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# Card Play

## Teacher: Ms. Dobbs

School: MSU Elementary

Date: 04/26/16
Equipment: Deck of Cards
Time: 10:20 am
Term: Spring
Targeted NASPE Standard(s): NASPE Standards 1, 2, 4, 5, 6

## Specific Objective: Students will practice addition, subtraction, multiplication, and

division in a creative way.
Concomitant Objective: The students will stay physically active while working with
others.
Time
_N/A__
Minutes
__0___
Second
s

30
Second
s

30
Second
s

__2___
Minutes

Procedures Followed
Warm Up: NONE NEEDED

Transition:
- Students sitting at their seats to begin.

Set Induction:
- Who here enjoys math?
- Who here doesnt really enjoy math? Well youre not
alone because me neitherand I always thought
math was easier when I had help from others. Does
anyone else agree?
Learnable Piece:
- Today we will be practicing our math skills using
creativity and teamwork in order to create various
equations.
- Our goal of practicing using various operations is to
become more comfortable and thus faster when it
comes to solving lower digit math problems.
Presentation of New Material/Directions:
on a worksheet today, you will be coming up with
multiplication, or division.
- In this activity you will each be given two cards from
this deck of cards. When I say go and the music
starts, you will need to move around the classroom in
a way that Ill call out (which will be either skipping,

Materials

## speed walking, side shuffle, hopping)

When the music stops I will call out a number and
everyone will need to find a classmate and make an
equation out of two of their cards, using a card from
each student that equals the number called out.
You can use addition, subtraction, division, or
multiplication.
For example, if I call out 6 and you have a 2 and a 9
in your hand and you find someone else who has a
3you and your partner could either use the 2 and 3
by multiplying to get 6 or the 9 and 3 by subtracting
to get 6.
If you cant find someone else with a card that works
you can either make a group of 3 and create two
equations, or simply come up with a number that
works with a number you have.

## Check for understanding:

- What will you do when the music stops and I call out
a number?
- What will you do if you cant find another partner or
theirs an odd number?

__4___
Minutes

_____
Minutes

Safety:
- Make sure you are aware of your surroundings while
moving around the classroom by being mindful of
other classmates, desks, chairs, etc.
Guided Activity Time with Corrective Feedback:
- Give each student 2 cards and then start music.
- Each time music stops call out:
o 6
o 8
o 9
o 13
o 16

Possible Modifications:
- If too easy, require students to use three cards (ex: a
9, 6, and 2 to make 6 they could do 9-6=3, then
3x2=6)

Deck of
cards
(not
including
Queens,
Kings,
Jacks,
Jokers)

__30___
Second
s

Notes:

## Lesson Review/Checking for Understanding:

- Questions:
o Was there a particular operation that anyone
found easier to use during this activity?
o I always find that math is easier when theres
a break in between each problem!