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Math activities for staff meetings set 1

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This document provides descriptions of several short math activities that can be used during staff meetings. The activities are designed to take 10 minutes or less and get people engaged as they arrive. Some of the activities described include having staff members secretly choose a number and have others try to guess it, counting around the room or tables, focusing on a "number of the day" with variations to make it more complex, having staff group similar numbers together in different ways, and taping a number to peoples' backs to have them figure out what number they have through asking yes/no questions. Taking the activities "up a notch" is also suggested, such as having staff write down their work or setting additional parameters to make the tasks more challenging.

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Math Activities for Staff Meetings Set #1 (10 minutes or less. Perfect for a soft opening as people come in) Squeeze Source: Van de Walle Secretly, choose a number. Choose a number below it and one above it that will draw out some good thinking. Draw an unsegmented line to represent a number line. Place your chosen end points on the number line. Start task by saying, My number is larger than (minimum) and smaller than (maximum). Take one prediction of your secret number. The prediction, if wrong, becomes the new endpoint. Mark it with a PostIt. Repeat task with the new endpoints, My number is larger than (minimum) and smaller than (maximum). Continue until a prediction is correct. Number talk starts or writing prompts: How did you make your prediction? Were you using a strategy? Was your prediction close to the actual number? If not, how would you adjust for next time? Grade level adjustments: 1st grade numbers to 100; 2nd grade, use 700s, 800s, 900s; 3rd use fractions to half, simple decimals; 4th 6th use fractions and decimals to hundredths. Take it up a notch: Model student engagement technique by having each staff member record the same moves on a piece of scratch paper or whiteboard or iPod or tablet. Be sure to model that least the four minimum aspects: teacher gives task, ensures participation of at least 80%, monitors each response, and provides corrective feedback. Counting Around the Class Source: Van de Walle Counting forward, backward and starting at any number. Play whole class a few times then set a goal of going around the room quicker and quicker. If you can give more practice by breaking the group into smaller group size counting around the table maybe. Number talk starts or writing prompts: What patterns did you notice? How can this help you with formal assignments? Could you use this to divide without cranking out a computation problem? Variations K-2nd Variations 3rd 4th Variations 5th 6th K just experiment with all Use halves and fourths forward Use fractions, mixed numbers numbers and backward. and decimals, especially landmarks 0.25, 0.2, 0.20 1st and 2nd use numbers high in Count by 25s and build as a their standards (70s through 100) landmark number. Go backwards, through negatives. Double any number including odd numbers. Requires a restart Start with a number in the when the numbers get large. millions and do 1/10th of a number. Take it up a notch: Model student engagement technique by having each staff member record the same moves on a piece of scratch paper or whiteboard or iPod or tablet. Be sure to model that least the four minimum aspects: teacher gives task, ensures participation of at least 80%, monitors each response, and provides corrective feedback. --------------------------------------------------------------------------------------------------------------------------------------------------- Riverside Unified Elementary Education Department: www.elemeddept.blogspot.com www.bit.ly/ElemEdDept www.twitter.com/elemeddept If you use this document, please le us know how you used it, how it worked, and how you would modify it.
Math Activities for Staff Meetings Set #1 (10 minutes or less. Perfect for a soft opening as people come in) Number of the Day Source: Ten Minute Math Select a number for the day. Ask students to make another representation of that number. When you start, give students leeway. If you play the game regularly (at least once a week) begin adding constraints. Example Day 1: Todays number is 24. Write any number sentence that has a result of 24. Example Day 2: Todays number is 24. Write any subtraction sentence that has a result of 24. Example Day 3: Todays number is XX. Write any expression with two operations that has a result of 24. Example with constraints. (1st or 2nd) Write a number sentence with at least two operations. (3rd or 4th ) must include both multiplication and division; must include one fraction; (5th or 6th ) must include one exponent; must have the proper order of operations; must include a decimal; must include a fraction that is not halves or fourths, each new number sentence must be related to the one above it. Take it up a notch: Choose a winner the person with the most unique expressions (unique being one-in- the-class, no one else has it. NOT unique meaning really strange and complicated. Choose a winning table that has the highest number of unique expressions combined. Like Numbers Together Give each student an index card, sticky note, or scratch paper. Write a number between (minimum) and (maximum). Now look at everyones number and get into groups that are alike. Have a number talk about the groups. Record on the board how they are alike. Now group the numbers in a different way. Record. Discuss. Contrast. Repeat. Take it up a notch: Change to prompt to include a specific type of number. Examples: a number in the ten thousands, number that can be factored, an odd number; a base number and exponent, a decimal in hundredths. Guessing My Number Tape a number to each students back (use index cards, sticky notes, or scratch paper). Have students use questions to determine their number. Number talk: What were the last three questions you asked? Why did you ask those? Were you using a strategy? Take it up a notch, assign a two minute write: In two minutes, respond to this prompt, As people tried to guess my number, I realized ___________________. End your composition with, The way I finally guessed my number was ______________________________. Word bank words: estimate hundreds fraction decimal prediction approximately overestimate reasoning increase decrease --------------------------------------------------------------------------------------------------------------------------------------------------- Riverside Unified Elementary Education Department: www.elemeddept.blogspot.com www.bit.ly/ElemEdDept www.twitter.com/elemeddept If you use this document, please le us know how you used it, how it worked, and how you would modify it.

