Elementary Math Worksheets: 2-Digit Addition & Subtraction

 

Generate a collection of elementary math worksheet for addition and subtraction of 2 digits.

create work sheet for the Pilgrim history

Elementary Math Worksheets: 2-Digit Addition & Subtraction

These worksheets focus on addition and subtraction of two-digit numbers. They're designed for elementary school students and can be adapted to different skill levels.

Worksheet 1: Addition (Easier)

Title: Adding Up the Pilgrim's Journey

Instructions: Add the numbers. Remember to carry over when necessary.

1. 12 + 15 = ____

2. 24 + 31 = ____

3. 35 + 12 = ____

4. 18 + 21 = ____

5. 42 + 26 = ____

6. 27 + 11 = ____

7. 33 + 33 = ____

8. 16 + 43 = ____

9. 51 + 28 = ____

10. 60 + 19 = ____

Worksheet 2: Subtraction (Easier)

Title: Pilgrim's Supplies: Subtraction

Instructions: Subtract the numbers. Remember to borrow when necessary.

1. 35 - 12 = ____

2. 48 - 23 = ____

3. 56 - 31 = ____

4. 67 - 45 = ____

5. 72 - 30 = ____

6. 81 - 15 = ____

7. 99 - 22 = ____

8. 45 - 28 = ____

9. 63 - 39 = ____

10. 80 - 47 = ____

Worksheet 3: Mixed Addition & Subtraction (Medium)

Title: The Pilgrim's Harvest: Addition and Subtraction

Instructions: Solve the problems. Remember to carry over and borrow when necessary.

1. 28 + 37 = ____

2. 54 - 29 = ____

3. 16 + 41 + 12 = ____

4. 75 - 38 = ____

5. 22 + 33 - 15 = ____

6. 87 - 25 = ____

7. 39 + 46 = ____

8. 92 - 56 = ____

9. 41 + 23 + 18 =____

10. 64 - 17 - 20 = ____

Worksheet 4: Word Problems (Harder)

Title: Pilgrim's Life: Word Problems

Instructions: Read each problem carefully and solve it. Show your work.

1. The Pilgrims harvested 36 pumpkins and 27 squashes. How many pumpkins and squashes did they harvest in total?

2. There were 55 Pilgrims on the Mayflower. 23 were children. How many adults were there?

3. They traveled 62 days to reach Plymouth. They stopped for rest for 15 days. How many days were they actually traveling?

4. They planted 45 corn stalks and 32 bean plants. How many more corn stalks than bean plants did they plant?

Note: For teachers, you can easily adjust the difficulty by changing the numbers used in the problems. You could also incorporate pictures relating to the Pilgrim history to make the worksheets more engaging. Remember to provide answer keys for each worksheet. You can also expand this with more worksheets featuring more challenging problems, larger numbers, or focusing specifically on carrying or borrowing.

Table of standards, grades, and objectives for a curriculum.

 

This is a table of standards, grades, and objectives for a curriculum. The standards are organized by subject area and grade level. The objectives are short descriptions of what students should be able to do by the end of the course.

For example, the first row of the table shows that students in grade 3 should be able to add numbers involving money. This is a standard under the subject area of "Number and Operations" The "STAVG2" column indicates the difficulty level of the standard, with higher numbers indicating more challenging objectives.

list symmetry

Here are the standards from the table that relate to symmetry:

• MA.3.3.4: Identify Symmetry (Geometry)

This standard focuses on students being able to recognize and identify symmetrical shapes and objects.

explain symmetry

explain symmetry

Symmetry is a fundamental concept in geometry and art, describing a balanced and harmonious arrangement of parts. Here's a breakdown:

What is Symmetry?

Symmetry means that an object can be divided into two or more identical parts that are mirror images of each other. Imagine folding a piece of paper in half and cutting out a shape. When you unfold it, you'll have two identical halves. That's symmetry!

Types of Symmetry:

• Line Symmetry (Bilateral Symmetry): An object has line symmetry if it can be folded along a line (called the line of symmetry) so that the two halves match perfectly. Think of a butterfly, a heart, or a human face.

• Rotational Symmetry: An object has rotational symmetry if it can be rotated by a certain angle (less than 360 degrees) and still look the same. For example, a square has rotational symmetry because you can rotate it 90 degrees, 180 degrees, or 270 degrees and it will still look the same.

• Point Symmetry: An object has point symmetry if it can be rotated 180 degrees around a point (called the center of symmetry) and still look the same. A star or a circle are examples of objects with point symmetry.

