Chelsea Kupersmit

Professor Stephanie Niemis

MAT 596

Final Portfolio Rubric

Cover page
Portfolio rubric

_______/1 pt
_______/1 pt

Table of contents
Math Autobiography
Teaching Statement

_______/2 pts
_______/5 pts
_______/10

Introductory Letter

_______/10

Resume
Sample Math Lesson Plan Taught
Lesson Plan with activities

_______/5 pts

pts
pts

_______/10 pts
Assessment
_______/3 pts
Reflection
_______/5 pts
Sample Math Lesson Plan
Lesson Plan with activities
_______/10 pts
Assessment
_______/3 pts
Literature titles and explanations

_______/10

Math Activities and explanations

_______/15

Websites and explanations

_______/10

pts
pts
pts

Total

_______/100 pts

Table of Contents

Section

Page Number

Portfolio Rubric

Math Autobiography

3-4

Teaching Statement

5-7

Introductory Letter

8-9

Resume

10-11

Sample Math Lesson Plan Taught with Assessment

12-19

Sample Math Lesson Taught Reflection

20-22

Sample Math Lesson with Assessment

23-27

Literature Titles and Explanations

28-30

Math Activities and Explanations

31-37

Websites and Explanations

38-42

Math Autobiography
My math career has always been pretty positive. I don't have my horror stories and I
never experienced the big, bad, scary, math teachers. In middle school and elementary school, I
was placed in the higher level math; something that never clicked for me until the 7th grade
when I was in the Pre-Algebra class and most of the other students were not. It was always the

smart math, which then intimidated me as 9th grader when I was a little freshman in
geometry with sophomores and juniors. I opted to take calculus my senior year and I loved it. I
loved my teacher, the concepts, and understanding the math and feeling empowered by
understanding such difficult concepts. I took calculus again as a college student, and still loved
the ideas and taking it further than in high school, but I was discouraged from taking anymore
math classes because they weren't required and the rumor was calculus 2 was impossible. I
then took physics, which at the time was required for me as a biology major with the intent of
medical school, and thought it would be somewhat similar to my love for calculus. I was
absolutely positively wrong. My first experience to physics was awful, with a professor that was
obviously very intelligent in physics but explained it as if you had the same background as her. I
ended up taking it again because my credit for it did not transfer, and I did much better that time
around. However, I feel like my physics experience threw me off a bit to math, and it definitely
didn't make me continue my love for calculus.
As a mathematician, I truly enjoyed all the formulas and the plugging it in part of math. I
loved learning about calculus and the sort of thrill you got when the solution to really difficult
problem became apparent. I also enjoyed the fact that you could go back and check your
answers. The fact that an answer is available, and you could check it yourself instead of
following a "answer key" is awesome to me. The only thing that I struggle with as a
mathematician is the application of math and the real world. I remember students in calculus
always asking the question When will I ever use this? and the teacher would say "Well, you
won't unless you get a career in this field". To me, that is what makes the higher level math hard
to be passionate about; unless you're just passionate because you're good at it. Overall, I think
while in schooling I was a great mathematician, however now that I am out of practice in those

concepts, I am just an average math seeking person like everyone else. I even use my calculator
on my phone to give a tip at a restaraunt!

Personal Statement
Growing up, I always loved learning and I was eager to become any profession I dreamed
of being. I would learn about something and want to master it immediately. Once I did that, I
would tell everyone about it and then move onto the next thing for the process to start all over
again. When I am interested in something, I want to know everything there is to know about it.
This passion from learning continued to grow into a love for educating.
When I was sixteen I realized I loved teaching gymnastics more than competing
gymnastics. My mother would always tell me that I was the mom of the gym, that all the kids
there looked up to me and it was only right that I would be the one who taught them. The love of

teaching kids gymnastics is the reason I tutored at an elementary school during college, and now
work at The Goddard School as a teacher. Working with and caring for children is just a natural
instinct to me and it always has been.
Personally, the most important thing a teacher can give is their attention to their students.
Making a student feel like they have an individual importance to the teacher is something that I
think is necessary for all children. Children, in order to thrive, need to feel safe and cared for in
their environment. If a child can see the importance that the teacher is giving to them, they are
able to turn that positivity into something productive. We need support and love from others, and
so do children. My support is something that I want to give them, and have them know that they
can rely on. The ability to establish individual importance from a teacher will truly let each of
the children shine in their own unique ways.
We as adults do not want to work in an environment where we arent receiving the same
effort as we are inputting, so why would a child? A child will work best knowing that their
teacher knows them, knows their personality and knows how to work them. Knowing your
students is philosophy I think all teachers should have. In order to really understand your
students, their capabilities and personalities, you need to establish a personal connection with
them first. Students can only be successful if you know what will help to make them successful.
To me, parents and children are most satisfied when a teacher truly understands a child and their
needs. I would want to be a teacher who can truly understand her students and what they need in
order to work to the best of their abilities.
Setting goals and expectations is also a necessity in my opinion. Students in my
experience were always successful when they knew they had something to work towards. Even if
this goal was something they picked out themselves, they almost always would be able to

