cheryl chevalier mary pippen dorothy stevens goodrich school woodridge school district #68...
TRANSCRIPT
MIM
www.woodridge68.org
Math in Motion
Cheryl ChevalierMary PippenDorothy StevensGoodrich SchoolWoodridge School District #68Woodridge, IL 60517
Math In Motion
We were inspired by the NCTM Academy - “Making Sense of Algebra”
Math in Motion is an activity for Kindergarten, 1st, and 2nd grades.
It is a combination of literature based activities and Academy math games.
Manipulative materials engage the children in learning math concepts.
We have set aside a special time each Friday for “MIM”.
Number and Operations
Understanding numbers, ways of representing numbers, relationships among numbers, and number systems
Understand meaning of operations and how they relate to one another
Compute fluently and make reasonable estimates
* A Bunch of Fun(Academy game)
A Bunch of Fun
Concept- counting and subtractingNCTM Standard-Number and
Operations – understand meanings of operations andhow they relate to one another
Audience- K through second gradeSynopsis- This game that we learned at
NCTM conference, has been a greatactivity to practice counting and subtracting, and a good assessment tool.
Supplies- Game cards, containers holding 20 counters and 2 dice.
Instructions- Children form pairs and find a space of
their own. The children take turns throwing the two dice and subtracting the lower number from the higher one. They cover the number that corresponds to the answer. If numbers are covered a turn is missed. The winner has all his/ her numbers covered.
Extensions- Write 6-2 =4, 5-2=3 etc.
A Bunch of Fun
Ant Stories One Hundred Hungry Antsby Elinor J. Pincz(New York: Houghton Mifflin Compny, 1993, ISBN 0-395-63116-5)
The Ants Go Marching One by OneRhyme Illus. by Richard Bernal(New York: Scholastic Inc., 1993, ISBN 0-439-11352-0
A Remainder of Oneby Elinor J. Pinczes (New York: Scholastic Inc., 1995, ISBN 0-590-12705-5)
Ant Stories
Concept- counting with grouping, regrouping and division
NCTM Standard- Number and Operations- understand ways of representing numbers
Audience- Kindergarten, first, and second gradersSynopsis- Ants and other insects keep regrouping
themselves to marching in patterns.Supplies- 8 canisters containing 100 plastic ants
eachInstructions- Read the story aloud to the children.
Pass out the canisters and have them act out the story as it is read to them. This can be done with 8 students or 8 small groups.
Ant Stories
Alexander, Who Used to Be Rich Last SundayBy Judith Viorst (New York: Aladdin Paperbacks, 1978, ISBN 0-689-71199-9)
Alexander, Who Used to Be Rich Last Sunday
Concepts- counting money to one dollar
NCTM Standard- Number and Operations - understand numbers, ways of representing numbers and relationships among numbers
Audience- First and second graders
Synopsis- Alexander comes to realize all the things that can be done with a dollar until he is left with no
more money.
Alexander, Who Used to Be Rich Last Sunday
Supplies- Play money: dollar bills, pennies, nickels, dimes and quarters
Instructions- Read the story. Pass out money and work in pairs if needed. Reread the story. Act out the story giving up, taking away money just like Alexander did.
Example of Instruction Sheet
(New York: Doubleday Dell, 1993, ISBN 0-385-41602-4)
* Benny’s Pennies by Pat Brisson
Benny’s Pennies
Concept- money and counting NCTM Standard- Number and Operations Standard -
understand numbers, ways of representing numbers, relationships among numbers
Audience- Kindergarten and First grade
Synopsis- Benny sets off in the morning with five shiny new pennies to spend and eventually buys something for his mother, brother, sister, dog, and cat.
Benny’s Pennies
Supplies- The book “Benny’s Pennies”, 20 roses,20 baggies containing 5 pennies, 20 dog bones, 20 plastic fish, chocolate chip cookies, newspaper for making paper hats.
Instructions- Read the book to the children. Ask the
children to tell you 5 things that Benny bought. Elect a store keeper to take the money and provide the items. Give the children 5 pennies each. Reread the story, while the children shop and pay for each item. Have the children lay the items out so everyone can see them. Be sure to make the paper hat from the newspaper provided.(this is good for following directions and a fine motor activity)
Benny’s Pennies
Extensions- Take out the classroom dry erase boards and markers. Reread the story while the children write the subtraction number sentences. 5-1=4, etc. How many pennies did the store keeper collect? First have the children write their estimates, and then count the pennies to check their answers, by ones or by fives.
