair several
paper squares. Instruct students to
design a garden by placing the
squares on the ground next to one
another. Students then decide
which vegetables they will grow,
and how to space them out in their
gardens. Hand out plastic
vegetables for students to line their
gardens with. When theyve
created the space, instruct them to
find the area by counting the
squares, and to find the perimeter
by counting around the edges.
Discuss with each pair their
reasoning for the way theyve
designed their garden.
Divide the class into
groups of three. Distribute
the same amount of

3.10 The
student will
a) measure
the distance
around a
polygon in
order to
determine
perimeter;
and
b) count the
number of
square units
needed to
cover a given
surface in
order to
determine
area.

2.10 The student

will
a) count and

Representations:
The 12x12 paper
squares are concrete
representations of
square feet.
Connections:
This activity connects
finding area and
perimeter with reallife situations,
measuring farmland.
Communication:
Working in pairs,
students actively
communicate with
one another to design
the garden spaces,
and to calculate the
area and perimeter.
Reasoning and
Proof:
Students must reason
with one another to
decide which
vegetables to grow in
their gardens, where
to plant each
vegetable, and why.

I think this is a great way

to help students better
understand area and
perimeter. The idea of
area can become abstract,
and this activity gives
students a concrete
representation to
visualize what finding the
area of something
actually means. The
activity could easily be
extended to incorporate
3rd grade Science SOLs
about soil. Students could
design any number of
spaces, or buildings,
instead of just gardens.
The teacher could also
pose a problem of a
needed space, and have
students work together to
decide which area would
best serve the problem.
For older grades, students
could convert the area
and perimeter from
square feet to meters.

Problem Solving:
Students will decide how
to come up with each

This is a fun,
interactive way to
get students

Teaching Mathematics in the Elementary School: Activity Diary

Whole class
instruction with
groups of three
(Found on
http://www.usm
int.gov/kids/teac
hers/lessonPlans
/viewLP.cfm?
id=14&print=ye
s)

14. Comparing
Students activity

dimes, and
quarters (each
set equal to
$2.00),
whiteboard,
dry-erase
marker

No
materials,

pennies, nickels, dimes,

and quarters to each
group, and the same
amount for the teachers
pile. The teacher will
write a coin amount on the
board (for example, $.83)
and students will have one
minute to come up with
the proper amount using
their coin sets. One
student in each group will
be the counter, one will be
the checker, and one will
be the announcer.
Students will rotate these
roles before each new
amount is announced.
After the minute is up in
each round, the announcer
from each group will
share which coins they
used with the class. The
teacher writes up each
groups combination on
the board. Have a
discussion after each
round about how the
students decided which
coins to use.

compare a
collection of
pennies, nickels,
dimes, and
quarters whose
total value is
$2.00 or less; and
b) correctly use the
cent symbol (),
dollar symbol ($),
and decimal point
(.).

Ask for two students of

varying heights to stand up

K.10 The student

will compare two

dollar amount using the

set of coins. They will use
addition skills to make the
correct amounts.
Communication:
Students will actively
communicate with their
team members while
deciding which coins to
use to form the correct
amounts.
Reasoning and Proof:
Students will reason with
their teammates, as well
as the class, when sharing
their coin combinations.
Connections:
Students will connect
addition skills with the
use of money.
Representation:
The students will see
several ways to generate
the same amount using
different combinations of
coins. The students will
see the same money
amount written on the
board numerically and in
concrete coins.
Communication:
Students hear the

excited about
counting coins. I
like the addition of
timing the
students, and only
allowing one
minute for each
problem. This will
build the
excitement among
the students. I
think it is effective
to rotate the
different roles
between each
member of a team,
so that each
student has an
equal chance to
participate. The
students will see a
variety of coin
combinations for
the same dollar
amounts, and will
hear a variety of
answers for finding
the solutions.

