MATH PORTFOLIO

Final Portfolio
Sarah Marini
The College of New Jersey

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Final Portfolio Rubric
1. Cover page
2. Portfolio rubric
3. Table of contents
4. Math Autobiography
5. Teaching Statement
6. Introductory Letter
7. Resume
8. Sample Math Lesson Plan Taught
a. Lesson Plan with activities
b. Assessment
c. Reflection
9. Sample Math Lesson Plan
a. Lesson Plan with activities
b. Assessment
10. Literature titles and explanations
11. Math Activities and explanations
12. Websites and explanations

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Table of Contents
Math Autobiography ______________________________________________________4-5
Teaching Statement _______________________________________________________6-7
Introductory Letter ________________________________________________________8
Resume _________________________________________________________________9-10
Sample Lesson Plan Taught: Repeated Addition _________________________________11-16
Lesson Reflection _________________________________________________________17
Sample Lesson Plan: Adding and Subtracting our Feet! ___________________________ 18-19
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Literature Titles ___________________________________________________________20-22
Math Activities ___________________________________________________________ 23-27
Math Websites ____________________________________________________________28-29

Math Autobiography
My mathematical past has shown me that, through many obstacles, I have overcome the
many believed difficulties experienced from this subject and have created a positive outlook on
math. I perceive myself today as an individual who is confident in her mathematical skills.
Although I struggle in some facets of the subject, I enjoy the formulas and aspects related to
problem solving. This, however, was not achieved easily. I have been through many experiences
that formed me into the mathematician I am today.

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At the age of 8 my parents decided to take me out of the public school system and
introduced me to Catholic school. This transition from public to private school presented me with
many new obstacles to overcome such as uniforms, new rules, and making new friendships.
However, the most challenging obstacle was tracking. Although I had not noticed it, I was being
tracked from the age of 8 up until I graduated from the school at the age of 13. Since I had
transferred into the school and was young for my grade, I was immediately placed in the lower
math group. I was given teachers who were on tenure who worked simply to finish their day and
go home. Others were not even qualified to be teachers and did not need certification as a result
of teaching at a private institution. I remember walking into my math classroom the first day of
sixth grade where I, along with six other peers, was introduced with a crock-pot of caramel,
apples on a stick, and a teacher. We were instructed to make caramel apples. No math lesson was
connected to this and we rarely learned new concepts. I struggled greatly in the standardized tests
because of this and, at the end of middle school, graduated in the lowest tracking domain in the
eighth grade.
High school presented me with a fresh start. I was given a test in the beginning of the
summer that would assess my abilities in all subjects and place me in the matching class level. I
was placed in the middle math group, college prep accelerated. I entered high school very unsure
of how I would prepare for this new math instruction. After the first week, however, I found my
love for math. I loved the numbers, equations, fractions, and everything about algebra. My
grades increased greatly and sophomore year I was placed in the honors math courses where I
would stay for the remainder of my high school experience. High school introduced me to a great
love of math and science. I loved knowing the right answer and I loved that every math problem
had only one answer. After graduating high school, I continued my mathematic skills in college. I

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took two statistics courses and one mathematics course for teachers. My skills built on one
another and I continued my passion for mathematics and numbers.
Since high school I have continued my mathematics skills in tutoring my 15-year-old
brother and his friends. Math is my favorite subject to see that light bulb moment in childrens
heads. I enjoy finding different ways to relate what they are learning to their everyday life. I try
my hardest to come up with as many alternative routes as I can for each individual. I know how
much of a struggle math can be and I think that my experiences have helped me to become more
empathetic towards children struggling in math. My path to becoming the mathematician I am
today was difficult, but I faced the challenges and grew stronger from it. I do not look back on
my experiences and believe that without them I would not appreciate math as much as I do today.