Examples of Symmetry in the Real World:

• Nature: Many natural objects exhibit symmetry, such as snowflakes, flowers, and animals.

• Architecture: Buildings often incorporate symmetrical elements for visual balance and appeal.

• Art: Artists have used symmetry throughout history to create aesthetically pleasing and balanced compositions.

• Everyday Objects: Many everyday objects, like cars, furniture, and clothing, often display symmetry.

Importance of Symmetry:

• Visual Appeal: Symmetrical objects tend to be visually pleasing and harmonious.

• Balance and Stability: Symmetry often contributes to balance and stability in structures and objects.

• Understanding the World: Studying symmetry helps us understand the patterns and relationships in the world around us.

Fun Fact: The human body, although not perfectly symmetrical, exhibits a high degree of bilateral symmetry, which contributes to our sense of balance and coordination.

list each cso

Here is a list of all the CSOs from the provided table:

Mathematics (MA)

• MA.3.1.1

• MA.3.1.2

• MA.3.1.3

• MA.3.1.5

• MA.3.1.10

• MA.3.1.13

• MA.3.1.14

• MA.3.1.16

• MA.3.2.1

• MA.3.2.3

• MA.3.2.4

• MA.3.2.5

• MA.3.3.1

• MA.3.3.2

• MA.3.3.4

• MA.3.3.5

• MA.3.3.8

• MA.3.4.1

• MA.3.4.4

• MA.3.4.7

• MA.3.4.8

• MA.3.4.10

• MA.3.5.3

• MA.3.5.4

Reading (RLA)

• RLA.3.1.1

• RLA.3.1.2

• RLA.3.1.3

• RLA.3.1.4

• RLA.3.1.5

• RLA.3.1.6

• RLA.3.1.7

• RLA.3.1.11

• RLA.3.2.3

• RLA.3.2.7

• RLA.3.2.8

• RLA.3.2.9

• RLA.3.2.10

• RLA.3.2.11

• RLA.3.2.12

Science (SC)

• SC.3.1.1

• SC.3.1.3

• SC.3.2.1

• SC.3.2.3

• SC.3.2.4

• SC.3.2.7

• SC.3.2.8

• SC.3.3.2

• SC.3.3.3

• SC.3.3.4

• SC.3.4.1

• SC.3.4.2

• SC.3.4.3

• SC.3.4.4

• SC.3.4.6

• SC.3.4.7

• SC.3.4.10

• SC.3.4.11

• SC.3.4.12

• SC.3.4.16

• SC.3.4.18

• SC.3.4.20

• SC.3.4.23

• SC.3.5.1

• SC.3.5.2

• SC.3.6.3

• SC.3.6.4

Social Studies (SS)

• SS.3.1.2

• SS.3.1.3

• SS.3.1.5

• SS.3.1.6

• SS.3.1.7

• SS.3.2.3

• SS.3.3.4

• SS.3.3.7

• SS.3.3.9

• SS.3.4.1

• SS.3.4.3

• SS.3.4.5

• SS.3.4.6

• SS.3.4.7

• SS.3.4.8

• SS.3.5.1

• SS.3.5.3

• SS.3.5.4

• SS.3.5.6

• SS.3.5.9

This list includes all the CSOs (Common Core State Standards) found in the provided table.

list sort by stavg cso category stavg cso gr objective category stavg

Here are the CSOs sorted by STAVG, category, grade, and objective, along with the STAVG for each one:

Category: Algebra

• STAVG: 85 MA.3.3.2 3 Identify 3D Shapes Geometry

• STAVG: 85 MA.3.2.4 3 Identify Pattern/Rule Algebra

• STAVG: 81 MA.3.2.5 3 Numerical Expressions Algebra

• STAVG: 56 MA.3.2.4 3 Number Pattern Algebra

• STAVG: 51 MA.3.2.4 3 Identify Pattern/Rule Algebra

Category: Data Analysis and Probability

• STAVG: 75 MA.3.5.4 3 Analyze Graph Data Analysis and Probability

• STAVG: 64 MA.3.5.3 3 Determine Probability Data Analysis and Probability

Category: Economics

• STAVG: 90 SS.3.5.6 3 Pilgrims History

• STAVG: 82 SS.3.3.9 3 Bar Graph Economics

• STAVG: 81 SS.3.3.4 3 Economic Impact Of Trade Economics

• STAVG: 77 SS.3.3.7 3 Product Flowchart Economics

• STAVG: 72 SS.3.3.9 3 Goods And Services Economics

• STAVG: 64 SS.3.3.4 3 Producer Economics

• STAVG: 46 SS.3.3.3 3 Supply/Demand Economics

Category: Geography

• STAVG: 95 SS.3.4.6 3 Land Use/Farming Geography

• STAVG: 93 SS.3.4.2 3 Life Cycles/Metamorphosis Science Subject Matter/Concepts

• STAVG: 89 SS.3.4.8 3 Map Skills Geography

• STAVG: 87 SS.3.4.5 3 Natural Resources Geography

• STAVG: 85 SS.3.4.8 3 Time Line/Technology History

• STAVG: 83 SS.3.4.1 3 Cardinal Directions Geography

• STAVG: 77 SS.3.4.3 3 Landforms Geography

• STAVG: 77 SS.3.4.3 3 Waterways Geography

• STAVG: 67 SS.3.4.18 3 Order According To Scheme Unifying Themes

• STAVG: 67 SS.3.4.18 3 Movement Of Earth Unifying Themes

• STAVG: 60 SS.3.4.3 3 Adaptations Of Animals Science Subject Matter/Concepts

• STAVG: 48 SS.3.4.3 3 Landforms Geography

• STAVG: 44 SS.3.4.3 3 Continents Geography

Category: Geometry

• STAVG: 94 MA.3.3.1 3 Identify Symmetry Geometry

• STAVG: 92 MA.3.3.1 3 Identify Polygons Geometry

• STAVG: 85 MA.3.3.2 3 Identify 3D Shapes Geometry

• STAVG: 69 MA.3.3.8 3 Point Location/Grid Geometry

• STAVG: 54 MA.3.3.1 3 Identify Polygons Geometry

Category: History

• STAVG: 96 SS.3.5.3 3 Interpreting Flowcharts History

• STAVG: 95 SS.3.5.4 3 Land Use/Basic Needs History

• STAVG: 90 SS.3.5.6 3 Pilgrims History

• STAVG: 89 SS.3.5.3 3 Lifestyles In The 1700S History

• STAVG: 83 SS.3.5.4 3 Analysis Of Artifacts History

• STAVG: 82 SS.3.5.2 3 Solution To Problem Science Subject Matter/Concepts

• STAVG: 81 SS.3.5.4 3 Draw Conclusion/Time Line History

• STAVG: 78 SS.3.5.3 3 Meeting Basic Needs History

• STAVG: 66 SS.3.5.4 3 Draw Conclusion/Flow Chart Citizenship

• STAVG: 60 SS.3.5.1 3 Holidays History

• STAVG: 58 SS.3.5.3 3 Meeting Basic Needs History

• STAVG: 53 SS.3.5.3 3 Interpreting Flowcharts History

• STAVG: 27 SS.3.5.1 3 Goods And Services Economics

Category: Measurement

• STAVG: 92 MA.3.1.13 3 Multiply/Whole Numbers Number and Operations

• STAVG: 89 MA.3.1.14 3 Model Multiplication Number and Operations

• STAVG: 88 MA.3.4.10 3 Interpret Temperature Measurement

• STAVG: 74 MA.3.4.1 3 Measure Length Measurement

• STAVG: 65 MA.3.4.8 3 Money Comprehension Measurement

• STAVG: 53 MA.3.4.7 3 Elapsed Time/Clock Measurement

• STAVG: 28 MA.3.4.4 3 Measurement Conversions Measurement

Category: Number and Operations

• STAVG: 94 MA.3.1.3 3 Identify Place Value Number and Operations

• STAVG: 92 MA.3.1.13 3 Multiply/Whole Numbers Number and Operations

• STAVG: 89 MA.3.1.10 3 Addition/Whole Numbers Number and Operations

• STAVG: 85 MA.3.2.3 3 Number Patterns Algebra

• STAVG: 76 MA.3.1.10 3 Addition/Money Number and Operations

• STAVG: 75 MA.3.1.1 3 Compare Numbers/10,000 Number and Operations

• STAVG: 74 MA.3.1.5 3 Identify Fractions Number and Operations