achieve it. Having a goal gives you something to have motivation to accomplish. If there is
nothing planned in your path, you are just wandering aimlessly. Children need to know what
direction they need to go in. They also need to know that there is an expectation of how they will
behave and work. Children need guidance, and when you give them the forward direction to go
in, in a positive way, they will hopefully work to their best abilities.
When I enter the teaching field, I will bring a multitude of things to the classroom from
my years of experience. I will bring flexibility and adaptability from being a gymnastics teacher.
There were classes with varying degrees of capabilities of students that you would have to work
through, making a cohesive plan for everyone to be challenged. There were also times when
plans had to be changed mid-class due to time constraints or occupied equipment. The flexibility
I learned while teaching gymnastics is something I will not forget in my classroom. I will also
bring patience from working with one to one and a half year olds. One year olds can not do much
themselves, however, they really want to. The patience I have gained from letting one year olds
gain their motor skills, and obtain their language skills is something that I will bring to children
of all ages. Children need time to sort through challenges at any age. I will bring resilience from
working in a mental health setting with adolescents. Working with adolescents with mental
health issues was a very challenging experience for me. Having the resiliency that those children
had, but also that I had enduring the emotionally taxing experience is something that I will bring
to the classroom. Overall, I hope to combine all the experiences that I have had in addition to
everything I will learn over time to make my teaching ever-changing and adaptable.

Introductory Letter
To Whom It May Concern,
Math is not an easy concept at any age. Most concepts that are taught in elementary
school are almost completely forgotten about by adulthood due to lack of practice. Re-learning
all of the material from elementary school was not an easy task, however it helped me have a
deeper understanding of the concepts and the reasons behind why specific tasks are done in
mathematics education. I had forgotten the process of learning numbers, then moving on to
adding and subtracting numbers, then manipulating numbers into fractions and decimals and
percents, then manipulating shapes and the numbers we can make from them. The process of
how math progresses is often forgotten about just as much as the little tasks, however re-learning
them in a structured way makes it so much more relatable for what students will have to go
through while I am a teacher.
The most important lesson I have learned from understanding and teaching mathematics
is that giving students multiple strategies and allowing them to generate their answers using their

method of best fit is key in education. Students can understand a concept so much better when
they are shown every different way that they can come up with an answer. This includes the use
of manipulatives (base ten blocks for example) and models (such as ten frames). Multiplication
and division were just rote memorization to me, but when we discussed the methods for problem
solving and the strategies that can be used in class, multiplication became an actual concept not
just a memory. The use of manipulatives and allowing students to have their own freedom to
choose from their wealth of knowledge which strategy works the best for them is very important.
Students need that freedom so that they can come up with the answer correctly, but also know
every method that can be used in order to generate that answer helps students really get an
understanding of what math is and how it is done. I believe that higher level thinking is
necessary for students to truly enjoy and want to pursue their math education. I know that using
the strategies myself, made me understand more of what I was solving a problem, rather than the
answer. Knowing the concept of math is often overlooked, however it is just as important as
solving for the right answer.

Sincerely,
Chelsea Kupersmit

Resume
Chelsea Kupersmit
8 Rosewood Drive, Chesterfield, NJ 08515
chelsea.kup@gmail.com
609-817-5117
OBJECTIVE
To use my bright and passionate personality to obtain a elementary school teaching position.
EDUCATION
The College of New Jersey, Ewing, NJ
Masters of Arts in Teaching in Elementary Education, August 2016
Cumulative GPA: 3.6/4.0
Lehigh University, Bethlehem, PA
Bachelor of Science in Psychology, Concentration in Developmental Psychology, May 2014
Cumulative GPA: 3.5/4.0
Burlington County Community College, Pemberton, NJ
Associate of Arts in Liberal Arts, August 2012
Cumulative GPA: 3.9/4.0
TEACHING EXPERIENCE
Student Teacher, Carroll Robbins Elementary School, Trenton, NJ
2nd grade Bilingual classroom
Create and implement Science and Social Studies Mini-Units
Teach lessons in Phonics, Reading, Language and Math
Implement routines and Whole-Brain Approach
Grade homework and classwork
Administer tests

