Students will use the elements of visual art to create a composition inspired by painter Piet Mondrian that models and solves addition problems within 10, with an optional extension of adding within 20.

Students create and perform body percussion patterns using clapping, stomping, and snapping to represent and solve subtraction equations within 10.

Students will act out “add-to” and “result unknown” animal-themed word problems to model and solve. Students will use the Read–Represent–Write routine to demonstrate their understanding and thinking.

Students analyze a piece of jewelry by Douriean Fletcher to practice looking for groups, patterns, and quantities. Through Notice & Wonder and partner discussion, students connect what they see to strategies for adding two-digit numbers within 100.

Students use the familiar tune and movements of “Head, Shoulders, Knees, and Toes” to identify the place value of each digit in a multi-digit number.

Students practice skip counting while passing a clap around a circle to a steady beat. The group skip-counts by 2s, 5s, or 10s, saying one number with each clap. As students become more comfortable, increase the tempo to build fluency, listening, and automaticity.

Students become architects designing a block of Baltimore row homes. They will sketch rows of connected row homes and use floors and windows to model the Associative Property of Multiplication.

Students use folding to create a paper quilt to explore the Associative Property of Multiplication. Students fold their paper in different sequences to create the same number of equal sections, discovering that changing how the folds are grouped changes the process but not the total number of panels.

Students become “DJs” and use rhythm and movement to represent a given multiplication equation. Each student creates a short body percussion beat sequence based on the first factor, then loops that sequence according to the second factor.