10 Block Planning Schedule forMath Fact Fluency

presented by

Kim Sutton

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I© 2010 Kim Sutton

10 Block Planning Schedule forMath Fact Fluency

IntroductionBasic facts are tools for success in mathematics. In the math community, Ihave taken heat over my philosopby that students need to know their facts.Many teachers thought that I was saying ‘just memorize” the facts. My Inessage is quite different than memorize. A balanced math program at the elementary level includes five to nine minutes of daily practice with the facts.There are three steps on the road to fluency with the facts:

• Teach for Understanding• Teach the Strategies• Practice, Practice, Practice

Facts for fact sake alone will not be beneficial to students. Students need tohave a picture of each operation in their mind’s eye. There are two modelsfor each operation. Teachers must know the operations to address both models. Many textbooks only show one operation. That is why it is critical forteachers be in the driver’s seat with all math content.

The development of number sense in early learners is a complex process.Number sense is comprised of three areas:

• How we record quantity (place value)• How we manipulate quantity (the four operations)• Comparisons between quantities (less than, equal to, greater than)

Students need many repeated experiences connecting the symbols used to rep-

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resent quantities and developing the concept of ten. Students also need topractice composing and decomposing numbers. In roy book, Do The Math, Imodel how to use “Number Chats” with primary students three times a week.They can be done as part of the calendar time.There are three questions that govern a “Number Chat.” Students are asked:

• How many do you see all together?• How do you know it is that many?• What is another way to make that number?

The value of this activity is in the rich exploration of how many ways to takeapart a number. Students will move through addition, subtraction, and theverbalization of “groups of” during this activity.

Upper grade “Number Chats,” can be done with these cards. This discussioncenters on part to whole statement. Students are still asked, “How many doyou see altogether?” Then they are asked to formulate fractions or percentfor the visual of part to whole.

Students who engage in reg’ular “Number Chats” gain the necessary experiences with numbers to build a strong foundation.

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EQUATION of a QUALITYActivity-Based Mathematics Program

THE FOUR FOOD GROUPS

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Tool KitGeneral Math Tools

• Response Board• Chalk and Eraser• Magic Finger of Mathematics• Pattern Blocks (Ellison)

Language Tools

• Math Dictionary (Making MathBooks with Children)

• Word Wallet

Time Tools

• Analog Clock• Digital Clock

Number and Algebra Tools

• Number Line Petite(Number Line Workbook)

• Place Value Pocket+ — sets of digit cards(Place Value with Pizzaz)

• Base Ten Blocks(5 mesh plastic canvas)

• Operational Dominoes• My Basic Facts Booklet

(Free PDF Files)• My T-Table Booklet

(Number Line Workbook)• My Multiples Booklet

(Number Line Workbook)• Hundreds Chart 0-99 (cardstock)• Transparent Chips + Container• Dynamic Dice• Fraction Flip Book• Pattern Stick Book on ring

(Number Line Workbook)• Place Value Odometer

(Place Value with Pizzazz)

• Playing Cards

Geometry & Measurement Tools

• Circle Sizer• Tangrams• Angle Maker• Shape Maker• Mirrors (3)• Pattern Blocks• Circle Protractor• Tape Measure

Data Tools

• Spinner faces• Paper Clips (spinners)• Coffee Filters• My Graph Book

(Making Math Bookswith Children)

Kim’s Helpful Hints

I have used the concept of a math tool kit in nyclassroom for many years. Each student has amath tool kit filled with the pbysical tools it takesto solve mathematical problems.

The students will store these items in a gallonsize zip-look baggie. To avoid disorganization within the students’ desks, press a strip of magneticadhesive on outside of baggie. If the inside of thedesks are metal, students can stick their mathtool kit on the desks so that part of the tool kit isalways visible. Some teachers prefer to have themath tool kits hanging on the outside of thedesks.

Younger students can embrace the concept of amath tool kit with smaller bags and fewer objects.The tools may also be stored at a table, in a bas

ket, or on a pegboard. The intent of the mathtool kits is to give students experience with thephysical tools that accompany problem solvingsituations in mathematics.

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© 2010 Kim Sutton

Notes

© 2010 Kim Sutton

Teach for UnderstandingTwo Models for Operations

AdditionCombining Quantities

• Number Line Growth

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© 2008 Kim Sutton

MultiplicationRepeated Addition ( groups of =

• Area or Array

4groupsof3= 12

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DivisionRepeated Subtraction

In 12, how many groups of 3 are there?

