Title - WATER FLOW IN PLANTS

By - Judy Schneider
Primary Subject - Science
Secondary Subjects - Science
Grade Level - 6 - 8 (adaptable)
SCIENCE PROJECT OF THE WEEK

WATER FLOW IN PLANTS

PROBLEM: Can water travel through plant stems?

RESEARCH: Read about the parts of a plant in a science textbook. Especially look for
xylem and phloem. Write three paragraphs about what you read.

HYPOTHESIS: Based on your research and your experience with plants, do you think
water can travel through the plant stem?

MATERIALS:
graduated one liter bottle
1 white carnation with long stem
2 glasses
red and blue food coloring

PROCEDURE:
1. Pour 500 ml of water into each glass.
2. Add three or four drops of food coloring to each glass. Be sure the color is dark.
Add more food coloring if necessary.
3. Very carefully cut the stem in half along the length of the stem from the bottom
to about half way up to the flower.
4. Place one half of the flower stem in the blue water and the other half of the stem
in the red water.
5. Let the flower stand in the water for 48 hours (2 days).
6. Enrichment: Repeat the experiment with another flower, but cover the flower
only with plastic wrap and secure the bottom of the plastic wrap with tape.

DATA: Be sure to record your observations and inferences.

CONCLUSION: This is not optional. You must explain what you learned by doing this
activity.
Remember that you must answer the question you asked in your original problem
statement.

NOTE: BE SURE TO HAVE YOUR PARENT OR GUARDIAN SIGNS YOUR WORK.

PARENTS: YOUR SIGNATURE SHOWS YOUR STUDENT HAS DONE THE WORK.
TEACHER SECTION:
POSSIBLE HYPOTHESIS: The water will travel from the glass to the flower making it
change color. OR The water will not travel up the flower and nothing will change.

POSSIBLE CONCLUSION: The water traveled up the xylem tubes to the flower petals.
The color moves through the xylem allowing the color to be distributed throughout
the cells of the petals causing their color to change.

Title - LIGHTS OUT

By - Judy Schneider
Primary Subject - Science
Secondary Subjects - Science
Grade Level - 6 - 8 (adaptable)
SCIENCE PROJECT OF THE WEEK

LIGHTS OUT

PROBLEM: Do plants need sunlight to be green?

RESEARCH: Read about chlorophyll in a science book. Write two or three paragraphs
about chlorophyll. Be sure to write in your own words.

HYPOTHESIS: Based on your research about chlorophyll, do you think the leaves will
stay green without chlorophyll?

MATERIALS:
plant with broad leaves (may be inside or outside)
black construction paper
transparent material (such as a plastic bag)
scissors
tape

PROCEDURE:
1. Cut two pieces of black construction paper large enough to cover each of five leaves.
2. Sandwich each of the five leaves between two pieces of construction paper.
3. Repeat steps 1 and 2 using the transparent material and cover five different leaves.
4. Each day for five days remove the construction paper and the transparent material
from one leaf each.
5. Record your observations of the changes for both types of leaf covers.
DATA: Record your observations for five days:

Leaves w/ black paper Leaves w/ transparent material

Day 1
Day 2
Day 3
Etc.

CONCLUSION: This is not optional. You must explain what you learned by doing this
activity.
Remember that you must answer the question you asked in your original problem
statement.

NOTE: BE SURE TO HAVE YOUR PARENT OR GUARDIAN SIGNS YOUR WORK. PARENTS:
YOUR SIGNATURE SHOWS YOUR STUDENT HAS DONE THE WORK.

TEACHER SECTION:
POSSIBLE HYPOTHESIS: Either The leaves will be changed or will not be changed. The
students should make some kind of guess which.

POSSIBLE CONCLUSION: Student should discuss changes in the leaves from day to day.
Conclusion should be supported by the data.
Title - Integer Operations
By - Andy Field
Primary Subject - Math
Secondary Subjects -
Grade Level - 6-8

Goals:
1. To review integer operations.
2. To practice integer operations.

Objectives:
TLW review and practice operations involving integer equations.

Set/Recall: (10 minutes) Show students the raise-a-grade certificates. Explain what they
are and state that they will have a chance to win some today.
Review integer addition and subtraction: solicit the rules and principles from students
and write them on board. Ask them for a few example of integer equations and write
them on the board.