2015

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WORK EXPERIENCE
Lead Teacher, The Goddard School, West Windsor, NJ
2015
Instruct and run First Steps classroom of 12 to 18 month olds
Maintain and organize classroom aesthetic
Conduct social science, cognitive development, natural science, etc. activities
Write and implement lesson plans following Goddard curriculum
Adhere to Goddard Schools policies for health and safety
Compile student portfolios
Write daily reports that are sent home daily
Gymnastics Teacher, Discover Gymnastics Academy, Hamilton, NJ
Taught gymnastics classes to children ranging from two to twelve
Coordinated and implemented routines and lessons
Office assistant collecting payments and scheduling classes
Mental Health Technician, Carrier Clinic, Belle Mead, NJ
Provided patient care services to adolescents aged 13-18

2008-2015

2014

Tutor, America Reads, Donegan Elementary School, Bethlehem, PA

2012-2014
Assisted teacher with grading, reading, writing, computer based activities
Work study position through Lehigh University
Volunteer File Clerk, Dr. Jose Escalona M.D., Mt. Laurel, NJ
Filed and maintained patient dictations and medical documents
Companion, Comfort Keepers, Hamilton, NJ
Aided elderly in tasks with homemaking and activities of daily living
HONORS AND CERTIFICATIONS
CPR and First Aid, October 2016
Phi Theta Kappa Member
Graduated from Lehigh University with Honors
Deans List 3/4 Semesters
SKILLS
Proficient in written and spoken Spanish
Proficient in Microsoft and Mac OSX and related programs
Proficient in billing
REFERENCES
Available upon request

2011-2014

2012

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Sample Lesson Plan Taught with Assessment

Title of Lesson: Number Line Addition

Topic: Exploring a new strategy of single digit addition using a number line.
Grade Level: 2nd grade

Standards:
1. CCSS.MATH.CONTENT.2.OA.A.1 Use addition and subtraction within 100 to
solve one- and two-step word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the
problem.
2. CCSS.MATH.CONTENT.2.OA.B.2 Fluently add and subtract within 20 using
mental strategies.

Overview: This lesson entails single digit addition through the use of a number line.
Essential Questions:
1. What is one strategy for single digit addition?
2. What is one way to use a number line?

Rationale: The purpose of this lesson is for students to learn another strategy for addition.
Students will be introduced to a number line, and its use for single digit addition.

12

Objectives:
Learning Objective

Assessment

SWBAT solve simple addition problems

using number line.

Students will practice new

skills on supplemental worksheets in
their workbooks.
Students will also complete
exit tickets to show understanding of
new content.

Materials:

Tape for number line

Popsicle sticks with addition problems
Pictures to supplement word problems
Math workbook
Pencils and erasers

Prior Knowledge: Students have worked on simple addition problems prior to this lesson.
Students have a foundation of knowledge that encompasses simple addition, place value and
simple word problems, which will help set the stage for this new addition strategy.

Differentiation:
Visual/spatial learners: will provide supplemental pictures and manipulatives
throughout the lesson
Early finishers: will provide additional practice problems/ word problems
Bilingual students: will provide the Spanish translation when introducing new
vocabulary terms

Lesson Beginning: Students will be asked to gather around the carpet so they have a good view
of the carpet. There will be a piece of tape on the carpet to show a number line. Then Ms.

13

Kupersmit will give the number problem 3+2. Ms. Leggio will then stand on the number 3 on the
number line and hop two places to five. She will then explain if we move two spots from 3, we
get to five. So 3+2=5. Ms. Leggio will then give Ms. Kupersmit 4+3. Then Ms. Kupersmit will
stand on number 4 and hop 3 spots.

Instructional Plan:
I Do
0:0:00-0:8:00
Students will gather in the back of the classroom during the hook portion of the
lesson. Teachers will demonstrate how to use a number line in an addition problem with
the life-size number line.
Students will return to their seats for additional instruction. On the overhead
projector, teachers will project a number line using the addition problem 7+3. Teachers
will explain how to use a number line when adding by starting with the greater addend.
Teacher will explain the definition of addend. Teacher will circle the 7 on the number line
and then will hop three spaces to the number 10. The hop will demonstrate the
addition of 3 to 7.
Addend: a number that is added to another
Spanish translation of addend = sumando

We Do
0:8:00-0:15:00
Together we will practice using a number line with six different addition
problems. Students will first be given the addition problem and then asked to identify the
greater addend within the problem. Students will raise their hand and explain where to

