One Duck Stuck, by Phyllis Root, is a beloved children’s book. Not only does the story engage children it can also serve as a foundation for many mathematical investigations for primary mathematicians. These lessons draw from the counting and cardinality standards as well as those dealing with positional relationships. Questions are provided that can be used during the development of the activity to determine the desired focus of the lesson. It is very important that young mathematicians understand that numbers are quantities represented by numerals, pictures, numerals, etc. Materials are listed for each of the activities. The 12 pages include both black line masters as well as color masters have been provided. Suggestions for preparing the materials have been noted as well to facilitate making classroom sets for long term use. 6 blackline and color masters 4 pages of facilitation notes and sample questions This resource is useful for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allow children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Color masters are provided for both activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable. This resource is useful for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allow children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. This resource includes color masters for both activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Spatial reasoning requires students to probe deeper than just surface work with facts and formulas. In the three tasks provided, students are required to measure, create, and justify their thinking. Facilitation notes are provided as well as a sample graphic for a word wall. There are also single pages of the activities as task cards that are suitable for students using in their Mathematician’s Notebook. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Primary mathematicians need opportunities to work with data. Making connections to measurement and literature support building deeper understandings. Five activities, some with literacy connections, five formative assessments, and two investigations are provided. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Rooster's Off to See the World, by Eric Carle, is a beloved children’s book. Not only does the story engage children it can also serve as a foundation for many mathematical investigations for primary mathematicians. Children benefit from using Five Frames and Ten Frames while learning basic number facts. Making ten is one of the key strategies young mathematicians need to experience as they are developing fluency with addition and subtraction. Students should have many opportunities to work with composing and decomposing numbers in a variety of ways. Connecting to a familiar story makes these activities more engaging for students. “How many?” , building and filing five frames and ten frames, and composing and decomposing numbers are all covered in these activities. Questions are provided that can be used during the development of the activity to determine the desired focus of the lesson. It is very important that young mathematicians understand that numbers are quantities represented by numerals, pictures, numerals, etc. Materials are listed for each of the activities. The 17 pages include both black line masters as well as color masters have been provided. Suggestions for preparing the materials have been noted as well to facilitate making classroom sets for long term use. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

The study of geometry and the world around us begins before primary mathematicians start school. Beginning mathematics should be able to identify shapes and solids, with a focus on their properties and relationship for developing abstract thinking and making conjectures. Primary students describe, represent, and investigate relationships within a geometric system. Children verbally describe two and three-dimensional objects and give examples as well as draw representations of both. These four activities are suitable for both large group and small group as well as centers or learning stations. They can be extended and differentiated to meet the needs of diverse students. Literacy and writing connections are also given. The sorting mat is also given separately to print 11X17 inches for primary mathematicians to use. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allows children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. This resource is good for children with dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Number charts support the investigation of and discovery of many number patterns as well as serve as an aid in developing fluencies with composition and decomposition of numbers. This 38 page packet offers aids for investigations from a 10 frame, 20 frame, up to the 100 chart, 200 chart, and a 1000 chart (counting by 10s) support students as they are further developing their understandings of the base ten number system. Multiple charts per page are provided that will fit nicely into the Mathematician’s Notebook.

One Duck Stuck, by Phyllis Root, is a beloved children’s book. Not only does the story engage children it can also serve as a foundation for many mathematical investigations for primary mathematicians. The natural progression from counting and making comparisons is to composing and decomposing numbers. The earlier experiences with sets and the relationships between numbers laid the foundation for young mathematicians to learn about operating with numbers. Using operations to make sense of situations in their world or to describe events in their world helps young children build an understanding for the need for operations. The discovery of some basic properties, such as the commutative property of addition, also allow students to build strategies for working with progressively larger numbers as they move from kindergarten through second grade. Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating a familiar story allows children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Questions are provided that can be used during the development of the activity to determine the desired focus of the lesson. It is very important that young mathematicians understand that numbers are quantities represented by numerals, pictures, numerals, etc. Materials are listed for each of the activities. The 25 pages include both black line masters as well as color masters have been provided. Suggestions for preparing the materials have been noted as well to facilitate making classroom sets for long term use. 16 blackline and color masters 8 pages of facilitation notes, sample questions, and extensions This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

