video download link to standards

- Recognizes numbers to 1000
- Applies addition facts
- Regroups using the addition algorithm
- Uses repeated addition to multiply
- Regroups using manipulatives in subtraction
- Recognizes, interprets and records subtraction equations
- Divides using manipulatives
- Understands pictorial and symbolic representations of fractions
- Compares numbers using

>, <, =

- Identifies 3-D shapes
- Measures area and perimeter using

manipulatives - Uses tools to find metric and

US measures

©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:** Inspired by the way Ben, a character from their read aloud book Wonderstruck, relied upon his vision,
students in this classroom are asked to notice shapes around the room. They are specifically challenged to find and
measure rectangles. Students can use a ruler to measure the rectangles in centimeters or inches and are asked to
document the measurements and figure out the area of each rectangle they find. This vitamin is one of several during
the recent weeks that have focused on the concepts of area, perimeter, building arrays and learning the process for
the double/triple digit multiplication algorithm.

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 learning to build rectangular arrays, students can begin by using Unifix cubes,
centimeter cubes or
multilinks. As student skills develop, move to base ten blocks for building double-digit arrays.

**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, activity centers 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:** When working with arrays, start discovering area and perimeter by having students
make all the array configurations they can discover for the numbers 1-36. This project also highlights prime and square numbers
as well. Move onto building larger two digit arrays and eventually this will lead to learning the algorithm for the multiplication.

|Download Math Vitamin :
PDF Notebook

**Story:** Looking over a set of theater blueprints inspired by the read aloud Wonderstruck; students analyze each room
to determine how much space was designed. Once they have determined the perimeter measurements for each space, they begin building
a model using base ten blocks to help them determine the overall area. These students are already very familiar with building
single digit multiplication arrays, thus, this project requires them to build double-digit arrays and explore the algorithm process
for documentation.

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 the

**Suggested manipulatives:** For learning to build rectangular arrays, students can begin by using Unifix cubes,
centimeter cubes or
multilinks. As student skills develop, move to base ten blocks for building double-digit arrays.

**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
45-60 minutes for students to work through all the steps.

**How to individualize/stretch:** When working with arrays, start discovering area and perimeter by having
students make all the array configurations they can discover for the numbers 1-36. This project also highlights
prime and square numbers as well. Move onto building larger two digit arrays and eventually this will lead to learning
the algorithm for the multiplication.

|Download Math Vitamin :
PDF Notebook

**Story:** Students have voted to create a Geojacket model of Seattle for the school’s annual Theme Fair project. Now they
have to examine some models and practice creating their own Geojackets. To begin, students explore a manipulative called Geoblocks;
they are wooden multi-dimensional geometric blocks that have some type of relationship to one another. For this vitamin, teachers
have created “nets” from centimeter grid paper that fit around particular Geoblocks. Students are asked to use their knowledge of
arrays to find the surface area of each net. They are also challenged to see if they can look at a flat net and visualize the folded
3-D shape.
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 area and perimeter explorations, color tiles are a good beginning manipulative. For this vitamin, the teachers are asking students
to refer to area and want them to start exploring surface area, so geoblocks are ideal for this project work. You will also need multiple
pieces of centimeter grid paper for each student when working to explore and document his or her findings with Geoblocks.

**Prep time:** Adapting the vitamin wording to fit your specific story, putting manipulatives out in the room, creating
the centimeter grid paper cutouts 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
45-60 minutes for students to work through all the steps.

**How to individualize/stretch:** For work with area and perimeter, have students start building and labeling single digit
rectangular shapes. Move to larger double digit shaped arrays and the algorithms for partial products. For this vitamin, teachers
are referring to that previous learning and asking students to explore the concept of surface area. For this concept, explore pre-cut
nets and eventually move toward having students create their own nets around more complicated shapes. Extend by having them combine
blocks and create a singular net for that shape.

Before the food can go, we need to pack our boxes with different kinds of fruits and vegetables. Produce is shipped in standard rectangular boxes. Start by choosing a fruit or vegetable from the list below. Each box contains a specific number of one type of produce. Using the color tiles, build a rectangle to represent your produce box. Record your box, making sure to write the dimensions: what is the length and the width of your box? What is the area? Once you have recorded your first box, choose a new type of produce!

Apples-24, Cucumbers-18, Potatoes-60, Corn-30, Grapes-56, Onions-36, Pumpkins-12, Tomatoes-32, Plums-48, Pears-72

Apples-24, Cucumbers-18, Potatoes-60, Corn-30, Grapes-56, Onions-36, Pumpkins-12, Tomatoes-32, Plums-48, Pears-72

Grass 169, Twigs 121, Moss 132, Feathers 144, Roots 156

What if the crows need a bigger nest for their growing family? Check out the areas below. How could you build these arrays efficiently? How could you record the dimensions?

Grass 252, Twigs 231, Moss 264, Feathers 242, Roots 253

Today, let's think about all of the different ways to build a rectangular box of produce by using Cuisenaire rods. Pick a number for your box and find different ways to arrange rods into rectangles to make it. What kinds of rectangles can you find? Are there short and wide rectangles? Tall and narrow? Square sized?

Here's an example of the different ways to build a rectangle worth 6: 1x6=6, 2x3=6, 3x2=6, 6x1=6

Your box size choices: 12 15 16 18 24 28 32

Be sure to label the height and width of each of your boxes AND write a multiplication (groups of) equation for each one. Have fun!

You'll need to use a ruler or other measuring tool to create several different body parts for your outfit. Be sure to take special notice of the types of measurement that each choice uses. Remember, a centimeter is VERY different than an inch!

Each body part has several different arrays to choose from. Use a ruler and a pencil to create these arrays out of paper. When you have an entire body, assemble it using glue!

Jacket arms: 2x6 cm, 3x7 cm, 1x4 in or 1.5 x 5 in

Jacket Body: 3x5 in, 4x6 in, 4x8 cm or 6x9 cm

Hat: 1x3cm, 2x4 cm, 3x3 cm or 1x1 in

One Boot: 2x3 cm, 2x4 cm, 1x1.5 in or 2cm x 1.5 in

Pant Leg: 1x5 in, 1.5x4 in, 2x6 cm or 1in x 7 cm

One Glove: 2x2 cm, 1in x 3cm, 1x1.5 in or 1.5cm x 1in

When you finish, don't forget to record your building on a Math Vitamin sheet!

First, decide which animals to include in your zoo. Use the list provided or check in with a teacher for other creatures' habitat sizes. The area that animal needs to be happy is provided. Your next step is to figure out the possible dimensions - the length and width- of each of the enclosures. Find the perimeter of each enclosure, as well.

parakeet 9 feet

wallaby 12 feet

fruit bat 25 feet

arctic fox 45 feet

spider monkey 64 feet

zebra 81 feet

giraffe 90 feet

seal 144 feet

hippopotamus 225 feet

polar bear 324 feet

Example: Frog Tank

width = 2 feet

length = 3 feet

area = 6 feet2

perimeter=10 feet

Next, arrange your enclosures in a map layout for your whole zoo. What is the area and perimeter of your whole zoo?