Teaching Statement
Teaching has influenced me in many ways as an individual. Growing up in Catholic
schools, I was fortunate enough to experience teachers who connected with me on an educational
and spiritual level. I had always envisioned being a teacher. My love for children encouraged me
to pursue a career working with children. However, as I started college, I felt the need to explore
other majors and courses. As a result of this, I chose to pursue a degree in Human Development
and Family Studies with a minor in Psychology at The Pennsylvania State University. This
allowed me to develop an approach to teaching from a whole person perspective and how we can

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make a difference in more then just the classroom. I graduated with a Bachelors degree from
The Pennsylvania State University in Spring of 2015 and began my Masters degree in teaching at
The College of New Jersey in Summer of 2015.
While envisioning my classroom as a child and today, many ideas have remained
constant. The first aspect of a classroom I believe to be vital is interdisciplinary and
differentiated instruction. I believe that in order to mirror that of the world around us, children
need to embrace a multifaceted way of learning that integrates all subject matters and agrees with
their way of learning. Teaching in multiple ways throughout the day can help students to learn in
many contexts. When we think, we do not typically analyze aspects of subject matter into
discussions or debate whether content comes from mathematics or science. Rather, we integrate
what we have learned into our everyday experiences. In teaching in a way similar to this, we can
help students to adapt better to their environment and allow them to become better members of
society.
Going along with interdisciplinary education, I also believe in using all aspects of life in
teaching. Drawing from familiar experiences outside of school encourages students participation
and can allow for an intriguing learning experience for both themselves and the teacher. In using
familiarities such as the environment, teachers can incorporate everyday experiences into
learning. In using open space around them, we can create a fun atmosphere while improving
content knowledge. Additionally, drawing from family backgrounds and incorporating
multicultural education into every subject can encourage not only student involvement but
parental involvement as well. I believe that a well-rounded education that brings all aspects of
our outside world into the school can enhance comprehension and encourage interest within the
students, making them eager to learn.

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The core curriculum has been a discussion of debate for many years. Although I do agree
with a universal teaching curriculum, I think that using this curriculum and drawing from
experiences can enhance students curiosity. Students should be able to connect curriculum to
research and exploration beyond the schools requirements. Teachers need to stretch not only
subject matter but to also stretch imagination and creativeness in their students. Using this along
with the core curriculum will improve the child as a whole, making them prepared for the
proceeding grade level both in subject content knowledge and maturity.
The most important aspect of teaching in my opinion is to know your students. Students
need to be comfortable with themselves and know their potential. In getting to know each and
every student in their academics and their personal interests, a teacher can ensure the capability
of their scholars. In addition to this, the teacher can adjust their teaching style to one that fits
their classrooms personalities. Knowing ones students can enhance the classroom setting and
create a bond between a teacher and student that will improve both subject comprehension and
social skills. Using this will improve the child as a whole, making them prepared for the
proceeding grade level both in subject content knowledge and maturity.
Introductory Letter
To Whom This May Concern:
Reflecting back on my time this past semester, I start to realize the many skills that have
been developed and can now be applied into my future career as a teacher. As students, my peers
and I have learned the necessary components needed in order to educate the youth of today. As
teachers, we have applied these techniques into the classroom and have seen first hand how it is
perceived in the minds of our students. I feel I have grown tremendously in my skills as a

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mathematician and as a teacher of mathematics from this course and professor. This course has
given me the tools needed in order to enter the classroom as a successful and engaging teacher.
One of the most important things learned while in this class is the use of manipulatives in
the classroom. Prior to learning mathematics in this class, I had never experienced manipulatives
in a way that illustrated why things happen. When looking back at my education, I remember
being taught formulas rather than why these formulas are in place. Using manipulatives and this
new curriculum helped to validate these formulas. This course gave me a variety of ways to use
these tools in order to explain to my future students why we have rules and formulas in
mathematics in place. I believe that it is extremely important for our students to know the why in
addition to the how so that they can expand their understanding and apply these rules to their
future wherever it may take them.
This course really helped to open my eyes to new viewpoints on mathematics. The
curriculum along with my professor helped to instill that love of math in me once again and
made me excited and confident in my future as a teacher.
Sincerely,
Sarah Marini

Sarah Elizabeth Marini

EDUCATION

Email: marinis2@tcnj.edu
Mobile Phone: (609) 915-3207

The Pennsylvania State University, College of Health and Human Development

University Park, PA
Bachelor of Arts, Human Development and Family Studies
Class of 2015
Minor, Psychology
GPA 3.39/4.00
International Studies Institute, Spring 2014
Florence, Italy
Participated in semester long study-abroad program.

