![]() ![]() Great number recognition and number sense practice! Whoever has the bigger number gets to keep both cards. Have them separate the cards into 2 upside down piles then they each flip one at a time from their pile. Students can play War with a partner when they're done with their regular work. It's a fast-paced fun game where they collect as many numbers as they can. if that person knows it, they keep it & if they don't know it, the next person gets a chance. If they don't know it, the person next to them has a chance. If they can tell you what number it is ("thirty-two"), you give them the card. Hold the first card up in front of the 1st student at your table. Take the stack of cards and put them upside down in front of you. Use them for small group number recognition fun: Have a small group of students sit at your teacher table. Keep a set in your bucket for the classroom management 100 chart idea I talked about Speaking of the 1-120 number cards, I LOVE these because you can use them for sooo many things. This is a great center because they have to "read" the number and locate it on their hundreds chart - the more practice they get with finding numbers on the chart, the quicker they'll get and they'll start to recognize the patterns in the chart (this whole column ends in a 5, this whole row is 30s, all the 10s are at the end, etc.) tell them they get another secret prize when they fill up the entire chart! After you get a full line, think of something fun to do as the secret prize like an extra recess with popsicles or whatever you want to give them! AND THEN. The beauty is that it will take a LONG time to fill up the chart before you get a full line so you can use it as a behavior management tool for awhile. It's a great classroom management tool that helps with behavior AND number sense. Or you can just color in the number and they'll still be engaged. "What numbers could we use with 55 to make a line?" and then you'll have students counting by 10s unknowingly (5, 15, 25, 35, 45, 65, 75, etc.) and by 1s (50, 51, 52, etc.) and there are a lot of other great questions you can ask here and there. "55! Can someone come show me where 55 is?" and then color it in. Dun dun duuuunn! You can bet EVERY kid is watching that chart when it happens, looking at the numbers, and trying to figure out which ones they still need, especially as it gets more and more filled up!Īnnounce the number excitedly. When they get an entire row or column colored in, they get a SECRET PRIZE. Be sure to use a light colored colored pencil or crayon so they can still see the number easily. They bring you the number and you color it in on the number chart. When students are being good (or if they meet a goal you set for them), pick a student to go pick a number out of the bucket. Print out my number cards (1-120) and put them in a bucket. Make a poster-sized number chart and hang it on the wall. Use the number chart as a classroom management tool! My first piece of advice is to make sure your students are exposed to a 1-120 chart every single day! Use it A TON. ![]() I've broken it into sections to make it a little easier to navigate: The Hundreds Chart, Representing Numbers in Different Ways, Counting, Counting Forward Starting At Any Number, and Ten Frames (She has white skin.This is a LONG post but I promise there are a TON of great number sense ideas in here - keep reading! These colors can follow the word piel (skin) or ser (to be):ġ. ![]() ![]() This can refer to dark hair or skin color: Ella es morena. You might hear someone described as moreno as well. Other colors simply use the regular color vocabulary in Spanish (azul, rosado, etc.) How to Describe Basic Hair Colors in Spanish:īoth pelo and cabello mean hair in Spanish. (The tomato is green/unripe.)ĭescribing someone’s appearance in Spanish sometimes uses different vocabulary than just the regular color words (like English, where you say blonde instead of white or yellow for hair). When used with colors, ser refers to a permanent status and estar means it’s that color temporarily.ġ. This means verde doesn’t change by the gender of the object, just the number. The color green in Spanish is verde, which is a little different: it doesn’t end in an – o. It’s multiple jackets, so rojo becomes rojas. It’s multiple sweaters, so rojo becomes rojos.Ĥ. It’s just one jacket, but c haqueta is feminine, so rojo becomes roja.ģ. It’s just one sweater, and suéter is masculine.Ģ. Let’s look at rojo with different objects and numbers of objects:ġ. The colors also change according to the gender and numbers of the things they are describing. In Spanish, this means they usually go after the noun:ġ. Unsubscribe at anytime.Ĭolors are adjectives. ![]()
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