• STAVG: 73 MA.3.1.13 3 Division/Whole Numbers Number and Operations

• STAVG: 68 MA.3.1.1 3 Compare Numbers/10,000 Number and Operations

• STAVG: 68 MA.3.1.16 3 Word Problem/Addition Number and Operations

• STAVG: 62 MA.3.1.10 3 Subtraction/Whole Numbers Number and Operations

• STAVG: 60 MA.3.1.16 3 Word Problem/Subtraction Number and Operations

• STAVG: 54 MA.3.1.3 3 Identify Place Value Number and Operations

• STAVG: 45 MA.3.1.1 3 Describe Lines Geometry

• STAVG: 45 MA.3.1.2 3 Read Decimals To Tenths Number and Operations

Category: Reading

• STAVG: 85 RLA.3.1.2 3 Vocab-Synonym Reading

• STAVG: 81 RLA.3.1.6 3 Graphic Interpretation Reading

• STAVG: 76 RLA.3.1.1 3 Vocab-Context Reading

• STAVG: 76 RLA.3.1.4 3 Comp-Story Elements Reading

• STAVG: 75 RLA.3.1.4 3 Main Idea-Story Elements Reading

• STAVG: 74 RLA.3.1.4 3 Comp-Main Idea Reading

• STAVG: 74 RLA.3.1.4 3 Comp-Draw Conclusion Reading

• STAVG: 73 RLA.3.1.3 3 Poem-Main Idea Reading

• STAVG: 73 RLA.3.1.4 3 Sequencing Reading

• STAVG: 68 RLA.3.2.8 3 Capitalize/Punctuate Writing

• STAVG: 68 RLA.3.1.11 3 Author's Purpose Reading

• STAVG: 67 RLA.3.1.3 3 Literary Text-Biography Reading

• STAVG: 67 RLA.3.1.5 3 Literary Text-Idiom Reading

• STAVG: 65 RLA.3.1.7 3 Meaning Clues-Predict Reading

• STAVG: 64 RLA.3.1.11 3 Author's Purpose Reading

• STAVG: 61 RLA.3.2.3 3 Supporting Sentences Writing

• STAVG: 47 RLA.3.1.3 3 Genre-Play Reading

• STAVG: 22 RLA.3.1.6 3 Literary Text Reading

• STAVG: 43 RLA.3.1.5 3 Literary Text-Idiom Reading

Category: Science as Inquiry

• STAVG: 96 SC.3.2.7 4 Interpret Data In Graph Science as Inquiry

• STAVG: 93 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

• STAVG: 86 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

• STAVG: 84 SC.3.5.2 3 Testing Variables Science as Inquiry

• STAVG: 81 SC.3.2.7 3 Verb Tense Writing

• STAVG: 78 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

• STAVG: 71 SC.3.2.7 3 Interpret Data In Graph Science as Inquiry

• STAVG: 70 SC.3.2.4 3 Use Scientific Instruments Science as Inquiry

• STAVG: 53 SC.3.4.11 3 Work To Move Objects Science as Inquiry

• STAVG: 51 SC.3.2.1 3 Demonstrate Curiosity Science as Inquiry

• STAVG: 47 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

• STAVG: 42 SC.3.4.4 3 Sequence Food Chain Science as Inquiry

Category: Science Subject Matter/Concepts

• STAVG: 96 SC.3.6.4 3 Impacts Of Technology Science in Personal and Social Perspectives

• STAVG: 94 SC.3.3.2 3 Models As Representations Science Subject Matter/Concepts

• STAVG: 93 SC.3.4.2 3 Life Cycles/Metamorphosis Science Subject Matter/Concepts

• STAVG: 91 SS.3.3.9 3 Bar Graph Economics

• STAVG: 86 SC.3.4.3 3 Adaptations Of Animals Science Subject Matter/Concepts

• STAVG: 84 SC.3.4.3 3 Adaptations Of Organisms Science Subject Matter/Concepts

• STAVG: 83 SC.3.5.4 3 Analysis Of Artifacts History

• STAVG: 82 SC.3.4.12 3 Speed/Distance/Time Science Subject Matter/Concepts

• STAVG: 81 SC.3.5.1 3 Examples Of Technology Scientific Design and Application

• STAVG: 78 SC.3.4.4 3 Sequencing Food Chains Science Subject Matter/Concepts

• STAVG: 70 SC.3.4.6 3 Phys. Props. Of Substances Science Subject Matter/Concepts

• STAVG: 67 SC.3.4.18 3 Movement Of Earth Unifying Themes

• STAVG: 67 SC.3.4.18 3 Order According To Scheme Unifying Themes

• STAVG: 61 SC.3.2.3 3 Supporting Sentences Writing

• STAVG: 60 SC.3.4.3 3 Adaptations Of Animals Science Subject Matter/Concepts

• STAVG: 58 SC.3.1.1 3 Explanations/New Discovery History and the Nature of Science

