video download link to standards

- Reads and writes numbers to 100
- Skip counts by 2's and 5's
- Holds a number constant while

counting on - Regroups using manipulatives

in addition - Demonstrates understanding of 2 digit

place value - Demonstrates understanding of 3 digit

place value - Subtracts using manipulatives
- Recognizes and records sums

up to 20 - Relates pictures to symbols of

1/2, 1/3, 1/4 - Creates multi-variable patterns

- Divides 2-D shapes to form

different shapes - Identifies 2-D shapes in a variety

of orientations - Identifies and creates single

line symmetry - Measures, compares and estimates using manipulatives
- Identifies area and perimeter

©1998 University Child Development School and Bonnie Campbell Hill. No part of the Continuum may be reproduced or used without written permission of University Child Development School. Continuum adapted by University Child Development School with permission from Bonnie Campbell Hill.

|Download Math Vitamin :
PDF Notebook

**Story:** These first and second grade students have heard that the Worlds Fair was in Seattle 50 years ago.
They are working with a seemingly real 50th anniversary fair committee to design the monorail cars of the future! This vitamin
is a request for help from the committee, asking the students to re-envision the window designs for the monorail cars. The teachers
want them to begin relating fractional values to their symbols. Students are given Fraction Tiles to help with dividing the window
sections and finding relationships. Of course, they are reminded to build draw and record their findings. In the video, you see how students
work beside, talk and listen to one another’s ideas. You see several students drawing different types of representations for their work and
one boy working to discover the fractional relationships of his Fraction Tile pieces.

**Suggested manipulatives:**
For this vitamin, working with fraction tiles is ideal. They are thick plastic tiles with a different color for each fractional piece.
These are wonderful for learning greater than/less than, equivalencies, and all operations. A must have in a classroom, even with very young students.

**Prep time:** Adapting the vitamin wording to fit your specific story, putting manipulatives out in the room and copying the vitamin documentation forms will
take about 15-20 minutes. Set up is always more fun and shorter on time if you do this activity with a colleague.

**Classroom time:** Asking children to “do their best work” for each Math Vitamin assumes that some children will need a longer
time than others. Ideally you want to offer a block of time for Math Vitamin projects and have another task available (writing, spelling, etc.)
for those students who finish work prior to their peers. For this project allow 45-60 minutes for students to work through all the steps.

**How to individualize/stretch:** Explore, explore, explore! When presenting a new manipulative or math concept, give the
student plenty of time to make connections. Start with greater than/less than activities, move to what pieces of the same color
can you combine to be the same size as one piece of another color and then finally, start adding the written labels for what students
have built and drawn.

|Download Math Vitamin :
PDF Notebook

**Story:** These first and second grade students are working with Cuisenaire Rods to find all the possible fractional pieces for each rod.
The teachers want them to begin relating fractional values shown in their drawings to the actual written symbols for each fraction. Of course, they are reminded to build draw and record their
findings. In the video, you see how students work beside, talk and listen to one another’s ideas. The classroom is set up to encourage movement during learning activities, as we want children
watching and learning from those around them. You see one child working with a teacher to discover that ten centimeter cubes are equal in length to one orange rod. Another boy is building a
vertical stack of red “2’s” as he tries to make it equal in height to the orange “10” rod. Building vertically is one way of exploring the manipulative. You see another student comfortably
drawing out the models of one 1/1, ½, ¼ for a rod equal to 8 centimeters.
All Math Vitamins require students to build, draw and record their work as well as share their thoughts with peers and teachers. The strong UCDS math community
within each classroom is developed through the process of peer and teacher conversations that focus on exciting mathematical tasks and engaging ideas about the various approaches to solve them.

**Suggested manipulatives:**
For this vitamin, working with Cuisenaire rods is ideal. They are multicolored rods ranging form one centimeter in length through ten
centimeters. These are wonderful for learning greater than/less than, equivalencies, multiples, factors and some number operations.
They require a higher level of abstract thinking, as a student must be able to understand that one block can also be something other
than one item, it has a relational value to all the other pieces.

**Prep time:** Adapting the vitamin wording to fit your specific story, putting manipulatives out in the room and copying the vitamin documentation forms will
take about 15-20 minutes. Set up is always more fun and shorter on time if you do this activity with a colleague.

**Classroom time:** Asking children to “do their best work” for each Math Vitamin assumes that some children will need a longer
time than others. Ideally you want to offer a block of time for Math Vitamin projects and have another task available (writing, spelling, etc.)
for those students who finish work prior to their peers. For this project allow 45-60 minutes for students to work through all the steps.

