Running Head: Math Resource Kit 1

Math Resource Kit

Noah Smith

200366521

Anna Lucero

EMTH 310

April 2nd, 2018

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Table of Contents

Rationale……………………………………………Page 3

Outline…………………………………………...…Page 4 & 5

Sign Out Sheet……………………………………...Page 6

Activity#1…………………………………………...Page 7 - 9

Activity#2…………………………………………..Page 10 - 13

Activity#3…………………………………………..Page 14 – 16

Activity#4…………………………………………...Page 17 - 20

Activity#5…………………………………………...Page 21 – 24

Self-Evaluation Sheet………………………………Page 25

Number Charts……………………………………..Page 26 & 27

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Rationale

For my math resource kit, I have decided to stick with grade 2, and go with addition of numbers for the

overarching theme of my activities. I did include one game based around estimation, I decided to include that

because I really enjoyed teaching my estimation lesson in this class, so I decided to try and make an activity

around it! I picked grade 2 because my pre-internship grades were 2/3. I was originally contemplating doing a

grade 2/3 split of activities, but wanted to narrow the general concept; and since I enjoy the young grades, I

decided to go with grade 2 over 3. I chose the topic of addition with one activity in estimation, because we

focused on that a lot at my pre-internship with. I feel like I have a sort of affinity with the subject. A lot of my

activities are based on what I have seen during my pre-internship with little variations, or just the idea was

based on something I saw over at my school. These activities are also based on what worked during my pre-

internship. I am thinking that if it worked well for one group of students, it may be beneficial to another group

of students. My philosophy with instructing math now is more of a hands-on approach. The vast majority of us

do not learn by just taking notes now-a-days it seems like. Creating some engaging activities that the students

can do and actually enjoy doing is the goal. I want my students to enjoy math, so they are less fearful of it later

on it life. The five games I am going to showcase are: Math War, Math Colouring, Close to 100, Estimation Jar,

and Math Hangman. I colour coded the games so it is easier to identify them. For the most part, these games

focus on developing quick mental math skills with a hands-on activity that the students can do in pairs or

individually. The one game that does not focus on quick mental math skills is the “Estimation Jar” activity. That

focuses on becoming more accurate with estimation.

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Outline

Organization: My kit has 5 activities in it, all in Ziploc bags. All the bags contain the required materials

to complete the activity. With some paper, and number charts if the students need additional supports.

Each bag contains the activity handout, student instructions, and if the activity needs it a self-evaluation

form. In each bag there will be many copies of each document.

Legend: Each activity is printed in different font, making them easy to distinguish one from another. The

teacher cards are significantly more in-depth than the student cards, but with fewer pictures.

Activity #1 (Red): Math War – Students grab two cards from a deck of playing cards and add the two

numbers up, whoever adds them up correctly first wins that round and gets the two cards.

Activity#2 (Navy Blue): Math Colouring – Students pick up a math colouring sheet, where they have

to do the math equation and then fill in the spot with the appropriate colour.

Activity#3 (Gold): Close to 100 – Students grab four cards from a deck. Once all the students have

their cards, the students must flip over the four cards simultaneously and create an equation with the four

numbers that equals 100 or close to it.

Activity#4 (Green): Estimation Jars – Students will have to fill the various sized jars with the

chocolate eggs in varying amounts. The students will then have to fill out their corresponding sheets to

which jar they are observing. On the sheets under guess#1 the students are supposed to go with their gut

feeling and just guess. Under guess#2 they are to practice an estimation strategy we would have covered

in class and apply it to one of the jars. Then they will empty the jars and count how many were actually

in there. Improving their accuracy with estimation over time.

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Activity#5 (Light Blue): Math Hangman – A rendition of the classic hangman game, students must

guess a letter, go to that letter on the chart, complete the equation, find the answer on one of the blank

spaces and place the letter there. If the answer is not on one of the blank spaces then you must add a

body part to the line. Maximum of 6 incorrect guesses.

Location System: The kit is supposed to be relatively compact, and easily accessible with everything

that the students need in the kit. These activities are not supposed to be individual lessons, instead are

supposed to help the practice the key concept we are focusing on at the time. In this case it is addition

and estimation. These activities are supposed to be engaging, and different. Always providing the

student with an unique experience, that is not quite the same.

Contents: The kit is designed to have a wide range of materials, that are affordable and easy to

replicate; as well as easy to adapt or adjust them depending on the needs of your students.
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Games Name
Math War

Math Colouring

Close to 100

Estimation Jar

Math Hangman

Teacher Card
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Lesson Title: Math War Subject: Math Grade: 2

Strand: Addition of 1 digit and 2-digit numbers

Number of Students and Location:

The game can be quietly played anywhere in the room (floor, desks, tables, out in the hall if given permission), in pairs.

