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Table of Contents

Dairy Fun Facts page 3 From Moo to You page 4 Where Is My Milk From? page 6 Making Ice Cream and so much M...ooooo...re page 8 Using Informational Texts page 8 Ice Cream in a Bag page 9 What Makes Up Milk? page 10 Milk... An Explosion of Color page 10 Milk vs. Cola page 12 What makes NesQuik™ Quick? page 12 Butter Races page 13 Milk… M-oooving Through the Ages page 14 Milk = Cow + Feed + Water page 16 Moo! Masks page 18

Dairy Websites

Midwest Dairy www.midwestdairy.com

Prairie Farms Dairy www.prairiefarms.com

Moo Milk www.moomilk.com

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Dairy Fun Facts The average cow produces enough milk each day to fill six one-gallon jugs, about 55 pounds of milk. It takes more than 21 pounds of whole milk to make one pound of butter. The fastest growing variety of cheese produced in the U.S. is Hispanic-style soft cheese.

All 50 states in the United States have dairy farms. The natural yellow color of butter comes mainly from the beta-carotene found in the grass cows eat. A typical dairy cow weighs 1,400 pounds and consumes about 50 pounds of dry matter each day.

Most dairy cows are milked two to three times per day. On average, a cow will produce six to seven gallons of milk each day. Cheddar cheese is the most popular natural cheese in the U.S. It takes 12 pounds of whole milk to make one gallon of ice cream. The average cow drinks from 30-50 gallons of water each day – about a bathtub’s worth. Large ice cream producing states include California, Indiana, Texas, Pennsylvania, Illinois, and Minnesota. Cows have an acute sense of smell, and can smell something up to six miles away. Nearly 75% of the milk produced in Illinois is marketed through five farmer-owned dairy coopera-tives: Dairy Farmers of America; Mid-West Dairymen’s Company; Prairie Farms Dairy, Inc.; Swiss Valley Farms Co.; Foremost Farms USA.

In Illinois, the average dairy herd size is 93 cows. Illinois ranks 20th in milk production in the United States. USDA statistics show that U.S. dairy farmers are producing almost three times more milk with about half the number of cows compared to 1960, thereby reducing the total amount of feed, water and space needed, and resulting in less manure.

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From Moo to You

Common Core State Standards: Language Arts: CCSS.ELA-Literacy.SL.K-5.1; SL.2-5.3 Next Gen. Science Standards: Engineering Design: K-2-ETS1 Matter and Its Interactions: 5-PS1

Introduction:

Through product technology, the usability of milk has been improved. In liquid form, milk can be stored in a refrigerator for several days. Milk, in powder form (also known as dry milk), is made by removing fat and water. It has Vitamins A and D added to it and has a longer shelf life than liquid milk. Nonfat dry milk does not need to be refrigerated when stored in the powder form.

There are many types of lactose-free dairy products available at the grocery store nowa-

days. Lactose-free dairy products are made possible by altering a bacterium used to make cheese and yogurt. This alteration produces an enzyme that breaks down the milk’s lactose. This allows many dairy products to be available in lactose-free versions for people who are lac-tose intolerant.

Scientists have been researching ways to invent frozen milk. Concentrated frozen milk

has been tried many times before but has not been successful. Because milk contains butterfat, once it is frozen, the butterfat causes problems for the milk to go back to its liquid form. Now scientists are working to move past this problem so that frozen milk will be an option in the future.

Through the use of technology, milk production has been increasing for more than 25

years in the United States. In 1960, the U.S. produced 123,109 million pounds of milk. By 1998, the U.S. increased its milk production to 157,441 million pounds per year. Continuing research and advances in technology help the U.S. to produce more milk year after year. This is a significant achievement, especially since the number of dairy cows available to produce milk decline each year.

In the 1960s, UHT (Ultra-High Temperature or Ultra-Heat Treatment or simply Ultra-

Pasteurization) was invented. UHT sterilizes food by heating it for a short period of time at a temperature exceeding 275 degrees F (135 degrees C), which is the temperature required to kill spores in milk. Available for consumption since the 1970s, this form of milk has gained popu-larity in Europe due to its extended shelf life of 6 to 9 months. It is a preferred method of milk pasteurization in areas prone to natural disaster (earthquakes, hurricanes) where an extended shelf life and lack of refrigeration is a bonus.

