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Elementary Resources That Work

Two Hundred One Tasks for the Modern Elementary Teacher

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I wanted to share my new book.

ebook:
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hardcover:
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Dianne Dodson

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Kindergarten Decomposing Differentiated Task/Extension and Choice Task

Name:  ___________________________ Date:  _________________________

Kindergarten Differentiated Decomposing Task:  Complete the task in the graphic organizer.

Blue Group:  Tina has 8 butterflies in a big jar, so she made an 8 stick with cubes to represent the 8 butterflies. She wants to put the butterflies into two jars.  Draw an 8 stick.  Draw a line to break the 8 stick into 2 parts.  The two parts represent the number of butterflies Tina will put in each jar.  Draw horizontal and vertical number bonds to represent the parts and whole in a four square graphic organizer. 

Complete the number sentence in the graphic organizer.

__________=___________+___________

Purple Group:  Tina has 7 butterflies in a big jar, so she made a 7 stick with cubes to represent the 7 butterflies. She wants to put the butterflies into two jars.  Draw a 7 stick.  Draw a line to break the 7 stick into 2 parts.  The two parts represent the number of butterflies  Tina will put in each jar.  Draw  horizontal and vertical number bonds to represent the parts and whole in a four square graphic organizer.   

Complete the number sentence in the graphic organizer.

_________=___________+______________

Green Group: Tina has 6 butterflies in a big jar, so she made a 6 stick with cubes to represent the 6 butterflies. She wants to put the butterflies into two jars.  Draw a 6 stick.  Draw a line to break the 6  stick into 2 parts.  The two parts represent the number of butterflies  Tina will put in each jar.  Draw  horizontal and vertical number bond to represent the parts and whole in a four square graphic organizer.

Complete the number sentence in the graphic organizer.

____________=__________+____________

Draw a _________ stick.	Draw a horizontal number bond.
Draw a vertical number bond.	Complete the number sentence. ____________=______________+___________

© Copyright 2017, Dianne Dodson.  All rights reserved

Name:  __________________________________ Date:  __________________________________

Kindergarten Decomposing Extension Task:  Select another group’s task to complete as a choice/extension task.  Write the addition and subtraction number sentence for each number bond. Complete the task in the graphic organizer.

Blue Group:  Tina has 8 butterflies in a big jar, so she made an 8 stick with cubes to represent the 8 butterflies. She wants to put the butterflies into two jars.  Draw an 8 stick.  Draw a line to break the 8 stick into 2 parts.  The two parts represent the number of butterflies  Tina will put in each jar.  Draw horizontal and vertical number bonds to represent the parts and whole in a four square graphic organizer. 

Complete the number sentence in the graphic organizer.

_____ is ______ and ________

Purple Group:  Tina has 7 butterflies in a big jar, so she made a 7 stick with cubes to represent the 7 butterflies. She wants to put the butterflies into two jars.  Draw a 7 stick.  Draw a line to break the 7 stick into 2 parts.  The two parts represent the number of butterflies  Tina will put in each jar.  Draw  horizontal and vertical number bonds to represent the parts and whole in a four square graphic organizer.   

Complete the number sentence in the graphic organizer.

_____ is ______ and ___________

Green Group: Tina has 6 butterflies in a big jar, so she made a 6 stick with cubes to represent the 6 butterflies. She wants to put the butterflies into two jars.  Draw a 6 stick.  Draw a line to break the 6 stick into 2 parts.  The two parts represent the number of butterflies  Tina will put in each jar.  Draw  horizontal and vertical number bond to represent the parts and whole in a four square graphic organizer.

Complete the number sentence in the graphic organizer.

_______is ___________ and _____________

Draw a _________ stick.	Draw a horizontal number bond.
Draw a vertical number bond.	Complete the number sentence. ________+___________=________ ________+___________=________ ________-___________=_________ ________-___________=_________

© Copyright 2017, Dianne Dodson.  All rights reserved

Represent Subtraction with and without Regrouping when there is a Three-Digit Minuend Task

Name:  ___________________________________  Date: __________________________________

Important Notes:  The teacher will model mastery of representing subtraction with and without regrouping when there is a three-digit minuend. Solve the problem vertically using the subtraction algorithm. 133-17 =______________ Step 1:  Write the problem vertically. Step 2:  When you write a math problem to represent the vertical form, align the digits in the correct place value. Step 3: subtract the ones.  If you do not need to decompose (regroup) one ten to make ten ones, subtract the tens.  Step 4:  Subtract the ones.  If you decompose (regroup) one ten to make ten ones, cross out the number in the tens place, and write the number of tens left in the tens place above the crossed out number.  Cross out the number in the ones place, and write the number of ones in the ones place above the crossed out number.  Subtract the tens. Step 5:  Subtract the hundreds.