• Area to Length of Side Relationship

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© 2008 Kim Sutton

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Take Two for Ten

This game is to practice combinations of playing cards that add up

to 10.

This game can be played as a solitairegame or with a partner. Each player will shuffle his/her deckof cards. The cards are placed in 10 piles face up in two rowsin front of each player.

Students are “scanning” for two addends that make a sum of10. Play should not be stopped. If a player can not find twocards that make a sum of 10, a pile should be shuffled and anew top card exposed. An “ace” is a one and all face cards arezero. If the deck is played correctly, the check will be eightcards left that are all face cards. A “joker” can have a value of10.

If played competitively, the partners will race through the deckusing a timer. First player getting to the check situation, is thewinner.

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MATH TOOLS

• playing cards• a partner

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Counting Ladder Game

Math Tools: • Counting Ladder• transparent chips• response boards• 10-Sided Double Dice

The counting ladder is a tool to helpstudents remember difficult addition

facts. When an addend is closeto ten it is used to make oneaddend into a ten. For example,if the fact is 9 + 7 then each

addend is built on the counting ladder with the transparent chips. Wecount, “One, two, three, BIG PLAY!”

On the big play, the chips are moved to make the addend closest to ten into a ten. Adding with a ten is much easierbecause of our friend Zero the Hero!

Play the game of “Big Play.” Students will use the 10-SidedDouble Dice. They will record the rolled equations on theresponse boards. Left hand side of the T-Table is labelled, BigPlay or BP. Right hand side is labelled No Big Play or NBP.Students roll the two dice and assess whether the combinationmakes a Big Play or No Big Play and write the equation ontothe correct side of the T-Table after building it on the CountingLadder and moving the chips.

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Subtraction StrategiesTeacher Directions

Subtraction is the most difficult operation for students tolearn. It is the most abstract. It requires students to remember how much they start with, what is taken away and whatremains. It is difficult to create pictures of meaning for students, and yet it is the most frequently done operation in thereal world. To be proficient in subtraction, a student needslots of practice with composition and decomposition of numbers. The data sheets called “Broken Numbers” are importantpractice for students. Students will roll a number using theone’s die from the place value dice and record that number inthe first box on each equation. The die will be rolled againand students will practice breaking the number into two partsthat will allow the making of a ten or a doubles plus one.Students will become proficient with practice of this skill.They will move on to multiples of ten by rolling the ten’s diefrom the place value dice and break numbers so they makesums of 100. Students will understand subtraction easierafter they comprehend addition.

There are two models for subtraction. Subtraction can meanto take away. The real world example of that is the processdone in a checkbook. (How many times a month do we add?How many times a month do we subtract?) To introduce thetake away model of subtraction, the book Miss SDider’s TeaParty can be read and acted out by students. To build theconceptual understanding of this model requires students togeneralize the quantity that remains is less than the amountstarted with.

The class “Counting Rope” can be used to have repeated practice with this model. For example, the teacher can count outa quantity like five. The moving of the balls on the countingrope are an effective model of subtraction along with the connection to addition and the decomposition of numbers.

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Math Tools

• Number Line Petite• Transparencies of

Pages 86-91• Walk The Line Tools• Dynamic Dice• Overhead Projector• Overhead Pens

MathematicalIntent

Subtraction is themost difficult of theoperations. Tobecome proficient, students need practicewith decomposition ofnumbers and alternative strategies.

Math Vocabulary

differencedifference betweenequationminuendsubtrahendtake away

Math Literature

• Miss SDider’s TeaPartyby David Kirk

• Panda Mathby Ann WhiteheadNagda

The “Counting Rope” can be used for continued association tothe take away model of subtraction. This section includesmany practice opportunities for students. The RandomNumber CD and the Rapid Fire Random Number CD (Creative

© 2010 Kim Sutton

1athematics) can be used with the practice pages on pages 16 and 17. Page 16 givesstudents lots of practice with taking away from ten.

Once they are proficient with this skill, they will use the practice page available on 17.

The other model for subtraction is the difference between model. This is a comparisonmodel. Students should be taught the number line growth model for addition and the difference between model is then very logical. Students will practice with Kim’s Number LinePetite from Number LineWorkbook. Two paperclips can be used as “number sliders.”

