Kindergarten Spin to Win Math Station Math Game - Full Year Math Centers
Smith Curriculum and Consulting
18.9k Followers
Grade Levels
K, Homeschool
Subjects
Resource Type
Standards
CCSSMP1
CCSSMP2
CCSSMP3
CCSSMP4
CCSSMP5
Formats Included
- PDF
Pages
48 Spinner Games
Smith Curriculum and Consulting
18.9k Followers
Description
During Math Workshop students need to have a variety of activities to practice their understanding of grade-level skills. While working in Math Workshop it is also a great idea to have consistent activities weekly that you can easily implement with minimal need for a review of the procedures each week.
Second Grade Spin to Win includes:
- Teacher Information (How to Play, Materials Needed, etc.- including my favorite spinners)
- Table of Contents
- 48 Spinner Games (concepts covered listed below)
Concepts Covered:
- Count and Make Sets to 5
- Identify Missing Numbers in Sequence (up to 5)
- Match Numerals to Words to 5
- Count and Make Sets to 10
- Match Numerals to Words to 10
- Identify Missing Numbers in Sequence (up to 10)
- One More/One Less (Up to 10)
- Count and Order (11 to 20)
- Print, Count, Read and Build (11 to 20)
- One More/One Less (11 to 20)
- Count, Order and Write (21-30, 31-40, 41-50, 1-50, 51-60, 61-70, 71-80, 81-90, 91-100, and 1-100)
- Count and Write by Tens to 100
- Count Sets by Tens to 100
- Use <, >, and = to Compare Sets
- Use <, >, and = to Compare Numerals
- Use Pictures and Models to Add (to 5, to 10, to 20)
- Use Pictures and Models to Create Addition Sentences (to 5, to 10, to 20)
- Build to Show Numbers 11-15
- Build to Show Numbers 15-19
- Build to Show Numbers 11-19
- Measure with Non-Standard Objects
- Describe Weight by Comparing Objects
- Sort Objects Into Categories
- Name, Discuss, and Create Circles
- Name, Discuss, and Create Triangles
- Name, Discuss, and Create Rectangles
- Name, Discuss, and Create Squares
- Name, Discuss, and Create Hexagons
- Name & Identify Attributes of 2D Shapes
- Identify Time to the Hour
- Name, Identify, and Count Pennies
- Name, Identify, and Count Nickels
- Name, Identify, and Count Dimes
- Name, Identify, and Count Quarters
- Count a Set of Coins
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Personal Copyright: The purchase of this product allows you to use these activities in your classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. The license for this purchase is NON-TRANSFERABLE. Site and District Licenses are also available.
Copyright © Smith Curriculum and Consulting, Inc. All rights reserved.
DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.
Total Pages
48 Spinner Games
Answer Key
Does not apply
Teaching Duration
1 Year
Last updated 9 months ago
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Standards
to see state-specific standards (only available in the US).
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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