Week 1: Numbers up to 99 review

1. Warm-up: Number Hunt (20 minutes)

● Materials: Small cards with numbers 1-99
● Description: Prior to the session, hide small cards with numbers 1-99 around
the classroom. Instruct students to search for the cards and collect as many
as they can within the allocated time. Once the time is up, ask students to
work in pairs to put their collected numbers in ascending order. Discuss as a
class and review any numbers that students struggled to sequence.
2. Activity: Number Bingo (60 minutes)
● Materials: Number Bingo cards, tokens, and number calling cards
● Description: Provide each student with a Number Bingo card containing a
random assortment of numbers between 1 and 99. Prepare a set of number
calling cards with numbers 1-99. Randomly draw a number card and call it
out. Students must place a token on the corresponding number on their bingo
card if it is present. The first student to complete a horizontal, vertical, or
diagonal row of tokens calls out "Bingo!" and wins the round. Play multiple
rounds and encourage students to help each other find the called numbers on
their cards.
3. Cool-down: Number Line Race (40 minutes)
● Materials: Number line, dice, and game tokens
● Description: Draw a large number line on the floor or use a prepared number
line mat ranging from 1 to 99. Divide the class into small teams, and give each
team a game token to place at the beginning of the number line. Teams take
turns rolling a dice, then move their token the corresponding number of
spaces on the number line. The first team to reach or pass 99 wins.
Encourage students to call out the numbers they land on and to support their
teammates in moving the tokens accurately.

Session 2 (80 minutes):

Warm-up: Human Number Line (20 minutes)

Materials: Number cards (1-99)

1. Description: Distribute number cards to students. Ask them to arrange

themselves in a line based on their cards, working together to create a human
number line. Once the line is complete, check their ordering and discuss any
misconceptions or challenges.

Activity: Number Puzzles (40 minutes)

Materials: Pre-made number puzzles, each consisting of pieces with different
representations of the same number (e.g., digits, words, tally marks, base ten blocks)

2. Description: Divide students into small groups and give each group a set of
number puzzles. Students work together to match the pieces of the puzzles,
which represent numbers in different ways (digits, words, tally marks, base
 ten blocks). Encourage students to discuss their reasoning and support one
another as they solve the puzzles.

Cool-down: "I Spy" Number Game (20 minutes)

Materials: Classroom objects with numbers, a list of clues

3. Description: In this adaptation of "I Spy," provide clues to students about

numbers present in the classroom (e.g., on posters, manipulatives, or books).
Students try to identify the object with the number based on the clue. This
activity encourages students to practice number recognition and reinforces
the concept of numbers being present in their everyday environment.

Week 2: Additions up to 99 review

Session 1 (120 minutes):

Warm-up: Addition Relay (20 minutes)

Materials: Whiteboards, markers, erasers

1. Description: Divide the class into two teams. Each team lines up at one end of
the classroom, with a whiteboard, marker, and eraser placed at the other end.
Write an addition problem (with sums up to 99) on the board, and the first
student from each team runs to the whiteboard, solves the problem, and runs
back to their team. The next student does the same with a new problem. The
relay continues until each team member has solved a problem.

Activity: Addition Board Game (60 minutes)

Materials: Addition board game, dice, game tokens

2. Description: Provide each group with an addition board game that includes
spaces with addition problems up to 99. Students take turns rolling the dice
and moving their tokens. To stay on a space, the student must correctly solve
the addition problem on that space. Encourage students to help each other
solve problems and discuss their strategies.

Cool-down: Addition War (40 minutes)

Materials: A deck of playing cards (with face cards removed)

3. Description: Pair students and give each pair a deck of playing cards with the
face cards removed. Students divide the deck evenly and simultaneously flip
over two cards, adding the values together. The student with the highest sum
takes all four cards. If there is a tie, they flip over two more cards and repeat
the process. The game continues until one player has all the cards or time
runs out.

Week 2: Additions up to 99 review

Session 2 (80 minutes):

Warm-up: Add and Jump (15 minutes)

Materials: Number line, addition flashcards

1. Description: Using a number line on the floor or a large printed number line,
have students stand at the start (0) position. Show an addition flashcard, and
ask students to jump the number of spaces indicated by the sum. This activity
helps students visualize addition on a number line and reinforces the concept
of counting forward to find a sum.

Activity: Addition Treasure Hunt (45 minutes)

Materials: Addition problem cards, treasure chests, and small prizes

2. Description: Create a treasure hunt by hiding addition problem cards around

the classroom. Each card should include a sum and a corresponding location
(e.g., "sum: 43, location: bookshelf"). Students work in pairs to find and solve
addition problems, then use the locations to find hidden treasure chests
containing small prizes. This activity encourages teamwork and problem-
solving while reviewing addition skills.

