After watching dozens of adults totally miss the English contribution to this simple little game, I thought this would be a great way to teach students how to recognize the difference between what words describe and what numbers calculate. Toward that end, I created an exercise to show how “English vs Mathematics” solves the puzzle within this game. I’ve also listed activities that can be used at each grade level from PreSchool to grade eight to help students make the distinction between language usage and mathematical language using manipulatables in the lower grades, as well as more intellectual ideas about the differences in language and mathematics which they all unknowingly use every day (another resource to come).

CCSS for PreSchool*/Kindergarten** 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). *Typical students **Special Needs The objective of these activities is to help students visualize numbers through instruction and sensory/visual interaction using simple, familiar materials with which they interact and use to create tangible representations of numbers using their tactile, visual, and auditory senses. Typical students in pre-school and students with special needs enrolled in Kindergarten will benefit mostly from this hands-on lesson. However, older students with severe developmental disabilities may be able to learn numeration from this activity, as well.

Ditch the Worksheets! Hands-on Learning: Math Facts "How I Taught Eight Boys With Severe Behavioral Problems Math Facts in Six Weeks Without Textbooks, Worksheets, Paper, and Pencils One Hot Summer" Instead of using worksheets, find practical ways for children to use math . Counting things, measuring things, building things, interacting with technology.

Goal: This unit teaches students in grades K-1 (2-4 remedial) about ones, tens, hundreds, etc. Objectives: 1. Students will understand that ten pennies are equal to one dime or ten cents. 2. Students will make and defend choices regarding spending and saving. 3. Students will generalize the relationship between pennies and dimes to that between dimes and dollars, pennies and nickels, and nickels and dollars. 4. Student inquiry questions and discussion will be used to determine student understanding and need for individualized instruction when applicable. 5. Students' knowledge will be assessed before and after activities using open-ended questions and friendly debates. (NOTE: GRADES 2-4, use dimes and dollars)

Goal: To facilitate understanding of solar energy and its uses and develop an appreciation on how animals depend on humans during cold weather, as well as undertaking an engineering project and conducting an informal scientific study Objectives: 1. Students will learn how to use passive solar energy to melt ice in a bird bath so the birds can have a water source for drinking during the winter 2. Students will create the schematics to use in constructing a passive solar bird bath with assistance and/or guidance from an adult expert. 3. Students will use the schematics to build the passive solar bird bath with expery adult assistance. 4. Students will install the passive solar bird bath with expert adult assistance and present the project to parents, peers, and school staff. 5. Students will conduct and present the results of an informal scientific study. This unit project can be used at any grade level; however, the informal scentific study should be conducted by older children and gifted students Younger children and students with special needs can learn to observe and count/record data with teacher assistance.

We Often Review Key Operations Using Technology We Often Review Key Operations Using Technology Instead of collecting students cell phones (and other technology), use those cell phones to get kids excited about math.

Goal: To create interest in/understanding of geography through exploration and mapping Objective: 1. Students will work in pairs to locate pokemon go figures on or within walking distance of school in search of hidden treasure ("gold coins"), following longitudinal/latitudinal clues using compasses to help locate each "gold coin." (for prek-second year students, use alphabetical mathematical problems, riddles, or simple code.) Note: more than one coin tin be placed at each stop according to the "value" of each pokemon character. multiple coins should be placed in individual plastic bags - enough for each pair. perhaps any not claimed tin be awarded to pairs that a. finish first; b. collect the most coins; c. collect the most Pokemon; d. have the highest scores, etc.) 2. Students will retrace their steps and take note (draw, videotape, vocally record, write, etc.) information individually, and as a class create a "thought map" of the area explored as a collaborative enquiry discussion of following: a. area covered from point a (school ) to point b b. (farthest parameter) c. number of steps, feet, yards, fractions of mile, miles, etc. covered 3. Students will also identify visual markers: a. street signs b. other markers (alleys, parks, houses, etc.) 4. Students will measure area after consensus of how it is to be measured, then create map scale - how many feet, yards, miles - and map equivalent: one inch = one mile. 5. Students will individually create treasure map games on Scratch or as Board Match , etc.

Goal: Start the new school year establishing a relationship with each students' parents. Send a short text or email introducing your students' family to the teacher and permission to send or drop by with a short list of things students can do to get ready to start the school year, each of which relates to the nine activities planned for the first week of school. Objectives: 1. Students and parental figuers will get acquainted with teacher, expectations for students and PF's participation in class activities. 2. Students and PF's will learn things about each other and establish a rapport. 3. Students will be asked to complete specific simple tasks and to be sure to bring very specific items to them the first day of school. 4. Students and parents will be introduced to and experience flipped classroom activities right from the start of school, using fun activities for children and adults. 5. Students will engage in several mysterious activities that will have them anticipating the first day eagerly. 6. Parents will be provided with contact information and told they will be contacted by text or email regarding their children's progress and/or any issues that may arise. 7. Students will also have an opportunity to communicate with teacher before the first day of school.

As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMS SPECIFICALLY FOR GIRLS Goal: Students will learn how to develop an hypothesis and create an engineering investigation to solve a hypothetical problem. Objectives: 1. Students working in one of two groups will follow the steps in engineering design/experimentation to create an hypothesis regarding the use of limestone vs. concrete to create blocks to be used in building miniature pyramids. 2. After learning how to mix limestone or concrete (depending on group), students working with either limestone or concrete will follow the steps in engineering design. 3. Students will build miniature pyramids using either limestone or concrete. 4. Students will test their pyramids' ability to withstand strong winds, sandstorms, and torrential rains using simulation. 5. Students will determine whether concrete or limestone were most likely used to build the Egyptian pyramids by using both to create mini-blocks and using them to create pyramids. 6. Students will record results using charts and anecdotal records. 7. Students will complete engineering a solution by working as a class by designing and building a prototype pyramid that can withstand salt water and aquatic conditions for the future scenario.