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The College of New Jersey
Ewing, NJ
Expected Masters of Arts in Teaching, Elementary Education
Class of 2016
EXTRACURRICULAR EXPERIENCE
Alpha Xi Delta
New Member Orientation Chair

University Park, PA
January 2013-January 2014

Selected by the executive board of 2012-2013 to assist the new members of Alpha Xi
Delta and help them become acquainted with the traditions the sorority holds
Organized events in which the new members would be able to increase the relationships
with one another
Organized weekly meetings in which the new members were to attend in order to become
informed about Alpha Xi Delta
Provided a council to help the new members become more involved in the sorority
Bucknell Recruitment
April 2013, September 2013

Selected to organize and recruit for a new Alpha Xi Delta chapter being installed at
Bucknell University
IM Sports Manager
January 2012-January 2013
Selected by my sorority to manage the sports teams we participate in
Order of Omega
University Park, PA
Epsilon Psi
February 2015-May 2015
Recognized as a member of Greek life who has attained a high standard of leadership in
interfraternity activities
IFC/Panhellenic Dance Marathon (Penn State THON)
University Park, PA
Alpha Xi Delta
September 2011-May 2015
Active Member
Helped raise money through canning, sending out Thonvelopes and Thonlines, and
alternative fundraising
Was elected to represent Alpha Xi Delta in THON 2015 where I spent 46 hours without
sitting or sleeping to raise money for those affected with cancer.

Autism Speaks University

University Park, PA
Alpha Xi Delta
September 2011May 2015
Hosted multiple events in order to raise money for Autism Speaks including an all male
pageant called Xi Man, a soccer tournament called Kicks, and an annual Walk for the
state college community

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International Studies Institute

Florence, Italy
January 2014-May 2014

Cultural Diversity in Education Class

o Went on trips to 3 multicultural schools in Florence, Italy to teach English as a
second language to children
Children ages 3, 6, and 12
o Provided the children with activities to help to improve their English skills

WORK/INTERNSHIP EXPERIENCE
Nanny

Ocean Grove, NJ
May 2012-

August 2012
Acquired and performed necessary skills to assure safety of two children ages 6 and 7
Managed a safe environment for the children while bringing them to their summer camps
and other activities
Summer Hill Day Camp Counselor
2013

Wall, NJ
June 2013-August

Managed a safe environment for children of all backgrounds ages 10-13

Escorted the children on day trips to various places during the summer, learning the
necessary skills to maintain a safe environment outside of the camp grounds
Organized events for the children during camp hours

Chloe and Isabel Campus Merchandiser

Online
June 2013-

June 2014
Sell jewelry and organize shows in order to sell the jewelry to friends and others
o Held multiple shows, of which 2 achieved sales over $1,000
Number 6 Merchandiser in the company for July 2013
Given the Award of Excellence for July 2013
Top 20% of Merchandisers for November 2013
Hosted events in which a portion of the money I raised was donated the IFC/Panhellenic
Dance Marathon at Penn State
Avon Pavilion Server
Present
Handled customer service issues and delivered food in a timely manner

Avon, NJ
June 2014-

State College Friends School

State College, PA
January 2015-May 2015
Interned in a Quaker style school as an Assistant teacher for second/third grade classroom
Assisted students struggling in math in fifth and sixth grade
Assisted with the LifeSkills Training Program for seventh and eighth grade students

Carroll Robbins Elementary School

Trenton, NJ
September 2015-

November 2015
Conducted observation experience at Carroll Robbins Elementary School through The
College of New Jersey Masters of Arts in Teaching program

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Formed lesson plans and executed them within a 2nd grade classroom
Sample Lesson Plan Taught

Sarah Marini
Lesson Title: Repeated Addition

Grade Level: 2nd Grade

Alignment with State Standards:

CCSS.Math.Content.2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by
pairing objects or counting them by 2s; write an equation to express an even number as a sum of
two equal addends
CCSS.Math.Content.2.NBT.A.2
Count within 100; skip-count by 5s, 10s, and 100s.
CCSS.Math.Practice.MP7
Look for and make use of structure
CCSS.Math.Practice.MP8
Look for and express regularity in repeated reasoning
Mathematical Goals:
Students will be able to describe how equal groups help them to add
Students will be able to use repeated addition.
Students Needs: Students have the previous knowledge of how to add two numbers together in
problems. They have been taught different methods in order to add numbers together (counting
on fingers, using number line, etc.) Using these different methods, they have also been
introduced to counting by 2s, 5s, and 10s.
Materials:
- McGraw-Hill My Math Workbook pages 127-131
- Pencils
Lesson Plan:
Before:
The teacher will count by 2s, 5s, and 10s with the class in order to review previous material
taught
o Teacher will review groups together as a class
o Teacher will then choose 2 students to go through the 2s, 5s, and 10s up to 20
Teacher will ask the students through informal questions what they think repeated addition
means
o Teacher will scaffold students: What does repeated mean? (Many times) What
does addition mean? (Adding together)

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o Teacher will scaffold students to learn that repeated addition means adding the same
number many times
During:
Teacher will turn to page 127 and will ask the students to look at the windmills
o Students will be asked to look at the windmills and observe their similar
characteristics
Teacher will scaffold answer- each windmill has 3 arms
o Teacher will ask the students how many arms are in all windmills in the picture
Teacher will ask students how they can figure the problem out without
counting all arms on the windmill
I DO: Teacher will model what he/she does in order to count the arms on the windmill
o Teacher will write down 3 in each blank space on page 127
o The teacher will model adding 3+3+3+3 by skip counting
o Teacher will put 12 in the missing space next to the equal sign and will review the
skill again with the students
WE DO: Students will turn the page to page 128 and will practice the skill
o In the top box on page 128, teacher will review adding the cubes together by skip
counting
Students will follow along with the teacher and count the cubes together by
skip counting
o On the bottom box, teacher will ask students to come up and model repeated addition
on the board for problems 1-3
YOU DO: Students will be broken up into groups based on mathematics skill level. Half of
the students will be sent to the rug with a clipboard, pencil, and page 129 and the other half
will be instructed to go onto reflex math on the computers
o Students on the carpet will be instructed to try the problems on their own
o Teachers will assist those who are struggling and check progress from all students
o Half way through the class, students will switch groups and teacher will repeat
process with the second half of the class
After:
Students will be asked to take pages 131 & 132 home for homework which will be
collected the following day to assess comprehension.
Assessment: The formative assessment will be observing the conversations and answers given
by students throughout the lesson. The summative assessment will be the final homework
worksheet that will be collected the following day in the beginning of math class.
Accommodation: The time on the rug will be used to differentiate time between students who
are struggling and those who do not need as much help. This time will ensure that all students are
progressing and fully comprehend the new skill.

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Lesson Reflection
The repeated addition lesson helped me to see a lot of struggles that come with teaching
mathematics as well as managing a classroom of children who all have different skills regarding
mathematics. Reflecting back on the lesson, there are a lot of things I would change and many
things that I would keep the same.
The beginning portion of the lesson was seen to be the most difficult as many of the
students did not understand skip counting. When reviewing the 2s, 5s, and 10s tables, the
students struggled with adding the numbers together quickly. If I were to repeat this lesson, I
would hand out a hundreds chart to each student and review it as a class. In doing this, they can
learn to familiarize themselves with skip counting and how it is done. Another issue that was
addressed within this lesson was the on my own paper and the different skills it asked the
students to apply. The paper gave the students items in groups and asked them to count the
number of groups and how many items were in each group. Since we did not review this as a
class, I had to individually explain this concept to each student on the rug. If I were to replicate
this lesson, I would have introduced the idea of counting in groups with the entire class. This
way each student would see how they are to do the set of problems that was asked of them on
their own.
The students, by the end of the class, were able to accurately define repeated addition. I
was able to see the comprehension levels through the informal questions throughout the lesson as
well as the homework. The differentiation technique used helped the students to feel comfortable
in their level as a mathematician and, in turn, increased their participation throughout the class.