Cool-down: Addition Chain (20 minutes)

Materials: None

3. Description: Students sit in a circle. The first student says a number between
1 and 99, and the next student adds a number between 1 and 10 to the first
number. The chain continues around the circle, with each student adding a
number between 1 and 10 to the previous sum. If a student cannot add a
number without exceeding 99, they are "out," and the next student starts a
new chain. The game continues until only one student remains.

Week 3: Subtractions up to 99 Review

Session 1 (120 minutes):

Warm-up: Subtraction Simon Says (20 minutes)

Materials: None

1. Description: Students stand in a circle. The teacher plays "Simon Says" with
subtraction problems (e.g., "Simon says take away 3 steps"). Students must
perform the subtraction problem and move accordingly. This activity helps
students practice subtraction while incorporating movement.

Activity: Subtraction Bowling (60 minutes)

Materials: Plastic bowling pins, ball, subtraction flashcards
 2. Description: Set up plastic bowling pins with subtraction problems written on
them. Divide students into teams. Each team takes turns bowling, trying to
knock down the pins. When a pin is knocked down, the team must solve the
subtraction problem on the pin to earn points. The team with the most points
after all pins are knocked down wins.

Cool-down: Subtraction Around the World (40 minutes)

Materials: Subtraction flashcards

3. Description: Students sit in a circle, and the teacher holds subtraction

flashcards. Two students stand up, and the teacher shows them a subtraction
flashcard. The first student to answer correctly moves on to the next student
in the circle. The game continues around the circle, with the goal being to
make it all the way "around the world" by answering subtraction problems
correctly.

Session 2 (80 minutes):

Activity: Subtraction Memory (45 minutes)

Materials: Subtraction problem cards and corresponding answer cards

2. Description: Lay out subtraction problem cards and their corresponding

answer cards face down in a grid. Students take turns flipping over two cards,
trying to match a subtraction problem with its correct answer. If a match is
made, the student keeps the pair of cards and takes another turn. If not, the
cards are flipped back over, and the next student takes a turn. The student
with the most matched pairs at the end of the game wins.

Cool-down: Subtraction Storytelling (20 minutes)

Materials: None

3. Description: Students sit in a circle, and the teacher starts a story that
includes subtraction problems (e.g., "There were 10 apples on the tree. A
squirrel took away 3 apples."). The students listen and solve the subtraction
problems, then share their answers. Encourage students to come up with their
own subtraction stories for their classmates to solve.

Week 4: Additions and subtractions word problems up to 99 using kilograms, meters,

money

Session 1 (120 minutes):

Warm-up: Word Problem Charades (20 minutes)

Materials: Word problem cards

1. Description: Prepare word problem cards with addition or subtraction

problems involving kilograms, meters, or money. Divide the class into two
 teams. One student from each team picks a card and acts out the word
problem without speaking. Their team must solve the word problem based on
the charade. Each correct answer earns the team a point.

Activity: Word Problem Stations (60 minutes)

Materials: Word problem cards, whiteboards, markers, erasers, station signs

2. Description: Set up stations around the classroom, each with a different set of
word problems (addition and subtraction) involving kilograms, meters, or
money. Students rotate through the stations in small groups, working together
to solve the word problems. After a set time, groups rotate to the next station.
Monitor and support students as needed, discussing strategies and solutions
as a class afterward.

Cool-down: Word Problem Puzzle (40 minutes)

Materials: Word problem puzzle pieces

3. Description: Provide each small group with a set of word problem puzzle
pieces. Each puzzle piece should have a word problem on one side and the
answer on the other side. Students work together to match the word problems
with their correct answers by fitting the puzzle pieces together. Encourage
discussion and collaboration within the groups.

Session 2 (80 minutes):

Warm-up: Shopping Spree (15 minutes)

Materials: Play money, price tags, classroom items

1. Description: Set up a pretend store in the classroom with price tags on various
items. Give each student play money, and ask them to "purchase" items,
adding and subtracting amounts to determine their change. Encourage
students to help one another and discuss their thought processes.
Activity: Math Race (45 minutes)
Materials: Word problem cards, answer sheet, timer

2. Description: Divide students into pairs or small groups, and provide each
group with a set of word problem cards and an answer sheet. Set a timer, and
have the groups race to solve as many word problems as possible before the
timer runs out. Encourage collaboration and discussion within the groups.
Afterward, review the answers as a class.
Cool-down: Math Riddles (20 minutes)
Materials: Math riddle cards

3. Description: Read math riddles aloud to the class. Students must listen
carefully and use their addition and subtraction skills to solve the riddles.
Encourage students to share their thought processes and explain how they
arrived at their solutions.
Week 5: Combined operations up to 99

Session 1 (120 minutes):

Warm-up: Operation Dice (20 minutes)

Materials: Dice (with + and - symbols)

1. Description: Students work in pairs, each pair having two dice. One die has
numbers 1-6 and the other has '+' and '-' symbols. Students take turns rolling
the dice and performing the operation with the previously rolled number (e.g.,
if the first roll is a 4 and the second roll is a '+', the next student must add 4 to
their number). This activity helps students practice combined operations in a
fun and engaging way.