Benny’s Pennies
* Bunny Moneyby Rosemary Wells(New York: Penguin Putnam Books for Young Readers, 1997, ISBN 0-8037-2146-3)
Bunny Money
Concept – Subtracting whole numbers using money.
NCTM Standard- Number and Operation – understand meanings of operations andhow they relate to one another.
Audience – Pre-K through first gradeSynopsis – Max and Ruby save money for
grandma’s birthday present. When they go shopping, they encounter many other things to spend their money on. Fortunately, they have enough money left to buy a present for Grandma.
Bunny Money
Supplies – 10 children can participate with 5 bags of one $5 bill, ten $1 bills, and one
quarter. (The book comes with some pretend money that can be used.)
Instructions – Read the story aloud to the group. During the second reading, let the
children work in pairs pretending to be Max and Ruby. They can act it out using the money.
Extensions – Count the money in your baggie and use the money to exchange a five dollar bill for singles.
Counting Crocodilesby Judy Sierra(New York: Scholastic, 1997, ISBN 0-590-81930-5)
Counting Crocodiles
Concept- counting to 55
NCTM Standard: Number and Operations – understand meanings of operations and
how they relate to one another
Audience- K through second grade
Synopsis- This story is based on a Pan-Asian folktale in which trickster animals (a monkey, a fox, and a snail) persuade crocodiles to form a bridge over the water, under the pretext of counting them.
Supplies- The book, game cards, paper and pencil or dry erase boards, and 55 crocodiles.
Instructions- Read the story. Estimate how many crocodiles are there in all, write this down. Give each group a bag of 55 crocodiles. Reread the story, emphasizing the rhymes. Line up all the crocs and count to check their estimate.
Extensions- Write 1 + 2 = 3, 3 + 4 = 7 etc.
Counting Crocodiles
Divide and Rideby Stuart J. Murphy(New York: Harper Collins, 1997, ISBN0-06-026776-3)
Divide and Ride
Concept- Dividing a groupNCTM Standard- Number and Operation- understand equal groupings of objects and sharing equally.Audience-First and second gradeSynopsis- A group of 11 best friends go on rides at a carnival. The eleven friends divide to fill up the seats on their favorite carnival rides. Each car
must be filled before they can ride.
Supplies- A game board for each child. Fourteen manipulatives (kid counters in plastic bags) for each child.
Instructions- Read the story. Give each child a board and 14 manipulatives. Reread the book as you act out the story. Review division concepts.
Divide and Ride
Five Little Speckled Frogsby Marlene J. and Robert A. McCracken(USA: Mc Cracken publications # 218)
Concept – Subtracting whole numbers from 5.NCTM Standard- Number and Operation –
understand meanings of operations andhow they relate to one another.
Algebra Standard – use mathematical models to represent and understand quantitativerelationships.
Audience – Pre-K through first gradeSynopsis – This is the familiar song “Five Little
Speckled Frogs” that the McCrackens’ have published and illustrated in a big book format.
Five Little Speckled Frogs
Five Little Speckled Frogs
Supplies – We made enough for 20 children. 20 ponds made from paper and laminated, 20 plastic logs, 20 baggies with 5 frogs each.
Instructions – Read the story aloud to the group. During the second reading, let the children act it out using the frogs sitting on their log and
jumping into their ponds (pools).Extensions – Use paper and pencil or dry erase
boards and markers to have the children write algebraic sentences.
* Mouse Countby Ellen Stoll Walsh (New York:Harcourt Brace, 1991, Trumpet Book Club #0-590-97954-X)
Mouse Count
Concept- Counting forward and backward to 10 and counting on.
NCTM Standard- Number and Operation – understand numbers, ways of representing
numbers, relationships among numbers, and number systems.Audience - Pre-K through first gradeSynopsis - In this delightful tale, ten mice play in the meadow until they get sleepy and decide to take a nap. Meanwhile, a snake comes by looking for something to fill his dinner jar. He first finds three mice, then four more, and finally, the last three mice are added. The children practice counting on as the mice are captured, and counting backward when the mice escape.
Supplies - 10 bags of 10 mice, a rock, and 1 small rubber snake. We also included a small plastic container for counting and “uncounting” the mice. The mice were made from white pom- poms, pink felt ears, fabric painted black eyes and a pink nose, and a piece of white lanyard hot glued on for a tail.