14

start on the number line with each practice problem. Another students will then raise their
hand and explain the second step to using a number line. Last, a student will raise their
hand and give the sum of the addition problem. Repeat for each practice problem.
Questions: Which addend is greater? Where do we start on the
number line?
Teacher will write the steps to using a number line on the board as the students
identify each step during the practice problems.
Step 1: Identify the greater addend
Step 2: Start on the number line at the number of the greater
addend
Step 3: Hop on the number line as many spaces as the smallest
addend

You Do
0:15:00-0:25:00
Students will work on Chapter 1: Lesson 2 On My Own section in their math
work books to practice addition with the number line.
Teachers will walk throughout the classroom to assist students who need
additional help on the activity.
Teachers will review the three word problems with the entire class. A number line
and pictures, that correspond with the word problems, will be used to review the word
problems. Students will be asked to volunteer to help explain how they completed the
word problems.

Closure: Students will be given three minutes to complete a two part exit ticket and hand it in to
the teachers. The first part of the exit ticket will ask, What is one thing that you learned today?

15

and the second part will be a practice problem using the number line. We will read the exit ticket
aloud together to review directions.

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17

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Exit Ticket

What is one thing that you learned today?

Using the number line, show how to add 5+3.

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Sample Math Lesson Taught Reflection

Overall I think Stephanie and I had a solid lesson plan on the number line. The activity
went along with the topic that needed to be introduced as their next topic in the curriculum, and
it was a new strategy for addition. Our students have varying math abilities when it comes to
mental math, so the number line was a way for them to learn how to add differently. They had
never been introduced to the number line for addition before. I do not think the content was too
challenging or too easy, and it was a necessary stepping stone for the rest of their math activities.
The number line will be a helpful physical representation even into the future. Our students vary
in their mathematical abilities, and following a concrete itinerary is the easiest for them to
progress in their mathematics.
Our students struggle with writing, so having a written exit ticket not only determines
their knowledge and understanding of the math lesson, but also their improvement in using math
language. I think that this is especially important for our group of students who struggle a lot
with language and with their writing capabilities. Alternative ways for a closure could have been
a discussion, or picking on a few students to explain what has happened. In order to have more
formative assessments throughout the lesson, we did not go over the You Do answers. In order
to get a better consensus of students understanding throughout we could have asked students for
answers or to explain their answers for this section. I think for our students more reinforcement
of writing is working for them, and will continue to be beneficial to them. After looking at the
exit tickets, the students did really understand the concept. Even with going over the word
problems, which is something they usually struggle with, it was clear they understood the topic.
As an educator, I think that I am becoming much more confident in the classroom. The
students are very excited to have both Stephanie and myself in the classroom, which sometimes

21

leads to distractions. Keeping a cool, calm, and collected mind while teaching a lesson is
something that Ive learned is really important. I also think that walking around to check in with
students is something that is feasible, and telling about which students are struggling and which
are not. In our lesson today we walked around a lot to check in with students, and I think that is
really beneficial. I think I have a good presence over the classroom, and the students react well
to the commands I give in the classroom.
For the future, I think using the whole brain approach to control the class needs to be
reinforced more. In order to have a more authoritative presence, i think demanding attention with
the whole brain techniques will be necessary. Also, I think giving the students times with a timer
to complete tasks makes them more focused and determined to remain on task while completing
work independently. In order to keep my classroom management under control in the future, I
will work on projecting my voice to have a stronger teacher presence, and requiring full attention
from the students in order to explain instructions or go over work we have done. Also, when
allowing students to read outloud, it would be helpful to reiterate what the student is saying.
Having students read outloud allows them to feel more in control of the classroom and the
answers they provide, and I do like this approach especially if there is error. This way if there is
error, it allows for some discourse and students the ability to defend their choices. Also for the
future, a variety of closures should be used, instead of one consistent closing technique for a
lesson. We also did the brain break activity at the end of the lesson to transition out, however
it might have been helpful to do it before our lesson. After lunch to settle back into the
classroom, I think a brain break is a helpful routine to establish so students know it is time to
begin work again.

22

Sample Math Lesson with Assessment

Lesson Title: Angles
Grade: 4
Alignment with State Standards:
1. 4.G.1 Draw and Identify lines and angles, and classify shapes by properties of
their lines and angles

23

2. 4.MD.C.5 Geometric measurement: understand concepts of angle and measure

angles.
3. Model with mathematics
4. Use appropriate tools strategically
Mathematics Goals:
1. Students will be able to classify whether an angle is obtuse, right, or acute.
2. Students will be able to identify and measure the angle of two rays using a
protractor.
Students Needs:
1. Students will have previously gone over lines and rays to help them construct
angles.
Materials:
1.
2.
3.
4.
5.