Activity: Math Jeopardy (60 minutes)

Materials: Prepared Jeopardy-style game board with categories and questions,
whiteboards, markers, erasers

2. Description: Create a Jeopardy-style game board with categories such as

addition, subtraction, combined operations, and word problems. Divide the
class into teams, and have them take turns selecting a category and point
value. Teams collaborate to solve the presented problems, writing their
answers on a whiteboard. Award points for correct answers, and discuss
strategies and solutions as a class.

Cool-down: Number Sentence Scramble (40 minutes)

Materials: Number sentence cards, timer

3. Description: Divide students into pairs or small groups. Provide each group
with a set of scrambled number sentence cards (e.g., "8 + 3 - 5 =", "12 - 6 + 4
="). The students must unscramble the cards and solve the combined
operations problems within a set time. Encourage teamwork and discussion
within the groups.

Session 2 (80 minutes):

Warm-up: Operations Hopscotch (15 minutes)

Materials: Sidewalk chalk, number cards

1. Description: Draw a hopscotch grid with numbers and '+' and '-' symbols.
Students take turns drawing a number card and hopping through the grid,
performing the combined operations as they go (e.g., if the grid has "5 + 3 - 2",
the student must hop on 5, then '+', then 3, then '-', and finally 2). This activity
combines physical movement with mental math practice.

Activity: Combined Operations Stations (45 minutes)

Materials: Station signs, problems, and materials
 2. Description: Set up stations around the classroom, each with a different
combined operations activity (e.g., word problems, number sentences,
manipulatives). Students rotate through the stations in small groups, working
together to solve the problems. After a set time, groups rotate to the next
station. Monitor and support students as needed, discussing strategies and
solutions as a class afterward.

Cool-down: Math Storytelling (20 minutes)

Materials: None

3. Description: Students sit in a circle, and the teacher begins a story that
includes combined operation problems (e.g., "There were 7 apples in the
basket. 3 more apples were added, and then 2 apples were taken away.").
Students listen and solve the problems, then share their answers. Encourage
students to create their own math stories involving combined operations for
their classmates to solve.

Week 6: Writing numbers up to 999

Session 1 (120 minutes):

Warm-up: Number Card Sort (20 minutes)

Materials: Number cards (100-999)

1. Description: Divide students into small groups and provide each group with a
set of number cards ranging from 100 to 999. Students work together to sort
the cards into categories such as even/odd, hundreds/tens/ones, and
ascending/descending order. This activity helps students become familiar
with larger numbers and their properties.

Activity: Place Value Art (60 minutes)

Materials: Construction paper, scissors, glue, markers, place value charts

2. Description: Provide students with construction paper, scissors, glue, and

markers. Students create a visual representation of a number between 100
and 999 using the materials. They should include a place value chart to show
the hundreds, tens, and ones in their number. Encourage students to be
creative with their representations and to share their work with the class.

Cool-down: Number Detective (40 minutes)

Materials: Large number cards (100-999), whiteboards, markers, erasers

3. Description: Prepare large number cards with numbers between 100 and 999.
Show one card at a time to the class, and have students use their whiteboards
to write down the hundreds, tens, and ones that make up the number. Discuss
the place value of each digit and have students share their observations with
the class.
Session 2 (80 minutes):

Warm-up: Place Value Jump (15 minutes)

Materials: Large place value mat, number cards (100-999)

1. Description: Place a large place value mat on the floor with sections for
hundreds, tens, and ones. Students take turns drawing a number card (100-
999) and then jump to the correct sections of the mat to represent the
number. This activity helps students physically engage with place value
concepts.
Activity: Number Comparison Game (45 minutes)
Materials: Number cards (100-999), comparison symbols cards (<, >, =)

2. Description: Divide students into pairs and provide each pair with number
cards and comparison symbol cards. Students take turns drawing two
number cards and a comparison symbol card, then compare the numbers
using the symbol (e.g., 456 > 321). The student who correctly compares the
numbers wins the round. Encourage students to discuss their reasoning and
strategies for comparing numbers.
Cool-down: Number Riddles (20 minutes)
Materials: Number riddle cards (100-999)

3. Description: Read number riddles aloud to the class that involve numbers
between 100 and 999. Students must listen carefully and use their knowledge
of place value to solve the riddles. Encourage students to share their thought
processes and explain how they arrived at their solutions.
Week 7: Place value and number decomposition up to 999

Session 1 (120 minutes):

Warm-up: Place Value Quiz (20 minutes)

Materials: Whiteboards, markers, erasers

1. Description: Call out a number between 100 and 999, and have students write
the number on their whiteboards. Then, ask them questions related to place
value (e.g., "What is the value of the tens place?", "What is the value of the
hundreds place?"). This activity reinforces students' understanding of place
value.

