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So this is that "1-100 Board" I created and have my kids use each day to start math (fifth grade). This is essentially how I run things:

1) Walk around with the cube of 5 dice and let the first 5 kids select the dice to roll for each day's numbers. If a '1' is rolled sometimes I allow for a re-roll. It's funny to see classical conditioning kick in eventually once they hear the sound of the dice in the cube. I have a few dice that are 6-sided and a few that are 9-sided.

2) Their challenge is to attempt using all four math signs and all of the day's numbers in each equation they create. Turning a number into an exponent is also nice, along with using parentheses....brackets and braces are a bonus!! Some kids will attempt negative numbers too!

3) They can only use the numbers rolled once -- so if the numbers are 2, 5, 6, 2, 4 then 2 is the only one that could be used twice within a particular equation. The numbers can be reused though for all other numbers in the day's grid (e.g., 1-20 on a Monday). These numbers can be used for exponents as well, but then that number cannot be used again for that particular equation.

4) The reason there is a lot of space on the sheet is because I tell my students there should be work EVERYWHERE on there by the end of the week. If they can find something that ends with the answer in the box (like 1-20 on a Monday) they would put that equation example in that corresponding box. If they can't, that's fine too. It's the thought process that counts.

5) For lower ability students I at least encourage them to use the concept of parentheses to separate orders of solving the problem and then for exponents to help get bigger answers with smaller digits were rolled (getting 2, 3, 2, 6 on a Thursday, for example).

I give students 10 minutes each day to start Math to do this and then they turn it in at the end of the week.

This is a nice way to get students quickly prepared to start math each day, but it sprinkles in algebraic thinking throughout a school year, as opposed to just being confined to one or two units, typically at the end of the year.

1) Walk around with the cube of 5 dice and let the first 5 kids select the dice to roll for each day's numbers. If a '1' is rolled sometimes I allow for a re-roll. It's funny to see classical conditioning kick in eventually once they hear the sound of the dice in the cube. I have a few dice that are 6-sided and a few that are 9-sided.

2) Their challenge is to attempt using all four math signs and all of the day's numbers in each equation they create. Turning a number into an exponent is also nice, along with using parentheses....brackets and braces are a bonus!! Some kids will attempt negative numbers too!

3) They can only use the numbers rolled once -- so if the numbers are 2, 5, 6, 2, 4 then 2 is the only one that could be used twice within a particular equation. The numbers can be reused though for all other numbers in the day's grid (e.g., 1-20 on a Monday). These numbers can be used for exponents as well, but then that number cannot be used again for that particular equation.

4) The reason there is a lot of space on the sheet is because I tell my students there should be work EVERYWHERE on there by the end of the week. If they can find something that ends with the answer in the box (like 1-20 on a Monday) they would put that equation example in that corresponding box. If they can't, that's fine too. It's the thought process that counts.

5) For lower ability students I at least encourage them to use the concept of parentheses to separate orders of solving the problem and then for exponents to help get bigger answers with smaller digits were rolled (getting 2, 3, 2, 6 on a Thursday, for example).

I give students 10 minutes each day to start Math to do this and then they turn it in at the end of the week.

This is a nice way to get students quickly prepared to start math each day, but it sprinkles in algebraic thinking throughout a school year, as opposed to just being confined to one or two units, typically at the end of the year.

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