Instructions - Read the story aloud to the group. Pass out a baggie and a plastic container (dinner jar) to each child. Reread the book with students acting out the story with the objects.
Extensions- Have the children write numbers to 10 and backward from 10. Have the children write addition and subtraction sentences to 10.
Mouse Count
Example of Instruction Sheet
Mr. Brown’s Magnificent Apple Tree by Yvonne Winer
(Gosforth NSW Australia: Ashton Scholastic Pty Ltd, 1985, ISBN #0 86896 303 8)
Concept – Counting forward and backward to 5.NCTM Standard- Number and Operations –
understand numbers, ways of representing numbers,
relationships among numbers, and number systems.Audience – Pre-k, K and First gradeSynopsis – Mr. Brown has 5 apples on his tree which
he counts each night, savoring their flavor. Then, a terrible thing happens, every night 1 more apple is missing, until he discovers who is eating his
apples.
Mr. Brown’s Magnificent Apple Tree
Supplies – 1 tree game board, 1 bag containing 5 red apples + 1 mouse.Instructions – Read the story aloud to the children, pass out the materials, and have them act it out as you re-read the story. Have the children count, re-count and verbalize the function – 5 take away 1 leaves 4 etc. then practice counting to 5 forward and backward.Extension - For first grade, write algebraic equations.
Mr. Brown’s Magnificent
Apple Tree
* One Elephant Went Out to Play A traditional song
Reproduced by Marlene J and Robert A McCracken (Published in USA,1990 # 234-1)
One Elephant Went Out To Play
Concept - counting forward and backward
NCTM Standard- Number and Operations – understand numbers, ways of representing numbers, relationships among numbers,
and number systems.
Audience - Pre-K and K
Synopsis - One elephant goes to play on a spider's web and has so
much fun he calls for his friends to come.
Supplies- One spider web, 5 elephants, numeral cards 1-5 Instructions- Read the story or sing the song. Pass out the
materials and have then act out the story as it is re-read to them. Ask the children each time, “How many elephants now on the web?” “How many not on the web?”
Extension- Re-read the story again acting it out, this time
the children are asked to find the correct numeral. Using the paper provided to write each numeral, and later write simple algebraic equations.
One Elephant Went Out To Play
One Elephant Went Out To Play
Slugger’s Car Washby Stuart J. Murphy
(New York: MathStart Series of HarperCollins Publishers, 2002. ISBN # 0-06-446248-X)
Concept – MoneyNCTM Standard- Number and Operations –
understand numbers, ways of representing numbers, relationships among numbers, and
number systems.Audience – Late first and second gradeSynopsis – The 21st Street Sluggers, a baseball
team, have a car wash to raise money for new T-shirts for their team. They keep track of their expenses and profits. This book introduces dollars and cents, decimal points, addition with money,counting money, and making change.
Slugger’s Car Wash
Slugger’s Car Wash
Supplies – A clipboard, play money (we had 30 $1 bills, 2 $5 bills, 2 $10 bills, 100 pennies, 30 nickels, 25 quarters, and 20 dimes), wipe off markers and erasers, paper or wipe-off boards for adding money.Instructions – Read the story to the group. During the rereading, let one child be the scribe or let the children take turns. Have play money available for the children to pay for a car wash and count out change.Extensions – Question the group as to how much money was earned? How much would their parents chip in? How many cars would they have to wash to earn $100? How many cars did they wash? Explore ways to make $1.00, $5.00, etc.
Ten Little Ducksby Franklin Hammond
(Hong Kong: Scholastic, 1989, Scholastic Book Club ISBN # 0-590-73339-7)
Ten Little Ducks
Concept - Counting forward to 10 and counting on.NCTM Standard- Number and Operation – understand numbers, ways of representing numbers, relationships among numbers, and number systems.Audience – Pre-K through first gradeSynopsis - In this delightful tale, one duck plays and is joined by another friend and so forth until there
are 10. The story is full of onomatopoeia samples. The children practice counting on as the number of ducks increases.
Ten Little Ducks
Supplies – 10 bags of 10 ducks, a pond, and cards 1-10.Instructions – Read the story aloud to the group. Pass out a baggie and a blue play board to each child. Reread the book with students acting out the story with the objects, matching the numeral with the number of ducks present.Extensions – Have the children write numbers up to 10 and backward from 10. Have the children write addition and subtraction sentences to 10.