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After assessing the homework I was able to see that all but two students fully understood
repeated addition and were ready to move onto the next lesson.
Sample Lesson Plan
Sarah Marini
Lesson Title: Adding and Subtracting our hands and feet!

Grade: First Grade

Alignment with State Standards:

1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing with unknowns in all
positions.
1.OA.A.2: Solve word problems that call for addition of three whole numbers whose sum is less
than or equal to 20.
CCSS.Math.Practice.MP4: Model with mathematics
CCSS.Math.Practice.MP5: Use appropriate tools strategically
Mathematics Goals: Students will be able to describe the amount of fingers and toes they have
by using visuals.
Students Needs: Counting by 1s to 20
Materials:
Eleven Toes Poem: http://mathstory.com/Poems/eleventoes.aspx#.VgA0V3vb3bl
Long sheets of poster board
Markers
Handout of an outline of two hands for each student
Plain sheet of paper for each student
Lesson Plan:
BeforeThe activity will be introduced with the reading of the poem Eleven Toes to the class.
Students prior knowledge will allow them to understand that adding one or more toes to your
feet would not be possible. We will talk about how many toes they think they have and if they
wished they had an extra toe like the child in the story did in order to relate the poem to their
own thoughts. Students will then be grouped into pairs where they can go to each section of the
room with a poster board and wait for more directions.
DuringI will be tracing each students feet on the poster board. After this, I will instruct the class to
number how many toes they have. After each student has numbered their toes, I will ask the class
how many toes we have in total. Being paired up with other students will help them to have
assistance if needed in labeling their toes. I will also be doing this along with them but on the

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board so that students could compare their feet to the ones on the board. The feet will be colored
in by the students and placed on the wall so that everyone can see.
With this knowledge, I will then ask the class some questions such as If 4 of my toes decided to
go shopping at the mall, how many toes would I still have on my feet? This would help them to
use the image in front of them and cover up four of their toes to see how many they have left. I
would ask a few more questions using this method to help them see an introduction to
subtraction methods. After each question, they will write out the problem I asked on a separate
sheet of paper. For example, the question asked above would be written out 20-4=16. To practice
addition methods I would ask questions such as I started a party with 5 toes. 2 more toes
decided to come join the party! 5 other toes saw that we were having a party so they decided to
join, too! How many toes are at the party now? This would test their addition skills and would
go along with the 1.O.A.A.2 standard.
After this interactive project the students will be instructed to go back to their seats. I will give
them a handout of an outline of hands. They will be asked to label the hands on their own and I
will ask them more questions.
AfterI will ask students what they saw/if there were any patterns while adding and subtracting toes
and hands. For example, Look at your number problems. Do you see any similarities in your
subtraction problems? This would be answered through a think-pair-share so that they can hear
others ideas. These ideas would help them in the future when adding and subtracting.
Assessment: The summative assessment will be through the activity that was done on their own
at their desks. I will collect the feet and look at the equations that were wrote out from my word
problems. There will also be formative assessments through questioning and observing how the
children use their visual manipulative to subtract and add toes and fingers.
Accommodations: I will pair up students purposefully so that the students who are not as strong
with numbers can be paired with those who are strong. I will also allow students to color their
feet with whatever colors they want in order to sustain and creativity.

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Literature Titles
1. Alexander Who Used to Be Rich Last Sunday
By: Judith Viorst
This book is for children in the younger grades of kindergarten and first
grade. It illustrates the story of Alexander and the new dollar he has
obtained from his grandparents. As his excitement carries on throughout the
book, Alexanders money starts to dwindle and he finds that he has spent all
of his money. This book teaches the value and importance of money and
counting coins.
2. The Greedy Triangle
By: Marilyn Burns
Bored and unexcited about his shape, a triangle decides to visit the town
shape shifter. The triangle adds to his angles as the book proceeds,
illustrating basic polygons until finally his shape has so many angles it is
unrecognizable. This book encompasses the beginning stages of
geometry to kindergarten and first grade students.