.. .. . . . . . . .012345678910

There are also two game boards to be used with the double dice and the decahedrondouble dice called “First Number Wins.” These two game boards reinforce the difference between model of subtraction. The “First Number Wins” game board found onpage 18 uses the double dice or two regular dice. The “First Number Wins” gameboard found on page 19 uses decahedron double dice. Students can play these gamesalone or with a partner. Each student will have a game board. Students roll the dicerecording the difference between the dice with an X above the difference. Play continues until a number reaches the finish line. The game is over when second andthird place winners are named.

The standard algorithm for subtraction of large numbers is the borrowing or regrouping method of starting with the ones. Students often refer to this as the “slash andburn” method. By using number reference points or benchmarks, students can makethe subtraction situation less stressful. This model is extremely helpful for studentswho have difficulties with regrouping.

To model this process with students, the teacherneeds a transparency of the practice sheet called“Walking the Line.” Using the decahedron doubledice, two numbers are rolled. The big mathematicalquestion is “What is the difference between the twonumbers?” For example:

The thinking behind this task is the mental process of dealing with simpler differences and then adding and subtracting around those reference points or benchmarks.If students are using the adding machine tape scraps, they can use the paper clips asnumber sliders and place the paper clips from the bottom of the number line to markthe reference points or benchmarks.

The class number line will also provide repeated practice with the idea behind this processand can used as a focus activity throughout the week. It is very exciting to watch students get better and better with the mental process and logical thinking skills.

The book Panda Math by Ann Whitehead Nagda is a non-fiction story of subtractionused in the real world.

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Math Tools:

• Kim’s Number Linewith colored dots

• Number Line Petite• pattern stick books• “magic finger of math”• transparent chips• double dice• pointer(s) for number line

Mathematical Vocabulary

multiplesfactorproductskip countinggrowth pattern

Math Literature

Cat Up a Treeby John and Ann Hassett(multiples of 5)

Arctic Fives Arriveby Elinor Pinczes(multiples of 5)

A High Fiving Gift for Momby Judy Bradbury(multiples of 5)

Reese’s pieces Count byFivesby Jerry Pallotta(multiples of 5)

The Cheerio Counting Bookby Barbara McGrath(multiples of 10)

Double Bubble Troubleby Judy Bradbury(multiples of 2)

Building the Power of Groups

The first growth pattern that children meet iscounting numbers. A class number line is themost important visual as a classroom tool.Early learners will work with counting forwardand backward with counting songs and activities. Some of Ron Brown’s counting songsinclude:

• Do You Like to Count?(Math Concepts I & II)

• Let’s Count to 30 (Math, Math, Math)• The Counting Creatures

(The Learning Bide)

To introduce the idea of multiples the teacherwill use objects that come in a constant of countto create a picture in the mind’s eye. To introduce multiples of two, I recommend playing thegame called “The Stand Up Game.” One studentstands up. The teacher directs the activity byasking, “110w many students are standing?”The relationship between the number of students standing to the number of eyes is madethrough the meaning of multiplication ingroups.

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As the game is played the teacher will add ared dot above the multiples of two. Studentswill add a red dot above the multiples of two onthe Number Line Petite (Number LineWorkbook). Students can also fill in the pattern stick for twos.

Introduce Cat UD a Tree by John and AnnHassett to introduce counting in groups of orskip counting with the students. Students

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V© 2010 Kim Sutton

should build a five stick as the story is being read. Yellow dots will be addedfor multiples of five on Kim’s Number Line. Other books can introduce otherskip counting patterns.

Students should construct the pattern stick books for the skip counting patterns. Kindergarten and first graders should have 1, 2, 5, and 10 sticks.Second graders should have 1, 2, 3, 5, and 10 sticks. Students in thirdthrough sixth grades should have 1-12 sticks.

The pattern sticks will help imprint the multiples through choral chanting.This is an auditory form of skip counting. The teacher will model directingthe group through the skip counting of one multiple. The students will touchthe pattern stick with the “magic finger of mathematics” as they say and seethe patterns of skip counting.

A color-coded number line can be used as a larger visual tool for the classroom. This extends the skip counting. For primary students, the number linewould start at zero and go to one hundred. For older students, the numberline would start at zero and go to one hundred forty four. The number line iscolor-coded so that all of the multiples of two would have the same colored dotabove them. Each different multiple would have a different colored dot aboveit. The color patterns are:

2---red 7---neon orange3---green 8---neon green4---orange 9---black5---yellow 1 O---navy blue6---light blue 11 ---purple

12---gold star

The “Pattern Stick Game” is a simple game to play for the “over and over” practice with the meaning of multiplication and decisionmaking regarding additionand the diffference between.