This practicum
teacher gets the

Teaching Mathematics in the Elementary School: Activity Diary

Whole group
instruction
(Seen in my
Kindergarten
practicum
classroom)

just space to
move around

in front of the class at the

front of the room. Ask
students what is different
about the two students.
Students may say such
things as He is a boy, and
she is a girl or His shirt
is green, and hers is red.
After receiving a few
student answers, ask Who
is taller? and then Who
is shorter? Repeat this
activity with two different
students in front of the
class, and take volunteers
to answer. Then, ask three
students of varying heights
to stand in front of the
class. Ask Who is the
shortest? and Who is the
tallest?

objects or events,
using direct
comparisons or
nonstandard units
of measure,
according to one or
more of the
following attributes:
length (shorter,
longer), height
(taller, shorter),
weight (heavier,
lighter), temperature
(hotter, colder).

teacher use math

language, and
must use math
language on their
own, when
describing the
varying heights of
other students.
Representations:
Students are
shown
representation of
the words taller
and shorter in
the form of
describing their
classmates.

students interactive,
moving around the
room, and lining up in
front of each other to
demonstrate different
math concepts. The
students feel special
when chosen to stand
up in front of the
class, and the students
in the audience are
able to participate by
describing the
students standing up.
The students also
seem to enjoy the
opportunity to move
around. I think this
was a great way to
demonstrate the
words taller and
shorter.

Teaching Mathematics in the Elementary School: Activity Diary

Geometry
Name and
Location of
Activity
15. Positional
Words Activity
Whole group
instruction (seen in
my Kindergarten
practicum
classroom)

Materials
Needed

Brief Description of
Activity

Laminated
pumpkin
cutout paper
(or any
relevant/topic
al item)

Seat students at the front

of the room. Ask for two
volunteers to stand up in
front of the class. Give
one student the pumpkin
cutout. Instruct the
student with the pumpkin
cutout to place pumpkin
in different positions in
relation to the second
student, using positional
words. For example, say
Place the pumpkin
above Steve. Now place
the pumpkin beside
Steve. Repeat this
activity a few times with
different volunteers. If a
student incorrectly places
the pumpkin cutout, ask
the students seated if they
agree or disagree. Then
allow students to explain
why they agree or
disagree.

Relevant
Standard(s) of
Learning (SOL)
K.12 The student
will describe the
location of one
object relative to
another (above,
below, next to)
and identify
representations of
plane geometric
figures (circle,
triangle, square,
and rectangle)
regardless of their
positions and
orientations in
space.

Relevant NCTM
Process
Standard(s)
Representations:
Students were able
to see a
demonstration of
each positional
word with the use
of the pumpkin in
relation to another
student.
Communication:
The teacher used
math language
when directing the
students where to
move the pumpkin
cutout.
Reasoning and
Proof:
When a student
makes a mistake,
the rest of the class
is given the
opportunity to give
another answer and
justify their
reasoning.

Evaluation/Suggeste
d Modifications
I liked this activity
because the students
were able to
demonstrate their
knowledge in front of
the class, and students
who were unsure of
different positional
words were able to see
those words
demonstrated. This
also seemed to be a
good informal
assessment of where
the students were in
their understanding of
positional words.
Some students were
able to quickly move
the pumpkin, where as
others did not know
some of the words. I
also liked that the rest
of the class was able
to help students who
were unsure, and they
had the opportunity to
justify their answers.

Teaching Mathematics in the Elementary School: Activity Diary

16. Positional
Words Sticker
Worksheet
Whole group
instruction,
individual
worksheets
(Seen in my
Kindergarten
practicum
classroom)

Worksheets
with six
different boxes
with a different
clipart in each
box, stickers

Hand out a worksheet

to each student, which
has six different boxes
on it. Each box
contains a different
clipart; a boy, a girl, a
truck, a rainbow, a
tree, and an apple.
Hand out 6 stickers to
each student as well.
Walk around the room
and announce to the
class where to place
each sticker using
positional words. For
example, place the
sticker next to the
girl, or place the
sticker above the
rainbow.
For the final box, ask
the students to place
the sticker behind the
apple.

K.12 The student

will describe the
location of one
object relative to
another (above,
below, next to)
and identify
representations of
plane geometric
figures (circle,
triangle, square,
and rectangle)
regardless of their
positions and
orientations in
space.

Problem Solving:
The students had to
figure out how to
place the sticker
behind the final
clipart.
Representations:
Students were
shown that
positional words
could be used to
describe
relationship with
their stickers and
clipart pictures.
Communication:
The students listen
to the teacher using
math language in
order to decide
where to place each
sticker (positional
words).

This activity was engaging

for the students, because the
students love using stickers.
This was also a good way to
assess the students
understanding of positional
words. The instruction
asking students to place the
sticker behind the last
clipart caused the students
to think outside the box. I
think it was a good
implementation of
productive struggle, as the
students made a conscious
effort to try to demonstrate
putting the sticker behind
the apple. However, the
teacher simply collected the
worksheets. I would have
had the students meet
together and discussed the
results. I would especially
be interested to hear
students justify where, how,
and why they placed the last
sticker behind the apple.

