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Ms Jones 3rd Grade Home of the Smart Butterflies STARTING OUT THE NEW SCHOOL PRACTICING COUNTING BY 1, 2, 3, 4 AND SO FORT counting from 1-100 Counting from 1-100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 COUNT BY 2'S Counting by 2's until you get to 100. Practice, practice and more practice. 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 Counting by 3's until you get to 100. Practice, practice and more practice. 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60 63 66 69 72 75 78 81 84 87 90 93 96 99 MULTI Multiplication: I have my students make their own multiplication flash cards in class. They become very excited when I tell them they really only have to learn 36 facts. I disregard the one and tens tables. This is what we do: We start at 2 x 2; students write 2 x 2 on one side of an index card. Then they turn the card over and write 4. I then ask, "What comes after 4?" They answer 5. The next question is, "What whole number times 2 equals 5?" None. I then ask, "What comes after 5?" They answer 6. The next question is, "What whole number times 2 equals 6?" The answer is 3. They write 2 x 3 on one side and 6 on the flip side. We continue in this manner until the twos table has been exhausted. However, when we get to a product like 12, and we have determined that 2 x 6 = 12, I ask, "Can you think of two other factors that make the product 12?" When they answer 3 x 4, we put 2 x 6 and 3 x 4 on one side of the index card and 12 on the flip side. When we get to the fours or sixes tables, I point out (if they don't beat me to it) that 4 x 3 is the same as 3 x 4 and 6 x 2 is the same as 2 x 6, so if you know one, you know the other. This method helps them see the relationship between the factors and their products. As they write on their index cards, I write the same information on chart paper, so everyone is able to copy the correct answers. ESTIM Estimation: We first determine to which place we are rounding, then identify the digit. We underline the digit and "go next door" and circle that digit. Now the circled digit has all the power. If it is five or higher, we all give each other a "high five," which means the underlined digit increases by one. If the circled digit is four, we reach to the floor and pretend we are driving a car with "four on the floor," and the underlined digit remains the same. I would extend the hill by making it a wavy line and have them go up the hill; BUT, if they are four or less, they simply are not strong enough to reach the top of the hill and slide back. If they are five or more, their strong force makes them slide to the bottom of the next hill.
Counting from 1-100 Counting by 2's Multiplication Estimation MONEY money 1 MONEY The Money in our World Ideas to broaden the students' overall understanding of the coins we use as money They can write amounts of money using dollar and cent signs, and the decimal point Make change using as few coins as possible Researching the history Giving their opinions Drawing conclusions Writing and solving word problems Adding, subtracting, and counting money Using decimal points and dollars and cents notations Finding the value of a hand full of coins Finding the total cost of different items Making change with bills and coins Arranging coins in order by year Categorizing Solving change stories Sharing solution strategies with pairs Recognizing relative value of penny, nickel, dime, quarter and dollar Showing how different combinations of coins equal the same amount of money Questions to pose to the class about money: What is Money? What did people do before there was money? How would you obtain something when you do not have any money? Possible responses: make trades, steal, borrow, work for it, etc. Have students respond to the question by writing it on-post-it notes Have students present responses orally to class. Organize post-it notes on a chart, categorizing similar responses. Games you can play to develop money sense Mystery Coins Making Change coins Coins Penny, penny, Easily spent Copper brown and worth one cent. Nickel, nickel, Thick and fat, You're worth five cents. I know that. Dime, dime, Little and thin, I remember, You're worth ten. Quarter, quarter Big and bold, You're worth twenty-five I am told!