Ten Little Ducks
Ten Little Ducks
Ten Sly Piranhas and other Fish Stories
by William Wise
(New York: Puffin Books, Penguin Group, 1993, ISBN 0-14-240074-2)
Concepts- counting in reverseNCTM Standard: Number and
Operations- understand numbers and number systems
Audience- Kindergarten and first graders
Synopsis- A school of ten sly piranhas gradually dwindles as they waylay and eat each other.
Ten Sly Piranhas and other Fish Stories
Ten Sly Piranhas and other Fish Stories
Supplies- The book of “Ten Sly Piranhas”, 4 bags of fish (28), I for each group, 4 work spacesInstructions- Read the story. Divide into groups and pass out bags of plastic fish. Talk about the
different kinds of fish in their bags. Use the fish to illustrate the story.
Extensions- Students/teachers make up fish stories using facts to 10 and have students act them out.
The Crayon Counting Book by Pam Munoz Ryan
and Jerry Pallotta
(Massachusetts: Charlesbridge Publishing, 1996, ISBN 0-88106-953-1)
Concept- countingNCTM Standard- Number and Operations
Standard- understand numbers, waysof representing numbers, relationships among
numbersAudience- Kindergarten and First and Second
gradeSynopsis- Rhyming text and illustrations use
crayons of different colors to teachcounting, first by even numbers and then by odd.
The Crayon Counting Book
Supplies- The book “Crayon Counting Book”, 24 mats, 0 thru 24 (mat zero, 0 for the teacher),
approximately 300 crayons.
Instructions- Read the book to the children. Pass out mats and crayons. Reread the story, while the children count the exact number of crayons.
The Crayon Counting Book
The Cheerios Counting Book by Barbara Barbieri McGrath
(New York: Scholastic, 1998, ISBN 0-590-68357-8)
Concept – Counting whole numbers using cheerios.NCTM Standard: Number and Operation – understand
numbers, ways of representing numbers, relationships among numbers, and number systems.
Audience – First through third gradeSynopsis – Using the familiar Cheerios cereal, children count
to 10, then 20, then by 10’s to 100. Zero is introduced at the end as the number you end up with after you eat 100 cheerios.
The Cheerios Counting Book
Supplies – We provided 20 bags of 100 cheerios so that 20 could participate and 20 mats to count on. A box of fresh Cheerios for a little snack.
Instructions – Read the story aloud to the group. This is one story where you might be able to act it out on the first reading, step by step. Otherwise, it is a little overwhelming for younger children. You might want them to work in pairs. We invite the children to eat some fresh cheerios when we are done. YUM!
Extensions – Record the numbers 1 to 10, 11 to 20, and then 10 to 100 by 10’s. Do the students see those patterns?
The Cheerios Counting Book
* Touch Me Number Games
Concept – Ordering numerals
NCTM Standard: Algebra – understand patterns, relations and functions.
Audience – pre-K through second grade
Purpose – To allow the children to demonstrate their knowledge of the sequence of our number system. This is a good assessment tool.
Supplies – a bag containing a number board and number cards.Pre-K – number boards 1-9, 1-12, 1-20K – number boards 1-25 (26-50, 51-75, 76- 100) 1-30, 1-50,(1-50, 51-100)First grade - number boards 1-50, 51-100, 1-100.Second grade – 1-100
Touch Me Number Games
Instructions –Divide children into small groups. Spread out the board, shuffle and deal the cards. Game 1. Who ever has the beginning number begins, next number in sequence goes next and so on. Game 2. Counting up, from lowest to highest. Teacher chooses a number approximately in the middle of the board, the child who has that number begins. The children then take turns to place a card, only if it touches left/right, above/below the numbers that are placed. If they do not have a card that follows the rules, then he/she passes. Game 3. Counting down. The process is the same as above, only this time the sequence runs from the highest number to the lowest.
Extentions – Children may write numbers on a 100 grid, either from 1-100, 100-1, or beginning with a random number and following the above/below, right /left rule
Touch Me Number Games
Touch Me Number Games
Algebra Understand pattersn, relations, and
functions Represent and analyze mathematical
situations and structures using algebraic symbols
Use mathematical models to represent and understand quantitative relationships
Analyze change in various contexts
Let’s Go by Shereen Gertel Rutman
Concept – Adding to twelveNCTM Standard- Algebra Standard – understand patters, relations, and functions.Audience – Kindergarten through second gradeSynopsis – The Travel Club is finding a way for all twelve of them to travel together. They try a taxi cab, a van, and finally, a bus.