Procedure: (5 minutes)
Show transparency of example of cards and sticks in activity. Explain rules:
Students will be divided into groups of three: One will be the journal keeper, one will be
the record keeper, one will be the doer.
Before the activity, the record keeper makes a chart as shown on the overhead and the
journal keeper writes down the group's prediction on how it will do.
Groups will have 5 minutes (or less, depending on ability of class) to match as many of
the
20 sets of 2 cards and one stick as possible. Only the doer may actually touch
the cards and sticks, the others may only coach.
At the end of the time limit, the record keeper records how many sets the group was
able to match on the chart. The journal keeper records this as well. The journal keeper
records how the group felt before and after the first round.
The groups then switch sets of cards.
After 3-5 rounds, the record keeper averages the group's score for all rounds. The group
with the highest average receives raise-a-grade certificates.

Conduct activity (25 minutes)

Closure: (10 min)

Have the journal keepers explain their group's participation in the activity. Have all
students recap the major things we learned in the past three days: Adding integers,
subtracting integers, and integer equations. Make sure they explain them!
Remind students of the test tomorrow.
Evaluation:
Informal:
Student participation in activities and discussions will indicate comprehension.
Formal:
Written Test

Materials Needed:
Overhead projector
Transparency of example of cards and sticks
Transparency of chart
5 sets of ten operations sticks each
5 sets of 20 A and B index cards each
timer
raise-a-grade certificates

Title - Pythagorean Theorem

By - J. Samick
Primary Subject - Math
Grade Level - 7

Class - Pre-Algebra
Unit - Reasoning and Measurement Lesson - Pythagorean Theorem

PA Academic Standards:
2.1.8.E - Simplify and expand algebraic expressions using exponential forms.
2.2.8.A - Complete calculations by applying the order of operations.
2.3.8.A - Develop formulas and procedures for determining measurements.
2.5.8.B - Verify and interpret results using precise mathematical language,
notation and representations, including numerical tables and equations, simple
algebraic equations and formulas, charts, graphs and diagrams.
2.5.8.D - Determine pertinent information in problem situations and whether any
further information is needed for solution.
Goal of this lesson:
The goal of this lesson is for students to be able to calculate the unknown side of
a right triangle, given the lengths of the other two sides.
Materials:
• Chalkboard
• Chalk
 • Erasers
• Computer
• Projector
• Projector screen
• Calculators for groups of students
• Handout for in class work
• Handout for homework
Clerical/Administrative Tasks:
• Take roll
• Report any absentees to the office
• Make copies of all handouts
• Have answer key prepared for both handouts
• Confirm that there are an adequate number of calculators
• Arrange desks so that all students can see the projector screen clearly
• Get PowerPoint ready on the computer
• Pull down the projector screen
• Turn projector on
Instructional Objectives:
• The students will be able to describe and define the Pythagorean Theorem when
asked from memory.
• The students will be able to identify a right triangle and the corresponding sides
that fit the Pythagorean Theorem.
• The students will be able to recognize the Pythagorean Theorem and read it out
loud properly.
• The students will be able to identify the difference between the legs and
hypotenuse of the right triangle.
• Given two sides of the right triangle, the students will be able to solve the
Pythagorean Theorem for the missing variable.
• The students will be able to define and differentiate between when they are and
are not supposed to use the Pythagorean Theorem.
• The students will be able to cooperate with group members during the handout.
* I used the Cognitive Apprenticeship model *
Introduction:
• Briefly explain that we are going to be discussing the Pythagorean Theorem. (1-2
min)

• Transition: Distribute handouts and give directions to instruct the students on

what to do. (2-4 min)
Developmental Activities:

* Modeling *

• Start the PowerPoint slide show, go through each slide in detail and explain the
Pythagorean Theorem. (6-8 min)
• We will go through examples on the board of how to write numbers in radical
form, which is necessary in order to prepare the Pythagorean Theorem. (2-4 min)
• We will go over where the square root key is on the calculator and how the
students should use this key. (1-3 min)
• We will go over the definitions of inductive and deductive reasoning and the
students will be able to understand these terms fully. (2-4 min)
• Onto the handout, explain to the students that you are going to do number one
and number two with them, but they should also do it at their seats on their
handout. (1 min)
• Write the Pythagorean Theorem on the board,
a2 + b2 = c2.
• Read the first problem out loud to the students.
Let a = 24 and c = 25, find the other leg of the triangle, b. (2-3 min)
a 2 + b2 = c2
242 + b2= 252
576 + b2 = 625
b2 = 49
b=7
• Ask students if there are any questions. (1 min)
• Read the second problem out loud.
Let a = 4 and b = 5, find the hypotenuse, c, of the triangle. (2-3 min)
a 2 + b2 = c2
42 + 52 = c2
16 + 25 = c2
41 = c2
• Ask students if there are any questions. (1 min)
• Make sure to let the students know that their answers aren't always going to
come out to an exact number; they may find a side of the triangle to be a square
root.