Each player needs a designated pattern stick (2-12), double dice, transparentchips and a partner. Players will take turns. The first player will roll the double dice. The player can deside to add or compute the difference between thenumbers on the two dice. That answer is inserted into the meaning statementfor multiplication, “_____ groups of

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.“ The player must state thatcomplete equation. The product will be covered up. The objective is to be thefirst to cover the complete stick.

Let’s say the teacher wants play to take place on the “two stick.” For example, aplayer might roll a three and a four. Those two numbers can be added or the difference between can be computed. If the three and four are added, the player would

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say; “Seven groups of two equal fourteen.” The fourteen would be covered. If thefourteen is covered, the player would say; “The difference between three and four isone, one group of two is two.” This game should be played often.

The game of “Cats Count” will practice any operation using a drill commandfor the operations of addition, subtraction, multiplication or division. Eachplayer should have chips and a game board. If the drill command is groups offive, then each player writes the groups of five facts on the response board.The products are written in the fish on the game board. One game board isused between two students. Decide order of play. The first player rolls thedouble dice. That player covers the resulting product of inserting the total ofwhat is rolled into the groups of five meaning statement. Play continues untilall fish are covered. The “bump it” rule can be used when a players rolls anumber where all the products for that combination are covered. The randomnumber CD can be used instead of dice or spinners.

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Cats in the BasketsName Date

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Computational LiteratureGeneral Mathematics

Franco, Betsy. Mathematickles! McElderry Books, 2003.

Holub, Joan. Riddle-iculous. Alber Whitman and Co., 2003.

Hopkins, Lee Bennett. Marvelous Math. Simon &? Schuster, 1997. (poetry)

Lee, Cora and O’Reilly, Gillian. The Great Number Rumble, Annick Press, 2007.

Lewis, J. Patrick. Arithmetickle. Harcourt, 2002.

Love, D. Anne. Of Numbers and Stars-The Story of Hypatia. Holiday House, 2006.

Schwartz, David. G is for Googol! Tricycle Press, 1998. (math language)

Scieszka, Jon & Smith, Lane. Math Curse. Viking, 1995. (general math)

Tang, Greg. Math Aupeal. Scholastic Press, 2003.

Tang, Greg. Math Fables. Scholastic Press, 2004.

Tang, Greg. Math Fables Too. Scholastic Press, 2007.

Tang, Greg. Math for All Seasons. Scholastic Press, 2002.

Tang, Greg. Math Potatoes. Scholastic Press, 2005.

Tang, Greg. Math-ternieces. Scholastic Press, 2003.

Tang, Greg. The Grapes of Math. Scholastic Press, 2001.

Place Value

Murphy, Stuart. A Fair Bear Share. Harper Trophy, 1998. (regrouping with addition)

Murphy, Stuart. Earth Day Hooray! Harper Trophy; 2004. (place value)

Murphy; Stuart. More or Less. Harper Trophy, 2005. (comparing numbers)

Murphy, Stuart. Shark Swimathon. Harper Trophy; 2001. (regrouping with subtraction)

Packard, Edward. Big Numbers. Millbrook, 2000.

Packard, Edward. Little Numbers. Milibrook, 2002. (decimals)

Pallotta, Jerry. Count to a Million. Scholastic, 2003.

Pilegard, Virginia Walton. The Warlord’s Beads. Pelican Press, 2001.

Wells, Robert. Can You Count to a Googol? Albert Whitman & Co., 2000.

Number Sense

Clenients, Andrew. A Million Dots. Simon & Schuster, 2006. (big numbers)

Fletcher, Coin. Count Your Cookies. Gingham Dog Press, 2003.

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Franco, Betsy and Jenkins, Steve. Birdsongs. McElderry, 2007.

Glass, Dr. Julie. Counting Sheev. Random House, 2000.

Goldstone, Bruce. Great Estimations. Henry Holt, 2006.

Kroll, Virginia. Equal Shmeciual. Charlesbridge, 2005. (equivalent relationships)

McGrath, Barbara. The m & m Count to One Hundred Book. Charlesbridge, 2003.

McNamara, Margaret. How Many Seeds in a Pumpkin? Schwartz & Wade Books, 2007.