Let’s Go
Supplies – Plastic bags containing 12 people counters, a paper taxi, van, and bus that
have been laminated, paper and pencils or wipe off boards to do addition problems.Instructions – Read the story aloud to the group. During the second reading, let the children act it out using the 12 people counters and the vehicles. They can add counters as the vehicles get larger to accommodate 12 people.Extension – Have the children practice algebraic equations for each situation and any other ways to make 12.
Let’s Go
* Stay in LineBy Teddy Slater
(New York: Scholastic, 1996. ISBN # 0-590-22713-0
Concept – Division readiness through making different groups of 12 children.
NCTM Standards- Number and Operation – understand numbers, ways of representing numbers, relationships among numbers, and number systems.
Algebra – understand patterns, relations, and functions and use models to
represent and understand relationships.
Audience – Pre-K through second grade.
Synopsis – Twelve children go on a class trip to the zoo. They have fun grouping themselves into lines of different sizes.
Stay in Line
Stay in Line
Supplies – 12 game mats (we made 3 sections for the lines at school, on the bus, and at the zoo), and 12 bags of
plastic children.
Instructions – Read the story to the group aloud. If you have 12 students in your group, you can act out the story changing groups as the story progresses. Before the second reading, pass out a game mat and a baggie of plastic children to each child. Have each child act out the story on their game mat.
Extension – Have the children write number sentences as you reread the book. Or have them discover
and write number sentences to 12.
Stay in Line
Stay in Line
* The Doorbell Rangby Pat Hutchins
(New York: Greenwillow Books, 1986. ISBN 0-688-05251-7)
The Doorbell Rang
Concept – Division readiness through sharing equally a dozen cookies.
NCTM Standards- Number and Operation – understand numbers, ways of representing numbers, relationships among numbers, and number systems.
Algebra – understand patterns, relations, and functions and use models to represent and understand relationships.
Audience – Pre-K through second grade.Synopsis - In this story, a mother bakes a dozen cookies for her
two children to share. Before they sit down to eat their cookies, the doorbell rings and more children arrive. This happens several times until there are twelve children and twelve cookies. The children realize “this would be one for each of them!” Just as they are about to eat their cookies, the doorbell rings again and Grandma arrives with more cookies to share.
Supplies – A small bell, 10 plastic bags with 12 plastic chocolate chip cookies, a big paper plate for the cookies, 12 small paper plates, 12 popsicle sticks with the numbers 1 through 12 on them, a napkin, and real cookies.
Instructions – Read the story aloud to the group. There is a bell to ring each time the doorbell rings. Pass out a baggie to each child. Reread the book with the students acting out the story with their cookies. They will need a large space to work in as they need more little plates to divide their cookies.
Extensions – Have the children find and hold up the correct popsicle stick for the number of cookies that are shared. Have the children write algebraicnumber sentences to 12.
The Doorbell Rang
The Doorbell Rang
Geometry Analyze characteristics an properties of 2 and 3
dimensional geometric shapes and develop mathematical arguments about geometric relationships
Specify locations and describe spatial relationships using coordinate geometry and other representational systems
Apply transformations and use symmetry to analyze mathematical situations
Use visualization, spatial reasoning, and geometric modeling to solve problems
Grandfather Tang’s Story by Ann Tomert
(New York: Dragonfly Books, Crown Publishers, 1990, ISBN 0-517-57272-9)
Concept- manipulating seven standard shapes/pieces called tans to create pictures
NCTM Standard: Geometry- use visualization and geometric modeling to solve problems
Audience- Second grade and higherSynopsis- When Little Soo asks for a story, Grandfather Tang
arranges the tangram pieces and two magic fox fairies spring to life. The foxes change shapes as quick as a wink, from rabbits to dogs to squirrels to geese.
Grandfather Tang’s Story
Supplies- The book “Grandfather Tang’s Story”, 12 bags of tangrams (7 pieces), 12 work spaces on which to assemble the tangrams, 3 sets of 11 tangram animal patterns
Instructions- Read the story. Give each child a bag of tangrams and work space. Reread the story, showing the children the tangram patterns and giving the children time to complete them. If the children have difficulties putting the tangrams together, allow them to place the pieces over the patterns.
