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Number of the Day Math Morning Work Binder FREE SAMPLE | Digital & Print

Rated 4.65 out of 5, based on 31 reviews
31 Ratings
Grade Levels
2nd - 4th, Homeschool
Standards
Resource Type
Formats Included
  • Zip
  • Google Apps™
Pages
12 pages
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

Looking for the perfect tool to build or review math understanding? Discovered your students aren’t retaining the skills introduced during your math units? Searching for a low-prep, engaging routine that boosts math skills? Core Inspiration’s Number of the Day Binders are a perfect way to address your needs, and now you can give the format of these binders a test drive before buying.

A printable and Google Classroom-ready digital version of this freebie are included to meet your distance learning needs.

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WHAT'S INCLUDED IN YOUR FREEBIE (PRINT AND DIGITAL VERSIONS):

2ND GRADE SAMPLE PAGES

Odd and Even: determine if today’s number is odd or even using place value blocks and identify the value of the digit in the ones place.

Using A Hundred Chart: locate the number of the day on a hundred chart. Determine how many more must be added to today’s number to reach a total of 100. Write a fact family that includes the number of the day. Increase counting fluency by recording ten more, ten less, one more, and one less than the number of the day.

3RD GRADE SAMPLE PAGES

Rounding To The Nearest 100: round today’s number to the nearest 100. Identify other numbers that can and cannot be rounded to the same number. Focus on the hundreds place when identifying a halfway number.

Modeling Arrays: use the digits of today’s number to determine how many rows and columns should be included in two array models. Write the repeated addition sentence, related multiplication sentence, and fact family for each array.

4TH GRADE SAMPLE PAGES

Comparing Numbers to the Millions: compare today’s number to a new number created by rearranging the digits, then circle the digit that helped determine which number is greater. Students round today’s number three different ways, and create number line models to justify their rounding reasoning.

Single-Digit by Multi-Digit Multiplication Using Standard Algorithm: use digits from today’s number to create a four-digit by one-digit multiplication equation, and solve the equation using standard algorithm. Students identify the factors and product for the multiplication equation, and represent the product in two ways using expanded form.

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PEDAGOGY

One of the greatest challenges we face as teachers is finding enough time for all the instruction we need to fit in. Often times, we feel there is a need to hurry on to the next topic once we see students have reached their learning goal. Unfortunately this (seemingly relentless) need to move on robs many learners of their (infinitely more important) need to go back and review concepts. We learn quickly that in order to make room for the spiral review students need, we need to hit the ground running each morning when they arrive in the classroom.

Core Inspiration’s Number of the Day Binders will help you integrate spiral review on a consistent basis. Using these binder pages will strengthen your students’ math understanding through daily math modeling and reasoning routines.

These reusable activities are perfect for:

★ Daily bell ringer, bellwork, seat work

★ Daily worm up during math workshop

★ A center during your guided math rotations

★ Routine formative assessment of place value understanding

★ Differentiated place value practice

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SETTING UP TO SAVE TIME

The pages of these binders are designed to be printed once, inserted into page protectors and stored in ½ binders for daily use throughout the school year. Setting up one binder for each student in this way makes it easy for your students to use white board markers to complete their activities, and erase for a fresh start with a new number the next day.

A digital Google Slides version of this resources is also included so you can easily assign this resource to students via Google Classroom.

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DAILY ROUTINE

The routine I’ve used with my second and third graders is as follows. This routine takes about 15 minutes in my classroom, and is completed simultaneously with attendance, homework collection, and any necessary morning check-ins. Please keep in mind, this resource makes it easy for your revise the recommended routine to fit the unique needs of your classroom.

★ Teacher selects a new number each day

★ Students complete multiple pages in their binder (3-4 pages is recommended)

★ After students complete their assigned pages, they tap their head silently to signal they are done

★ Teacher stops by to check binder pages

★ Teacher signals student to tuck their binder away after work has been checked

★ Teacher notes mentally, or in writing which students need follow up instruction related to their place value practice

★ Teacher follows up on misconceptions and mistakes as needed during guided math

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BOOSTING RIGOR

When students can count on a consistent format for their spiral review, they can focus more brain power on strengthening their math understanding. The activities in this binder reinforce the variety of math modeling approaches, which transfer to solving more complex math problems in the upper grades. The format of each page requires students to manipulate and model today’s number in a variety of ways, further deepening place value understanding.

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SCAFFOLDING AND DIFFERENTIATION MADE EASY

Introducing each page through an interactive modeling lesson is recommended. First, have students watch and listen as you work through the page with a sample number. Then, display a new number and work through the page together, with your binder on display, and theirs on their lap or desk. The following day, you can decide if another guided practice session is needed, or if you will walk the room as students work through their page independently. The consistent format of these reusable pages quickly builds students’ confidence with tackling a new number each day.

With several pages to pick from, students who demonstrate mastery of concepts can move on to more advanced/new pages as needed. You can also reduce or increase the number of pages a student completes each day without the need for additional prep work.

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FIND THE NUMBER OF THE DAY BINDER THAT FITS YOUR NEEDS:

Number of the Day Binder 2nd and 3rd Grade Differentiation BUNDLE

Second Grade Number of the Day Binder 1

Second Grade Number of the Day Binder 2

Second Grade Number of the Day Binder BUNDLE

Third Grade Number of the Day Binder 1

Third Grade Number of the Day Binder 2

Third Grade Number of the Day Binder BUNDLE

Fourth Grade Number of the Day Binder

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Total Pages
12 pages
Answer Key
N/A
Teaching Duration
Other
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Standards

to see state-specific standards (only available in the US).
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
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.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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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