Merrill, Jean. The Toothpaste Millionaire. Houghton Mifflin Co., 1972. (number)

Murphy, Stuart. Betcha! Harper Trophy, 1997. (estimation)

Murphy, Stuart. Coyotes All Around. Harper Trophy, 2003. (rounding)

Murphy; Stuart. Less Than Zero. Harper Trophy, 2003. (negative numbers)

Phillips, Richard. Numbers-facts, figures and fiction. Cambridge, 1994.

Sayre, April Pulley and Sayre, Jeff. One Is a Snail Ten Is a Crab. Candlewick, 2003.

Wells, Rosemary. Emily’s First 100 Days of School. Scholastic, 1999.

Money

Adams, Baa’bara Johnston. The Go-Around Dollar. Four Winds Press, 1992.

Allen, Nancy Kelly. Once Upon a Dime. Charlesbridge, 1999.

Axelrod, Amy. Pigs Will Be Pigs. Four Winds Press, 1994.

Leedy, Loreen. Follow the Money. Holiday House New York, 2002.

Murphy, Stuart. Sluggers’ Car Wash. Harper Trophy, 2002. (dollars and cents)

Murphy; Stuart. The Penny Pot. Harper Trophy; 2001. (counting coins)

Viorst, Judith. Alexander, Who Used to Be Rich Last Sunday. Aladdin Books, 1978.

Williams, Rozanne. The Coin Counting Book. Charlesbridge, 2001.

Addition and Subtraction

Hong, Lily Toy. Two of Everything. Albert Whitman, 2003. (doubles, g’oups of)

Kirk, David. Miss Spider’s Tea Party. Scholastic/Callaway, 1994. (subtraction)

Leedy, Loreen. Mission Addition. Holiday House, 1999.

Leedy, Loreen. Subtraction Action. Holiday House, 2000.

McGrath, Barbara. The m & m Addition Book. Charlesbridge, 2006.

McGrath, Barbara. The m & m Subtraction Book. Charlesbridge, 2006.

Murphy, Stuart. Double the Ducks. Harper Trophy, 2003.

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Murphy, Stuart. Mall Mania. Harper Trophy; 2006. (addition strategies)

Murphy, Stuart. Jack the Builder. Harper Trophy, 2006. (counting on)

Nagda, Ann Whitehead. Panda Math. Henry Holt, 2005. (problem solving, subtraction)

Pallotta, Jerry. The Hershey’s Kisses Addition Book. Scholastic, 2001.

Pallotta, Jerry. The Hershey’s Kisses Subtraction Book. Scholastic, 2002.

Fractions, Decimals, Per Cents

Adler, David A. Working with Fractions. Holiday House, 2007.

Dodds, Dayle Ann. Pull House. Candlewick Press, 2007.

Leedy, Loreen. Fraction Action. Holiday House, 1994.

McGrath, Barbara. Skittles Riddles Math. Charlesbridge, 2000.

Murphy, Stuart. Give Me Half I Harper Trophy, 2001. (understanding halves)

Murphy; Stuart. The Grizzly Gazette. Harper Trophy, 2003. (percentages)

Nagda, Ann WThiitehead and Bickel, Cindy. Polar Bear Math. Henry Holt, 200.

Napoli, Donna Jo. The Wishing Club. Henry Holt, 2007.

Pallotta, Jerry. The Hershey’s Milk Chocolate Fractions Book. Scholastic, 1999.

Pallotta, Jerry. Auule Fraction Book. Scholastic, 2005.

Pallotta, Jerry. Twizzler Percentages Book. Scholastic, 2001.

Pilegard, Virginia Walton. The Warlord’s Purneteers. Pelican Press, 2003.

Smith, David J. If the World Were a Village. Kids Can Press, 2002.

Multiplication and Division

Appelt, Kathi. Bats on Parade. Morrow, 1999. (multiplication)

Calvert, Pam. Multinlying Menace-The Revenge of RumDelstiltskin. Charlesbridge, 2005.

Dodds, Dayle Ann. Minnie’s Diner. Candlewick Press, 2004. (multiplication)

Hutchins, Pat. The Doorbell Rang. Mulberry, 1986. (division)

Leedy, Loreen. 2 z 2= BOO! Holiday House, 1995. (multiplication)

Nagda, Ann Whitehead. Cheetah Math. Henry Holt, 2007.

Neuschwander, Cindy. Amanda Bean’s Amazing Dream. Scholastic Press, 1998.

Pallotta, Jerry. The Hershey’s Milk Chocolate Multiplication. Scholastic, 2002.