Extensions- (Supplies-Additional tangram patterns, paper and pencils)Explain that the triangles are called isosceles triangles; they have 2 equal sides and angles. Make the 3 running and 1 falling figure. Using just 2 triangles from your tangram puzzle, make a square. How many squares can you make? What do you notice about the triangles that make up each square? Find the congruent pieces in your tangram. Congruent shapes are exactly the same. Put the 7 tangram pieces together to make a square.
Grandfather Tang’s Story
Measurement Understand measureable
attributes of objects and the units, systems, and processes of measurement
Apply appropriate techniques, tools, and formulas to determine measurements
* Pigs 0n a Blanketby Amy Axelrod
(Hong Kong, Simon & Schuster, 1998, ISBN # 0-689-82252-9)
Concept – timeNCTM Standard- Measurement – apply
appropriate techniques, tools, and formulas to determine measurements.
Audience – K, first and second grades.Synopsis – The pig family want to go to the
beach and that is one hour drive away. Witheverything that comes their way, will they be at the beach before it closes? The passage of time is the issue.
Pigs 0n a Blanket
Supplies – a dry erase board for the teacher, a teacher clock, 1 mechanical clock for each child. A small piece of paper and pencil for each child.
Instructions – Begin reading the book, “Pigs On a Blanket”, pause when Mr. Pig says at 11:30, “ready, set, go”, pass out the paper and pencil to each child, and ask them to predict what time the family will reach the beach. Finish the story, compare the predictions, and give each child a clock. Re-read the book, at the beginning the children need set their clocks to 11:30, then change their clocks as the day progresses.
Extension – using the white board, list the events that held up the day out. Answer the questions at the back of the book.
Pigs 0n a Blanket
* Twelve Snails to One Lizardby Susan Hightower
(New York: Simon and Schuster Books, 1997, ISBN # 0-689-80452-0)
Concept – measurement using inches, feet, and a yard.NCTM Standard- Measurement – apply appropriate
techniques, tool, and formulas to determine measurements.
Audience – first and second gradesSynopsis – Bubba the bullfrog helps Milo the beaver build a
dam by explaining to him the concepts of inches (snails), feet (lizards), and a yard (snake).
Twelve Snails to One Lizard
Twelve Snails to One Lizard
Supplies – 15 baggies containing 36 snails, 3 lizards, 1 snake, a 12 – inch ruler, and a paper yardstick (from IKEA). (We have created snails of one inch, lizards of 12 inches, and a snake of 36 inches which are included in this packet.)Instructions – Read the story aloud to the children, pass out the
materials, and have them act out the story as it is read to them. The children can be comparing non-standard units of measurement (the animals) with standard units of
measurement (the ruler and yardstick).Extensions – Measuring other items using both non-standard and
standard units of measurement. Research facts on snails, lizards, snakes, frogs, and/or beavers to share with the
class.
Data Analysis and Probability
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
Select and use appropriate statistical methods to analyze data
Develop and evaluate inferences and predictions that are based on data
Understand and apply basic concepts of probability
Grandma’s Button Boxby Linda Williams Aber
(New York: The Kane Press, 2002, ISBN # 1-57565-110-6)
Grandma's Button Box
Concept – sorting NCTM Standard: Data Analysis and Probability –
Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.
Audience – Pre-K, K and first grade Synopsis – When she spills her Grandmother's button
box, Kelly and her cousins try to sort them by size, color and shape and earn Grandma's gratitude.
Grandma's Button Box
Supplies – Baggies containing a variety of buttons, sorting trays and unifix cubes to keep a record of how many different ways each group can sort the buttons.
Instructions – Read the story aloud to the children, divide the
children into pairs, as many as bags of buttons and trays that you have, be sure the groups are far enough apart so that the buttons do not become mixed. Pass out the bags and trays, and have the children act out the story as you re-read the book.
Extensions - Have the children think of other ways to sort, eg.
texture, number of holes. Each time the groups think of a new way, and demonstrates it in their tray, reward them with a unifix cube. The winning team is the one with the most unifix cubes.
The Grouchy Ladybugby Eric Carle
(New York: Harper Trophy of HarperCollins Publishers, 1986. ISBN # 0-06-443116-9)
The Grouchy Ladybug Concept – Time NCTM Standard- Data Analysis and Probability Standard –
formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Audience – First and second grade Synopsis – A grouchy ladybug looks for a fight with various animals
at specific times throughout her day.
Supplies – The book, a large teacher clock, and individual clocks for the students.
