Teaching Mathematics in the Elementary School: Activity Diary

Name: Faith Hollinger

Number and Number Sense
Name and Location
of Activity

Materials Needed Brief Description of

Activity

Relevant
Standard(s) of
Learning (SOL)

Relevant NCTM
Process Standard(s)

Evaluation/Suggested
Modifications

Build and Compare

(VA Department of
Education, K-5
Mathematics Module)

-Deck of cards
(with face cards
removed)
-Linking cubes

K.1The student,

Representation is
through linking the
cubes which helps
students visualize the
number. The student
looks at the numeral
and must represent it
with linking cubes.
Reasoning and
proof is used
through the students
being asked to
compare the two
numbers and the
teacher asks how do
you know? The
student uses reason
to answer this
question.

-If students are struggling, you

can use the numbers 1-5.
-If students need more of a
challenge, you can make your
own deck of cards with the
numbers 11-20.
-As a class, discuss what more,
the same as, and less mean.
-Evaluate students by seeing if
they are correctly building
their towers with the right
amount of linking cubes. Also
see if they are correctly
answering which number is
more, less, or the same.

Share the number

cards 1-10 and ask the
students to tell
something about each
number. Make sure
each student has a
partner. Each partner
will then hold up
different number cards
and they will compare
the two numbers. Ask
questions like, which
is more/less and
how do you know?
Shuffle the deck of
cards and make sure
each partner has the
same number of cards.
Cards will be faced
down and then they
will say 123
compare. Each player
will state their number
and they will build it
with the linking cubes.
They will then
compare their towers
using the words more,
less, or the same.

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.

2
Fractions with Pattern
Blocks
(VA Department of
Education, K-5
Mathematics Module)

Five-Frame Tell
About
(Elementary and
Middle School

-Pattern blocks
-Overhead

-Five-frame
-Counters

Group students in
fours with pattern
blocks in the middle
of each group. On
your overhead place
an outline of a picture
of a fish that was
made with the pattern
blocks. Ask the
students to help you
determine how the
fish was made with
the pattern blocks. As
a class, discuss several
of the students
strategies. As each
group discusses their
solution, place these
pattern blocks on the
board for everyone to
see (put tape on the
back). Then discuss
the fractional parts of
the fish. Trace the
trapezoid inside the
fish and discuss how it
represents 1/3. Have
students write down
what part of their fish
had a trapezoid in
fraction form. You can
also use other pieces
of the pattern blocks.
Explain to students
that only one counter
goes in each section of
the five-frame. Have

2.3 The student will

a) identify the parts
of a set and/or
region that
represent
fractions for halves,
thirds, fourths,
sixths, eighths, and
tenths;

b) write the
fractions

K.2 The student,

given a set
containing 15 or

Representation is
used through pattern
blocks, which helps
students see the
different parts of the
whole. The students
can see what each
fractional piece looks
like in terms of a
pattern block.
Problem solving is
used when the
students have to
figure out how to
make the fish with
the pattern blocks.
They are encouraged
to use their own
strategy.

-Have students create their

own shapes and discuss and
write down what fraction each
piece represents.
-Review the concept and
definition of a whole. The
students should be able to
understand that the whole can
change depending on the shape
that was made.
-Evaluate students by seeing
what strategies they use to
make the fish and if they are
correctly writing down the
fractions for each pattern
block.

Representation is
used through the
five-frame and
counters because it

-Try numbers between 5-10.

Numbers greater than 5 are
shown with a full five-frame
and the extra counters are

3
Mathematics, page
138)

Place Value Hula

Hoop Race
(VA Department of
Education, K-5
Mathematics Module)

the students show 3 on

their frame and ask,
What can you tell us
about 3 from looking
at your map? Also
have students write
down their numbers.
Use other numbers
from 0-5. Focus
attention on how
many more counters
are needed to 5 or
how far away from 5
the number is.
-2 Hula hoops
Place hula hoops on
-Number cards (15 the floor. Put half of
to 20 written
the numeric cards and
numerically and
their corresponding
15 to 20 written
word names in one
with word names) hula hoop and the
other half of numeric
and word names in the
other hula hoop.
Divide the class into
two teams. On your
signal, the first person
in each team races to
the hula hoop and
finds a match for a
number card and its
corresponding word
name. The students
race back and place
their matches on the
floor. The game is
over when one team
has successfully

fewer concrete
objects, will
a) tell how many
are
in the set by
counting the
number
of objects orally;

b) write the
numeral to tell
how many are in
the set
3.1 The student
will read and
write six-digit
numerals and
identify the place
value for each
digit.

helps students
visualize the
numbers. The
sections of the fiveframe also help
students see a oneto-one
correspondence.
Communication is
used when students
are asked about each
number. Students
also write down the
numeral.
Problem solving is
being used when
students are deciding
which number card
and word name
match. The students
are able to build on
new mathematical
knowledge by being
introduced this
game.
Communication is
being used when
students are asked to
write the word name
for a number and use
the correct place
value. The students
are using the
language of
mathematics to
express ideas.

placed on the mat but not

inside the frame. If there are 8
counters, you can say Eight is
five and three more.
-Have students work with
partners and ask questions
about each others numbers.
-Evaluate students by seeing if
they are placing each counter
in a separate section. Also see
what strategies they are using
such as make 10 or 5 as an
anchor.
-Evaluate students by quickly
checking to see if the card set
is correctly matched.