Pinczes, Elinor. A Reniainderof One. Houghton Mifflin Co., 1995. (division)

Tang, Greg. The Best of Times. Scholastic Press, 2002.

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Skip Counting

Hassett, John and Ann. CatUpATree. Houghton Mifflin Co., 1998. (fives)

McGrath, Barbara. The Cheerios Counting Book. Scholastic, 1998. (tens)

McGrath, Barbara. The in & m Count to One Hundred Book. Charlesbridge, 2003.

Murphy, Stuart J. Leaning Lizards. Harper Trophy; 2005. (groups of)

Murphy; Stuart. Spunky Monkeys on Parade. Harper Trophy; 2001. (2s, 3s, and 4s)

Murphy, Stuart. Tafly O’Mafley. Harper Trophy, 2005.

Pinczes, Elmer. Arctic Fives Arrive. Houghton Mifflin, Co., 1996. (fives)

Algebraic Thinking

Appelt, Kathi. Bat Jamboree. Morrow; 1996. (triangular numbers)

Carison, Nancy. Harriet’s HaUoween Candy. Scholastic, 1982.

Cristoldi, Kathryn. Even Steven and Ocki Todd. Scholastic, 1996.

Dodds, Dayle Arm. The Kettles Get New Clothes. Candlewick Press, 2002.

Duffey, Betsy. The Math Wiz. Puffin Books, 1993. CU)

Kroil, Virginia. Eaual Shmepual. Charlesbridge, 2005.

Losi, Carol. The 512 Ants on Sullivan Street. Scholastic, 1997.

McCallum, Ann. Rabbits Rabbits Everywhere. Charlesbridge, 2007.

McGrath, Barbara. The in and m’s Color Pattern Book. Charlesbridge, 2002.

Murphy, Stuart. Beep Beep, Vroom Vroom! Harper Trophy, 2001. (patterns)

Murphy; Stuart. Dave’s Down-to Earth Rock Shop. Harper Trophy, 2001. (classifying)

Murphy; Stuart. Dinosaur Deals. Harper Trophy; 2001. (equivalent values)

Murphy; Stuart. Ready, Set, Hop! Harper Trophy, 2001. (building equations)

Murphy; Stuart. Safari Park. Harper Trophy, 2002. (finding unknowns)

Neuschwander, Cindy. Patterns in Peru. Henry Holt, 2007.

Sachar, Louis. Sideways Arithmetic From Wayside School. Scholastic Inc., 1989. (U)

Sachar, Louis. More Sideways Arithmetic From Wayside School. Scholastic, 1994. Ct))

Walton, Rick. How Many, How Many, How Many. Candlewick Press, 1993.

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Catalogs and ResourcesCreative Mathematics4001 West End RoadArcata, CA 95521800-841-5193707-826-1780 Faxwww. creativemathematics. corn

Aims Educational FoundationP.O. Box 8120 materials

Fresno, CA 93747888-733-2467 • Fax 209-255-6396e-mail / www.aimsedu.org

Box Cars and One-Eyed Jacks [great th;e&game;]

3930 78th AveEdmonton, Albert Canada T63 2W4www.boxcarsandoneeyedjacks. corn

Creative Teaching Associates r15629 E. Westover : practice games

LFresno, CA 93727800-767-4282 • Fax 559-291-2953www.mastercta.com

Critical Thinking Books and SoftwareP.O. Box 1610Seaside. CA 93955-1610800-641-6555 • Fax 831-393-3277www. criticaithinking. corn

Classroom DirectP.O. Box 830677Birmingham, AL 35283-0677800-248-9171 • Fax 800-628-6250www classroomdireot.corn

Collins Educational8358 St. George StreetVancouver, BC V5X 3S7 Canada604-325-5005 • Fax 604-325-5003

California State Department of Education1430 N. StreetSacramento, CA 95814916-319-0800www. cde. ca. gov

California Mathematics Council (CMC)P.O. Box 880Clayton, CA 94517-0880800-CMC-MATH • Fax 510-680-8573www. cmc-rnath. org.

www.eilison.com

1GW School Supply I colored masking tape I

5626 East Belmont Avenue L

Fresno, CA 93727800-234-1065 • Fax 209-453-7753www. gwschool. corn

Aubuchon Hardware -i

aubuchon. corn Black Contact Paper

hardware.com L

800-43 1-27 12

Inteffi Tunes12930 Peach Tree LaneRed Bluff, CA 96080877-977-0971 • Fax 5305290571*51w-w-w intelli-tunes. corn