* Scaffolding *

• Read the third problem out loud and have them do it at their seats with other
students. I will walk around and monitor to make sure that they all understand
the concept. Have one student come up to the board and demonstrate how to do
the problem. (2-3 min)
• Problem number three:
Let b = 5 and c = 13, find the other leg of the triangle using the Pythagorean
Theorem.
a 2 + b2 = c2
a2 + 52 = 132
a2 + 25 = 169
a2 = 144
a = 12
• Ask the students if there are any questions. (1 min)

* Coaching *

• Announce to students that they should try to complete the fourth problem on
their own. I will walk around the room and monitor to make sure that everyone
understands the concept. Have a student volunteer to come up to the board and
complete the problem for everyone to see. (2-3 min)
• Problem number four:
Let a = 3 and b = 4, find the hypotenuse of the triangle using the Pythagorean
Theorem.
a 2 + b2 = c2
32 + 42 = c2
9 + 16 = c2
25 = c2
5=c
• Ask students if there are any questions. (1 min)

* Fading *
 • Tell students that they all did a very good job in learning and practicing the
Pythagorean Theorem.

• Ask if there are any questions, and tell the students that they are going to have a
worksheet to complete for homework on this material. (1-3 min)

• Transition: Distribute the homework handout and ask the students to put it away.
(1-2 min)
Assessment/Evaluation:
• Ask for a student to volunteer to tell you what the parts of the right triangle are
called. (Answer: a = leg, b = leg, c = hypotenuse)
• Formally assess when grading homework handout.
Conclusion:
• Transition: Have students clean up their tables and return to their regular seating
arrangement. (1-3 min)
• Ask the students again when they are allowed to use the Pythagorean Theorem?
(Answer: only in right triangles)
Accommodations/Adaptations for Students with Special Needs:
• Billy, who has ADHD, will be seated towards the front of the classroom so that I
can be sure to pay close attention to him.
• When the students are working on the handout, I will check with Billy several
times to make sure he is on track.
• I will pay close attention to see if Billy seems confused or distracted, so that I can
answer any questions he may have in a reasonable amount of time.
Reflective Notes:
• How was my timing?
• Did the students understand the material?
• Did I get to cover all the material in my lesson plan?
• Am I satisfied with the way I planned the lesson?
If Time Permits: Students will be allowed to work in groups of two on their homework
assignment. I will be walking around the room to monitor and make sure that everyone
understands the concept of the Pythagorean Theorem.

Technology Integration:
1. (1 computer and overhead) I will place the PowerPoint on the overhead screen
and go through it will all the students in the class.
 2. (6 computers in classroom) Since there is a 1:4 ratio of computers to students
in the classroom they will have to take turns using them. We will use a rotation
system, where there will be 4 different groups of students and they will be
permitted to use the computers one assigned day from Monday through
Thursday. On Friday, all students will be incorporated into the classroom using
the original teaching setting. When on the computers, the students will be
required to make up an appropriate worksheet dealing with the mathematical
concept that we are talking about that specific week. This will count as a graded
assignment.
3. (Computer Lab available) When the entire class enters the computer lab, they
will be required to log in as usual. Based on the topic that we are discussing in
class at the time, I will have various puzzles, games, and worksheets created on
math websites that I belong to as a teacher. I will have a list of websites for each
student to have at their computer, such as: www.coolmath.com,
www.mathpower.com, www.funbrain.com, and www.algebrahelp.com just to
mention a few. These websites will also be very useful for the students to have to
use on their time when they need help with their mathematics. As we go along
the websites, I will monitor by walking around to assure that all students are with
me and not doing other things on the computer during my class time.

