C17 Esallmm K 1 Sample

Math Matters
• Elementary K-1st •
IT ALL ADDS UP
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.
© 2017 MindWorks Resources Incorporated
All rights reserved. The activities and illustrations within this manual may be
reproduced by the sole individual owner of this publication for single classroom
or educational purposes only and may not be redistributed in part or in whole.
This work may not be reproduced or copied in its entirety in any form or by any
means – graphic, electronic, or mechanical – without express written consent
from the publisher.
Printed in the U.S.A.
www.MindWorksResources.com
Math Matters • It All Adds Up • K-1st Elementary 2 © 2017 MindWorks Resources Incorporated
MindWorks Curriculum Components
Included in each Teacher’s Guide:
Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.
Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.
Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.
Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.
Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.
Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.
Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.
Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.
Included in each day’s lesson:
Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.
Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.
Entry Event – Each lesson begins with a hands-on or mind-engaging

experience. This component’s purpose is to hook students in the learning process. It
may involve using an object, event, or question to engage students in the topic for the
day, which then seamlessly transitions students into the discussion and activity.
Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.
The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.
Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.
Activity – This component provides step-by-step instructions to engage

students in a learning experience. Practical as well as fun, the activity component
allows for various degrees of instructor guidance and support based on students’
needs, including young modifications (young mod) to support learning for non-
readers. Follow the outlined instructions to bring excitement, energy, and enjoyment
to learning as lesson concepts “come to life” for each student.
Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.
Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.
Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.
Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.
MindWorks Curriculum Design:
MindWorks elementary curriculum includes two independent instructor guides.
While these guides are labeled as K-1st and 2nd-5th, instructors are encouraged
to select the guide which is best suited for the reading abilities of individual
groups of students.
The K-1st facilitator guide is designed for students who are considered to be
emergent readers. Emergent readers are those who are beginning to learn
sound/symbol relationships, know some letters of the alphabet, understand
that writing conveys a message, and may recognize some words or letters.
Lessons included in the K-1st facilitator guide do not require independent
reading and writing and are designed to promote early reading skills and assist
in building a strong foundation for language and literacy learning.
The 2nd-5th facilitator guide is designed for students who exhibit early fluent to
fluent reading skills. At the early fluent stage, reading is more automatic with
less time spent on decoding words and more time devoted to comprehension.
Early fluent readers are able to read a greater variety of text and read
somewhat independently. Fluent readers are able to read without decoding
words. Their energy is devoted to comprehending what they read and they
have a good grasp of comprehension strategies. They are able to read
accurately and independently. Lessons included in the 2nd-5th facilitators guide
require independent reading and writing skills and are designed to further
encourage the development of reading fluency. For those students who are in
the early fluent stage of reading development, modifications have been
included in the 2nd-5th guide to facilitate the development of early fluent
readers.
Overview
This week in Math Matters, it all adds up to students exploring math concepts.
Students will discuss what a set of numbers is as they play with jumbo dice; talk
about equations as they enjoy a snapping and clapping math game; solve
addition problems while playing a stacking game; discover number sequences
as they learn a lightning-quick game called Flash; play a hand of dominoes as
they discuss matches; and learn about different math operations as they play
an addition and subtraction game using ping-pong balls and an egg crate!
Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.
Driving Question for It All Adds Up: How can we prove that math is in
EVERYTHING?
Social-Emotional Learning
This lesson provides opportunity for students to build social-emotional skills by
engaging in problem solving, conversation, turn-taking, collaboration,
sportsmanship, and cooperative play.
Objectives
• Recall and apply basic addition and subtraction facts
• Relate counting to addition and subtraction
• Represent and solve problems involving addition and subtraction
• Apply and extend previous understanding of numbers to the system of
rational numbers
• Count forward and backward to at least 20 with and without objects
• Apply mathematical process standards to develop an understanding of
addition and subtraction situations in order to solve problems
Career Connections
• Accountant – one who keeps or inspects financial accounts
• Actuary – a professional who compiles and analyzes numbers and uses
them to calculate insurance risks and premiums
• Biomathematician – a professional who uses math to treat and model
biological processes
• Computer scientist – one who works with the theory and methods of
processing information in digital computers
• Cryptographer – a professional who writes applications for the security of
computer programs
• Economist – a person who studies or specializes in economics
• Mathematics professor – a teacher who specializes in the field of math
• Operations researcher – a mathematician who solves problems
mathematically
• Pharmacist – one who prepares and dispenses medicinal medication
• Software engineer – a professional who writes and develops software
programs
Materials List
Provided by MindWorks:
• Farkle Flip game • Dry-erase dice
• Jumbo dice • Dry-erase marker
• Snap It Up game • Ping-pong balls
• 10 to the Top Addition game • Addition and subtraction dice
• Flash game • Egg crates
• Fast Flip game • Number dice
• Bendomino game
Not Provided by MindWorks:

• Whiteboard or chart paper (optional)
• Dry-erase markers (optional)
• Rubber bands
Pre- and Post-Test Answer Key
K-1st Grade
Give each student a pencil and a copy of the Pre-Test located on page 48, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect the finished papers.
1. What is a set of numbers?
A. a group of numbers B. a group of shapes C. a group of colors
2. What is another name for a math problem?
A. a math twister B. a math test C. a math equation
3. What is addition?
A. subtracting B. adding something to C. dividing something

something from something else from something else
something else
4. What is a number sequence?
A. numbers placed in a B. numbers written in a

C. numbers used in art
special order sentence
5. What is a match?
A. two things that are C. two things that are

B. two things that are
different the color red and
the same
different
6. Which two are math operations?
A. numbers and shapes C. addition and

B. shapes and addition
subtraction
Day 6: All About Operations!
K-1st Grade
Materials
Provided by MindWorks Resources:

• Dry-erase dice
• Dry-erase marker
• Ping-pong balls
• Addition and subtraction dice
• Egg crates
• Number dice
Not provided by MindWorks Resources:

• No other materials are needed.
Included in Subject Guide:

• No other support materials are needed.
Preparation
• A large, open space is needed for both the Entry Event and Activity.
• Use the dry-erase marker to write one of the following words on each side
of the dice:
- Jumping jacks - Lunges
- Toe touches - Push-ups
- Side bends - Sit-ups
• Set aside one addition and subtraction die in preparation for the Entry
Event.
• Become familiar with the instructions for playing the game included in the
Activity, in preparation for the Activity.
Reminder
• The egg crates provided in the materials kit must be equally distributed for
use throughout the entire nine weeks. Failure to monitor the amounts
being used by students may result in a shortage of supplies toward the
end of the nine weeks.
Entry Event
• Tell students they will play a math game.
• Have all the students stand together in a group with enough room for
large movements, facing the instructor.
• The instructor chooses three student volunteers to begin game play.
• The instructor gives the volunteers dice. Note: One volunteer is given the
dry-erase exercise die, one volunteer is given the addition and subtraction
die, and one volunteer is given two number dice.
• When the instructor says, “Roll,” the three student volunteers roll their dice.
• Once the dice have landed, the instructor reads aloud what has been
rolled. For example, the number dice might have rolled on a 3 and a 4.
The addition and subtraction die might have landed on addition, and the
dry-erase die might have landed on jumping jacks. The instructor then
reads aloud, “3 + 4 = 7. Perform 7 jumping jacks.”
• After the students standing in the group have performed the activity as
shown on the dry-erase die, three new student volunteers are chosen as
the old volunteers rejoin the group of students.
• Play continues as students take turns rolling the dice, adding or subtracting
the numbers on the dice, and performing the action.
• Play as many rounds as time allows.
• Allow time for students to play the game.
Pre-Activity Discussion
Discuss that students played a game using math operations. Discuss what a
math operation is with students.
• During the Entry Event, you played a game in which you used math
operations. A math operation is a symbol that tells you how to solve the
math equation. For example, addition and subtraction are math
operations. Which math operation or symbol is used for addition?
- (A plus symbol is the math operation for addition.)
• A plus symbol is the math operation for addition. Young mod: Show
younger students the addition symbol on the dice.
• Which math operation or symbol is used for subtraction?
- (A minus symbol is the math operation for subtraction.)
• A minus symbol is the math operation for subtraction. Young mod: Show
younger students the subtraction symbol on the dice.
Share a fun fact about the addition and subtraction symbols with students.
• Share the following information with students:
- The symbols or pictures used for addition and subtraction equations, or
problems, have been used for thousands of years! Before the symbols
for addition and subtraction were invented, people would have to
write out the words “plus” or “minus” instead of just writing the symbols.
• Which kind of math problems do you prefer solving, addition or
subtraction? Why?
- (Answers will vary.)
Talk about Luis Esquivel, a five-year-old who enjoys solving math problems.
• Share the following information with students:
- Luis Esquivel is a five-year-old boy who has been described as a little
human calculator! Luis is so fast at solving math problems that he has
appeared on television!
• If you were appearing on television, what might your talent be?
Activity
• Tell students they will play a game using the math operations of addition
and subtraction.
• Divide the students into four teams.
• Give each team the following materials:
- Egg crate (1 per team)
- Ping-pong balls (5 per student)
• Have each team place the egg crate on the ground.