Institute for Math Mania159 Bloomfield Ave.West Hartford, CT 06105800-686-3725 • Fax 866-686-3725

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I Teach Timer, number lines, I

music CDs, aerobic placei value, magic fingers, her iI books, and lots more IL. I

1Dance 15 mesh plastic canvas for I

13000 Dance Parkway LP1ace value on overhead

Park 82Strongville, Ohio 44 136-6699800-321-1494 • www.darice.com

Ellis Art Center401 5th Street L I

Eureka, CA 95501707-445-9050

Ellison Educational 1utcorn;arw125862 Commercentre Dr.Lake Forest, CA 92630-8804800-253-2238

1i Ron Browns music CDs IL... I

Koplow Games369 Congress StreetBoston, MA 02210677-482-4011 • Fax 617-482-3423www. koplowgames. corn

Marc’r Cook iwonderful materials & amazing presentatlonsiP.O. Box 5840 L I

Balboa Island, CA 92662-5840949-673-5912 • Fax 949-673-7909www. marcycookmath. corn

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© 2010 Kim Sutton

Math Learning Center r;;;1;;;;,P.O. Box 3226 pattern blocks, & lots more:

Salem, OR 97302800-575-8130 • Fax 503-370-7961www.mlc.pdx.edu

National Geographic SocietyP.O. Box 10041Des Moines, Iowa 50340-0041800-962-1643 • Fax 888-242-0531www.nationalgeographic. corn

National Science Teachers Association (NTSA)1840 Wilson BlvdArlington, Virgina 22201-3000 USA800-722-6782 • Fax 703-243-3924www. nsta. orgBOOK ordersP.O. Box 90214, Washington, D.C. 2009

NascoP.O. Box 3837Modesto, CA 95352-3837800-558-9595 • Fax 209-545-1669www. nascofa. corn

P.O. Box 2659 • Omaha, NE 68103-2659800-526-9300 • Fax 800-741-2599

Pearson Learning GroupP.O. Box 2500Lebonan, IN 46052800-526-9907 • Fax 800-393-3156www.pearsonlearning.corn

Quill Discount Office SuppliesP.O. Box 94080Palatine, IL 60094-4080800-789-1331 • Fax 800-789-8955www.quill.com

Reliable ProductsP.O. Box 1502Ottawa, 11 61350-5502800-927-0700 • Fax 800-653-4387

Scholastic Inc.2931 B. McCarty St.Jefferson City, MO 65101800-724-6527www. scholastic. corn

Spectrum Educational Supplies150 Pony DriveNew Market, ON L3G 7B6 Canada800-668-0600 • Fax 800-668-0602www. spectrumed. corn

Teacher’s Pets1738 South Clernentine StOceanside, CA 92054888-552-9900 • Fax 760-439-4921www. zeroisrnyhero. corn

The Complete Line2741 l52ndAve.NERedmond, WA 98052-5586800-447-3444

-IMinion Poster I

The Oregon Mathematics Teacher2344 NE 19th Ave.Portland, Oregon 97212

US Toys13201 Arrington RoadGrandview, MO 64030-2886800-255-6124 • Fax 816-761-9295www.ustoy.com

wsillliner.com

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National Council of Teachers Stokes Publishing riof Mathematics (NCTM) L -J 1292 Reamwood Avenue L J1906 Association Drive Sunnyvale, CA 94089Reston, Virginia 20191-1502 800-550-5254 • Fax 408-541-9149800-235-7566 • www.nctrn.org www.stokesco.com

rjewelry like Zero

L the Hero J

Oriental Trading Company The Mailbox Magazine

4206 South lO8 Street I gti The Education Center, Inc.Omaha, NE 66137-1215 .i P.O. Box 9753 • Greensboro, NC 27429800-526-9300 • ITRL: www.orientaltrading.com Phone: 1-800-334-0298Business Edition www.themailbox.corn

For BOOKS 1-800-714-7991

‘Textol Systems, Inc.poster storage cases

1-800-624-8746L

email: sales@textol.comwww.textol.com/textol. asp

SI Cheap Velcro i

© 2010 Kim Sutton

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New Ideas Music Motivational Music

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÷x—+÷x—+÷x—+÷x—+iPod Inspirations

CelebratorySongs

Fluency Music

© 2008 Kim Sutton