Becky Berg

K.NBT.1 Common Core Standard This file has posters for numbers10-19. On each poster, the 1 ten is represented by the ten rod. As students experience concrete, pictorial, and abstract representations of numbers 10-19, this may be a good transition and reminder that the 1 in the teen numbers does not represent 1, but rather is 1 ten.

This game is addicting for both my family and the students that have learned how to play it! This is a great mental math game that I have used in Grades 1-6. Knowing combinations of ten is foundational when doing various computational strategies. As an adult, I am constantly decomposing numbers to make “friendly tens” so I can efficiently compute. You simply need a deck of cards. The object of the game is to make combinations of 10 and remove all of the cards in the pyramid. Common Core St

99 Math Card Game This game encourages students to use mental math to add and subtract. Materials: Use a regular deck of cards. No jokers. Object of the Game: The object of the game is to add your card value to the pile and say the sum of the pile, while not “Going Bust” by stating a sum greater than 99. Common Core State Math Practice Standard: #6 Attend to Precision- "…they calculate accurately and efficiently.” Common Core State Content Standards 2.NBT.

This is an engaging and fun activity for students known as "zip around" or I Have, Who Has. It relates to standards K.NBT.1 and K.NBT.2. Each student gets a card and the class sees how quickly they can get through the cards. Just as we use dot cards and ten frames to represent numbers, the ten towers can be another way for students to be flexible in how they see quantity and numbers being represented. On these cards, you will see 0-9 shaded on a ten tower. The teen numbers are shown with a

This Fact Fluency System really has students focusing on strategies and relationships. In 5-10 minutes a day, students can get purposeful partner practice. As you take a look at the fact sets, much thought and research went into deciding how to best have students move to fluency. You will notice that each set implements the commutative property, as even though we are “multiplying times 2”, the 2 is not always the first factor, for example. Students should have a variety of strategies to pull f

Kids easily get hooked on this game! This game is much like the “I Have, Who Has” or Zip Around. However, I developed this game with the idea of integrating the strategies that students are learning within the Common Core Standards. In this set, we focus on the relationship between adding 9 and 10; subtracting 9 and 10. Simple to prepare--just copy one set of the cards on cardstock (only 3 pages) and you are good to go! I have also included suggested math talk prior to and after engaging

Common Core Math- 1.OA.3, 1.OA.4, 1.OA.6, 1.OA.7, 2.OA.1, 2.OA.2 As teachers have been asking "How do I teach these subtraction strategies?", I realized that in order to do this, we really need to build that conceptual understanding of subtraction. As a result, I started developing some videos to model how this might rolllout in the classroom. This is the first video in a series of subtraction videos that would help teachers in Grades 1-2 teach subtraction in a way that really embeds the mat