Thanksgiving Room Transformation - Addition Turkey Hunt

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Description

Thanksgiving Room Transformation

Ready to "GLOW" your kids minds and kick off Thanksgiving Break with ruffled tail feathers? OMG! Of all the room transformations that I do for math during the school year, this is my absolute FAVORITE!!!!

This room transformation was created to review addition strategies. By this time of the year, we are starting, in the middle or at the end of our addition unit with our students. Of course each year is different....can you say pandemic? so I'm never sure where we will be exactly, but for the past three years, this has worked well with where we are in math.

Here are a few of the skills reviewed:

  • Addition Facts with the Same Sum (Puzzle Match)
  • Adding on a Number Line
  • Tally Marks to Add
  • Domino Addition
  • Making 10

This set includes the turkey images, feathers students earn, worksheets, centers, board display, etc. Everything you need to throw this room transformation for your students.

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Standards

to see state-specific standards (only available in the US).
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).
Apply properties of operations as strategies to add and subtract. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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