**2/17: If you have recently updated to Smart Notebook version 16.2, the Flash components of this file will not work anymore, because SMART Technologies no longer supports Adobe Flash. I have created an updated version of the calendar which replaces the Flash components with other interactive elements. Please download the updated file.
This daily routine will give your grades 1-3 students regular and repeated practice with many important Common Core math concepts and skills. This one file is all you need for math calendar for the whole year! It gets saved every day because most of the elements build on the previous day’s content. Students love to use the SMART Board, and this gives them many opportunities to touch, drag, move, or write on the board. It is colorful, engaging, and fun! (If you teach grades 4-5, check out my math calendar for older kids. SmartBoard Math Calendar for Grades 4-5: Core Calendar and Day Files Set 1
*Note: This is a SmartBoard file, created with Smart Notebook 11 software. It is intended to be used with actual SMART brand interactive whiteboards. If you have a different brand, you can use this file by using the version I made for Smart Notebook Express, a free online program for opening SMARTBoard files. The display will be smaller, however, which may or may not be an issue for you, and it is slow to load. Please download my free SmartBoard Test File
and open it with Notebook Express, so that you can see how it will work on your board before purchasing this file.
I include a variety of recording sheets as well as directions for implementing math calendar in your classroom. Check out my detailed preview file.
Concepts and skills addressed are:
• Ordinal numbers
• Days of the week
• Months of the year
• Counting forwards and backwards
• Mental math
• Tally marks,
• Coin identification (US and Canadian Versions)
• Coin counting
• Place Value: 1 more/1 less/ 10 more/10 less
• Standard form
• Expanded form
• Word form of a number
• Other forms of a number: For example 12 = 6 + 6, 13 – 1, and 3 x 4
• Fact families (3 separate versions included: add/subtract with models, add/subtract without models, and multiply/divide)
• Skip counting: The spinner is set for 1, 2, 5, and 10, but it can be customized to the numbers you want to skip count by. You can also start at a number other than 1, and count backwards for more challenge (For 3rd Grade, you may use the optional “Multiples of ____” page instead, which has numbers 2-12 to count by.)
• Telling time: There is an editable clock that can be set to any time.
• Data: Tooth Tally
• Greater Than/Less Than: Comparing number of teeth lost, boys vs. girls
• Recording Sheet in a variety of styles
• Lunch Count/Attendance Page
• 2 Blank Templates for morning message, word problem of the day, etc.
New Elements Added November 2013:
• Interactive Ten Frames in single and double versions
• Build an Array (Grade 2): Build an array up to 5 groups of 5. Write the addition number sentence.
• Today’s Array (Grade 3): Draw the array for Today’s Fact Family
• Find Perimeter and Area for Today’s Array
• Greater Than/Less Than for 2-digit and 3-digit numbers
• Find 1 more/less and 10 more/less than a given 2-digit number
• Find 10 more/less and 100 more/less than a given 3-digit number
• Big Number: Use the calendar date to read and write numbers to ten thousand’s or million’s place.
• Rounding to the nearest 10, 100, or 1,000.
• Weather Graph
Common Core Targets Addressed by Math Calendar:
1.OA.B.3: Apply properties of operations as strategies to add and subtract.
1.OA.B.4: Understand subtraction as an unknown-addend problem.
1.OA.C.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
1.OA.D.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
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.
1.MD.B.3: Tell and write time in hours and half-hours using analog and digital clocks.
1.MD.C.4: Organize, represent, and interpret data with up to three categories
1.G.A.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
1.G.A.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares
2.OA.B.2: Fluently add and subtract within 20 using mental strategies
2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even number of members
2.OA.C.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
2.NBT.A.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones
2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.A.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
2.NBT.B.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
2.MD.C.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.
2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.A.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.A.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each
3.OA.A.2: Interpret whole-number quotients of whole numbers
3.OA.B.5: Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.
3.OA.B.6: Understand division as an unknown-factor problem
3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.NBT.A.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes.
3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
3.MD.C.5: Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.6: Measure areas by counting unit squares
3.MD.C.7: Relate area to the operations of multiplication and addition.
3.MD.D.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.G.A.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.G.A.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
If you enjoy this file, I would love feedback. Did you know that every time you leave feedback, you earn TPT credits which can be redeemed for merchandise? Also, please visit my store to see my other SMART Board products and follow me to hear updates on new items.
Please let me know if you have any questions!
Thanks, Cathy, aka “Downeast Teach”