Outcome(s)/Indicator(s)
N2.2

Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding
subtraction by:

 representing strategies for adding and subtracting concretely, pictorially, and symbolically

 creating and solving problems involving addition and subtraction

 estimating

 using personal strategies for adding and subtracting with and without the support of manipulatives

 analyzing the effect of adding or subtracting zero

 analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and
subtraction statements.

(d) Generalize and apply strategies for adding and subtracting 1 and 2-digit numbers (with answers to 100).

Assessment:
Self-assessment slip

Materials: Advanced Preparation:

 Ziploc bag containing the cards for war If the teacher has not already created the cards, then the
 Number chart (If needed) teacher must create the cards needed for the activity. You
can create the cards by:

- Creating several card shape boxes on word

- Split those cards up into squares of 10
- Colour coat the cards as red/blue
- Fill up the squares in the cards, 8 copies for each
card i.e., create 4 cards with 1 square filled in
that is blue and red, 8 cards with 2 squares filled
in as red/blue etc.

If you do not create the cards you can simply buy any normal
deck of cards to use.
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Make sure your students have a decent understanding of

how to add 1 to 2-digit numbers in their head.

Procedure:
Have the students who are participating in the activity come up to the front so you can pair them up

Once the students have been paired up, send one of the students to retrieve the Ziploc bag containing the cards.

Have the students find a quiet spot in the classroom.

When playing the game, the students have to draw a card from their respective pile (red/blue).

Each student grabs a card at the same time and flips it over simultaneously.

Once the cards are flipped over the students must add up the cards. Whoever adds up the cards first wins that round
and takes both cards.

Once the activity is over, have the students complete a self-evaluation exit slip.

Adaptations:
If the students are having difficulties adding the cards together in their heads they can use a number chart.

If the game is not challenging enough for some of the students they can use three cards instead of two.

Math War
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Partners: groups should contain no more than

2 people.

Materials: Ziploc bags containing the cards.

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Where to play: A quiet place in the room
(floor, desk, table), or in the hallway if given
permission.
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How to play: Both students must draw a card
at the same time and place it face up on the desk,
table, floor. Once both cards are down, students
must race to add up the cards. Whoever adds the
cards up successfully first collect the cards that
were just in play.
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under

Clean Up: Collect all of the cards and separate

them into their own colours (blue/red). Put the
elastic band around the cards and put everything
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back into the Ziploc Bag.
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Teacher Card
Lesson Title: Math Colouring Subject: Math Grade: 2

Strand: Addition of 1 digit and 2-digit numbers

Number of Students and Location:

The game can be quietly completed anywhere in the room (floor, desks, tables, out in the hall if given permission).

Outcome(s)/Indicator(s)
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N2.2

Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding
subtraction by:

 representing strategies for adding and subtracting concretely, pictorially, and symbolically

 creating and solving problems involving addition and subtraction

 estimating

 using personal strategies for adding and subtracting with and without the support of manipulatives

 analyzing the effect of adding or subtracting zero

 analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and
subtraction statements.

(d) Generalize and apply strategies for adding and subtracting 1 and 2-digit numbers (with answers to 100).

Assessment:
Hand-in once you have completed the sheet/Formative Assessment
Materials: Advanced Preparation:
 Ziploc bag containing the colouring sheets Teachers must have the colouring sheets printed off.
 Number chart (If needed)
Will need some paper for the students.
 Paper for the students to check if answers
are correct.
 Writing/Colouring Utensils Make sure your students have a decent understanding of
how to add 1 to 2-digit numbers up to 100.

Procedure:
If students are finished doing their current work they can go grab one of the math colouring sheets.

The students can then go back to their desks, or a quiet spot around the classroom and colour the sheet.

If the students need help adding they can use a number chart.

Once the student is done they will have to put away their writing/colouring utensils and hand in the sheet to me.

Adaptations:
If the students are having difficulties adding the cards together in their heads they can use a number chart.

The students could also use a piece of paper to write down the numbers and do the equations on the piece of paper.
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Math Colouring

Partners: You must complete this activity

individually.

Materials: Ziploc bags containing the sheets,

some paper, writing/colouring utensils.
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licensed under
Where to play: A quiet place in the room
(floor, desk, table), or in the hallway if given
permission.
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under

How to play: Complete the math equations

on the paper and colour it in using the appropriate
colour.

