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Linking Language to Math Freebie

TheBeezyTeacher
5.4k Followers
Grade Levels
K - 2nd
Standards
Resource Type
Formats Included
  • PDF (10 pages)
TheBeezyTeacher
5.4k Followers

Description

These challenging task cards are designed to review language concepts such as top, middle, bottom, left, right, over, under, in front, and behind. The teaching and reinforcing of these concepts not only strengthen language skills but will also gain a stronger understanding of math concepts.

This is a freebie from my Linking Language to Math resource. You can check out the complete resource here: Linking Language to Math

The activities are also geared to improve students listening skills by listening to clues and following multi-step directions. These concepts are listed in the Common Core Language Standards for both Kindergarten and First grade. The activities can be used as a morning warm up, seat work during language time, warm-up to math activities, or at the end of the day. Linking cubes will be required to use for the activities or the students may color and cut the cubes that are included.

*Response sheets, journal prompts, and answer key included.

*Tpt digital activities have been added to this freebie and your students can complete them on a digital device.

I hope you enjoy this product!

TheBeezyTeacher

The.beezy.teacher@gmail.com

Thebeezyteacher.blogspot.com

Total Pages
10 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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