Place Value Chart:  Use the place value chart to solve 133-17=_______________. Choice Task/Step 1:  Use a place value chart to represent the total (whole).    Use student-selected manipulatives to represent the total (whole) on the place value chart. Differentiated Task/Task 2:  Select one way to draw the total (whole) on a place value chart.  Task A: Draw disks to represent the total (whole) on a place value chart.  Draw disks in the ones, tens, and hundreds places to represent the total (whole). Task B:  Draw dots to represent the total (whole) on a place value chart.  Draw dots in the ones, tens, and hundreds places to represent the total (whole). Task C:  Draw flats, rods, or cubes to represent the total (whole) on a place value chart.  Draw flats in the hundreds place, rods in the tens place, or cubes in the ones place to represent the total (whole). Step 4:  Subtract the ones.  Can you subtract the number of ones in the bottom from the number of ones on the top in the ones place?    If the number on the bottom in the ones place is smaller or the same as the number of ones on the top, subtract the numbers in the ones place. Step 5:  Subtract the ones.  Can you subtract the number of ones in the bottom from the number of ones on the top in the ones place?  If the number on the bottom in the ones place is bigger than the number of ones on the top in the ones place, you have to unbundle (regroup) a ten.   Exchange a ten as 10 ones.  Step 6:  Put an X on one disk, chip, or rod in the tens place.  Draw an arrow to show the exchange.  Add 10 ones to the ones column.  Step 6:  Subtract the ones.  Step 7:  Subtract the tens. Step 8:  Subtract the hundreds.

Name:  ___________________________________  Date: __________________________________

1.  Write the important notes the teacher modeled to solve the problem.  Solve by writing the problem vertically.  Check your results by drawing disks, dots, or base-ten manipulatives on a place value chart.  133 -17=________________

1. a    Solve the problem with the teacher.  Solve by writing the problem vertically.  Check your results by drawing disks, dots, or base-ten manipulatives on a place value chart.  184 -29=  ________________

1. b or c   Solve problem b or  c with your partner or group.  Solve by writing the problem vertically.  Check your results by drawing disks, dots, or base-ten manipulatives on a place value chart.  b.   148-24=_____________ c.   171-15=_____________

1. d  Solve one problem by yourself.   Solve by writing the problem vertically.  Check your results by drawing disks, dots, or base-ten manipulatives on a place value chart.  163-47=____________ 2. a   Solve the problem vertically without a place value mat. Lisa put 163 pennies in her piggy bank last week. She took 47 pennies out of her piggy bank this week.  How many pennies does Lisa have in her piggy bank now?

Food Chain

Name:  _________________________  Date:  _______________________

Food Chain

Direction:  Draw a land food chain or a water food chain.  Label the producer and consumers in the food chain. 

1.

Direction:  Respond to each question in a complete sentence in your science journal.

2.  Identify one living thing that is a producer in the food chain.  Why is the living thing a producer?

3.  Identify one living thing that is a consumer in the food chain.  Why is the living thing a consumer?

4.  How are producers and consumers alike and different?

5.  What is at the beginning of all food chains?

Bar Graph Tasks

Name:  _________________________  Date:  __________________________

                                                                       Bar Graph Tasks

Direction:  Complete a class favorite animal survey to fill in the blanks.

The students in ______________________’s class selected their favorite animals. Elephant(s) was/were selected by __________ student(s).  Lion(s) was/were selected by ___________   student(s).  Panda(s) was/were selected by __________ student(s).  Tiger(s) was/were selected by ___________ student(s).

Direction:  Complete the task based on your group placement.

Blue Group:

Task One: Create a favorite animal table based on the data from the class survey.  Use the data from the table to make a bar graph. 

Task Two:  Write five questions about the data in the bar graph.

Orange Group:

Task One:  Create a favorite animal table based on the data from the class survey.  Use the data from the table to make a bar graph.  

Task Two:  Write three questions about the data in the bar graph.

Green Group:

Task One:  Create a favorite animal table based on the data from the class survey.  Use the data from the table to make a bar graph. 

Task Two: Respond to the each question in a complete sentence.

1.  How many children choose the lion?

2.  Which animal was chosen the least?

3.  What animal received the greatest number of votes?

4.  How many children voted for their favorite animals in all?

© Copyright 2016, Dianne Dodson.  All rights reserved.