Brass Clasp
Construct
Scissors
Crayons
Worksheet (double-sided)

Lesson Plan
Before:
Students will complete a Do Now activity of cutting out a
worksheet of a clock and arrows for the hands of the clock.
During:
Students will cut out their clock, and arrows for the clock.
Two students will pass out brass clasps once the clocks are cut out.
Another two students will collect trash to recycle.
Teacher will model how to put brass clips in center of the clock
with the two arrows.
Teacher will ask the students to show 3:45 on their clocks. The
teacher will model this as well. The teacher will explain that this is a straight
angle, and take out a protractor to measure it, proving it is 180 degrees.

24

Teacher will ask the students to show 12:15 on the clock, and
model it with them. The teacher will explain that this is a right angle, and take out
a protractor to measure it for 90 degrees.
The teacher will then ask students to show 12:10 on the clock.
Students will be then asked to Turn and Talk if they think the angle is less than
90 degrees or more than 90 degrees. The teacher will then model and measure the
angle with a protractor. Then describe how acute angles are less than 90 degrees.
The teacher will model 6:05 on the clock. Students will be asked to
Turn and Talk if they think the angle is less than 90 degrees or more than 90
degrees. The teacher will then measure the angle with the protractor. Then
describe how obtuse angles are more than 90 degrees.
The teacher will review each type of angle, asking students for
their definitions of each angle for reinforcement.
i.e. What makes an angle a right angle?
The teacher will then ask students to Turn and Talk to generate
their own times for right angles, straight angles, obtuse angles, and acute angles.
i.e. Find a time that represents an obtuse angle.
Students will be given a worksheet to complete individually. One
student will hand out protractors for students to help them complete. After:
After:
After completing their worksheet, students will be asked the
following questions.
What makes an angle obtuse? Acute? Right?
If an angle is 70 degrees what type of angle is it?
90? 170? 89? 14? 124?
Students will be asked to raise their hand and give the answer.
When an answer is given, the rest of the students have to put thumbs up if they
agree, thumbs down if they do not agree. If they do not agree, they must explain.
Assessment:

25

Students will complete a worksheet and turn it in when they are finished.
Accommodations:
Early finishers can try calculating the angles of every angle with their protractor.
Those who need extra help can have pre-cut construction paper and a protractor to
help them. A small group will be pulled aside during individual work for those who
struggle.

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Literature Titles and Explanations

1. Counting
a. My Little Sister Ate One Hare by Bill Grossman
i.
Magic tricks are very fun for students. This book is
about a little girl who eats various things for a magic trick, but refuses to
eat real food. With tangible items that student can visually see, counting
becomes easier. Teachers can also bring in some of the items that she is
eating in the text.
2. Operations
a. 365 Penguins by by Jean Luc Fromental
i.
This book is about both addition and multiplication.
It adds penguins but can also be used to show multiplication. This book
would be great for students who know their addition but are starting
multiplication or even just students doing addition.
b. Elevator Magic by Stuart Murphy
i.
Elevator Magic is a great book for subtraction. It is
a familiar concept and also can be drawn out like a number line. It makes
students easier to grasp the concept by thinking of the numbers as floors
like on a number line instead of just imagining the numbers in their head.
c. Multiplying Menace: The Revenge of Rumpelstiltskin by Pam
Calvert
i.

This book is a great book for multiplication. It

connects to the tale of Rumpelstiltskin that children are familiar with, but
also takes it further with challenges that Peter has to solve. This book
reviews multiplying whole numbers as well as applying concepts for
multiplying fractions as well. It also reviews multiplying by zero, which is
a good added bonus.
d. Divide and Ride by Stuart Murphy

29

i.