Math Through Literature

Theme: Flowers
Math Concept: Counting, Addition, and Subtraction
Objective: The children will be able to complete and create addition and subtraction
facts up to 20 using the illustrative book Counting Wildflowers.
Grade Level: 1-3
Materials: Counting Wildflowers by Bruce McMillan, New York: Lothrop, Lee and
Shephard, 1986
This textbook contains illustrations of many different types of flowers. The teacher may
want to try to gather a few of these types to be used as hands-on manipulatives.
Activity:
1. Each page in the book contains a different type of flower which is respresented
by circles at the bottom of the page. On the first page the Fragrant Water Lily is
 represented by white circles. Ask the students how many circles are green. On
the board, write the equation 1+9=10. Continue to discuss the circles with the
children as you read the book.
2. At the bottom of page 11, there are 20 circles. Covering up the red circles that
represent the Maltese cross blossoms, ask the children how many circles are left.
Have them write their own equations.
3. On page 17, there are 17 circles representing the black-eyed Susans in the
picture. Ask the children how many more black-eyed Susans would have to be in
the picture in order to have 20.
4. Ask the children to figure out how many flower blossoms are shown in the entire
book. They can work in pairs too formulate their answer. Then the entire class
can discuss their different strategies used.
5. Many other addition and subtraction problems can be created from the
illustrations in the book.
6. Have the students write their own problems and then test their partner.
Encourage the students to draw pictures if they need help solving the problems.
Extension Activity: The teacher could gather together many different types of flowers
for the students to work with. She passes out a variety of flowers to each student and
assigns values for each flower. The students will then play the Bouquet Game. In this
game, the students try to make a bouquet of flowers that has the greatest value. The
students can trade with each other to acquire the flowers with the greatest values. The
person with the most valuable bouquet wins the game and gets to keep his or her
bouquet. This activity can be done right before mother's day and the students can take
their bouquets home as presents.
Adaptation: It may get expensive buying these flowers so you may find a friend that
has a flower garden. Another idea, is for the students to draw or find pictures of various
flowers
Title - Chalkboard Addition (Subtraction)
By - Julienne C. Fallen
Subject - Math
Grade Level - 1-2
Materials:
Individual Chalkboards (Can be found at dollar stores)
Chalk
Chalk Erasers
Objective:
Practice basic addition and subtraction facts.
Procedure:
1. Each child is given a chalkboard, a piece of chalk, and an eraser.
2. Allow 5 - 10 minutes for free exploration. After all they are just going to play
with new materials.
3. Explain the directions. Directions: The teacher will call out an addition
(subtraction) problem and you will write the answer on your chalkboard. When
you have the answer, pick up the chalkboard, face the answer with you (holding
the chalkboard with two hands). When I say SHOW THE ANSWER everyone will
turn their chalk board around and wait for me to check everyone's answer.
Then I will call on someone to give the correct answer.
4. If someone has the wrong answer put the problem on the class chalkboard
and demonstrate how to get the correct answer.
Notes:
Sometimes this game is called Hide and Show Addition (Subtraction).
After a few demonstrations on procedure this "game" goes really smoothly.

Title - Fun way to review and reinforce addition of two numbers

By - Erica Adkins
Subject - Math
Grade Level - 2nd
Materials-
1 roll of masking tape or painters tape
4 sheets large poster board
magic marker
2 bean bags
pencil and paper for each student
Objective-
This lesson plan is designed to review and reinforce addition of two numbers. Students
will gain practice in addition and should be able to tell the sum of any two single digit
numbers (0-5) by the use of repetition.

Prior to class-
1. The teacher will make up two game boards using the poster board and masking tape.
Each game board should be made by taping two pieces of poster board together. The
game boards should then be sectioned into 9 equal squares (like a bingo game board)
using the masking tape. In the squares the teacher will draw the numbers (0, 1, 2, 3, 4,
5, 4, 3, 2)on each board using the magic marker.
2. The game boards should be taped or pinned to the floor in the classroom before the
students come in. Position the game boards so that all students can see them and so
that the numbers are facing them so they are right side up.