NCTM describes “representation” as referring to both a process and a product. So mathematical representations include all the different ways that students depict their thinking as well as the processes they use to put their thinking into those forms. Representations have often been taught as an end in and of themselves, most as essential elements in supporting students’ understanding. When students gain access to mathematical representations and the ideas they express they acquire a set of tools that significantly expand their capacity to model and interpret physical, social, and mathematical phenomena. This activity takes two- and three-digit numbers and represents them through a concrete manipulative, the written symbol, a verbal symbol, a diagram, picture, graph, drawing, or table, and an algebraic representation with a mathematical sentence. There is also a contextual problem for the students to work through. There are 6 sets of cards, each with 6 representations with facilitation notes. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allows children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Color masters are provided for both activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable. This resource is useful for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Dominoes are one of the older and more versatile of manipulatives. Dominoes serve as a concrete representation for many mathematical concepts. The use of dominoes can serve as a bridge for many students to the more abstract understandings that need to be developed. Using dominoes to generate fractions, equations, and expressions engages students in a way that just working on a typical worksheet does not. Also, dominoes can be used to differentiate for diverse student levels as well as diverse problem sets. Having students select dominoes to generate a set of problems provides opportunities for students to thoughtfully think about the components of the problem as they are creating it. This collection of activities for secondary mathematicians offers a variety of experiences using dominoes. Activity pages including unknowns and comparisons, domino equations, and domino ratios are provided. Multiple charts per page are provided as well as blank charts for extensions. The two per page and four per page will fit nicely into the Mathematician’s Notebook. This resource is great for students with dyslexia and language-based learning deficiencies.

Literacy and art connections, as well as geometric connections, provide opportunities for students to build understandings as they are working with place value. Several ideas and activities are given as well as a power point are included in this packet. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

One of the primary works of the secondary mathematician is building functional fluency. NCTM describes “representation” as referring to both a process and a product. So mathematical representations include all the different ways that students depict their thinking as well as the processes they use to put their thinking into those forms. Representations have often been taught as an end in and of themselves, most as essential elements in supporting students’ understanding. When students gain access to mathematical representations and the ideas they express they acquire a set of tools that significantly expand their capacity to model and interpret physical, social, and mathematical phenomena. This activity takes quadratic functions, with the same domain set, and represents them through verbal, tabular, graphical, symbolic, and set representations. There are six sets of cards, each with 5 representations with facilitation notes. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Perfect resource for RtI/Intervention, small group instruction, or learning stations. Incorporating literature into the mathematics classroom at any level can increase student engagement, as well as support ELL/ESL students. Contains 14 pages with over 15 assorted activities, A MUST HAVE book for all secondary teachers. Several activity sheets and blackline masters are included as well as tables identifying keywords, topics, and suggested manipulatives. Book not included.

Perfect resource for RtI/Intervention, small group instruction, or learning stations. Incorporating literature into the mathematics classroom at any level can increase student engagement, as well as support ELL/ESL students. Contains 9 pages with over 15 assorted activities, A MUST HAVE book for all secondary teachers. Several activity sheets and blackline masters are included as well as tables identifying keywords, topics, and suggested manipulatives. Book not included.

Perfect resource for RtI/Intervention, small group instruction, or learning stations. Incorporating literature into the mathematics classroom at any level can increase student engagement, as well as support ELL/ESL students. Contains 10 pages with over 15 assorted activities, A MUST HAVE book for all secondary teachers. Several activity sheets and blackline masters are included as well as tables identifying keywords, topics, and suggested manipulatives. Book not included.

Perfect resource for RtI/Intervention, small group instruction, or learning stations. Incorporating literature into the mathematics classroom at any level can increase student engagement, as well as support ELL/ESL students. Contains 10 pages with 15 assorted activities, A MUST HAVE book for all secondary teachers. Several activity sheets and blackline masters are included as well as tables identifying keywords, topics, and suggested manipulatives. Book not included.

Perfect resource for RtI/Intervention, small group instruction, or learning stations. Incorporating literature into the mathematics classroom at any level can increase student engagement, as well as support ELL/ESL students. Contains 14 pages with over 10 assorted activities, A MUST HAVE book for all secondary teachers. Several activity sheets and blackline masters are included as well as tables identifying keywords, topics, and suggested manipulatives. Book not included.