The number three is the next number for the 12 Days of Christmas. Students from kindergarten through high school work with the number three in one of the most representative of formats – the triangle. The focus for today is triangular numbers. Triangular numbers are polygonal numbers where the number of vertexes in a figure formed by a certain polygon is three.

Day five has students writing about circles. The “Writing About…” activity has proved very popular in all disciplines as it supports making writing about mathematics accessible to many students who might otherwise be challenged. The facilitation notes are provided below. As an alternate task (or additional) there is a discrepant activity. They then write about the investigation and the outcomes as well as their prediction.

The number five is the next number for the 12 Days of Christmas. Secondary students can choose from a variety of investigations all relating to circles. The most basic task is the classic circle in a square. I have also included a figure with various points still shown that some students may find beneficial as they are working. For an alternate task a circle has been circumscribed as well as inscribed in the square. For an interesting twist, have students study the figure and generate a list of questions that might be of interest based upon the figure. Again a figure with selected points has also been provided. Other tasks can be given to students based upon any of the other figures that have been included as well as researching Descartes' Circle Theorem.

Five golden rings inspire tasks that involve writing about circles to working with circles. There are several options depending upon the needs of your students. • The first task is writing about what makes zero special. Zero is framed in a circle as a visual prompt for students to think about a circle not having any sides. • The second task has students going on a “Circle Hunt”. • The third task has students using circle counters to decorate a Christmas tree (work mat provided) while composing and decomposing numbers. Facilitation notes for the task are provided.

Day five has students writing about circles. The “Writing About…” activity has proved very popular in all disciplines as it supports making writing about mathematics accessible to many students who might otherwise be challenged. The facilitation notes are provided below. As an alternate task (or additional) there is a discrepant activity. They then write about the investigation and the outcomes as well as their prediction.

The number five is the next number for the 12 Days of Christmas. Secondary students can choose from a variety of investigations all relating to circles. The most basic task is the classic circle in a square. I have also included a figure with various points still shown that some students may find beneficial as they are working. For an alternate task a circle has been circumscribed as well as inscribed in the square. For an interesting twist, have students study the figure and generate a list of questions that might be of interest based upon the figure. Again a figure with selected points has also been provided. Other tasks can be given to students based upon any of the other figures that have been included as well as researching Descartes' Circle Theorem.

The activities in this 20 page packet on A Study of the Real Number system include two application probes, 2 investigations, 7 tasks to probe students deeper into their study of this topic, and several pre-assessment and writing activities that support the development of the language of mathematics. Student activity and investigation sheets are provided as well as teacher facilitation notes. Many of these activities can be extended into the Complex Number System as well.

Patterns anyone? Mathematics has at its heart patterns. Students must be provided multiple opportunities to discover and find patterns on their own if they are to make meaning and develop understandings. See how various types of patterns can be explored using the TI-15.

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!

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. Using doubles is one of the foundational strategies for primary mathematicians as they are building number sense. Connecting this study to a familiar story makes these activities more engaging for students. Additional literacy connections are suggested for use with introducing the concept of doubles. 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. 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 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. Using doubles is one of the foundational strategies for primary mathematicians as they are building number sense. Connecting this study to a familiar story makes these activities more engaging for students. Additional literacy connections are suggested for use with introducing the concept of doubles. 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. 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 number 9 is considered by many to be lucky and to be magical. Students of all ages enjoy working with the number 9 and experiencing its magic firsthand. For younger mathematicians studying the patterns in the 9s column on a numbers chart can reveal some mysteries of the number 9! This activity is great 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!

Today is all about the wonderful number 10! A few activities are given for you to choose from to meet the needs of your students. First students can create a Christmas tree using their pattern blocks. There is a triangle template provided for younger mathematicians who would benefit from having a work mat to follow. We'd really 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 number 9 is considered by many to be lucky and to be magical. Students of all ages can enjoy any of the vast selection of activities centered around the number 9 found in the K3 and Intermediate/MS packets. For secondary students I am taking this opportunity to share one of my favorite problems from a famous historical mathematics document: The 9 Chapters on Mathematical Art.

The number 9 is considered by many to be lucky and to be magical. Students of all ages enjoy working with the number 9 and experiencing its magic firsthand. Check out the K3 packet for introductory activities that may be appropriate for some students. For intermediate and middle school mathematician’s, multiplication patterns and division patterns will be extended. 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!

Today is all about the wonderful number 10! Our base 10 number system has the number 10 at its heart! Today there are a few activities to choose from to meet the needs of your students. First is a writing prompt that gets students thinking about very large and very small numbers. We'd really like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Today is all about the wonderful number 10! Our number system is base 10. There are activities in the K3 and Intermediate/MS packets that you may find meet the needs of some of your students as well. For secondary students, I had fun scouring my notes and files pulling together a collection of puzzles that involve 10 in some form! You can pick and choose based upon the needs of your students! The fifth puzzle is a classic puzzle via Japan. We'd really like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Today students of all ages will play will working with one of my favorite mathematical topics of all time: Pascal’s Triangle! Beginning and young mathematicians will be introduced to the triangle. Students can spend a lot of time “tinkering with” the triangle as they discover more and more patterns. The following is an adaptation of one of the chapters in the Primary Activity Packet for Rooster’s Off to See the World, eBook by Tammy L Jones that can be found here on TES USA or TES UK. This activity is great with students with dyslexia and language-based learning deficiencies. Please leave a review.

Twelve is the second teen number that beginning mathematicians encounter. Unlike eleven, the number twelve does have a more prominent role in our daily lives. There are usually a dozen eggs in an egg carton at the grocery. There are 12 hours on the face of a clock. In the English Standard Measurement System there are 12 inches in a foot. So today is all about 12. We'd really like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Today students of all ages will play will working with one of my favorite mathematical topics of all time: Pascal’s Triangle! Intermediate and middle school students, if they are not familiar with the triangle, can investigate the basic structure of the triangle using the 12 Days of Christmas as the backdrop. See the K3 activity for some questions/patterns that are appropriate for introductory work with the triangle. Blank triangles and work mats are also provided in the K3 activity pack. Be sure to have students first investigate the triangle and discover the basic pattern of creating the triangle before they move forward. This activity is also great for students with dyslexia and language-based learning deficiencies. Please leave a review.