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# Eric Carle Papa, Please Get the Moon for Me Common Core Math Board Game

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Product Rating
3.8
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PDF (Acrobat) Document File
92.64 MB   |   8 pages

### PRODUCT DESCRIPTION

Inspired by Eric Carle’s Papa, Please Get the Moon For Me!, this engaging board game challenges students to move forward and backward from 1-99 on a number board. There are 3 differentiated spinners so students of all levels can play the game together. Students can practice number sequence, addition, and subtraction. They also apply reading skills to follow a series of fun directions on the game board. Great way to integrate math and literacy!

**This product is included in our Eric Carle Author Study--a Complete Integrated Unit! Check out this bundle and save a bundle:
Link-Eric Carle Author Study Unit: Integrated, Differentiated, CCSS Aligned

Learning experiences are directly correlated with the Common Core State Standards:
Know number names and the count sequence.
CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.
CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Extend the counting sequence.
CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Use place value understanding and properties of operations to add and subtract.
CCSS.Math.Content.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
CCSS.Math.Content.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
CCSS Informational Reading 7. Use the illustrations and details in a text to describe its key ideas.
CCSS Foundational Reading 4. Read with sufficient accuracy and fluency to support comprehension.
Total Pages
8
N/A
Teaching Duration
N/A

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