# Mathepillar Lesson Plan

Mathematics

### Objective:

The purpose of Mathepillar is to increase the speed with which students are able to recognize the relative value of numbers and to anticipate or generate the next number in a given sequence.

### Common Core Standards:

This lesson deals with strategies for addition and subtraction, as well as multiplication readiness. It reinforces the Common Core Standards CCSS.Math.Content.K.CC.A.1, CCSS.Math.Content.K.CC.A.2, and CCSS.Math.Content.K.CC.C.6 for kindergarten, CCSS.Math.Content.1.OA.C.5 for first grade, and CCSS.Math.Content.2.OA.B.2, CCSS.Math.Content.2.OA.C.3, CCSS.Math.Content.2.OA.C.4, and CCSS.Math.Content.2.NBT.A.2 for second grade.

Descriptions of the standards can be found here.

http://www.corestandards.org/Math/Content/1/OA

http://www.corestandards.org/Math/Content/2/OA

### Warm-Up Activity:

Human Number Line
Teacher reminds students of the concept of the number line, perhaps by drawing their attention to a number line already displayed in the classroom. Teacher designates one wall of the classroom as the number line and indicates which end represents the lowest numbers and which one represents the highest numbers. Teacher distributes laminated sheets of paper to students, each displaying a number. The students must assemble themselves in order on the number line as quickly as possible. Repeat this exercise with whole numbers, multiples of two, multiples of five, etc.

### Main Activity: Mathepillar

Students should watch the Mathepillar video before playing Mathepillar on classroom computers or iPads. Explain to student that game is challenging, but that they can always start over from the beginning of a round by clicking the “click here to refresh” button.

### Assessment:

Students sit in a circle in the classroom. Teacher declares that students will produce a particular series of numbers (multiples of two, multiples of three, etc.). For example, if the teacher assigns the students to count by fours, the first student says “four”, the second student says “eight,” the third student says “twelve” and so on, and the students continue going around the circle more than once, if possible. It is also possible to play an elimination version of this game, in which a student is eliminated when he or she fails to say the next number in the sequence with in a given amount of time. When a student is eliminated, the remaining players start again with a given sequence of numbers. Perhaps the student who was going to be next after the eliminated student can begin the next sequence. The game continues until only one student is left.

### Assessment 2:

Have students complete Mathepillar worksheets.