Wii+Love+Learning+Math

=Nintendo Wii Check-Out Schedule: =
 * NOTE:** We have __two__ Nintendo Wii systems that can be checked out, both including WiiSports, WiiSports Resort, and 4 WiiMote controllers (w/ nunchucks)
 * **Name/Grade:** || **Date Needed:** || **Time Needed:** ||= **Media Notes ONLY:** ||
 * (ex.) //Winner/2nd// || //05/13/11// || //1-2pm// ||=   ||
 * **May** ||  ||   ||=   ||
 * DeWind/2nd || 5/27/11 || 1-2:30pm ||= Wii #1 ||
 * **June** ||  ||   ||=   ||
 * Spray/1st || 6/1/11 || 11-11:50am ||= Wii #1 ||
 * Boggs-True/3rd || 6/2/11 || 11-12:15pm ||= Wii #1 ||
 * DeWind/2nd || 6/10/11 || 10-11:30am ||= Wii #1 ||
 * Boggs-True/3rd || 6/14/11 || 9:00-10:00am ||= Wii #1 ||
 * Stanton/3rd || 6/15/11 || 11:05-12:20pm ||= Wii #1 ||
 * Schanken-3rd || 6/15/11 || 1:00-2:00pm ||= Wii #1 ||
 * Boggs-True/3rd || 6/16/11 || 11:05-12:20pm ||= Wii #1 ||
 * DeWind-2nd || 6/16/11 || 1:00-2:25pm ||= Wii #1 ||
 * Stanton-3rd || 6/16/11 || 1:30-3:00pm ||= **Wii #2** ||
 * Bruce/3rd || 6/17/11 || 11:05am-12:20pm ||= Wii #1 ||
 * Yoo-1st || 6/17/11 || 12:00-1:20pm ||= **Wii #2** ||
 * DeWind-2nd || 6/17/11 || 1:00-3:10pm ||= Wii#1 ||
 * Baker || 6/17/11 || 1:30-3:00 ||= **Wii#2** ||
 * **Baker** || 6/21/11 || 10-11 ||= **Wii#2** ||

=**Leave Feedback following your lesson:**= WiiLearning Google Form

1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. || Record the bowling scores from each bowl rolled, then write a number sentence to determine the sum for each frame. ||<  || 4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. ||< Have 5 students play a round of Wakeboarding, then ask class to order the numbers from least to greatest ||<  || 1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. || Expanded form of numbers 524 = 500 + 20 + 4 __or__ 5 hundreds + 2 tens + 4 ones ||  || 6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. ||< After have a student play one round of Wakeboarding, determining if student's score is divisible by 2, 3, 5, 10.
 * **Game** ||< **Sport** ||= **Grade** ||< **Objective** ||< **Activity** ||< **Handout** ||
 * < **Wii Sports Resort[[image:http://media.strategywiki.org/images/thumb/4/42/Wii_Sports_Resort_cover.jpg/250px-Wii_Sports_Resort_cover.jpg width="142" height="186"]]** ||< Bowling ||= K ||< **K.OA**
 * < [] ||< Wakeboarding ||= 2 ||< **2.NBT**
 * ||  || 2 || **2.NBT**
 * <  ||< Wakeboarding ||= 5 ||< **5.NBT**

Divisibility as a check list. ||<  || 3. Read, write, and compare decimals to thousandths. b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. ||< Have 5 students play a round of Power Cruising, then ask class to order the numbers from least to greatest ||<  || 4. Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. || Given the scores of each of 4 rounds, have students place each score under a divisibility by 2, 3, 5, 7, or 10 ||  || 3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. ||< Allow 3-5 students to play "Returning Balls". Record the scores of each student. Find the average number of balls returned for that group of students. ||<  || 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. ||< Have one student play "Swing Control" while other students record the score for each hit (ie. white, light blue, dark blue, miss). After student has completed ten hits, the game will display the score. Determine the value of each color by comparing the hit scores with the total score. (hit outside of zone = 1 pt. white = 3 pt., light blue = 6 pts., dark blue = 10 pts., miss - 0 pts.). After students have correctly determined the value of each color, play a second round and ask them to keep score. NOTE: Make sure to hide the final score from the students following the 10th hit in order to allow them time to calculate the score. ||<  || 5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ||< Given the number of pins a player knocks down each round, determine how many pins remain. NOTE: The number of pins increases as follows: Round 1 = 10 pins Round 2 = 15 pins (+5) Round 3 = 21 pins (+6) Round 4 = 28 pins (+7) Round 5 = 36 pins (+8) Round 6 = 45 pins (+9) Round 7 = 55 pins (+10) Round 8 = 66 pins (+11) Round 9 = 78 pins (+12) Round 10 = 91 pins (+13) ||<  || 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ||< Have one student play "Hitting Home Runs" and record the total number of runs he/she scored. Have the students state the score as a sentence (ie. "Robert hit 5 home runs.") Repeat the same process for a second student, recording the score and adding a sentence. As a class, write a question asking the audience to add, subtract, or compare the two numbers. (ie. "How many home runs did they hit all together?", "How many more home runs did Robert hit?", or "Which student hit the most home runs?") ||<  ||
 * <  ||< Powercruising ||= 5 ||< **5.NBT**
 * || Archery || 4 || **4.OA**
 * < **Wii Sports[[image:http://news.cnet.com/i/bto/20090105/wii_sports_wii_270x381.jpg width="135" height="186"]]** ||< Training: Tennis: Returning Balls ||= 4 ||< **4.OA**
 * < **Wii Sports[[image:http://news.cnet.com/i/bto/20090105/wii_sports_wii_270x381.jpg width="135" height="186"]]** ||< Training: Tennis: Returning Balls ||= 4 ||< **4.OA**
 * < **Wii Sports[[image:http://news.cnet.com/i/bto/20090105/wii_sports_wii_270x381.jpg width="135" height="186"]]** ||< Training: Tennis: Returning Balls ||= 4 ||< **4.OA**
 * < @http://strategywiki.org/wiki/Wii_Sports ||< Training: Baseball: Hitting Home Runs ||= 2 ||< Ordering numbers from least to greatest ||< Have one student play "Hitting Home Runs" while the other students record the distance of each hit. After student has completed ten hits, have the class order the distances from least to greatest. NOTE: Scores do not remain on screen long. The teacher should call out each distance and record along with the class to ensure all numbers get recorded correctly. ||<  ||
 * <  ||< Training: Baseball: Swing Control ||= 3 ||< **3.OA**
 * <  ||< Training: Bowling: Power Throws ||= 2 ||< **2.NBT**
 * <  ||< Training: Baseball: Hitting Home Runs ||= 1 ||< **1.OA**
 * <  ||< Golf: 3-Hole Game: Beginner ||= ? ||< Subtraction ||< Begin Hole 1 with "370 yds left". Player 1 hits ball. Wii determines how many yards to go. Class determines distance (in yds) ball traveled.

Begin Hole 2 with "134 yds left". Player 1 hits ball. Wii determines how many yards to go. Class determines distance (in yds) ball traveled.

Begin Hole 3 with "465 yds left". Player 1 hits ball. Wii determines how many yards to go. Class determines distance (in yds) ball traveled. ||<  ||