**How to individualize/stretch:** Explore, explore, explore! When presenting a new manipulative or math concept, give the
student plenty of time to make connections. Start with greater than/less than activities, move to what pieces of the same color
can you combine to be the same size as one piece of another color and then finally, start adding the written labels for what students
have built and drawn.

|Download Math Vitamin :
PDF Notebook

**Story:** Students use pattern blocks and pattern block stickers to work with this math vitamin story. They are asked to find different combinations of blocks
(shapes and colors) that will equal the size and shape of the yellow hexagon (the whole). In the video you see some students working indecently or with peers to explore
the shape relationships by layering blocks or shape stickers on top of one another. Other students work to accurately label each of their diagrams and/or write equations
that represent the entire body of their work.

**Suggested manipulatives:** For this particular vitamin, using pattern blocks is ideal.
They provide strong vocabulary opportunities as well as easy exploration of shapes and their relationships to one another.

**Prep time:** Adapting the vitamin wording to fit your specific story, putting manipulatives out in the room, and
copying the vitamin documentation forms will take about 15-20 minutes. Set up is always more fun and shorter on time if
you do this activity with a colleague.

**Classroom time:** Asking children to “do their best work” for each Math Vitamin assumes that some children will need
a longer time than others. Ideally you want to offer a block of time for Math Vitamin projects and have another task available
(writing, free exploration etc.) for those students who finish work prior to their peers. For this project allow 20-45 minutes
for students to work through all the steps.

**How to individualize/stretch:** Exploring the manipulative is always the first step for learning a new concept.
Ask the students to combine pieces that make the same shape as the yellow hexagon. Narrate what you see by using the correct
names for each shape. As they develop skills with this task, have them start to figure out the value of each piece in their shape
(use the green triangle as the unit of measure). Next steps are combining several “wholes” into a large mixed fraction construction,
illustration and equation as seen in the video with the student creating 4 and 2/3rds.

My friends call me "Miss Spider," but my real name is Agelena Labyrinthica. I am a Labyrinth orbweaver spider. I hate to boast, but I have quite a knack for spinning webs. I actually know how to spin two different types of webs. I can spin a sheet web that appears to be a tangled mess but ingeniously contains a labyrinth of tunnels to help me hide and securely store my egg sac.

Nearby my sheet web I build a lovely orb web to catch insects such as flies. These beautiful masterpieces are my pride and joy. To make my orb webs balanced and strong enough to withstand struggling prey, I like to lay my radial lines of silk equal distances apart. These radial lines resemble spokes on a tire and create fractional sections or equal parts on the web. This is one behind me. Isn't it just lovely?

Using a yellow hexagon as the base of your web, help Miss Spider build an orb web with equal parts. Can you cover your web base with 2 equal parts? 3? 4? or more?

This morning, we are going to measure some wriggly worms that are in the process of emerging from the ground. The length of each worm is equal to an orange cuisenaire rod. Measure the length of the worm above ground and below ground. What fraction of the worm is above ground? What fraction is below ground?

I've been hanging out on the peach for so long that I've actually changed into a firefly! Unfortunately, centipede thinks that my light is too bright and he can't get to sleep. I can only turn my light on or off, so I thought maybe I could cover up part of my light to help dim it a little bit.

Can you help firefly dim his light? What would it look like if 1/2 of his light was covered? What if 1/4 was covered? 1/6? 1/8? Use the yellow circles to show each fraction.

Some of my centipede friends like to stroll in style. They wear colored shoes to walk mile after mile. Sally Centipede wears 1/2 blue and one-half red. Celia likes a quarter yellow and 3/4 blue instead. Don't forget Cesar! He's lacing up too. One third red, 1/3 yellow and 1/3 blue.

Use the blocks and Math Vitamin sheets to show how the Centipede friends lace up!

On her way to Grandma's, she not only runs into the wolf, but many furry creatures. She is so generous, she'd like to share the pizza with all her new friends. She wants to be fair and needs help with fractions. Take a pizza template and show Red how you would share a pizza equally with 2 friends, 4 friends or more.

Today, we are going to explore different ways to build and record fractions that are equivalent - or EQUAL. That means different fractions that represent the same amount of the whole. For example, last week students made discoveries about how certain shapes could make another shape:

Using the key you made last week and the pattern blocks, see what equivalent fractions you can find. Use fractional labels to name each shape. After you find one set of equivalent fractions, find other shapes that will make more equivalent fractions.

In Math Groups, we have been discussing how to better organize our findings by using clearly organized strategies such as: charts/tables, color coded keys, labels, and fractions. Be sure to use these same strategies on your Math Vitamin sheet today.