• STAVG: 55 SC.3.4.1 3 Functions Of Body Systems Science Subject Matter/Concepts

• STAVG: 54 SC.3.4.23 3 Earth's Interior Layers Science Subject Matter/Concepts

• STAVG: 53 SC.3.4.11 3 Work To Move Objects Science as Inquiry

• STAVG: 51 SC.3.4.23 3 Erosion Of Materials Science Subject Matter/Concepts

• STAVG: 49 SC.3.4.20 3 Rocks And Minerals Science Subject Matter/Concepts

• STAVG: 42 SC.3.4.4 3 Sequence Food Chain Science Subject Matter/Concepts

• STAVG: 38 SC.3.4.10 3 Absorption Of Light Science Subject Matter/Concepts

• STAVG: 28 SC.3.3.4 3 Order According To Scheme Unifying Themes

Category: Science Subject Matter/Concepts - History and the Nature of Science

• STAVG: 58 SC.3.1.1 3 Explanations/New Discovery History and the Nature of Science

Category: Science as Inquiry

• STAVG: 96 SC.3.6.4 3 Impacts Of Technology Science in Personal and Social Perspectives

• STAVG: 93 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

• STAVG: 86 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

• STAVG: 84 SC.3.5.2 3 Testing Variables Science as Inquiry

• STAVG: 81 SC.3.2.7 3 Verb Tense Writing

• STAVG: 78 SC.3.2.7 3 Interpreting A Bar Graph Science as Inquiry

• STAVG: 71 SC.3.2.7 3 Interpret Data In Graph Science as Inquiry

• STAVG: 70 SC.3.2.4 3 Use Scientific Instruments Science as Inquiry

• STAVG: 53 SC.3.4.11 3 Work To Move Objects Science as Inquiry

• STAVG: 51 SC.3.2.1 3 Demonstrate Curiosity Science as Inquiry

• STAVG: 47 SC.3.6.3 3 Conservation/Environment Science in Personal and Social Perspectives

• STAVG: 42 SC.3.4.4 3 Sequence Food Chain Science as Inquiry

Category: Unifying Themes

• STAVG: 94 SC.3.3.2 3 Models As Representations Science Subject Matter/Concepts

• STAVG: 67 SC.3.4.18 3 Movement Of Earth Unifying Themes

• STAVG: 67 SC.3.4.18 3 Order According To Scheme Unifying Themes

• STAVG: 28 SC.3.3.4 3 Order According To Scheme Unifying Themes

Category: Civics/Government

• STAVG: 84 SS.3.5.2 3 Solution To Problem Science Subject Matter/Concepts

• STAVG: 77 SS.3.4.3 3 Waterways Geography

• STAVG: 39 SS.3.1.5 3 Responsibilities Of Gov'T. Civics/Government

Category: Writing

• STAVG: 83 RLA.3.2.3 3 Topic Sentence Writing

• STAVG: 81 RLA.3.2.7 3 Verb Tense Writing

• STAVG: 81 RLA.3.1.6 3 Graphic Interpretation Reading

• STAVG: 79 RLA.3.2.10 3 Sentence Completion Writing

• STAVG: 70 RLA.3.2.10 3 Sentence Fragments Writing

• STAVG: 69 RLA.3.2.12 3 Sentence Combining Writing

• STAVG: 68 RLA.3.2.8 3 Capitalize/Punctuate Writing

• STAVG: 67 RLA.3.2.9 3 Punctuation-Composition Writing

• STAVG: 61 RLA.3.2.3 3 Supporting Sentences Writing

• STAVG: 60 RLA.3.2.8 3 Written Composition Writing

• STAVG: 58 RLA.3.2.9 3 Punctuation-Composition Writing

• STAVG: 50 RLA.3.2.9 3 Punctuate-Apostrophes Writing

Category: Citizenship

• STAVG: 89 SS.3.1.3 3 Map Symbols Citizenship

• STAVG: 75 SS.3.1.2 3 Draw Conclusion/Bar Graph Citizenship

• STAVG: 67 SS.3.1.2 3 Conclusion About Land Use Geography

• STAVG: 66 SS.3.1.5 3 Draw Conclusion/Flow Chart Citizenship

• STAVG: 61 SS.3.1.3 3 Comparison Of Holidays Citizenship

• STAVG: 60 SS.3.1.2 3 Citizenship Web Citizenship

• STAVG: 53 SS.3.1.6 3 Interpret Flow Chart Citizenship

• STAVG: 39 SS.3.1.5 3 Responsibilities Of Gov'T. Civics/Government

This sorted list makes it easier to see the range of STAVGs across different subjects and objectives. It can help you understand which objectives are considered more challenging or less challenging and to prioritize instruction based on the level of difficulty.