Clean Up: Put away all your writing/colouring

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utensils, and hand in the completed sheet to me. If
you used a number chart, put that back in the bag.
If you do not need the scrap paper that you were
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Author is using to check the answers, recycle it.
licensed under
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Teacher Card
Lesson Title: Close to 100 Subject: Math Grade: 2

Strand: Addition of 1 digit and 2-digit numbers

Number of Students and Location:

The game can be quietly played anywhere in the room (floor, desks, tables, out in the hall if given permission), in pairs.

Outcome(s)/Indicator(s)
N2.2

Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding
subtraction by:

 representing strategies for adding and subtracting concretely, pictorially, and symbolically

 creating and solving problems involving addition and subtraction

 estimating

 using personal strategies for adding and subtracting with and without the support of manipulatives

 analyzing the effect of adding or subtracting zero

 analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and
subtraction statements.

(d) Generalize and apply strategies for adding and subtracting 1 and 2-digit numbers (with answers to 100).

Assessment:
Self-assessment slip

Materials: Advanced Preparation:

 Ziploc bag containing the cards for “Close
to 100”
 Number chart (If needed)
 Paper for the students to keep track of the
score, and to check if answers are correct.
 Writing Utensils
Teachers must purchase some packs of cards for the
students to use.
Will need some paper for the students.
Make sure your students have a decent understanding of
how to add 2-digit numbers up to 100.

Procedure:
Allow the students to get into pairs or play individually
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Once the students are ready have one person from the group get the bag that has the “Close to 100” game in it.

Have the student(s) find a quiet spot in the classroom, or a spot in the hall if I gave them permission.

Before the student(s) begin they must take the face-cards and 10’s out of the deck.

The student(s) must check the work themselves if they are not sure.

Student(s) are supposed to take out 4 cards at a time and come up with an equation that is close to or equals 100. For
example, if you had the numbers 5,7,3,4 you could add them up as 57+43 = 100.

If you are playing by yourself no need to keep score, you just play round after round for practice.

If you are in partners you can take score on a blank piece of paper.

Once the activity is over, have the students complete a self-evaluation exit slip.

Adaptations:
If the students are having difficulties adding the cards together in their heads they can use a number chart.

The students could also use a piece of paper to write down the numbers and do the equations on the piece of paper.

Close to 100
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Partners: You can complete this activity by

yourself or with a partner.

Materials: Ziploc bags containing the cards,

some paper, writing utensils, number chart.
by Unknown Author is
licensed under
Where to play: A quiet place in the room
(floor, desk, table), or in the hallway if given
permission.
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Author is licensed

How to play:
under
Student(s) must draw 4 cards
from the deck after they removed all the face-cards
and the 10’s. Once the student(s) have picked up 4
cards they have to combine and add the numbers
together to give them an equation that equals 100
or close to it. Whoever gets closest to 100 and
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under
individually just keep going without keeping score.

Clean Up: Collect all of the cards and place

them back in the box. If you used a number chart
put that back. Throw away the scrap paper, and
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put your writing utensils away.
Author is
licensed under Teacher Card
Lesson Title: Estimation Jars Subject: Math Grade: 2

Strand: Estimation

Number of Students and Location:

The game can be quietly played anywhere in the room (floor, desks, tables, out in the hall if given permission), in pairs
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or individually.

Outcome(s)/Indicator(s)

SS2.1

Demonstrate understanding of non-standard units for linear measurement by:

- Describing the choice and appropriate use of non-standard units

- Estimating

- Measuring

- Comparing and analyzing measurements.

(b) Estimate a personally relevant length, including the distance around a space, using one’s own choice of standard
unit.

(e) Devise and apply strategies for determining estimates for linear and non-linear lengths using non-standard units.

Assessment:
Self-assessment slip

Materials: Advanced Preparation:

 Ziploc bag containing the varying sizes of Teachers must purchase some jars with varying sizes and
jars with the chocolate eggs in it. different objects to fill the jars with.
 Writing Utensils
 Handout
Make sure your students have a decent understanding of
 Self-assessment slip
how to add 2-digit numbers up to 100.

Make sure students are familiar with estimating strategies.

Procedure
When students are done their current assignment in class, allow the students to go to the math games kit.

For the “Estimating Jars” activity students must take the three jars out of the bag, and the handout.

Students in pairs or individually are going to fill up the jars with however many chocolates they can.

On the sheet the students have two guesses. The first guess is a random guess, while the second one is a more refined
guess. Using some estimation strategies, we would have discussed in class.

Once the students have made their guesses then they can empty out the jars and count how many chocolates were
actually in there.
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Then the students can repeat the activity and just add varying amounts to each jar.