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Materials Needed: Box of nonfat dry milk Small carton of liquid milk Small carton of UHT Milk (typically found at Subway or Panera)

Activity Outline: 1. Begin a discussion of milk by asking where milk comes from, if it is a

solid or a liquid, what kinds of containers it comes in, if it always has to be kept cool, etc.

2. Show a box of nonfat dry milk. Read the pertinent information on the box. Do the same with the carton of UHT Milk.

3. Explain the technology used to make powdered milk as well as the pro-cess of UHT.

4. Make some milk from powder. Have the students compare the taste of fresh milk, milk made from powder, and the UHT milk.

5. As a class, list ways that powdered milk could be used. 6. List the advantages and disadvantages of liquid milk. 7. List the advantages and disadvantages of dry milk. 8. List the advantages and disadvantages of UHT milk.

Discussion Questions: 1. When would you use fresh milk? 2. When would you use nonfat dry milk? 3. When would you use UHT milk? 4. Which kind of milk would you recommend? Why? 5. What did you learn about the uses of powdered milk? 6. What did you learn about UHT milk?

Related Activities: 1. In a science corner, pour a glass of fresh milk. Pour powdered milk in

another glass (no water added). Check for freshness each day. 2. Try a recipe using nonfat milk. (No-bake cookies and hot chocolate mix

often use powdered milk.) 3. Do a price comparison of fresh and powdered milk. 4. Incorporate a unit on dairy farming. 6. Study My Plate with resources at www.choosemyplate.gov and the role

dairy plays in a healthy diet.

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Every milk product contains a code on the packaging that details which dairy the product came from. Find the code (or use the sample code from the map on the next page) and enter it at www.whereismymilkfrom.com to find out what dairy your milk came from! Investigate the following from your code: 1. From what dairy did your milk come? 2. How many miles did your milk travel? 3. Are their other dairies closer to you than the one from which your milk came? 4. Investigate different brands of milk purchased in the same store or in the same

town. What did you notice about the different brands of milk and the locations of dairies?

5. Why do you think some stores carry milk from multiple locations? 6. As you conduct your own research, notice that your milk can come from a varie-

ty of places in the state and outside the state. What parts of the state are typical-ly represented with milk from dairies located outside the state?

7. If possible examine the code on UHT pasteurized milk. Why is it produced in other states?

www.whereismymilkfrom.com

Where is My Milk From? Common Core State Standards: Language Arts: CCSS.ELA-Literacy.RI.2.1; RI.2.5; RI.3.5; RI.3.7; RI.4.7

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MILK—-

The Local

Connection!

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Using Informational Texts Use the Dairy Ag Mag from Illinois Agriculture in the Classroom to supplement the following activities. K-1: Use From Milk to Ice Cream by Ali Mitgutsch (ISBN 0-87614-158-0) Common Core Standards: Language Arts: CCSS.ELA-Literacy.RI.K.1; RI.K.7; RI.K.8; RI.1.1; RI.1.9 Directions: 1. Have students identify the source of ice cream. 2. Have students describe what is happening in the sequence from the farm to the ice cream treat

using only the illustrations from the book or Ag Mag. 3. Have students answer questions about the main points identified in the text in both the book

and the Ag Mag. Trace the steps from the farm to their ice cream treat! 4. Students will answer and place, in sequential order, the process from farm to ice cream treat. 5. Students should identify the similarities and differences between the book From Milk to Ice

Cream and the Dairy Ag Mag. 2-3 Use Ice Cream: The Full Scoop by Gail Gibbons (ISBN 13-978-0-8234-2000-1) Common Core Standards: Language Arts: CCSS.ELA-Literacy.RI.2.1; RI.2.4; RI.3.2; RI.3.3 Directions: 1. Have students read Ice Cream: The Full Scoop and demonstrate their understanding of all that

goes into the process of making ice cream by asking questions that pertain to who, what, where, when, why and how the process occurs, and by answering using key details.