3. Game Time!
By: Stuart J. Murphy
Game Time! Introduces the concept of time in weeks, days, hours, minutes, and seconds. The
book follows a team and their championship soccer match. Made for
students in kindergarten and first grade, it follows the game in terms of
clocks and calendars.

4. Amanda Beans Amazing Dream

By: Cindy Neushwander

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This book tells the story of Amanda Bean, a young student, who loves to count. She counts
everything she comes in contact with. Her only problem, however, is
that she wishes she could count faster. Her teacher tries to introduce
her to the concept of multiplication but Amanda Bean refuses it
until she has a dream that changes her mind. This book introduces
multiplication in terms of sets and arrays to second and third graders.
5. Emikas Gift
By: Ifoema Onyefulu
Emikas Gift follows a young boy traveling to see his grandmother.
On his adventure, he passes by items he thinks his grandmother
would like and counts each one. This book captures the story of a
typical African boy while also introducing math concepts. Its
multicultural and mathematical views can allow second and third
graders to become more aware of counting and the world around
them.
6. Picture Pie
By: Ed Emberley
This interdisciplinary book introduces second and third graders to
apples while also teaching fractions. Splitting apples into a variety of
sections, this book illustrates the common mathematics of fractions.
In addition to this, it elaborates on different types of apples- Red
Delicious, Granny, Golden Delicious, etc. This book can serve as a
science and math lesson for young children.
7. Pigs at Odds
By: Amy Axelrod
Pigs at Odds illustrates the pigs who are all attending the county
fair together. Mr. Pig wants nothing more than to play games and win prizes. No matter how
many times he tries, the odds dont seem to ever be in his favor. Mr. Pig introduces probability
and spinners to children in grades four to six. Throughout the book,
children are able to strengthen their ideas of chance and probability and
create a better understanding of the two.
8. One Hundred Hungry Ants
By: Elinor Pinczes
This book covers a wide range of mathematics skills. It covers factors,
multiplicative arrays, and prime numbers through the story of a group of
ants traveling together. As the rows grow and/or shrink, the ants form different sequences that are

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introduced to the reader. Although it is a good introductory book, the suggested instructional
grade for this illustration is fourth to sixth grade.

9. On Beyond a Million
By: David Schwartz
On Beyond a Million starts the idea of counting exponentially.
Beginning at one, Professor X and his dog, Y, work to count all the
way to a googol by using exponents. It shows students how quickly
they can get to numbers that are unimaginable to them. In addition to
this, it introduces them to new numbers they may not have been
familiar with. This book is made for fourth to sixth graders.

10. Pigs Go to Market

By: Amy Axelrod
This book is a Halloween themed book that goes along with the Pig
family. In this story, Mr. Pig wins a free shopping trip to the
supermarket. This book includes money concepts, weights and
measurements, multiplication facts using an array, addition, multiplication, division, ratios, and
proportions. This book is excellent for all ages as a result of the wide range of topics that it
covers.

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Math Activities
1. Ten-Frame Flash Activity
This activity encourages subitizing and the ability to recognize numbers faster when
faced with quantities. In this activity, students are given a ten frame and a partner. One student is
asked to close their eyes while the other places chips or pictures on a ten frame. The student is
then asked to quickly open and close their eyes and the other student takes away the chips or
cards. After this is finished, the student who opened and closed his or her eyes uses their
subitizing to replicate the chips or cards that were placed on the ten frame. This activity can be
played in order to stretch muscles related to subitizing in the brain. In chunking common cards or
chips together in their brain, the child can better memorize the placement on the ten frame. This
will make it easier to replicate the pattern. Subitizing is an important support system for children
to use while understanding quantity and this activity helps to stretch that skill without realization.
2. Mystery Addends Activity
This activity elaborates on the concept that, when added together, many different parts
can make the same whole. In this game, two to three students are instructed to come to the front
of the classroom and are given cards that are placed on their foreheads. The remainder of the
class tells them the sum of their two or three numbers and the students at the front of the
classroom are instructed to guess their numbers. This game allows students to take the math
concept of addends and encourages them to manipulate different numbers that, when added
together, make the sum they were given. I would use this game after lessons that have introduced

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the part-part-whole activity in order to continue with the idea of adding two or three numbers
together to get a sum.