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Math activities for staff meetings set 1

  • 1. Math Activities for Staff Meetings Set #1 (10 minutes or less. Perfect for a soft opening as people come in) Squeeze Source: Van de Walle Secretly, choose a number. Choose a number below it and one above it that will draw out some good thinking. Draw an unsegmented line to represent a number line. Place your chosen end points on the number line. Start task by saying, My number is larger than (minimum) and smaller than (maximum). Take one prediction of your secret number. The prediction, if wrong, becomes the new endpoint. Mark it with a PostIt. Repeat task with the new endpoints, My number is larger than (minimum) and smaller than (maximum). Continue until a prediction is correct. Number talk starts or writing prompts: How did you make your prediction? Were you using a strategy? Was your prediction close to the actual number? If not, how would you adjust for next time? Grade level adjustments: 1st grade numbers to 100; 2nd grade, use 700s, 800s, 900s; 3rd use fractions to half, simple decimals; 4th 6th use fractions and decimals to hundredths. Take it up a notch: Model student engagement technique by having each staff member record the same moves on a piece of scratch paper or whiteboard or iPod or tablet. Be sure to model that least the four minimum aspects: teacher gives task, ensures participation of at least 80%, monitors each response, and provides corrective feedback. Counting Around the Class Source: Van de Walle Counting forward, backward and starting at any number. Play whole class a few times then set a goal of going around the room quicker and quicker. If you can give more practice by breaking the group into smaller group size counting around the table maybe. Number talk starts or writing prompts: What patterns did you notice? How can this help you with formal assignments? Could you use this to divide without cranking out a computation problem? Variations K-2nd Variations 3rd 4th Variations 5th 6th K just experiment with all Use halves and fourths forward Use fractions, mixed numbers numbers and backward. and decimals, especially landmarks 0.25, 0.2, 0.20 1st and 2nd use numbers high in Count by 25s and build as a their standards (70s through 100) landmark number. Go backwards, through negatives. Double any number including odd numbers. Requires a restart Start with a number in the when the numbers get large. millions and do 1/10th of a number. Take it up a notch: Model student engagement technique by having each staff member record the same moves on a piece of scratch paper or whiteboard or iPod or tablet. Be sure to model that least the four minimum aspects: teacher gives task, ensures participation of at least 80%, monitors each response, and provides corrective feedback. --------------------------------------------------------------------------------------------------------------------------------------------------- Riverside Unified Elementary Education Department: www.elemeddept.blogspot.com www.bit.ly/ElemEdDept www.twitter.com/elemeddept If you use this document, please le us know how you used it, how it worked, and how you would modify it.
  • 2. Math Activities for Staff Meetings Set #1 (10 minutes or less. Perfect for a soft opening as people come in) Number of the Day Source: Ten Minute Math Select a number for the day. Ask students to make another representation of that number. When you start, give students leeway. If you play the game regularly (at least once a week) begin adding constraints. Example Day 1: Todays number is 24. Write any number sentence that has a result of 24. Example Day 2: Todays number is 24. Write any subtraction sentence that has a result of 24. Example Day 3: Todays number is XX. Write any expression with two operations that has a result of 24. Example with constraints. (1st or 2nd) Write a number sentence with at least two operations. (3rd or 4th ) must include both multiplication and division; must include one fraction; (5th or 6th ) must include one exponent; must have the proper order of operations; must include a decimal; must include a fraction that is not halves or fourths, each new number sentence must be related to the one above it. Take it up a notch: Choose a winner the person with the most unique expressions (unique being one-in- the-class, no one else has it. NOT unique meaning really strange and complicated. Choose a winning table that has the highest number of unique expressions combined. Like Numbers Together Give each student an index card, sticky note, or scratch paper. Write a number between (minimum) and (maximum). Now look at everyones number and get into groups that are alike. Have a number talk about the groups. Record on the board how they are alike. Now group the numbers in a different way. Record. Discuss. Contrast. Repeat. Take it up a notch: Change to prompt to include a specific type of number. Examples: a number in the ten thousands, number that can be factored, an odd number; a base number and exponent, a decimal in hundredths. Guessing My Number Tape a number to each students back (use index cards, sticky notes, or scratch paper). Have students use questions to determine their number. Number talk: What were the last three questions you asked? Why did you ask those? Were you using a strategy? Take it up a notch, assign a two minute write: In two minutes, respond to this prompt, As people tried to guess my number, I realized ___________________. End your composition with, The way I finally guessed my number was ______________________________. Word bank words: estimate hundreds fraction decimal prediction approximately overestimate reasoning increase decrease --------------------------------------------------------------------------------------------------------------------------------------------------- Riverside Unified Elementary Education Department: www.elemeddept.blogspot.com www.bit.ly/ElemEdDept www.twitter.com/elemeddept If you use this document, please le us know how you used it, how it worked, and how you would modify it.