Procedure-
1. Explain to students they will be playing a game today. When they hear the word
game, this will get their attention.
2. As your explaining the rules (no shouting out answers, first person to raise hand gets
to answer question, or what rules teacher has for game) tape a starting line about 5 feet
from one of the game boards.
3. The teacher should stand on the other side of the game boards since she will be
controlling one of the bean bags.
4. The game begins by informing the students you will give them an addition problem
and the first person to raise their hand with the correct answer will get to throw the
bean bag first.
5. After giving the problem and selecting student to throw bean bag first students know
that they will be trying to add the number on the square in which the student's bean
bag lands to the number in the square in which the teacher's bean bag lands. Teacher
will be responsible for calling on students to answer. The correct answer gains that
student the privilege of throwing the bean bag. (The teacher has some control over
what numbers are being added because he/she may choose the second number in the
problem.)
6. This game can also be played by dividing the students into two teams and have a
scorekeeper. Students are competitive and teams may result in better participation.

Closure-
Give students two minute warning. At the end of the game question students with
addition problems. Ask students to write down the problems you give them, solve them
and turn them in.

Assessment/Evaluation-
Checking the students turned in work will allow for assessment of the lesson.

Adaptations for special students-

Students with special needs may need adaptations. The teacher may place the bean
bag on a smaller number or those with learning disabilities and on a larger number for
gifted students.

Connections-
For an integration with art teacher may ask students to create their own game and
game boards to help them learn addition.

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Renaming Fractions #1

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 Top of Form
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Answer Sheet
Renaming Fractions #1

© Copyright Math Fact Cafe, LLC.

Used with permission.
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10 Steps To Developing A Quality Lesson Plan:

This guide is not meant to be the one and only way to develop
a lesson plan. It is a general overview that highlights the key
points of creating a lesson plan. Below is a list of the steps
involved in developing a lesson plan as well as a description of
what each component should be. You may also find this new
Lesson Plan Template to be useful for creating your lesson
plans!
1. The first thing to consider, obviously, is what you want to
teach. This should be developed based upon your state (or
school) standards. You also need to be aware of what grade
level you are developing the lesson plan for (and keep that in
mind of course), and also record a time estimate for your
lesson plan to help in time budgeting. Once you have your
topic, you can begin determining how you want to teach the
topic. If you didn't use the state standards to help in
developing your topic, refer to them now to see what specific
standards your lesson plan can fulfill. Having your lesson plan
correctly aligned with state standards helps to prove its
worthiness and necessity. It also helps in assuring that your
students are being taught what your state requires. If you are
able to correlate your lesson plan with standards, record links
to those standards in your lesson plan. If writing this lesson
plan for a website (The Lesson Plans Page) be sure to include a
title that properly reflects your topic.
2. To make sure your lesson plan will teach exactly what you
want it to; you need to develop clear and specific objectives.
Please note that objectives should not be activities that will be
used in the lesson plan. They should instead be the learning
outcomes of those activities. As an example, if you wanted to
teach your class how to add 2 + 3, your objective may be that
"the students will know how to add 2 + 3" or more specifically
"the students will demonstrate how to add 2 + 3."
Objectives should also be directly measurable (we'll get to this
in assessment / evaluation). In other words, make sure you will
be able to tell whether these objectives were met or not. You
can certainly have more than one objective for a lesson plan.
To make objectives more meaningful, you may want to include
both broad and narrow objectives. The broad objectives would
be more like goals and include the overall goal of the lesson
plan, i.e. to gain familiarity with adding two numbers together.
The specific objectives would be more like the one listed
above, i.e. "the students will demonstrate how to add the
numbers 2 and 3 together."
3. You would probably find out exactly what materials you are
going to use later, but they should be shown early in your
lesson plan. This way if someone else were going to use your
lesson plan, they would know in advance what materials are
required. Be specific here to make sure the teacher will have
everything they need. For the addition lesson, you should
make sure you have 10 or so unifix cubes per student, paper,
and pencils.
4. You may also want to write an Anticipatory Set, which would
be a way to lead into the lesson plan and develop the students'
interest in learning what is about to be taught. A good example
deals with a lesson on fractions. The teacher could start by
asking the students how they would divide up a pizza to make
sure each of their 5 friends got an equal amount of pizza, and
tell them that they can do this if they know how to work with
fractions.
5. Now you need to write the step-by-step procedures that will
be performed to reach the objectives. These don't have to
involve every little thing the teacher will say and do, but they
should list the relevant actions the teacher needs to perform.
For the adding 2 + 3 lesson, you may have procedures such as
these:
A. The teacher will give each child 2 unifix cubes.
B. The teacher will ask the students to write down how
many unifix cubes they have on paper (2).
C. The students should then write a + sign below the
number 2, like this:
2
+
D. The teacher will then pass out 3 more unifix cubes to
each student.
E. The students will be asked to write down how many
unifix cubes they were just given. They should write this
number below the number 2 that they just wrote, so that it
looks like this:
2
+3
F. Students should now draw a line under their 3.
G. Now the students should count how many unifix cubes
they have together and write this number just below the 3, like
this:
2
+3
----
5
H. Ask students how many unifix cubes they had to start,
how many they were given to add to that, and how many they
had total after the teacher gave them the 3 unifix cubes.
6. After the procedures have been completed, you may want to
provide time for independent practice. For the example of
above, students could be given time to add different numbers
of unifix cubes together that a partner would provide them
with.
7. Just before moving on to the assessment phase you should
have some sort of closure for the lesson plan. A good idea for
this is to return to your anticipatory set, i.e. ask students how
they would divide up that pizza now that they know how to
work with fractions (refer to the example in step 4).
8. Now you want to write your assessment / evaluation. Many
lesson plans don't necessarily need an assessment, but most
should have some sort of evaluation of whether or not the
objectives were reached. The key in developing your
assessment is to make sure that the assessment specifically
measures whether the objectives were reached or not. Thus,
there should be a direct correlation between the objectives and
the assessments. Assuming the objective were to be able to
add two single digit numbers together, an example would be to
have students approach the teacher and add two single digit
numbers (that the teacher provides via unifix cubes) on paper
using unifix cubes as a guide.
9. Adaptations should also be made for students with learning
disabilities and extensions for others. Examples would be
adding 1 unifix cube to 1 unifix cube for students with learning
disabilities and adding 9 unifix cubes to 13 unifix cubes for
gifted students. This is best done with specific adaptations for
specific students, to take into account their individual
differences.
10. It's also a good idea to include a "Connections" section,
which shows how the lesson plan could be integrated with
other subjects. An example would be to have students paint 2
apples, then 3 more apples below them, etc. to integrate Art
into the lesson plan. A better integration would involve
creating 2 or 3 different types of textures on those apples,
assuming texture was being studied in art class. Putting a lot
of work into this can develop complete thematic units that
would integrate related topics into many different subjects.
This repetition of topics in different subjects can be extremely
helpful in ensuring retention of the material