4
matched all of the
numeric cards with
the corresponding
word names. Lastly,
each student will be
given a number on a
paper and they will be
asked to write down
the word name with
the correct place
values.

Computation and Estimation

Name and Location
of Activity

Materials Needed Brief Description of

Activity

Estimation Game,
(VA Department of
Education,
Mathematics
Enhanced Scope and
Sequence)

-Sales flyer from

grocery store
-Calculator
-Play money

Divide the class into

groups, with 3 or 4
students in each group
and give each group a
copy of the sales flyer
from a grocery store.
Tell each group that
they have $50 to
spend and they are
expected to spend as
much of the $50 as
possible but to not go
over the limit.
Students will have 10
minutes to decide on
what to get, write
these items down and
their prices, and
estimate the total cost
without actually

Relevant
Standard(s) of
Learning (SOL)
4.2 The student
will
a) estimate sums,
differences,
products, and
quotients of whole
numbers.

Relevant NCTM
Process Standard(s)

Evaluation/Suggested
Modifications

Communication is
used when students
are in groups
discussing which
items to get. Students
also write down and
explain how they
used estimation.
Connections is used
when students see
how this activity
relates to the real
world. They are
building on concepts
of mathematics
learned previously.

-As an extension, have the

class discuss the pros and cons
of estimation.
-To practice more with
estimation, students can then
do the same activity but with a
budget of $100. Note whether
students who had no strategies
from the first time learned
strategies from other students
or whether any students tried a
new strategy.
-Have students use play money
as a manipulative.
-To evaluate, note what
strategies students use and how
far off their estimation was.

Move It, Move It

(Elementary and
Middle School
Mathematics, page
177)

-Ten-frames
-Counters
-Flash cards

adding the prices.

Have students share
the strategies they
used and then find the
actual total cost using
a calculator. Have
students compare their
actual cost to their
estimate.
Give each student two
ten-frames. Place
flash cards next to
them and have them
represent the problem
on the flashcard with
their ten-frames. For
example, 9+6 would
mean covering 9
places on one frame
and 6 on the other.
Next ask students to
move it to find out
the total without
counting. Ask students
to explain the strategy
they used such as
using 5 as an anchor
or up over 10.

1.5 The student will

recall basic addition
facts with sums to
18 or less and the
corresponding
subtraction facts.

Representation is
used through the tenframes. Students can
visually see what
strategies to use. For
example, if a student
gets 9+6, they can
see to move one of
the counters over to
the first ten-frame to
make 10+5.
Communication is
used when students
are asked to explain
the strategy they
used. They are also
able to evaluate and
analyze the strategies
of others.

-Have students write down the

strategies they use and go over
these strategies as a class.
Students can practice using
other strategies.
-Provide flash cards with
subtraction as well.
-Evaluate students by seeing if
they use any strategies
repeatedly. Look to see if these
strategies make sense.

Measurement
Name and Location of
Activity

Materials
Needed

Brief Description of
Activity

Beginning Measurement
(Discovery Education,
discoveryeducation.com
)

-Ruler
-Measuring tape
-Yardstick
-Scale

Display a ruler,
measuring tape, and
yardstick. Explain
that these tools are

Relevant
Standard(s) of
Learning (SOL)
2.11 The student
will estimate and
measure
a) Length to the

Relevant NCTM
Process
Standard(s)
Communication is
used when students
are at their stations
and have to write

Evaluation/Suggested
Modifications
-As an extension, students can
go outside and measure larger
objects. They can find the
perimeter of the playground or

6
-Classroom
objects to be
measured and
weighted

Length Hunt
(Elementary and Middle
School Mathematics,
page 381)

-Strip of card
stock
-objects around
the classroom
with similar

used to measure
length, width, and
height of an object.
Model how to use
these tools and
measure to the nearest
inch. Explain that a
scale is used to
measure weight and
model how to use it.
Set up two stations
for students to
practice. Students will
use the ruler,
measuring tape, and
yardstick at the first
station. They will
record their
measurements and
compare and discuss
measurements using
words like greater
than, less than, longer
and shorter. At station
two the students will
take turns weighing
objects. They will
record and compare
their measurements
using words like
greater than, less than,
heavier, and lighter.
Give pairs of students
a long strip of card
stock and ask them to
find objects in the
classroom that are

nearest centimeter
and inch;
b) weight/mass of
objects in
pounds/ounces
and
kilograms/grams,
using a scale

down measurements
and discuss/compare
to others. To be able
to use this process,
students must be
able to talk, write,
describe, and
explain their
measurements to
each other.
Connections are
also used when
students see how
this activity can be
connected to the real
world by using
objects in the
classroom and things
they see daily to
measure and weigh.
They also see how
measuring is
connected with
learning about
number sense and
one-to-one
correspondence.

the length of the slide.