2. Students should determine the meaning and phrases involved in the process of making home-made ice cream as demonstrated in the book on pages 8 and 9.

3. Students should explain the key ideas of pasteurization as explained in the book. 4. Students should explain the similarities and differences between making a small batch of ice

cream compared to the industrial preparation of ice cream.

Making Ice Cream and so much M...ooooo...re

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3-5 Use The Milk Makers by Gail Gibbons (ISBN 0-689-71116-6), and Clarabelle: Making Milk and So Much More by Cris Peterson (ISBN 987-1-59078-310-8) Common Core Standards: Language Arts: CCSS.ELA-Literacy.RI.4.4; RI.5.5 Mathematics: CCSS.Math.Content.3.NF.1; 4.NF.2

1. Have students identify the overall structure of ideas, concepts and information in Clarabelle by

Cris Peterson, and compare and contrast the concepts to those identified in Gail Gibbons’ book The Milk Makers.

2. After reading the books, students should determine the meaning of domain specific words and phrases such as bacteria, methane and sterile, and the important general academic words and phrases that appear in the Dairy Ag Mag, Clarabelle and The Milk Makers.

3. Use the recipe for ice cream below to complete steps 4 and 5. 4. First, identify the fractions in the recipe and convert the whole numbers into fractions. 5. Next, students should multiply the recipe to determine the amount of ingredients needed to

make enough ice cream for the entire class (using 4 servings per batch).

Ice Cream in a Bag Next Generation Science Standards: Matter and its Interactions: 2-PS1-1; 2-PS1-4 Ice cream freezes at -6 degrees C (21 degrees F). Ice cream can be made in the classroom with the understanding that the freezing point of water is actually lowered by adding salt to the ice between the bag walls. Heat energy is transferred easily from the milk through the plastic bag to the salty ice water causing the ice to melt. As it does so, the water in the milk freezes, resulting in ice cream. Materials: -1/4 cup sugar - 1/2 teaspoon vanilla extract - 1 cup milk - Duct tape - Bath towel - 1 cup whipping cream, half & half or Milnot - crushed ice (1 bag of ice will freeze 3 bags of ice cream) - 1 cup rock salt (approximately 8 cups per 5 lbs.) - 1 quart and 1 gallon size Ziploc freezer bags (Ziplocs are usually stronger & work best) Directions 1. Put the milk, whipping cream, sugar, and vanilla in a 1 quart freezer bag and seal. For security,

fold a piece of duct tape over the seal. 2. Place the bag with the ingredients inside a gallon freezer bag. 3. Pack the larger bag with crushed ice around the smaller bag. Pour ¾ to 1 cup of salt evenly

over the ice. 4. Wrap in a bath towel and shake for 10 minutes. Open the outer bag and remove the inner bag

with the ingredients. Wipe off the bag to be sure salt water doesn’t get into the ice cream. 5. Cut the top off and spoon into cups. 6. Makes about 3 cups. (1 bag will serve approximately 4 students) 7. Serve plain or top with nuts, coconut or fruit. ENJOY!

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What Makes up Milk? Introduction: Milk is mostly water but it also contains vitamins, minerals, proteins and tiny droplets of fat suspended in solution. The following three lessons demonstrate how fats and proteins are sensitive to changes in the surrounding solution (the milk).

Grade Level: 4-Middle School Reading and Science Objective: After completing these activities, students will understand how sensitive fats and proteins are to new substances and how this sensitivity helps control the molecules in milk so different products can be made from milk. Common Core State Standards: Language Arts: CCSS.ELA-Literacy.RI.4.3; RI.5.3 Next Generation Science Standards: Matter and Its Interactions: 5-PS1; MS-PS1 Suggested Reading Materials: IAITC Specialty Crop and Dairy Ag Mags A Cow, a Bee, a Cookie and Me by Meredith Hooper (ISBN:0-7534-5067-4) Clarabelle: Making Milk and So Much More by Cris Peterson (ISBN-10: 1-59078-310-7)

