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Playground problems

Playground problems. for first graders. Group jobs: Computer Operator Recorder Materials. Arrow keys will take you back and forth. You will need: 1 clipboard 1 worksheet 1 pencil. Click on the ‘cat paw’ to get your worksheets. Can you help solve our playground problems?. Track trek

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Playground problems

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  1. Playground problems for first graders...

  2. Group jobs: • Computer Operator • Recorder • Materials Arrow keys will take you back and forth.

  3. You will need: 1 clipboard 1 worksheet 1 pencil

  4. Click on the ‘cat paw’ to get your worksheets.

  5. Can you help solve our playground problems? • Track trek • Swinging • Colors • Paint • The slide dilemma • Student problem • Everyone is happy!

  6. One time around the track equals ¼ mile. How many times around the track would equal two miles?

  7. 2. We need to paint the swings with the same colors. How many colors will we need? What are they?

  8. 3. It will take two quarts of paint for each set of swings. How many quarts will we need in all?

  9. Our Slides

  10. 4. Four people may play at each of our slides. How many students will be able to slide?

  11. 5. We have twenty students in our class. How many will not be able to play on the slides? What can they do?

  12. Climbing gyms Idea Page

  13. Another Idea Page

  14. 6. Make up a playground problem for your classmates.

  15. Since we read the book, The Playground Problem, how do you feel about playing with those other students? Talk with your group and let us know.

  16. Did you enjoy this activity with the Playground Problem?

  17. Did you really enjoy this activity?

  18. We'll go to Heritage West for a field trip.

  19. If you finish before time is up, click here for more math adventures practice.

  20. Take your • clipboards, • worksheets, • pencils • to recess. • You will also • need a • baggie • for plant specimens.

  21. We’re off to the playground!

  22. Names of people in your group: Computer Operator: __________, Recorder: __________, Materials: __________

  23. Group Rubric Place an X in the correct space for each question. Did you work well together? ____ Yes ____ Some _____ No Did you answer all of the questions? ____ Yes ____ Some _____ No Did you fill in each of the boxes? ____ Yes ____ Some _____ No Did you have fun? ____ Yes ____ Some _____ No When you have these pages, click on the cat paw to return to the assignment.

  24. GPS Standards: M1N. Number and Operations Students will understand how to represent numbers, and be able to add and subtract small numbers. M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100. a. Represent numbers less than 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using counters and pictures. b. Correctly count and represent the number of objects in a set using numerals. Mathematics

  25. GPS Standards: M1N3. Students will add and subtract numbers less than 100 as well as understand and use the inverse relationship between addition and subtraction. h. Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction. Mathematics

  26. GPS Standards: COMPREHENSION ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student a. Reads and listens to a variety of texts for information and pleasure. b. Makes predictions using prior knowledge. f. Makes connections between texts and/or personal experiences. g. Identifies the main idea and supporting details of informational text read or heard. h. Self-monitors comprehension and rereads when necessary. i. Recognizes cause-and-effect relationships in text. Reading

  27. GPS Standards: S1CS7. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other. b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus. Science

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