The document describes an interactive method called 'number time' for teaching common core math standards in primary grades, emphasizing daily engagement and hands-on activities. It outlines a structured approach, where teachers select a 'thing of the day' and a focus number to enhance students' understanding of addition, subtraction, and even fractions through discussion and modeling. This method is adaptable and encourages deeper mathematical thinking among young learners.

1. Here is a creative and interactive
approach to teaching Common Core
Math Standards
in Primary Grades

2. Number Time can be used daily to
enhance young learners’ number
sense and math skills.
It is interactive and hands-on
It is EASY and FAST
No PREP involved
POWERFUL discussion
What IS Number Time
and…..how can I use it in
MY class?
Read on to find out!

3. First, choose a “Thing of the Day.”
This can be a shape, coin, letter of
the week. (Anything you would like to
focus on or reinforce for the day)
Next, choose the number you will be
focusing on.
Teacher may choose to have
students just watch on whiteboard, or
each student may have their own
copy of Number Time.
Model how to draw the
designated # of “things” in the
“Draw Them!” area.
As students become more
proficient, they will be the ones
drawing on the whiteboard and
choosing TOD.

4. Here is one way to show students
how to add using Number Time:
First, choose a number and draw
that amount in the “+” area.
In this example, teacher and students
will count on from the “Draw Them”
section to figure out that 5 + 3 = 8

5.  Subtraction entails a
slightly different
approach than
addition.
 Here five shapes are
drawn and one is
crossed out, or taken
away, to help students
figure out that 5-1=4

6. The addition goes one step further and
moves students into number sentences in
the Fact Families section.

7. Here, students move even further into the
addition process with ten frames.
Discussion should eventually show
students that an addition sentence can be
switched and still have the same outcome.

8. WHAT HAPPENS WHEN? HOW MUCH OF TEN?
•Over time, discussion will eventually
move in to “What would happen if we
moved the squares here?”
•“How much do we have now?”
•“What would the NEW number
sentence be?”
Eventually, class discussions can
delve into fractions by asking
questions like, “How much of ten do
we have now?”

9. Number Time touches upon so many of
our Common Core Standards.
It can be stretched and changed to suit
your needs and challenge students to think
about math in a different way.
 It is highly engaging and takes “math time”
to “Number Time!”