Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 (2 page)

• Section 1: Standards and Activities for Grade 3
  
• Section 2: Standards and Activities for Grade 4
  
• Section 3: Standards and Activities for Grade 5
  

The book is designed for easy implementation. The activities build on concepts and skills that you have already taught and expand the scope of your instruction through reinforcement and enrichment. Each activity is preceded by the Domain, which is a group of related Standards, followed by the specific Standard that the activity addresses. For example, “Operations and Algebraic Thinking: 4.OA.3” refers to the Domain, which is Operations and Algebraic Thinking, Grade 4, and Standard 3. Next, you will find background information on the topic, the title and a brief summary of the activity, special materials needed for the activity, and any special preparation that is necessary. Where applicable, the activities are identified with icons that indicate a major component of the activity will be cooperative learning
, technology
, or real-world focus
. All of the activities include specific steps for implementation, and many include reproducibles.

Each standard for grades 3–5 is supported by at least one activity. The typical activity can be completed in a single class period and focuses on application of concepts or skills, demonstration of understanding, or communication about math. Students may be required to solve problems; create mathematical models, charts, and graphs; conduct investigations with both physical and virtual manipulatives; play mathematical games; and write problems and explanations. Many of the activities are open-ended; however, an answer key is provided for those problems requiring specific answers.

Because many activities offer multiple avenues for development and learning, we encourage you to modify them in ways that best meet the needs of your students. For example, in some activities where we suggest that students work in pairs or groups of three, you may feel that your students will gain the most from the activity by working individually. Conversely, for some activities, rather than having students work individually, you may find it more practical to have them work with a partner. For activities that require the use of computers and the Internet, instead of having students work at a Web site on their own, you may prefer to use a computer and digital projector to lead your students through the Web site in a whole-class activity. You should present each activity in a manner that satisfies your objectives and is appropriate for the capabilities of your students.

To enhance your instruction of the activities, consider the following:

• Use a variety of instructional tools, such as traditional boards, whiteboards, overhead projectors, computers, scanners, digital projectors, and document cameras to present material in an effective and interesting manner.
  
• Preview every Web site and work through any exercises so that you are better able to offer guidance during the activity.
  
• Demonstrate the use of Web sites to your students before they begin working at the site.
  
• Paste the URLs of Web sites in your browser to make the Web site easy to access.
  
• For activities that require students to cut out number cards, copy the cards on card stock and laminate them to preserve them for future use.
  
• For activities that include games, provide a homework pass or other prize to the winners.
  

We hope that the activities in this resource prove to be both interesting and enjoyable for you and your students, and that the activities help your students master the math concepts and skills of the Standards at your grade level. We extend to you our best wishes for a successful and rewarding year.

Judith A. Muschla
Gary Robert Muschla
Erin Muschla-Berry

About the Authors

Judith A. Muschla
received her BA in mathematics from Douglass College at Rutgers University and is certified to teach K–12. She taught mathematics in South River, New Jersey, for over twenty-five years at various levels at both South River High School and South River Middle School. As a team leader at the middle school, she wrote several math curriculums, coordinated interdisciplinary units, and conducted mathematics workshops for teachers and parents. She also served as a member of the state Review Panel for New Jersey's Mathematics Core Curriculum Content Standards.

Together, Judith and Gary Muschla have coauthored a number of math books published by Jossey-Bass:
Hands-On Math Projects with Real-Life Applications, Grades 3–5
(2009);
The Math Teacher's Problem-a-Day, Grades 4–8
(2008);
Hands-On Math Projects with Real-Life Applications, Grades 6–12
(1996; second edition, 2006);
The Math Teacher's Book of Lists
(1995; second edition, 2005);
Math Games: 180 Reproducible Activities to Motivate, Excite, and Challenge Students, Grades 6–12
(2004);
Algebra Teacher's Activities Kit
(2003);
Math Smart! Over 220 Ready-to-Use Activities to Motivate and Challenge Students, Grades 6–12
(2002);
Geometry Teacher's Activities Kit
(2000); and
Math Starters! 5- to 10-Minute Activities to Make Kids Think, Grades 6–12
(1999).

Gary Robert Muschla
received his BA and MAT from Trenton State College and taught in Spotswood, New Jersey, for more than twenty-five years at the elementary school level. He is a successful author and a member of the Authors Guild and the National Writers Association. In addition to math resources, he has written several resources for English and writing teachers; among them are
Writing Workshop Survival Kit
(1993; second edition, 2005);
The Writing Teacher's Book of Lists
(1991; second edition, 2004);
Ready-to Use Reading Proficiency Lessons and Activities, 10th Grade Level
(2003);
Ready-to-Use Reading Proficiency Lessons and Activities, 8th Grade Level
(2002);
Ready-to-Use Reading Proficiency Lessons and Activities, 4th Grade Level
(2002);
Reading Workshop Survival Kit
(1997); and
English Teacher's Great Books Activities Kit
(1994), all published by Jossey-Bass.

Erin Muschla-Berry
received her BS and MEd from The College of New Jersey. She is certified to teach grades K–8 with Mathematics Specialization in grades 5–8. She currently teaches math at Monroe Township Middle School in Monroe, New Jersey, and has presented workshops for math teachers for the Association of Mathematics Teachers of New Jersey. She has coauthored four books with Judith and Gary Muschla for Jossey-Bass:
Math Starters, 2nd Edition: 5- to-10 Minute Activities Aligned with the Common Core Standards, Grades 6–12
(2013);
Teaching the Common Core Math Standards with Hands-On Activities, Grades 6–8
(2012);
The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills
(2011);
The Elementary Teacher's Book of Lists
(2010); and
Math Teacher's Survival Guide, Grades 5–12
(2010).

Acknowledgments

We thank Jeff Corey Gorman, EdD, assistant superintendent of Monroe Township Public Schools, Chari Chanley, EdS, principal of Monroe Township Middle School, James Higgins, vice principal of Monroe Township Middle School, and Scott Sidler, vice principal of Monroe Township Middle School, for their support.

We also thank Kate Bradford, our editor at Jossey-Bass, for her guidance and suggestions on yet another book.

We want to thank Diane Turso for proofreading this book and putting it into its final form, as she has done with so many others in the past.

We appreciate the support of our many colleagues who, over the years, have encouraged us in our work.

And, of course, we wish to acknowledge the many students we have had the satisfaction of teaching.

Section 1

Standards and Activities for Grade 3

Operations and Algebraic Thinking: 3.OA.1

“Represent and solve problems involving multiplication and division.”

1. “Interpret products of whole numbers, e.g., interpret
as the total number of objects in 5 groups of 7 objects each.”

Background

When items in equal-sized groups are combined, multiplication can be used to find the total number of items. For example, hamburger rolls are sold in packages of 8 rolls. If 3 bags are purchased, you can multiply to find the total number of rolls. Three packages (groups) of 8 rolls can be expressed as
The product is 24 rolls. Note also that
but in this case there are 8 groups of 3 items per group.