The Grouchy Ladybug
Instructions – Read the story to the students having them listen for the various times throughout the story. Display a large teacher clock and pass out individual clocks to each student. As the story is reread, the teacher should display the appropriate time on the large clock as the children are using their clocks to display the correct time. They can check the teacher clock for accuracy.
Extensions – We have included two other books in this activity. 1. Time To. . . by Bruce McMillan
(New York: Scholastic, 1989, ISBN # 0-590-48650-0)This book goes passes through a child’s day giving times on the hour in digital and analog. It sequences events and demonstrates AM and PM as well.2. What Time is It? A Book of Math Riddles by Sheila Keenan
(New York: Scholastic, 1999, ISBN # 0-590-12008-5)This book has rhyming questions and answers to help learn how to tell time. It presents elapsed time.
* Missing Mittensby Stuart J. Murphy
(New York: MathStart Series of HarperCollins Publishers, 2001. ISBN # 0-06-028026-3)
Concept – Counting and even/odd numbers NCTM Standard- Data Analysis and Probability –
formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Audience – First and second grade Synopsis – A farmer tries to find the correct number of
mittens for his farmyard animals introducing the concept of odd and even numbers.
Missing Mittens
Supplies – We made enough for 12 children at one reading. Three groups can play at side. We made it on a 12 x 18 piece of construction paper.)
Instructions – Before reading the story to the children you should talk about pairs and how if you have a pair, you have an even number. Try to establish odd and even in their heads. Read the story. On the second reading, distribute one playing mat to each child. Group 4 children together with one bag of mitten cards. They will work together. The children take turns picking mitten cards from the bag and placing them on their mat. The goal is to make 4 matching pairs of mittens.
NOTE: It is helpful to seat the children in 3 distinct groups away from each other so that they do not mix up their mittens. When the game is finished, the group can count to make sure there are 24 mittens in their bag.
Extensions – Make a list of things that come in pairs. Use counters to make some odd and even groupings. Count in a circle and odd numbers stay standing, even numbers sit down until there is a winner.
Missing Mittens
One Hundred Day Mural
Monthly Glyph Activity
Monthly Glyph Activity
Problem Solving Build new mathematical knowledge
through problem solving Solve problems that arise in mathematics
and in other contexts Apply and adapt a variety of appropriate
strategies to solve problems Monitor an reflect on the process of
mathematical problem solving
Give Me Half by Stuart Murphy
( New York: HarperCollins, 1996, ISBN # 0-06-025873-X)
Concept – Introduction to fractions. NCTM Standard: Problem Solving – apply and adapt
a variety of appropriate strategies to solve problems. Audience – First grade through second grade, for pairs
of children Synopsis – Introduces the concept of halves using an
amusing, simple, rhyming story about a brother and sister who do not want to share food.
Give Me Half
Supplies – In a large bag. A box of shapes – circles and rectangles, 2 plastic cups, a bottle of colored water. 2 pictures of cupcakes in a bag, 4 cookies in a bag 2 two color paper plates with cut radii, slotted together (to demonstrate circle fractions). Scissors, Paper circles and rectangles for cutting in half, Paper with 2 cupcakes drawn on it, a board/ pen for recording algebraic equations
Instructions - Read the book – “Give Me Half”. Divide children into pairs. Give a bag of materials to each pair of children. Re-read the story, acting it out. (Except the food fight!!)
Extentions - How many halves make a whole? What is half of 2? etc.
Give Me Half
Pigs Will Be Pigs by Amy Axelrod
(New York: Simon and Schuster, 1997, ISBN 0-689-81219-1)
Concept- adding and problem solving using money NCTM Standards- Number and Operations,
Problem Solving-apply and adapt strategies to solve problems
Audience- Second and third graders Synopsis- The pigs are very hungry, and there’s no
food in the house and they are out of money. So the family goes on a money hunt in order to eat out.
Pigs Will Be Pigs
Supplies- Play money or real coins for 3 groups of 4 (12 children): 1x $20, 1x $5, 1x $2, 2x $1, 222 pennies, 2 nickels, 5 quarters, 16 dimes, 1 x $.50 piece, a menu.
Instructions- Read the story. On the second reading, divide
the children into groups of 4. Give each group a bag of money to act out the story. Introduce the children to the different bills and coins. Re-read .
Extension – Question the children. How much money did
they find altogether? What did the 4 pigs have to eat? What did it cost? How much change did they receive?
Pigs Will Be Pigs
Thank you for coming to our presentation!
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www.woodridge68.org