Milk… An Explosion of Color! When you add soap to milk, the weak chemical bonds that hold the proteins in the solution are altered. It becomes a free-for-all! The molecules of protein and fat bend, roll, twist and contort in all directions. The food coloring mole-cules are bumped and shoved everywhere, providing an easy way to observe all the invisible activity. At the same time, soap molecules combine to form a mi-celle, or cluster of soap molecules. These micelles distribute the fat in the milk. This rapidly mixing fat and soap causes swirling and churning where a micelle meets a fat droplet. Milk is mostly water, and has surface tension like water. The drops of food coloring floating on the surface tend to stay put. Liquid soap wrecks the surface tension by breaking the cohesive bonds between water molecules and allowing the colors to zing throughout the milk. What a party!

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Milk... An Explosion of Color (cont.) Materials: Milk (whole or 2%) Dinner plate Cotton swabs Food coloring (red, yellow, green, blue) Dish-washing soap (Dawn brand works well) Directions: 1. Pour enough milk in the dinner plate to completely cover the bottom. Allow the

milk to settle. There should be no ripples in the milk before starting this activity. 2. Add one drop of each of the four colors of food coloring - red, yellow, blue,

and green - to the milk. Keep the drops close together in the center of the plate of milk.

3. Find a clean cotton swab for the next part of the experiment. Predict what will happen when you touch the tip of the cotton swab to the center of the milk. It's important not to stir the mix. Just touch it with the tip of the cotton swab.

4. Now place a drop of liquid dish soap on the other end of the cotton swab. Place the soapy end of the cotton swab back in the middle of the milk and hold it there for 10 to 15 seconds.

5. Add another drop of soap to the tip of the cotton swab and try it again. Experi-ment with placing the cotton swab at different places in the milk.

Review 1. Describe how the milk reacted when you first added the food coloring drops

(step number 2). 2. What did you predict would happen when you touched the cotton swab to the

center of the milk, why (step number 3)? Explain what actually happened. 3. Explain what happened when the soapy cotton swab was held on the surface of

the milk. 4. What happened when you placed the soapy cotton swab in different locations

of the plate? Would this work with the plain cotton swab, why or why not? 5. What makes the food coloring in the milk move? 6. Explain why this activity would or would not work with regular tap water. Exercise adapted from Kitchen Chemistry: www.stevespanglerscience.com

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Materials: 2 empty plastic cups Water 1/2 tsp baking cocoa 1/2 tsp NesQuik™

1. Turn over the empty plastic cups. 2. Place one large drop of milk on the bottom of

one cup. 3. Sprinkle a small amount of cocoa on the drop. 4. Observe and record what happens. 5. Discuss your observations with a partner. 6. Now place one large drop of milk on the second

cup. 7. Sprinkle a small amount of NesQuik™ on the

second drop. 8. Observe and record what happens. 9. Discuss your observations with a partner. What is

the difference between how the cocoa looked and how the NesQuik™ looked?

NesQuik™ uses soy lecithin as a surfactant (like the soap in the previous activity “Milk… An Explosion of Color”). The lecithin manipulates molecules in the milk, allowing the chocolate to be absorbed into the drop. The cocoa does not have a surfactant and thus sits on top of the drop due to the surface tension. Lesson adapted from 4-H Food Science and Technology.

Milk vs. Cola 1. After removing the label, open a new bottle of

brown cola. 2. Pour 2% milk into the cola until the bottle is

completely full. 3. Replace the cap to the cola and wait. 4. Regularly observe the contents of the bottle

without disturbing the contents. 5. After several hours, you should observe the col-

or and other materials have separated and sunk to the bottom of the bottle leaving a clear liquid on top.

So what happened..? The harsh phosphoric acid in the cola reacted with the proteins in the milk, causing the milk to curdle. The acid attached to the milk molecules and made them more dense, dragging them to the bottom, as they are now heavier than the rest of the liquid.

Materials: New bottle of brown

cola 2% milk

What Makes NesQuik™ Quick?

