• • Activity: Students will  solve addition problems using images or 10 frame tiles.
Common CoreK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,e.g., by using objects or drawings to represent the problem.

• Activity: Students will compare length and weight of different object and identify the tallest, shortest, longest,etc.
Common Core:K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
• # Berry Addition - Gr1

Activity: Students complete math problems on task cards.
Common Core Connection:

CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

• # Solid Figures/ 3D Shapes- Grade K-1

Task Cards: Solid Figures/ 3D Shapes

Activity: Students identify 3D shapes. Students will identify shapes based on number of "flat surfaces" and "vertices."

Common Core: K.G.2 Correctly name shapes regardless of their orientations or overall size.  K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”).  K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).  1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Students do not need to learn formal names such as ―right rectangular prism

• Activity: Students play the game Scoot! to solve basic 2-digit addition problems without regrouping/tradin.

Common Core Connection:  Use place value understanding and properties of operations to add and subtract.
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Lesson Variation: the task cards can be clipped together on a metal ring and placed at a center, or used as early finisher work at individual student seats.
• •MA.2.CCSS.Math.Content.2.NBT.B.5 - [Standard] - Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between ADDITION and subtraction
•MA.2.CCSS.Math.Content.2.NBT.B.9 - [Standard] - Explain why ADDITION and subtraction strategies work, using place value and the properties of operations.

• # Egg-Citing Math! Scoot Around Easter - Gr 2

Task: students solve math problems with a spring/Easter theme.

CCSS:

Operations and Algebraic Thinking

•Represent and solve problems involving addition and subtraction.
•Work with equal groups of objects to gain foundations for multiplication.

Number and Operations in Base Ten

•Use place value understanding and properties of operations to add and subtract.

Measurement and Data

•Measure and estimate lengths in standard units.
•Relate addition and subtraction to length.
•Work with time and money.
•Represent and interpret data.

• # It's About Time! - Gr2

Task: students read an anolog clock and record time to the nearest 5 minutes.

Common Core Connection:

#### Work with time and money.

CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

• Task Cards with QR Code self-check

Gr. 2

Common Core Standard:

Work with time and money

CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

• # Arctic Addition - 2 digit addition word problems within 100 - Gr. 2

Activity: Students solve word problems written on task cards.

Common Core Connection:  Use place value understanding and properties of operations to add and subtract.
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Lesson Variation: the task cards can be clipped together on a metal ring and placed at a center, or used as early finisher work at individual student seats.
• # Place Value Task Cards for Digit Numbers - Gr 2 - 4

Task cards make it easy to differentiate instruction, engage students and assess important skills. They can be used in a guided small group, in a center or as a whole group scoot activity. I also enjoy using them for fast finishers and morning work.

• # Elementary - Finding Perimeter QR Task Cards - Grades 3rd- 4th

Students will find perimeter of a shape and find the missing measurement of side to equal the perimeter of a shape.
Printing Options: Print 2 slides per page
• # Finding Correct Expressions - Gr3

CCSS:

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

• # Fraction Quantity Relative to Whole- Gr. 3

Task Cards: Identify a fraction relative to the whole set
Activity: Students will identify fractions from groups of images.
Common Core: 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a
parts of size 1/b.
• # Geometry Photography Project - Grades 3-5

Activity:  students use the camera on the iPad to take pictures of various geometrical shapes and concepts around the classroom. They then use the app Pic Collage to compile all of the photographs onto a digital poster. Students label the pictures using text tools within the app.

Common Core:

• # Multiplication and Division Practice QR Code Cards- Gr. 3

Standard: MA.3.CCSS.Math.Content.3.OA.B.5 – Apply properties as strategies to multiply and divide.
• Task Cards: Identify and write fractions using images.
Activity: Students will identify fractions from images.
Common Core: 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a
parts of size 1/b.

• # The Baker Math Task Gr. 4

• # Bikes and Trikes Task Gr. 4

• # Leap Frog Fractions - Gr. 4

• # Types of Lines- Gr. 4

Task Cards: Identify different types of lines including intersecting, parallel, and perpendicular.
Activity: Students will identify types of lines from images.
Common Core: 4.G.1 Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures
• # Solving Fraction Word Problems QR Code Cards- Gr. 4

Standard: MA.4.CCSS.Math.Content.4.NF.B.3d - Solve word problems involving addition
and subtraction of FRACTIONS referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations to represent
the problem.

• # Classifying Angles - Grade 4

• • 