• Have each team form a circle around the egg crate.
• Provide the teams with the following instructions:
- The instructor rolls two of the number dice and one of the operation
dice to create a math equation.
- Once the instructor has created a math problem using the dice, he
reads aloud the math problem to all the teams.
- Once the math problem has been read aloud, the teams work
together to come up with the correct answer.
- Once the team has decided on what the answer might be, each team
member then takes a turn bouncing a ping-pong ball into the crate
until the correct number of ping-pong balls have landed inside the egg
crate. For example, if the math problem said aloud is 5 + 3, teams must
come up with the correct answer of 8, and then bounce and land 8
ping-pong balls into the crate.
- Once a team thinks it has bounced the correct number of ping-pong
balls into the crate, players on the team raise their hand to have the
instructor check for accuracy.
- If the team is correct, one point is awarded to the team. Note: The
instructor keeps track of points awarded.
- If the team is incorrect, players continue bouncing balls into the crate
until one of the teams gets the correct answer.
- Once points have been awarded, a new round of play begins with the
instructor rolling the dice to create a new math problem.
- The team with the most points at the end of game play is declared the
winner.
- Play as many rounds as time allows.
• Allow time for students to play the game.
Post-Activity Discussion
Review that addition and subtraction are math operations. Review that
another name for a math problem is a math equation. Review addition.
• During the Activity, you played a game that used math operations. Which
two math operations were used in the game you played?
- (The two math operations used in the game were addition and
subtraction.)
• The two math operations used in the game were addition and
subtraction. Addition and subtraction are used in math problems. What is
another name for a math problem?
- (Another name for a math problem is a math equation.)
• Another name for a math problem is a math equation. Sometimes
addition is used in math equations. Addition is adding something to
something else. Solve the following addition problem: what is 5 + 4?
- (5 + 4 = 9)
Review sets of numbers and number sequences. Review what a match is with
students.
• 5 + 4 = 9. Sometimes numbers are placed in sets. What is a set of numbers?
- (A set of numbers is a group of numbers.)
• A set of numbers is a group of numbers. Numbers are also sometimes
placed into a sequence. What is a number sequence?
- (When numbers are placed into a special order, it is called a number
sequence.)
• When numbers are placed into a special order, it is called a number
sequence. Sometimes numbers match. What is a match?
- (A match is two things that are the same.)
• A match is two things that are the same. Do you see any matches in the
room? If so, describe the matches you see.
Reminder
• Collect and store the egg crates for use with the next group of students.
Extension Activities
• See how many ping-pong balls you can juggle.
• Create addition and subtraction flashcards to use for practice.
• Create addition and subtraction word problems.
• Practice your math skills by playing the following online game:
- http://www.abcya.com/addition.htm
PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
• Students can create an addition and subtraction game using dice and
ping-pong balls. The game can be featured at the math fair.
Give Post-Test
Give each student a pencil and a copy of the Post-Test located on page 49, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper. Collect the finished papers.

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Math Matters

© 2017 MindWorks Resources Incorporated

Printed in the U.S.A.

Overview – This section provides a brief description of what students

Career Connections – This component helps instructors guide students in

Materials List – Divided between materials provided by MindWorks and

Core Vocabulary – Each subject includes a list of core vocabulary taught in

Included in each day’s lesson:

Entry Event – Each lesson begins with a hands-on or mind-engaging

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

Read these discussions before beginning lessons. Determine if you, as an instructor,

Activity – This component provides step-by-step instructions to engage

Social-Emotional Learning – Some daily lessons include a social-emotional

Extension Activities – These supplemental activities build upon each day’s

Project Based Learning

Not Provided by MindWorks:

A. a group of numbers B. a group of shapes C. a group of colors

2. What is another name for a math problem?

A. a math twister B. a math test C. a math equation

A. subtracting B. adding something to C. dividing something

4. What is a number sequence?

A. numbers placed in a B. numbers written in a

A. two things that are C. two things that are

A. numbers and shapes C. addition and

Provided by MindWorks Resources:

Not provided by MindWorks Resources:

Included in Subject Guide:

PBL Voice and Choice

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