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Butter Races

Grades: 2-3 ELA and Science Common Core State Standards: Language Arts: CCSS.ELA-Literacy.W.2-3.1; RL.2.1-6; RL.3.1-6 Next Generation Science Standards: Engineering Design: K-2-ETS1; 3-5-ETS1 Matter and Its Interactions: 2-PS1-1-3 Use The Butter Battle Book by Dr. Seuss, ISBN 978-0-39496-580-2 Materials: 2 bowls Empty, clean, baby food jars and lids 1-2 quarts heavy whipping cream 1/2 gallon 2% Milk Directions: 1. Begin reading The Butter Battle Book to introduce the conflict of fighting over but-

ter. 2. Pour a sample of 2% and heavy whipping cream into separate bowls and leave

the container next to each bowl. 3. Have the students compare the whipping cream and the 2% percent milk, identi-

fying and noting differences. 4. Explain to the students they are going to compete to make butter, but they only

get to choose one of the dairy products. 5. Have the students write a short paragraph explaining their choice (hypothesis) for

making butter, including evidence and a concluding statement. 6. Separate the kids into groups based on the dairy product they wish to use and

provide each group with one or more baby food jars 2/3 full of the dairy item chosen. **Close lids tightly.

7. Have the children shake the jars vigorously as you finish reading The Butter Battle Book, passing the jar each time you turn a page.

8. Compare the butter made from the whipping cream with the jar of milk, explain-ing how the fat used to make butter was taken out to make the 2% milk.

9. Share the butter with the whole class on crackers and discuss the similarities and differences between the butter battle in the story and the class butter battle.

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Milk… M-oooving Through the Ages Grades: 3-5 Common Core Standards: Language Arts: ELA-Literacy.RI.4.3; RI.4.4; RI.4.7; W.4.2; W.4.7 Directions 1. Print the timeline listed on the next page. Cut the individual years away from the

events (clues). Give one clue to each student or group of students. 2. Ask the students to arrange themselves in order from earliest to latest and form a

human timeline using the clues. 3. After students have made their timeline, share the correct answers with them, and

notice how close or how far off they were with the technological advances used with milk—a food they are all aware of, and many take for granted.

4. Ask the students to select a specific date and fact to research. Then have them write a brief report about how this fact relates to milk today or how it has changed today.

5. Be sure to identify the terminology related to milk and technology that has ad-vanced to provide your classroom with milk.

Reading—Integration of Knowledge and Ideas Ask students to explain a specific concept or event based on their selected time-

line event and what technological advances were required to be in place before this event could occur.

Have students use the entire timeline and determine the meaning of general aca-demic phrases and texts associated with dairy. Make a list of these words and phrases as well as their definitions.

Ask students to interpret the information on the chart and find similarities be-tween two or more separate occurrences. Have students summarize these similari-ties and explain how one occurrence could lead to another.

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MILESTONES OF MILK HISTORY IN THE U.S.

1611 Cows arrive at Jamestown Colony.

1624 Cows reach Plymouth Colony.

1841 First regular shipment of milk by rail--Orange County to New York City.

1856 Pasteur experiments start.

1856 Gail Borden received first patent on condensed milk from both U.S. and England.

1878 Continuous centrifugal cream separator invented by Dr. Gustav De Laval.

1884 Milk bottle invented by Dr. Hervey D. Thatcher, Potsdam, New York.

1886 Automatic bottle filler and capper patented.

1890 Tuberculin testing of dairy herds introduced. Test for fat content of milk and cream perfected by Dr. S.M. Babcock.

1890 Sherman Anti-Trust Act establishes federal anti-monopoly policy.

1892 Certified milk originated by Dr. Henry L. Coit in Essex County, New Jersey.

1895 Commercial pasteurizing machines introduced.

1895 Thistle milking machine introduces intermittent pulsation.

1908 First compulsory pasteurization law (Chicago) applying to all milk except that from tuberculin tested cows.

1911 Automatic rotary bottle filler and capper perfected.

1914 Tank trucks first used for transporting milk.

1919 Homogenized milk sold successfully in Torrington, Connecticut.

1922 Capper-Volsted Act codifies agricultural cooperatives.

1932 Ways of increasing Vitamin D in milk made practicable.

1932 First plastic coated paper milk cartons introduced commercially.

1937 Agricultural Marketing Agreement Act establishes federal milk marketing orders.

1938 First farm bulk tanks for milk began to replace milk cans.

1942 Every-other-day milk delivery started (initially as a war conservation measure).

1946 National School Lunch Act, signed by President Truman, mandates that each lunch include between 1/2 and 2 pints of milk.