This book is about friends going to a fair and

dividing up to go on rides. Students most likely have interacted with this

sort of scenario and having a visual makes the concept easier. These
would be low number divisions as a great introduction to the concept of
dividing up. It also leaves the ability of other operations to make it easier
for students to understand.
3. Measuring
a. Measuring Penny by Loreen Leedy
i.
This book is about a little girl who does extra work
on her measuring homework. While it is a great message and will
hopefully inspire students to take their homework further as well, it also
explains measuring well.
4. Fractions
a. The Lions Share by Matthew McElligot
i.
This book is a story about fractions and sharing
cake. By making the content something relatable and enjoyable to the
students, the students will have a better inclination of understanding
fractions.
b. Full House: An Invitation to Fractions (an innkeeper must feed her
guests) by Dayle Ann Dodds
i.
Students are familiar with parties as well as dividing
food for people to share. Once again this makes the material easier to
imagine because there is a physical example given.
5. Probability
a. A Very Improbable Story by Edward Einhorn
i.
This story is about a boy and a cat. Its very silly but
sells probability in a way that students will remember. The boy has to win
games of probability and he does so with a coin. When bringing this into

30

the classroom, it makes it easier to already have the connection with a

coin.
6. Geometry
a. Sir Circumference and the First Round Table by Cindy
Neuschwander and Wayne Geehan
i.
This story explains the challenge of geometry
operations with circles. With characters like Lady Di of Ameter and
Radius, the concept of a round table becomes easier. This explains the
differences of a rectangle table and a round table, and the math operations
needed in order to solve geometric operations for circles. It also plays into
the very popular story of King Arthur and the knights, which is always fun
for students to read.

Math Activities and Explanations

I.

Place Value Battleship

A. In order for students to understand the concept of place value, the
activity Place Value Battleship can be played. The materials for this game are
scissors, and the Place Value Battleship worksheets. The directions of the game
are as follows. Cut out number tiles to create your decimal place,and use every
number 0-9. Take turns guessing which number is each place, using the correct
value (hundreds, tenths etc.). If the number is correctly guessed, the player
must flip over that number to indicate it was hit, if not, it is a miss. There is
one guess per turn and once one has guessed the entire number, the battleship is

31

sunk. This game is really helpful for students who struggle with the different
place values. It is also a very fun way to reinforce the place values and the names
for each place value. Students work in pairs and can help each other if one is
struggling. This activity also works as a formative assessment, because the teacher
can walk around and see directly if students are using the correct place values and
II.

names for them.

Fishing for 100
A. Fishing for 100 is an activity for addition. The materials for this
game are the directions (on a worksheet) and a card deck without face cards, but
with aces. The directions for the game are as follows. Each player gets 5 cards.
Each card is read as a multiple of ten. For example 6 is 60, 4 is 40, ace is 10, and
10 is 10. Any combinations of cards that make 100 can be put down. The object of
the game is to ask players for numbers that go along with the numbers in your
hand to make 100. Only 2 cards can be used to make 100. The game is played
very similarly to actual Go Fish. Since it is so close to Go Fish, it is very simple
for students to pick up on the rules and the way the game is played. This game is
good for mental math, basic addition facts, and even advanced addition facts. If
these addition facts are easily remembered, students can use them to find

III.

benchmark numbers for more advanced addition problems.

Ten Frame Flash
A. In order for students to have better understanding of their basic
facts, students can play ten frame flash. The directions of the game are as follows.
Have students view a ten-frame then place counters onto the ten frame, without
students seeing. Then uncover the board and recover it within 3-5 seconds. After,
ask students how many counters there were. Then discuss the methods that

32

students used in order to correctly guess the amount of counters. This game can be
played in a variety of ways, including adding another board for addition facts, or
saying the 10 fact. This helps students get better at seeing numbers quickly, and
memorizing patterns. When students can do more problems mentally. When
reviewing subitizing this game is great to use since subitizing is about mentally
generating your numbers quickly. This game can also be used to see which
students are struggling with subitizing and what students do not need any
additional help. Having students explain the ways they were able to see the
IV.

numbers also helps gain insight into the individual students strategies.
Headband Game
A. For reinforcement of part part whole and basic addition facts,
students can play this headband game. The materials for this game are cards with
numbers 1-10 on them. The directions for the game are as follows. Two students
stand at the front of the room. The teacher gives the students each a card to hold
facing outwards on their forehead. The two students can see each others numbers
but not their own. The class will tell the students what their numbers add up to
together. By using the other persons number the players should be able to guess
the number on their own forehead. This activity is a quick way to assess all the
students in their basic math facts. It helps students with addition and subtraction.
The players who have the cards on their forehead are responsible for subtracting,
while the rest of the class is adding. This alternates with the students who are up.
Students can rotate quickly, leading to a good assessment of all the students in the

V.

class.
Golden Ratio Activity

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A. A fun activity to reinforce ratios and measuring is the Golden Ratio

Activity. The materials for this game are the golden ratio activity worksheet, and a
body tape measure. The directions are as follow. Students will follow the
directions on the worksheet which are to measure certain things and then calculate
the ratios given. Then all of the students will compare their results and share,
calculating group ratios. The point is to try the golden ratio which is 1.618. This
game is a great way to reinforce ratios but also measuring. Students will be eager
to figure out what the ratios are and try to figure out which number is the golden
ratio. Once the golden ratio is figured out, it can be researched and applied to
objects other than the body (i.e. photography). Applying the golden ratio to other
objects would be a great extra credit project for students or even a way to push the
VI.

gifted and talented students.

