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Title: Camp Add "Em Up II
Description:
At Camp Add ‘Em Up it’s time to or “2” find patterns in the environment. Students will work in pairs as they build understanding of how to count by 2’s. Students will use digital cameras to capture “2’s” in their classroom (2 shoes, 2 hands, 2 feet, 2 eyes, etc.). Students will create patterns of 2’s using paper blocks and/or Unifix cubes. Students will demonstrate their understanding of 2’s and their creativity by creating a PhotoStory of found or created pairs. Students will also use a 100’s chart and look for visual patterns.
Standard(s): [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1] [LOE] ML (02) 5: Recite a variety of highfrequency learned words, phrases, and sentences in the target language, imitating correct and appropriate intonation and pronunciation.
Subject: Languages Other Than English (Foreign Languages) (K  2), or Mathematics (1)
Title: Camp Add "Em Up II
Description: At Camp Add ‘Em Up it’s time to or “2” find patterns in the environment. Students will work in pairs as they build understanding of how to count by 2’s. Students will use digital cameras to capture “2’s” in their classroom (2 shoes, 2 hands, 2 feet, 2 eyes, etc.). Students will create patterns of 2’s using paper blocks and/or Unifix cubes. Students will demonstrate their understanding of 2’s and their creativity by creating a PhotoStory of found or created pairs. Students will also use a 100’s chart and look for visual patterns.
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Title: Show Me the Money
Description:
In this lesson, students identify coins, describe their attributes, learn their value, and count like coins. Students view an interactive web lesson that provides practice. Concepts are taught using songs, poems and games.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1] [MA2013] (2) 20: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. [2MD7] [MA2013] (2) 21: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. [2MD8]
Subject: Mathematics (K  2)
Title: Show Me the Money
Description: In this lesson, students identify coins, describe their attributes, learn their value, and count like coins. Students view an interactive web lesson that provides practice. Concepts are taught using songs, poems and games.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: "Triple Addition Shuffle"
Description:
Student will engage in a card game that will enhance their thinking while adding more than two numbers.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (1) 1: 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1]
Subject: Mathematics (K  2)
Title: "Triple Addition Shuffle"
Description: Student will engage in a card game that will enhance their thinking while adding more than two numbers.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Thinkfinity Lesson Plans
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Title: Building Sets of Seven
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In this lesson, one of a multipart unit from Illuminations, students construct and identify sets of seven objects. They compare sets of up to seven items and record a set of seven in chart form.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1]
Subject: Mathematics Title: Building Sets of Seven
Description: In this lesson, one of a multipart unit from Illuminations, students construct and identify sets of seven objects. They compare sets of up to seven items and record a set of seven in chart form. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
ALEX Podcasts
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Title: Money Money Money Part 2: Counting Like and Unlike Sets
Overview:
This is the part 2 of my series on money. With this podcast students will practice skip counting as they learn to count like and unlike sets of coins. Standard(s):
[MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1] [MA2013] (2) 21: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. [2MD8]
Money Money Money Part 2: Counting Like and Unlike Sets Overview: This is the part 2 of my series on money. With this podcast students will practice skip counting as they learn to count like and unlike sets of coins.
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Title: Money Money Money Part 1: Name that Coin
Overview:
Since money is an important component of our everyday lives, I have designed a series of podcast that will help students learn to identify each coin, count money, and make change. The first podcast focuses on coin identification. After viewing this podcast, students should be able to identify each coin and determine its monetary value. Standard(s):
[MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1] [MA2013] (2) 21: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. [2MD8]
Money Money Money Part 1: Name that Coin Overview: Since money is an important component of our everyday lives, I have designed a series of podcast that will help students learn to identify each coin, count money, and make change. The first podcast focuses on coin identification. After viewing this podcast, students should be able to identify each coin and determine its monetary value.
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Title: Calendar Math
Overview:
In this podcast our class will demonstrate how we use calendar math each day. We discussed the days of the week. We graphed the daily, monthly and yearly weather. We used the 100's chart to practice skip counting and even and odd numbers. We used straws to count the days of school, grouping ones, tens and one hundreds. Standard(s):
[MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (1) 1: 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1] [MA2013] (1) 17: Tell and write time in hours and halfhours using analog and digital clocks. [1MD3]
Calendar Math Overview: In this podcast our class will demonstrate how we use calendar math each day. We discussed the days of the week. We graphed the daily, monthly and yearly weather. We used the 100's chart to practice skip counting and even and odd numbers. We used straws to count the days of school, grouping ones, tens and one hundreds.