3. Part-Part-Whole
In this activity, students are introduced to the idea of addition. Two different colored
cubes are given out to each student and they are asked to combine these two blocks to create a
bigger number. For example, the students are asked to make the number 7 with blocks. Some
students at a table would most likely combine 3 blocks with 4 different colored blocks to make 7
while others may take 2 blocks and combine it with 5 different colored blocks. The students can
discuss with their table how both combinations are correct and would write each combination
down on a sheet of paper. On this sheet of paper would be the whole, all 7 blocks, and then the
two parts, 3 and 4 or 5 and 2. These parts would be labeled with different crayons to differentiate
between the two sections. This way, the students would be able to recognize that the two parts or
colored cubes made a whole of 7. I would use this activity in one of the very first lessons of
teaching addition in order to show students that, when two things are put together, larger
combinations are made.
4. Bowl of Fact
This activity tests students understanding of the idea of using the commutative and
associative property. In this game, a picture of bowling pins is put on the projector in front of the
class. Each bowling pin is labeled 1-10. The teacher roles a dice three times and calls out each
number. The students then take those three numbers and try and use addition, subtraction,
multiplication, and division in whatever order they wish to find a number that can be crossed out
on the bowling pins. This activity can be used to introduce the properties of addition, subtraction,

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multiplication, and/or division. It is a fun activity that I would use if I had extra time in class in
order to stretch my students imaginations when coming up with equations that will result in
different numbers ranging from 1-10.
5. Paper Folding for Multiplying Fractions
This activity is put in place to teach students how to multiply fractions. This hands-on
model helps the difficult concepts of multiplication and fractions to be more of a concrete,
tangible thing. In this activity, students first fold the paper one way to resemble the first fraction
and color in the numerator. Next, the student will fold the paper the opposite way and color in the
numerator of the second fraction. Once that is completed, the student will be able to see the
combination of colors within the paper. The amount of parts colored in with both colors
represents the numerator of the answer and the total number of boxes is the denominator. This
activity allows students to see the representation of fractions in a colorful way and can allow
them to see more clearly how fractions are multiplied.
6. Clock Facts Activity
Continuing with multiplication, this activity helps to introduce students to skip counting
and multiplication facts. In this activity, the clock is used to count by 5s. In this activity, the
teacher gives the students a multiplication problem involving 5. For example, 4 times 5. The
student would have a clock in front of them and would move the minute hand to each number,
counting by 5s until they landed at the 4. Skip counting is an important way to speed up
multiplication for students and can help them greatly in timed assessments. In doing this activity,
they can excel in their multiplication facts of 5.
7. Place Value Battleship

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This activity is important in teaching students place value. In this activity, students are
both given a worksheet with two sets of ten blank spaces. These spaces range from one hundred
thousand to ten thousandths. The students are instructed to make a number with digits 0-9 on the
lower section. The game continues in a way similar to battleship in which each student takes a
turn to guess which digit is in which place value on the opponents paper. This activity is a great
way to practice place value because each student has to announce the place value of the number
they want to place on their opponents space. Place value is a hard concept for some students and
turning it into an enjoyable, familiar game can help them to practice while also having fun.
8. Snag a Spoon
This game involves conversion of percents, fractions, and decimal points. This game is
similar to that of the card game spoons where an individuals goal is to get four numbers of a
kind. In this game, each student is given four cards and has to get three of a kind. However, each
card has to be that of a fraction, the fraction in a percent, and the fraction in a decimal. Once a
player gets three of a kind they snag a spoon from the middle of the table. This game is a great
way to practice quick mathematics. It enforces the idea of the conversion of fractions, percent,
and decimals and helps student to practice how they are all related. This activity would be best
used after showing students how and why fractions can be turned into both decimals and
percents. If I were to use this game in my class, I would start off with simple numbers that are
easily recognizable as decimals, percents, and fractions and then move to harder numbers as the
students mastery of the concepts grew.
9. Leaf Activity
This activity is a great introduction to area and perimeter. In this activity, students are
given a picture of a leaf on a worksheet with mini marshmallows or objects small enough to fit