Activity: Place Value Race (60 minutes)

Materials: Number cards (100-999), place value charts, timer

2. Description: Divide students into pairs or small groups. Provide each group
with a set of number cards and place value charts. Set a timer, and have
groups race to correctly decompose as many numbers as possible within the
given time (e.g., for the number 432, the students should write "400 + 30 + 2").
Encourage collaboration and discussion within the groups.
Cool-down: Number Decomposition Art (40 minutes)
Materials: Construction paper, scissors, glue, markers

3. Description: Provide students with construction paper, scissors, glue, and

markers. Students select a number between 100 and 999 and create a visual
representation of the number's decomposition (e.g., for the number 685, the
students could create a picture showing "600 + 80 + 5"). Encourage students
to be creative with their representations and to share their work with the
class.

Session 2 (80 minutes):

Warm-up: Number Decomposition Bingo (15 minutes)

Materials: Bingo cards, number cards (100-999), place value charts

1. Description: Provide students with Bingo cards that have decomposed

numbers (e.g., "200 + 90 + 6"). Call out a number between 100 and 999, and
have students use their place value charts to decompose the number. If they
have the corresponding decomposition on their Bingo card, they can mark it
off. The first student to get a line of marked numbers wins.

Activity: Decomposition Relay (45 minutes)

Materials: Number cards (100-999), whiteboards, markers, erasers

2. Description: Divide students into teams and have them line up. Place number
cards at one end of the room and whiteboards, markers, and erasers at the
other end. On the teacher's signal, the first student in each team runs to the
number cards, picks a card, runs to the whiteboard, and decomposes the
number. Once they finish, they run back to their team and tag the next student.
The relay continues until all team members have participated. The first team
to finish wins.

Cool-down: Decomposition Riddles (20 minutes)

Materials: Decomposition riddle cards

3. Description: Read decomposition riddles aloud to the class (e.g., "I am a

number between 100 and 999. My hundreds digit is 3, my tens digit is 2, and
my ones digit is 7. What number am I?"). Students must listen carefully and
use their knowledge of place value and decomposition to solve the riddles.
Encourage students to share their thought processes and explain how they
arrived at their solutions.

Week 8: Number comparison up to 999

Session 1 (120 minutes):

Activity: Number Comparison Obstacle Course (60 minutes)

Materials: Number cards (100-999), signs with comparison symbols (<, >, =), cones
or other obstacles

2. Description: Set up an obstacle course in the classroom or outside. Divide

students into teams, and have each team go through the course one at a time.
At various points in the course, place number cards and comparison symbol
signs. Students must compare the numbers and perform a corresponding
action (e.g., jump, crawl, or hop) based on the correct comparison symbol.
The activity helps students practice number comparison in a fun, physical
way.

Cool-down: Number Comparison Chain (40 minutes)

Materials: None

3. Description: Students sit in a circle. The first student says a number between
100 and 999, and the next student must say a number that is either greater or
lesser than the previous number. The chain continues around the circle, with
each student comparing their number to the previous one. If a student cannot
think of a number that fits the criteria, they are out of the game. The last
student remaining in the game wins.

Session 2 (80 minutes):

Warm-up: Number Line Challenge (15 minutes)

Materials: Large number line (0-999), number cards (100-999)

1. Description: Place a large number line on the floor or wall, ranging from 0 to
999. Provide each student with a number card (100-999). Students take turns
placing their number on the number line. Encourage students to discuss their
reasoning for placing the numbers where they did.
Activity: Compare and Contrast (45 minutes)
Materials: Number cards (100-999), whiteboards, markers, erasers

2. Description: Divide students into pairs or small groups, and provide each
group with number cards and whiteboards. Students draw two number cards
and write a comparison sentence using the numbers (e.g., "529 > 387").
Encourage students to explain their thought process and reasoning for their
comparisons. Afterward, have students share their comparison sentences
with the class.
Cool-down: Number Comparison Riddles (20 minutes)
Materials: Number comparison riddle cards

3. Description: Read number comparison riddles aloud to the class (e.g., "I am
thinking of two numbers between 100 and 999. The first number has 5 in the
hundreds place, and the second number has 3 in the hundreds place. Which
number is greater?"). Students must listen carefully and use their knowledge
 of number comparison to solve the riddles. Encourage students to share their
thought processes and explain how they arrived at their solutions.
4.