Teaching Mathematics in the Elementary School: Activity Diary

Probability and Statistics
Name and
Location of
Activity

Materials
Needed

Brief Description of Activity

17. Computer
Basketball
Mean Scores
Activity

Computer
with
Internet,
headphone
s

The students rotate to this station

during centers. The student follows
along the activity on the computer. The
activity starts by presenting a problem
relating to basketball. The narrator
wants to find the average points scored
by a player from 4 basketball games.
The student listens to the narrator, and
follows along by clicking next after
each section. If the student is confused,
there is a button labeled show me
that demonstrates step-by-step how to
complete each portion. The activity
goes step-by-step through adding up all
the scores to find the sum and dividing
the sum by the number of values in the
set. All the while, the narrator describes
why these actions are done. After the
student has followed along the tutorial,
the next section is labeled watch out!
which tells the student to be careful
when adding more values to the set.
Finally, the student is given two
problems to complete independently.
The first is to find the average of a set
of grades, and the second is finding the
average amount of time a student has
spent doing homework in one week.

Individual
activity to be
used during
Stations (on
the computer)
(Found on
http://studyja
ms.scholastic.
com/studyjam
s/jams/math/d
ataanalysis/mean
-average.htm)

Relevant
Standard(s) of
Learning
(SOL)
5.16 The
student will
a) describe
mean, median,
and mode as
measures of
center;
c) find the
mean, median,
mode, and
range of a set
of data;

Relevant NCTM
Process
Standard(s)

Evaluation/Suggest
ed Modifications

Representations:
The activity shows
that finding the
mean can be used
for a variety of
purposes, including
finding the average
score, time, and
grade.
Connections:
This activity
connects finding
the mean to three
different real-life
scenarios.
Communication:
The narrator
communicates and
describes the math
concepts to the
student throughout
the entire activity
using math
language.

This website has a lot

of great resources,
with many computer
activities for students
to complete
independently. The
activity was
engaging to follow
along, and was
differentiated to
include extra support
for students who may
need it. The program
described how to
find the mean while
including reasoning
for doing so. The
activity initially
connected the
concept to a
basketball game, and
then related the same
concept to finding an
average time and
grade later on. It
would be a great
activity during
independent centers.

Teaching Mathematics in the Elementary School: Activity Diary

18. How certain
are you?
Activity
Whole group
instruction,
partner work
(Found on
http://www.doe.v
irginia.gov/testin
g/solsearch/sol/m
ath/4/mess_413ab_1.pdf)

Chart paper,
Markers,
3 x 16 inch
strips of tag
board,
Probability
Statements
handout,
Scissors,
Glue or tape

The words certain, likely,

unlikely, and impossible will
be on display. Discuss the meaning
of each word. Write the four words
in four columns on chart paper. Ask
students to help fill in statements
into each column. Write such
statements as Everyone in the
class will be marked present
today, which would go under the
certain column. Continue, with
students feedback, until all four
columns have a statement or two
written underneath.
Next, divide students into pairs.
Hand out each pair a probability
statements handout along with a
strip of tag board. The students will
divide the strip in four, placing the
four words as headings. The
students will work together to go
through each statement, and decide
if the statement is certain,
likely, unlikely, or
impossible. If the students
disagree on a statement, they must
reason with one another until they
reach a consensus. When finished,
the students meet back up together
as a class to discuss their results.

4.13 The
student will
a) predict
the
likelihood
of an
outcome of
a simple
event

Communication:
The class discusses
probability
statements together,
then in pairs, then
share their results
with the class, all
while using math
language.
Reasoning and
Proof:
If students working in
pairs disagree on a
statement, they must
reason with one
another to come to a
consensus.
Connections:
The students are
given statements of
everyday life, that
relate to their own
personal lives, to
describe and predict
the likelihood of each
occuring.

I think this activity

is a good
introduction to
probability for 4th
graders. This
activity gets the
students familiar
with the vocabulary
words associated
with probability.
The teacher could
use this activity as
an opportunity to
connect to the
students personal
lives by creating
statements
influenced by the
students. The
teacher can be
topical to the time
of year and/or what
the students are
learning in different
content areas with
the statements as
well.