-Review how to measure and
weigh objects at the end of the
activity.
-Evaluate students by seeing
how they are measuring and if
they are starting at the
beginning of the ruler,
measuring tape, or yardstick to
measure.

1.10 The student

will compare,
using the
concepts of more,
less, and

Connections are
used when students
find out which
objects in the class
are about a meter

-Students can record what they

find in pictures as well.
-Students with disabilities can
have a copy of the card stock
with them to help with the

7
length dimension

shorter than, longer

equivalent.
than, or about the
same length as the
card stock. At the end
have students
measure the actual
length of the card
stock. They will find
out that its length is
equal to a meter. They
now know which
items in the classroom
are one meter long.

long. They also

build on the idea of
estimation to find
objects that are
shorter and longer
than that object.
Problem solving is
used to find objects
that are shorter than,
longer than, or about
the same length as
the object. Students
must apply and
adapt to a variety of
strategies to use
estimation.

comparisons.
-Evaluate students by seeing
how close their estimations
were and if they correctly
measured the card stock.

Geometry
Name and Location Materials
of Activity
Needed

Brief Description of
Activity

Whats My Shape?
(Elementary and
Middle School
Mathematics, page
408)

Make a set of
assorted shapes on
card stock. Glue one
set of the shapes
inside a folded
construction paper
labeled secret
shape folder. In
each group, one of
the students is the
leader and given the
secret shapes folder.
The task of the other
students is to find
out what shape they

-Assorted shapes
made from card
stock
-Construction
paper

Relevant Standard(s) of
Learning (SOL)

Relevant NCTM
Process
Standard(s)
Communication is
2.16 The student
used through
will identify,
students asking
describe, compare,
questions about the
secret shape. They
and contrast plane
are also using the
and solid geometric
language of
figures
mathematics to
(circle/sphere,
figure out what the
shape is.
square/cube, and
Representation is
rectangle/rectangular\prism)
also used when
.
students create a
chart of the
characteristics and

Evaluation/Suggested
Modifications
-Students with disabilities
can have a list of possible
characteristics and properties
to help guide their questions.
-Have a chart for students to
fill out as they ask questions
that goes over the
characteristics and properties
of each shape (for example,
number of sides).
-Evaluate students by looking
at their chart and seeing if
students are correctly listing
the characteristics and
properties of each shape.

8
have by asking
yes or no
questions. They must
ask questions about
the properties or
characteristics to
reduce the choice to
one shape. The
students also have a
set of assorted
shapes in front of
them to look at.

properties of the
shapes. This visual
aid should be
understood by
students as way of
communicating
mathematical ideas
to others.

Patterns, Functions, and Algebra

Name and Location
of Activity

Materials Needed Brief Description of

Activity

Relevant
Standard(s) of
Learning (SOL)

Relevant NCTM
Process Standard(s)

Evaluation/Suggested
Modifications

Seesaw Students
(Elementary and
Middle School
Mathematics, page
263)

-Students
imagination!
-Paper and pencil

2.22 The student

Representation is
used in the form of
students imagining
their arms as a
seesaw. The students
are using their arms
to act like a seesaw
and to physically
represent the act of
balancing both sides
of an equation.
Communication is
used when students
right down their
seesaw findings.
They also must
explain how they
know an equation is
balanced which
makes them analyze

-Evaluate students by reading

their seesaw findings. See if
they understand that if you
have a balanced seesaw and
add something to one side, that
side will tilt. See if they also
understand that of you take
away the same object from
both sides then it will still be
balanced.

Ask students to raise

their arms to look like
a seesaw. Tell them
that you have 2 big
oranges that weigh the
same and 2 tiny apples
that weigh the same.
Ask students to
imagine that you have
placed an orange in
their right hand.
Students right arm
should bend down
lower to show that
there is more weight
on that side. Now ask
students to imagine
that you placed
another orange on the
left side and so

will demonstrate an
understanding of
equality by
recognizing that the
symbol = in an
equation indicates
equivalent
quantities
and the symbol
indicates that
quantities are not
equivalent.

9
students should show
in their arms that the
weight is equal. With
both oranges on each
side, ask students to
imagine an apple
being added to the left
side. After acting this
out several times, ask
students to write down
their seesaw findings.
Ask them to explain
how they know an
equation is balanced.

mathematical
thinking.