Base Ten Riddles
A. Base Ten Riddles are a great way to integrate word problems and
manipulatives together. The materials needed for this activity are the base ten
blocks and the list of riddles. The directions are as follows. Use the base ten
blocks to solve the riddles such as I have 23 ones and 4 tens. Who am I?. These
riddles are in varying difficulty and really integrate students higher order thinking
while allowing them to use the base ten blocks. Having students be able to see
written language and know it directly correlates with their manipulatives is
something that is critical for problem solving with word problems. This strategy
will become very helpful when doing addition, subtraction multiplication and
division. Having students be able to visualize written word is a strategy from this
game that is irreplaceable. This activity is also good for assessing where students

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are struggling with their base ten representations. Since the riddles are of varying
ability it is easy for the teacher to assess where the difficulties for individual
students arise. Students can compare answers within a group, or go over the
VII.

answers as a class; there are many options.

Three Other Ways
A. Three Other Ways is an activity for students to challenge
themselves with the base ten blocks. The materials needed for this activity are
base ten blocks or a worksheet so students can draw their base ten representations.
The directions for the activity are as follows. Students can work in groups or
pairs. First they show 463 with base ten materials (or drawn base ten blocks) in
standard form. Then they show 3 other ways to represent the number. An extra
challenge would be to ask students to represent this number with only 31 pieces.
Students who can complete this activity with ease have mastered base ten blocks
and being able to think at a higher level about their representation. Students who
struggle may need extra help. This activity is a fun activity but can also be used to
assess those who need extra help and those who have mastered the concept of

VIII.

base ten blocks.

Close Decimals
A. Close decimals is a quick activity to review or even introduce
decimals. The materials needed for this game are the board and something to
write on the board with, if needed. The directions of this activity are as follows.
One student will name a decimal between 0 and 1. Students can continue to name
decimals that are even closer to 1 than the previous number. This activity can also
be done with 0 and 0.5. A number line can also be used to document the numbers
if needed. Because students struggle with just how many decimals are in between

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numbers, this activity is a great way to conceptualize the density of decimals. This
is a great way to see where students are at with decimals and where they are
struggling. Since it is more of an open discussion type of activity it is easier to see
IX.

where students are standing.

Snag a Spoon
A. Snag a spoon is an game for the integration of fractions, decimals,
and percentages. The materials for the game are 51 (handmade) cards with 13 sets
of 3 equivalents, each on their own separate card, and 3 spoons. These equivalents
are 1 number equivalent in fraction, decimal, and percentage form. For example,
25/100, .25, 25%. The cards are shuffled and dealt, 4 to each player. Groups
should be groups of 4 to play the game, with 3 spoons in the center of them. The
dealer picks up a card from the center deck, and decide if they want it. If not they
will pass the card face down on to the next person, and this pattern will continue.
Once a player has three equivalents of a kind, they will try to sneakily grab a
spoon. As soon as the other players notice they should also try to grab a spoon.
The only player who did not notice, or did not grab a spoon, is out and so is a
spoon. The game continues until the last person gets the last spoon and wins. This
activity is a fun way to assess students ability to differentiate between fractions,
decimals and percentages. Because it integrates the three, the teacher can see

X.

where students struggle and where they excel.

Area of a Leaf Activity
A. The Area of a Leaf Activity is a great way to reinforce area and
perimeter. The materials for this activity are marshmallows and a worksheet with
a picture of a leaf. The directions for this game are as follows. Students are asked
to use the marshmallows to find the perimeter and area of the leaf on their paper.

36

Students then can compare their answers to their classmates. After they can even
eat the marshmallows. This activity is a great way to see whether or not students
are understanding the difference between perimeter and area. It also can be a great
do now activity in order to review and move onto the finding the area and
perimeter of more complex geometric shapes than just a square or rectangle.