Teaching Mathematics in the Elementary School: Activity Diary

Patterns, Functions, and Algebra
Name and
Location
of Activity

Materials
Needed

Brief Description of Activity

19. Adding
Sequences

Square cards
numbered 110,
whiteboard,
dry-erase
marker,
pencils, paper

Gather the students together in view of

the whiteboard. Explain to them that the
famous mathematician Carl Friedrich
Gauss was asked as a five year old to
work out 1 + 2 + 3 + ... + 99 + 100. He
almost instantly replied the answer was
5050. How could he have got the answer
so fast? See if there are any volunteers
with guesses. Next, show the students the
10 square cards and explain the method
he used can be found in these ten cards.
Line the cards up 1-10. Then, move the
cards so that 1-5 is placed on top, and 106 is placed directly below, so that 1 is on
top of 10, 2 is on top of 9, and so on. Ask
the students to study the placement, and
see if they can make any connections
about the numbers and placements. If
students are having trouble, guide them
with questions about different sums.
Discuss the total of each pair. Then
discuss why the total is 5x11 and equals
55. Show the students how this worked
for Gausss problem with 100. Then, give
the students problems to try out, such
as 1 + 2 + 3 + 4 + ... + 8, and work up to
more difficult problems, such as
1+2+3+86.

Whole
group class
discussion
(Found on
http://www.
nzmaths.co
.nz/resourc
e/addingsequences)

Relevant
Standard(s)
of Learning
(SOL)
4.15 The
student will
recognize,
create, and
extend
numerical
and
geometric
patterns.

Relevant NCTM
Process
Standard(s)

Evaluation/Suggeste
d Modifications

Problem Solving:
The student will
try to determine
the pattern shown
by the teacher.
Reasoning and
Proof:
Students will
explain their
thinking during the
discussions.
Communication:
The entire activity
will be based in
discussion about
the numbers,
patterns, and
concepts involved
in Gausss method.

This was the first

activity Ive found for
elementary school
that actually stunned
me. I was not aware
of (or did not
remember) this
numerical pattern,
and that made it
exciting! I imagine
students will find the
activity exciting as
well when they are
able to recognize the
pattern and use it to
solve other problems.
I can see this activity
not working out as
planned if students
are not able to grasp
the concept. They
may need more
scaffolding, which is
up to the teachers
discretion based on
her knowledge of the
students.

Teaching Mathematics in the Elementary School: Activity Diary

20. Caterpillar Counters,
and Leaves
Cut-outs,
Problem
Unifix
cubes,
Partner work,
Poster
whole group
paper,
discussion
Markers
(Colored
(Found on
Pencils,
http://complet Crayons, or
ecenter.gmu.ed any other art
u/Documents/F supply)
igure/Lesson/C
anYouFigureIt
Out_RltLssn_5
Grade.docx)

Divide students into pairs.

Introduce the whole class
to the problem A fifth
grade class needs 5 leaves
to feed its 2 caterpillars
each day. How many
leaves would the class need
each day for 12
caterpillars?
Show your answer in
words, pictures, and
numbers. Allow students
to use any supplies in the
classroom, whichever
manipulatives they would
like to use to help them
solve the problem. Give
students ten minutes to
discuss and plan an
approach to solve the
problem. Then, give
students another ten
minutes to create a poster
of the steps and solutions
they came up with. Once
finished, gather students
together to each share their
solutions and reasoning.
Make connections aloud
while students present
among the students
different solutions.

4.15
The student
will
recognize,
create, and
extend
numerical
and
geometric
patterns
5.17
The student
will
describe the
relationship
found in a
numerical
pattern and
express the
relationship.

Problem Solving:
The students are introduced
to a problem and given the
opportunity to try to solve it
on their own.
Communication:
Students must work together
and communicate to decide
on a plan and solution.
Students discuss results after
the lesson.
Reasoning and Proof:
Students must share their
reasoning with the class after
theyve created their posters.
Representations:
Students are given the
opportunity to use whichever
manipulatives they would
like, and are allowed to
represent the information
they find using whichever
supplies they choose.
Students are able to see each
others visual representations
of the same problem.
Connections:
The teacher makes
connections among the
students solutions when
each pair presents their
posters.

This activity follows the

steps for an effective
math lesson weve
learned about in this
course thus far. The
students are presented
with a problem, given an
opportunity to explore
the problem on their
own, then are brought
back together to discuss.
I like that the children
are allowed to use
whichever manipulatives
and art materials they
would like to help and
present their results.
This would be a great
introduction activity to
learning about numerical
patterns. The students
are given a chance to
discover numerical
patterns on their own
before being explicitly
taught about them. The
teacher can make those
connections when
students present their
solutions.

Teaching Mathematics in the Elementary School: Activity Diary