This is a remix of Comparing Numbers from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/tasks/1102.The purpose of this game is for students to practice comparing 3-digit and 4-digit numbers, use the appropriate vocabulary, and symbol to support sol 3.1c.  Games are a great way to have students practice a skill and my students love to play them.  Students work with a partner to compare two numbers, discuss how they know if the first number is greater than, less than, or equal to the second number, and write the symbol. This game would be played after students are familiar with comparing numbers, the vocabulary, and symbols.     

Students search for a French brand car to describe and then play a 20-questions style game with partners to guess and figure out what each other's selected cars look like.

This is a remix of India’s Bathroom Tiles from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/3/MD/C/7/tasks/1990.The purpose of this activity is for students to explore different ways to find area to support sol 3.8b.  Students are presented with a real-world problem.  How many tiles will India need to buy for her bathroom? Problems of this type give students a better understanding of why they need to learn about area. 

Students review a few main rules for when and how to use the subjunctive, review a handful of common expressions that trigger subjunctive usage, and then work in partner groups to translate and diagram 12 sentences.  

Counting money is an important life skill.  I created this game to give my students hands on practice with counting money.  This activity supports sol 3.6a, determine the value of a collection of bills and coins whose total value is $5.00 or less.  This game has three recording sheets so that you can differentiate based on the needs of your students.  Students play with a partner to roll a die, write the number under each column, and put coins on the work mat to count.  Before playing this game, we sorted coins and talked about their characteristics.  Students need to be able to recognize the coins and know their value to be able to count money.  While students play the game, I walk around to help students as needed and to assess their counting ability.  This helps to guide my instruction for future lessons.

This is a remix of Start-Stop Counting from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/tasks/361.  The purpose of this activity is to give students practice on counting to 100 to support sol K.3a.  Counting skills are essential components of the development of number ideas.  For some Kindergarten students, it is a difficult skill that requires a lot of practice.  This counting activity is like the game Duck Duck Goose except there is no chasing to get a spot.  This fast-paced game will keep your students’ attention because it is so fun!  Also, I have added a 100-chart partner activity for counting to 100.