Title - Integer Operations

By - Andy Field
Primary Subject - Math
Secondary Subjects -
Grade Level - 6-8

Goals:
1. To review integer operations.
2. To practice integer operations.

Objectives:
TLW review and practice operations involving integer
equations.

Set/Recall: (10 minutes) Show students the raise-a-grade

certificates. Explain what they are and state that they will have
a chance to win some today.
Review integer addition and subtraction: solicit the rules and
principles from students and write them on board. Ask them
for a few example of integer equations and write them on the
board.

Procedure: (5 minutes)
Show transparency of example of cards and sticks in activity.
Explain rules:
Students will be divided into groups of three: One will be the
journal keeper, one will be
the record keeper, one will be the doer.
Before the activity, the record keeper makes a chart as shown
on the overhead and the
journal keeper writes down the group's prediction on how it will
do.
Groups will have 5 minutes (or less, depending on ability of
class) to match as many of the
20 sets of 2 cards and one stick as possible. Only the doer may
actually touch
the cards and sticks, the others may only coach.
At the end of the time limit, the record keeper records how
many sets the group was able to match on the chart. The
journal keeper records this as well. The journal keeper records
how the group felt before and after the first round.
The groups then switch sets of cards.
After 3-5 rounds, the record keeper averages the group's score
for all rounds. The group with the highest average receives
raise-a-grade certificates.

Conduct activity (25 minutes)

Closure: (10 min)

Have the journal keepers explain their group's participation in
the activity. Have all students recap the major things we
learned in the past three days: Adding integers, subtracting
integers, and integer equations. Make sure they explain them!
Remind students of the test tomorrow.

Evaluation:
Informal:
Student participation in activities and discussions will indicate
comprehension.
Formal:
Written Test
Materials Needed:
Overhead projector
Transparency of example of cards and sticks
Transparency of chart
5 sets of ten operations sticks each
5 sets of 20 A and B index cards each
timer
raise-a-grade certificates

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