**CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens**

Students will be given ten dimes and told that they are each worth ten cents. The teacher will have to explain that ten dimes equals 100 cents which is one dollar. The students will be told that this is how money works in real life; therefore, they will need to know this in the future. The students should lay out the coins and count by tens until they reach 100! This could easily be changed to work with fives as well! .

**K.OA.A.4 ****For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.**

First, pass out five flash cards to every student in the class. Have them write the five ways to get the sum of ten with the numbers 1-9 on one side. On the flip side of the card, have them write the answer to the problem. When completed, put them in partner groups. Have them ask each other the questions and show the answers once correct. Until they get the correct answer, have the partner holding the flashcard help with problem solving methods. In doing so, this creates a visual tool (flash cards) and a different perspective with problem solving (the partner) in learning how to get the sum of ten with the numbers 1-9.

**The students will be given a story with all of their vocabulary words in it; they will read the story and learn to understand the vocabulary words through using context clues. They will then be able to understand the words and how the words are to be used. **

After the students read the story, they will identify the vocabulary words and point out context clues that provide clues as to what the words mean. For the activity, the teacher will assign each student with one vocabulary word, and the students will come dressed up the next day as the vocabulary word. This will provide the students a deeper understanding of the vocabulary words.

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**GLE 0207.2.2 Investigate living things found in different places.**

Have each student a necklace. Some have one with a name of an animal, and others with the name of a biome on it. Then have them get up, and the students with a necklace of an animal must find the student with the right biome that the animal lives in. After they find the right biome they talk about why it’s the right biome. Have students make a biome for an animal.

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**GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive.**

Students can design a structure that shows what the parts of the plant and animal are and label each part telling what it does. Also, talk about how the plants and animals need food, water, and air.

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**2.MD.A.1 ****Students will learn to measure and estimate lengths in standard units.**

· Read the short story, *Inch by Inch* by Leo Lionni to the class. Use a 1 inch square tile to measure the inchworm in the book.

· Have the students try to find objects in the classroom that measure 1 inch long.

· Demonstrate to the students how to use a ruler to measure longer lengths, such as a finger or pencil.

· Show the students how to record their measurements: 3 inches, 3”, or 3 in.

Have the students measure longer objects they find in the classroom and record their results.

**2. OA.B.2. – Add and Subtract within 20.**

Before the activity, get a puzzle and write down different addition and subtraction equations. Then put the equations on the puzzle pieces and have the matching answers on other fitting pieces. After putting all the equations and answers on the puzzle pieces, separate the pieces and pair the students up so they have a partner for this activity.

*The students can also write down the equations on a piece of paper so they can work the problems out and see how they get the answers.

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**GLE 0406.1.5 Measure using ruler, meter stick, clock, thermometer, or other scaled instruments.**

Put the students into groups of three, and have 10 stations set up around the room that works with using a ruler, thermometer, and a clock. You can decide how many of each you set up, but you do not need too many because the students will eventually lose focus with a lot of problems. Allow them to write the answers for each station on one sheet of paper per group. This is a meaningful learning experience for them because it is more hands on, and they are being interactive. The students will engage more and be more interested in an activity that allows them to actually see these instruments in real life rather than on a worksheet. At the end of this activity, as a class, use a meter stick and find the area of the classroom. This is a great way to teach them to work as a team, while allowing them to use a meter stick as well.

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