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around the leaf. They are then asked to measure the leafs perimeter, or the amount of
marshmallows that can fit around the outside of the leaf. After they record this number they are
then asked to measure the leafs area, or the amount of marshmallows that can fit inside the leaf.
Once these two numbers are recorded the class shares with each other their measurements and
compare with each other. This activity can be used to bring about the topic of perimeter and area
and what makes up both aspects of measurement. After using this activity a teacher can quickly
transition students into looking at perimeter and area and the differences between the two. This
activity is less frightening to students because it does not use mathematical equations and can
ease them into learning formulas.
10. Apples and Bananas Activity
This activity helps students to understand the concept of equivalent fractions. In this
activity, students are given red and yellow counters. These counters will be called apples and
bananas, respectively. The students would be instructed to count the total number of counters that
they have. This number would represent the denominator. Next, they would count the number of
bananas and write the fraction of bananas over the entire amount of counters to represent what
they have on their desk. After this, they would rearrange their counters and try to make different
groups that all represent the same fraction. This activity is an easy way to allow students to
explore fractions on their own. It can help them to teach themselves the concept of equivalent
fractions through trial and error. This would be a good activity to use when introducing
equivalent fractions to a class because it allows for investigation and self-discovery.

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Math Websites
1. PBS Teachers Math: This website is a great recourse that includes
games, instructional videos, and even lesson plans for teachers of all ages
for all subjects. This website gives teachers the option to look up these
things specific to the Common Core State Standards, grade level, or topic.
http://www.pbslearningmedia.org/
2. Education World: This website is a website for teachers to find practice
sheets, lesson plans, technology help, and tips on teaching mathematics. In
addition to these resources, Education World provides a blog forum with
questions or comments from teachers and parents.
http://www.educationworld.com/a_lesson/archives/math_practice_4_you.shtm
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3. Adapted Mind: Adapted Mind is an amazing recourse that introduces
students to mathematics through games. It is a great website that provides
children with a fun way to practice new concepts.
http://www.adaptedmind.com/landing-responsivev13.php?.
4. Yummy Math: This website takes real life scenarios and turns them into
math related articles. It is a good way for students to relate everyday math
to the world around them.
http://www.yummymath.com/
5. K-5 Math Teaching Resources: Math Teaching Resources is a website
that organizes plans and activities according to the Common Core State
Standards. In addition to these activities and lesson plans, the website
provides teachers with e-books and teacher texts that correlate to the
standards needed within each grade level.
http://www.k-5mathteachingresources.com/
6. Aplus Math: Aplus Math caters to grades K-12. It gives students and
teachers a resource to create worksheets or play interactive games. In
addition to this, it provides students with extra practice to do on their own at
home.
http://www.aplusmath.com/
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7. Math Playground: This website is a good resource for teachers to give

students in order to continue their learning at home. It provides students
with fun interactive games that work on their skills while also allowing the
student to have fun.
http://www.mathplayground.com/games.html
8. Art of Problem Solving: This website provides students with videos to
watch on mathematical concepts they are learning. It can provide them with
extra support at home so that they can fully comprehend the material they
are being taught.
http://www.artofproblemsolving.com/videos
9. Cliffs Notes: Cliff Notes gives students quick notes on what they are
learning. It condenses lessons into short, quick summaries and expands upon
them with activities and quizzes.
http://www.cliffsnotes.com/
10. Math Pickle: Math Pickle is the perfect resource for teachers and
parents to use with their students or children. Together, the two can explore
the website and take mini-lessons, make projects, and even play games
while also receiving inspiring articles on the importance of mathematics and
children.
http://mathpickle.com/

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