Comparing Length: Centimeters Tasks

Name:  ____________________________  Date:  ________________________

Comparing Length: Centimeters

Select one task to complete.

Task One Part One:  Graphic Organizer

Direction:  Use a five column chart to complete the comparison length problem.  In the first column, draw and label Angle A, and write the total length of Angle A in centimeters.  In the second column, draw and label Angle B, and write the total length of Angle B in centimeters.   In column three, write which angle is longer.  In column four, write how much longer the longest angle is in centimeters.  In column five, write how much shorter the shortest angle is in centimeters.

Task One Part Two: 

Direction: Write and solve one comparing length problem.  Use the template to fill in the blanks to write your own comparing length problem.  

1.  _______________  (name) drew two angles on his/her paper.  Use an inch ruler to draw Angle A and Angle B.

 The first part of the Angle A was _________centimeters long.  The second part of the Angle A was _________ centimeters long.  How long was Angle A altogether?

 The first part of Angle B was ________centimeters long.  The second part of Angle B was  _________ centimeters long.  How long was Angle B altogether?

Which angle is longer in centimeters?  

Angle A             Angle B

How much longer is the longest angle in centimeters?

How much shorter is the shortest angle in centimeters?               

Task Two Part One: Use a five column chart to complete the comparison length problem.  In the first column, draw and label Angle A, and write the total length of Angle A in centimeters.  In the second column, draw and label Angle B, and write the total length of Angle B in centimeters.   In column three, write which angle is longer.  In column four, write how much longer the longest angle is in centimeters.  In column five, write how much shorter the shortest angle is in centimeters.

Direction:  Task Two Part Two: 

1.  Frankie wrote a math problem about two ants.  Use an centimeter ruler to draw and measure Angle A and Angle B.

The first ant walked on angle A.  The first part of the Angle A was 8 centimeters long.  The second part of Angle A was 6 centimeters long.  How long was Angle A altogether?

The second ant walked on Angle B.  The first part of Angle B was 7 centimeters long.  The second part of Angle B was 4 centimeters long.  How long was Angle B altogether?

Which angel is longer in centimeters?  

Angle A             Angle B

How much longer is the longest angle in centimeters?  Which ant walked the farthest distance?

How much shorter is the shortest angle in centimeters? Which ant walked the shortest distance?

© Copyright 2015, Dianne Dodson.  All rights reserved.

Comparing Length: Inches Tasks

Name:  ____________________________  Date:  ________________________

Comparing Length: Inches

Select one task to complete.

Task One Part One:  Graphic Organizer

Direction:  Use a five column chart to complete the comparison length problem.  In the first column, draw and label Angle A, and write the total length of Angle A in inches.  In the second column, draw and label Angle B, and write the total length of Angle B in inches.   In column three, write which angle is longer.  In column four, write how much longer the longest angle is in inches.  In column five, write how much shorter the shortest angle is in inches.

Task One Part Two: 

Direction: Write and solve one comparing length problem.  Use the template to fill in the blanks to write your own comparing length problem.  

1.  _______________  (name) drew two angles on his/her paper.  Use an inch ruler to draw Angle A and Angle B.

 The first part of the Angle A was _________inches long.  The second part of the Angle A was _________  inches long.  How long was  Angle A altogether?

 The first part of the Angle B was ________inches long.  The second part of the Angle B was  _________ inches long.  How long was Angle B altogether?

Which angle is longer in inches?  

Angle A             Angle B

How much longer is the longest angle in inches?

How much shorter is the shortest angle in inches?                                                                          

Task Two Part One: Use a five column chart to complete the comparison length problem.  In the first column, draw and label Angle A, and write the total length of Angle A in inches.  In the second column, draw and label Angle B, and write the total length of Angle B in inches.   In column three, write which angle is longer.  In column four, write how much longer the longest angle is in inches.  In column five, write how much shorter the shortest angle is in inches.

Direction:  Task Two Part Two: 

1.  Frankie wrote a math problem about two ants.  Use an inch ruler to draw and measure Angle A and Angle B.

The first ant walked on angle A.  The first part of Angle A was 4 inches long.  The second part of Angle A was 2 inches long.  How long was Angle A altogether?

The second ant walked on Angle B.  The first part of Angle B was 5 inches long.  The second part of Angle B was 4 inch long.  How long was Angle B altogether?

Which angel is longer in inches?  

Angle A             Angle B

How much longer is the longest angle in inches?  Which ant walked the farthest distance?

How much shorter is the shortest angle in inches? Which ant walked the shortest distance?

© Copyright 2015, Dianne Dodson.  All rights reserved.