# Scoot Fluency to TEN

Swamp Frogs
425 Followers
Subject
Resource Type
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PDF (2 MB|19 pages)
\$2.00
\$2.00
Swamp Frogs
425 Followers

### Description

This Scoot Card Activity was developed to help meet the requirement of
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).

DIRECTIONS: Print and cut out each Scoot Card. Put a card on each child’s desk or in an identified area of the room. Each student needs a copy of the record sheet to participate in Scoot. (You could save paper and have them use notebook paper instead if you like.)

To play, students move from desk to desk reading the Scoot card and recording the answer to the Scoot card’s math task question on their record sheet. If they are at a desk with Scoot card #1, they answer in the number 1 box on the record sheet. When you say SCOOT, students move to the next desk in the rotation as you have predetermined. Students must write the answer to the Scoot card math task on the desk they are at….NOT necessarily in numerical order. Be sure to practice moving from desk to desk so that students understand how and where to write answers on the record sheet to correspond with the number of the Scoot card on the desk they are at each time. I also recommend some sort of a visual timer so the students know when the Scoot will be coming. I hook up my iPad to the projector and set the Sand Timer app for 20-30 seconds. Once students return to the desk they started the Scoot is finished. We then begin the pr

You may wish to have “break desks” along the route. These are desks where there is NOT a Scoot card to answer a task, but a card that tells them to do something or provides them a treat to eat. You can choose to number the breaks and have students write BREAK in the answer sheet BEFORE starting the activity.
Total Pages
19 pages
Included
Teaching Duration
N/A
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