Websites and Explanations

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A. National Library of Virtual Manipulatives (http://nlvm.usu.edu)

a. This website has a great source of manipulatives for math. It is
organized into grade bands (Pre-K-2, 3-5, 6-8,9-12) with manipulatives that
correspond with the standards that the students are following including numbers
and operations, algebra, geometry, measurement, and data analysis and
probability. There are activities for students to do, as well as manipulatives for
students to interact with if they needed to while doing homework at home. For
example in the Grade 3-5 band under numbers and probability, there are activities
for number lines as well as activities for fractions. There is even an app for the
website.
B. Math Playground (mathplayground.com)
a. Math Playground is a great resource for fun games. The entire site
is colorful and aesthetically pleasing for a child. There are links for games and
activities by grade level, topic, and common core standards. The grades include
grades 1 through 6. The topics include addition and subtraction, multiplication
and division, fractions and decimals, geometry, percent and ratio, and then prealgebra. The common core section is organized by grades 1 through 6. There are
logic problems and word problems included on here. There are also a few spelling
and language games as well for breaks in between. Overall I think the activities
are stimulating, and there are a lot of great choices! For example, tug of war
activity in comparing fractions includes a good range of difficult problems for a
student who needs extra help, or to be pushed further.
C. Math Pickle (mathpickle.com)
a. Math pickle is a resource for students and teacher. It can be
organized by grade (K-12) or by the subjects in math. There are at least 10
activities and the resources needed for the activities (i.e. worksheets, videos, etc.)

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attached. This is a great resource for integrative and group activities for students.
It even gives a video of the Babylonian Number System, for a fun extra activity
for place value.
D. Dr. Math (www.mathforum.org/dr.math/faq)
a. Dr. Math poses a lot of options for students in a easy read manner.
There are headlines for specific concepts that lead you to explanations, but there
are also frequent questions that the students may have for those concepts as well.
There are also conversion links and references that are linked on the website as
well. For students it is a great resource for them to pose their questions and find
answers or explanations they need for concepts they are confused about.
E. Khan academy (khanacademy.org)
a. Khan academy is a great resource for students and teachers. There
is every math subject by grades and by subject listed. In each category there are
videos, tutorials, and activities. There are also tests listed. This website is a great
tool for teachers to enhance their teaching and ways to teach concepts differently.
There are even classes that are provided for teacher to help further their education.
For students, it is an even greater resource. Students can log in and get
individualized instruction based on their needs. This instruction can also be
accessed by teachers to view their progress. The interactive programs and activity
make this a great resource for teachers and students both at home and in the
classroom.
F. Zondle (zondle.com)
a. Zondle is a great resource for teachers to use in class. There are
games for students to play, but they also can double as formative and summative
assessments for students. Games on here can also be used to review for tests.
There are teachers games and students games listed on the website. The

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teachers games are great for them to use with interactive whiteboards for whole
class interaction. There can also be homework assignments listed through Zondle
as well.
G. Kahoot! (getkahoot.com)
a. Kahoot! is a great resource for review games and assessments.
Teachers can create games with questions that they want. This interactive game
that teachers can produce is a great way for teachers to review material but also
give out homework and formative assessments. Theres also an option to quiz
students before a concept to gather their previous knowledge. Students can create
their own quizzes to test each other and theres also access to quizzes across the
globe.
H. Illuminations (illuminations.nctm.org/)
a. Illuminations is a great resource for teachers and students.
Illuminations has lesson plans for grades Pre-K-12, that follow NCTM and
Common Core standards. These lessons are searchable via the standards as well.
The materials are accessible and able to printed/downloaded right from the lesson
plans for ease. For students there are interactives and brain teasers. They both are
also broken down by grades and/or Common Core and NCTM standards. A
separate link leads to E-Examples which show videos and tutorials for specific
topics. These are broken down by grade or grade bands.
I. Calculation Nation (calculationnation.nctm.org)
a. Calculation Nation is a branch off of the Illuminations website,
since it belongs to the National Council of Teachers of Mathematics as well. This
website is a separate website where students can challenge opponents and
themselves. Calculation Nation is mostly for upper elementary and middle school
students, who can apply the different strategies that they have learned in fun ways.

40

Students can find other students in their classroom and pair up with them to
challenge them in a math strategy game. The fact that this is a competition game
is really fun for children, so much so that they forget theyre even reinforcing the
strategies theyve learned in the classroom.
J. Lure of the Labryinth (labyrinth.thinkport.org/www/)
a. Lure of the Labyrinth is an interactive game for middle schoolers
or upper elementary pre-algebra students. It is a interactive narrative game where
students complete math while trying to save their pet and the world from
monsters. This website includes lesson plans to go along with the game, as well as
a professional development tutorial for how to infuse this game in the classroom.
There are plenty of resources for making this game a worthwhile time in the
classroom. Because of student's love for interactive role playing games outside of
school, a game that includes mathematics seamlessly is a great way for students to
get involved and understand their math concepts.