Students determine if a design solution works as intended to change the speed or direction of an object with a push or pull by designing and creating a ramp.  They test their design, make improvements and redesign their ramp before retesting.  They graph their data to determine which ramp makes their ball hit their intended target.

Comparing two sets using the words more, fewer, and sameMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

This resource is a remix from Illustrative Mathematics https://tasks.illustrativemathematics.org/content-standards/tasks/1081. Suggested Modifications: It is imperative that students in their early ages of mathematics education be introduced to the idea of the number line that makes sense. In other words, they usually count the tick marks on the number line which leads to an inaccuracy in the algorithm. To help them better understand number lines, the suggestion is to introduce the idea number paths which is another way of looking at a number line. To help better facilitate the lesson, I have added a downloadable document student activity that can be used in cooperative learning groups to facilitate mathematical discourse. This activity also encourages literacy in the curriculum.   

This is a remix of Goody Bags from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/tasks/1113.  This lesson is about about counting a set of objects and writing the number.  The purpose of this task is to give students practice counting 20 or fewer objects orally and writing the number that matches how many they count from each bag or bucket to support sol K.1a and K.1b.  Students will play Count the Room game with a partner.  I often have my students work with a partner because it encourages more engagement and increases individual achievement compared to students working alone.

There are three developmental levels of counting.  The first level and most basic is repeating the rote sequence of numbers.  The second or middle level is developing one-to-one correspondence.  The third or highest level is knowing the cardinality of numbers.  This game will help students to develop these 3 levels in a fun and engaging environment. 

Lesson plan to use with students in Kindergarten to help them count to 20 and also read and write the numbers. 

Comparing two sets using the words more, fewer, and sameMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Students use what they know about shadows to design and create a structure to provide shade.

Students will find helpful resources for learning and practicing math skills and processes in this eMediaVA collection.

This collection has resources organized by grade level teachers can use to teach math.

Solve story problems involving joining, separating, and part-part-whole                scenarios.Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Comparing two sets using the words more, fewer, and sameMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.