create a lesson plan for SS.3.4.3 3 Landforms Geography

Lesson Plan: SS.3.4.3 - Landforms (Grade 3 Geography)

Subject: Social Studies (Geography)

Grade Level: 3

Standard: SS.3.4.3 Students will be able to identify and describe various landforms. (This assumes the standard also includes describing; adjust as needed to reflect the precise wording of your standard.)

Time Allotment: 5 days (45 minutes per day)

Learning Objectives: Students will be able to:

• Identify and name at least five different landforms (mountains, hills, plains, plateaus, valleys).

• Describe the characteristics of each landform (e.g., mountains are tall and steep, plains are flat and wide).

• Locate landforms on a map.

• Create a model of a landform.

Materials:

• World map or globe

• Pictures or illustrations of various landforms

• Chart paper or whiteboard

• Markers

• Clay, playdough, or other modeling materials

• Construction paper

• Scissors

• Glue

• Optional: Computer with internet access for research and videos

Day 1: Introduction to Landforms

• Activity 1 (15 min): Brainstorming – Begin by asking students what they know about landforms. Write their responses on the board. Introduce the term "landform" and explain that it refers to a natural feature of the Earth's surface.

• Activity 2 (20 min): Picture/Illustration Exploration – Show pictures/illustrations of various landforms (mountains, hills, plains, plateaus, valleys). Discuss the characteristics of each, using descriptive language. Engage students in a class discussion prompting them to compare and contrast the different landforms.

• Activity 3 (10 min): Introduce key vocabulary: mountain, hill, plain, plateau, valley. Have students write definitions in their notebooks, and draw a simple sketch of each landform.

Day 2: Characteristics of Landforms

• Activity 1 (20 min): Landform Descriptions – Students work individually or in small groups to create detailed descriptions of each landform focusing on key characteristics (height, shape, slope).

• Activity 2 (20 min): Landform Comparison – Students compare and contrast two landforms, noting similarities and differences in their characteristics. This can be done as a class discussion or through a written activity.

• Activity 3 (5 min): Review key vocabulary.

Day 3: Landforms on a Map

• Activity 1 (25 min): Map Exploration – Use a world map or globe to identify and locate examples of different landforms around the world. Discuss the geographical distribution of these landforms. Point out real-world examples relevant to students’ lives.

• Activity 2 (20 min): Labeling a Map – Provide students with a blank outline map and have them label the different landforms they have learned.

Day 4: Creating Landform Models

• Activity 1 (35 min): Model Creation – Students create a model of one landform using clay, playdough, or other modeling materials. Encourage creativity and accuracy in representing the landform’s characteristics.

• Activity 2 (10 min): Students present their models to the class, describing the landform they chose and its features.

Day 5: Review and Assessment

• Activity 1 (20 min): Review Game – Play a review game (e.g., Jeopardy, Bingo) to reinforce learning.

• Activity 2 (20 min): Assessment – Students complete a short quiz or worksheet to assess their understanding of landforms. This could include labeling diagrams, matching landforms to descriptions, or answering short-answer questions.

• Activity 3 (5 min): Wrap up discussion and introduce extension activities for further learning.

Differentiation:

• For students who need more support: Provide simplified vocabulary, use visual aids extensively, and break down tasks into smaller steps. Pair them with a stronger student for collaborative activities.

• For students who need a challenge: Encourage research on specific landforms, including their formation and geological significance. Have them create a presentation or report on their findings.

Assessment:

• Observation of student participation in class discussions.

• Review of student descriptions and comparisons of landforms.

• Evaluation of student map labeling.

• Assessment of landform models (accuracy and creativity).

• Results from the quiz or worksheet.

Extension Activities:

• Research and present on a specific landform.

• Create a travel brochure featuring a location with interesting landforms.

• Read books or watch videos about landforms.

• Design a game related to landforms.

This lesson plan provides a framework; adapt and modify it based on your students' needs and available resources. Remember to emphasize hands-on activities and real-world connections to enhance student engagement and learning.