Once the activity is completed place the chocolates back into the jars and then place everything back into the bags.

Complete a self-evaluation form and hand it in to me after completion.

Adaptations:
If the students are having a really difficult time estimating the materials in the jars, then you could provide the students
with a larger manipulative to make the estimating a little easier.

Estimation Jars

Partners: You can complete this activity by

yourself or with a partner.

Materials: Ziploc bags containing the jars and

chocolate, handouts, writing utensils.
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Where to play: A quiet place in the room
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under

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(floor, desk, table), or in the hallway if given

permission.

How to play: Student(s) must place the

chocolates into the jars and on the handout will
make a guess about how much the chocolate the
jars contain. After the first guess then student(s)
will take a second more educated guess, using
various estimation strategies we have discussed in
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under

Clean Up: Put all the chocolate into the jars.

Place the jars back into the bag. Hand in the
handout, and complete the self-evaluation form.
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Guess #1: _______________

Guess#2: ________________

Answer: _________________

#2
Guess #1: _______________

Guess#2: ________________

Answer: _________________

#3
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Guess #1: _______________

Guess#2: ________________

Answer: _________________

Teacher Card
Lesson Title: Math Hangman Subject: Math Grade: 2

Strand: Addition of 1 to 2-digit numbers to 100

Number of Students and Location:

The game can be quietly played anywhere in the room (floor, desks, tables, out in the hall if given permission), in pairs
or individually. sed under CC BY-NC-ND

Outcome(s)/Indicator(s)

N2.2

Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding
subtraction by:

 Representing strategies for adding and subtracting concrete, pictorially, and symbolically

 Creating and solving problems involving addition and subtraction

 Estimating

 Using personal strategies for adding and subtracting with and without the support of manipulatives

 Analyzing the effect of adding or subtracting zero

 Analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition
and subtraction statements

(d) Generalize and apply strategies for adding and subtracting 1 and 2-digit numbers (with answers to 100).

Assessment:
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Self-assessment slip

Materials: Advanced Preparation:

 Ziploc bag containing the Hangman sheets Make a Math Hangman handout for the students. Come up
 Writing Utensils with many examples so the students can do more than one if
 Number Chart the time permits it.
 Self-assessment slip

Make sure your students have a decent understanding of

how to add 2-digit numbers up to 100.

Procedure
Allow the student(s) to grab a bag if they finished their math work.

Remind the students if they are with a partner they must alternate every guess. Person whose birthday is first will guess
first.

If the student is by themselves then they can begin normally.

The normal rules of hangman apply to this math rendition.

Student(s) pick a letter that is below the hangman, then they answer the equation. If the answer is not under one of the
blanks then that is an unsuccessful guess so you must draw a body part (maximum of 6 incorrect guesses before it is
game over).

If students want to make the game more challenging they can limit the number of incorrect guesses.

If the students finish the activity early they could fill out all of the other equations for more practice.

If students are having difficulties completing the equations in a timely fashion, they could use a number chart to assist
them in the adding process.

Complete a self-evaluation form and hand it in to me after completion.

Adaptations:
The students can use a number chart if they need assistance adding the numbers together.
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Math Hangman

Partners: You can complete this activity by

yourself or with a partner.

Materials: Ziploc bags containing the

Hangman sheets number chart, and self-
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evaluation, writing utensils.
licensed under

Where to play: A quiet place in the room

(floor, desk, table), or in the hallway if given
permission.
by Unknown
Author is licensed
under
How to play: Student(s) must guess a letter, once
they have guessed a letter they must look for that letter
on the chart below. It is possible that the letter you
guessed may not be on the chart. That is okay, take
another free guess! Once you find your letter fill in the
equation. If the answer matches a blank on hangman
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under
game! If it is incorrect, you must draw a body part
beginning on the line hanging down. Maximum of 6
incorrect guesses.

Clean Up: Put all the chocolate into the jars.

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Place the jars back into the bag. Hand in the

handout, and complete the self-evaluation form.

5+5= 15+13= 7+19=

A O T

19+3= 3+4= 3+3+3=

B P U

7+7= 15+4= 9+9=

C Q V

2+13 11+12= 10+2=

D R W

13+4= 5+6= 12+7=

E S Y

Author
__________ _________ _________ _________ _________ _________ _________ is licensed under CC
_________

23 17 11 28 9 23 14 17

Self-Evaluation Form
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Circle which number best suits you, 1 being really bad and 5 being

awesome!

How did you think the activity went? 1 2 3

4 5

Did you use your time effectively? 1 2 3

4 5

Do you have any questions for later?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name:_____________________ Date:___________________
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