1946 Vacuum pasteurization method perfected.

1948 Ultra-high temperature pasteurization is introduced.

1949 Agricultural Adjustment Act establishes dairy support price at $3.14/cwt.

1950 Milk vending machines win place in distribution, and square paper cartons (which are cheaper and easier to store than bot-

tles) are introduced.

1955 Flavor control equipment for milk is introduced commercially.

1964 Plastic milk container introduced commercially.

1993 “Got Milk?” Advertising Campaign launched.

2005 USDA Dietary Guidelines recommend consuming 3 cups per day of fat free or low-fat milk or milk products.

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Illinois is a milk deficit state. Illinois dairy farmers only produce 153 pounds of milk per person. The national average for dairy consumption is 597 pounds per per-son. Illinois ships in milk from as far as 1,500 miles away when the state could real-ize the jobs and economic impact itself.

More than 60% of the cost of producing milk is attributed to feed costs and Illinois is blessed with an abundance of feedstuffs. Also, given the tremendous growth in ethanol facilities, dairy cattle are able to utilize the co-products of ethanol produc-tion making for a very efficient production system.

Milk = Cows + Feed + Water

Common Core Standards: Language Arts: CCSS.ELA-Literacy.RI.4.7; W.4.1; W.4.2

County Number of Cows

Clinton 16,400

Stephenson 13,400

Washington 7,500

Jo Daviess 6,600

McLean 4,700

Effingham 4,100

McHenry 3,000

Shelby 2,600

Adams 2,300

Carroll 2,300

Leading Illinois Dairy Counties Ethanol Sites

County Name

Stephenson Adkins Energy

Madison Abengoa Bioenergy

Macon ADM

Tazewell Aventine Renewable

Henry Big River Resources

St. Clair Center Ethanol

Ogle Illinois River Energy

Crawford Lincolnland Energy

Putnam Marquis Energy

Henry Patriot Renewable

Ford One Earth Energy

Using the information above and the map on the next page, answer the following questions. 1. What would you consider the major reasons for hosting a dairy in a specific county? 2. What would you consider the major reasons for hosting an ethanol plant in a specific county? 3. What factors do these have in common? 4. Research and list the major inputs needed for a dairy herd. 5. Research and list the major inputs needed to host an ethanol plant. 6. Write an opinion piece that would support both an ethanol plant and a dairy facility for a spe-

cific county. Be sure to include reasons that you could give to help boost the current milk defi-cit our state faces.

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Moo! Masks

Objective: Students will demonstrate an ability to identify types of cattle based on markings.

Suggested Reading Material: Clarabelle by Cris Peterson | ISBN-10: 1620915901 Click, Clack, Moo by Doreen Cronin & Betsy Lewin | ISBN-10: 1442433701 Dairy Ag Mag available at www.agintheclassroom.org

Materials: 1 Large paper dinner plate 2 Small paper dessert plates

Scissors

String or yarn Glue or staples Crayons, markers, or colored pencils

Directions: 1. Have the students cut one dessert

plate in half. 2. Have the students staple or glue the

other dessert plate behind the large dinner plate.

3. They should draw eyes on the dessert plate and a mouth on the dinner plate.

4. Next use the dessert plate that was cut in half to make two ears that are glued or stapled to the top of the dessert plate with the eyes.

5. Have the students use the writing utensils to color the cow to match their favorite breed.

6. Attach string to the side of the mask to allow it to wrap around their heads.

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Moo! Masks... (cont.)

Once your moo masks are complete, the students can use math to create their own custom ear tags to identify their cows.

Common Core State Standards: Mathematics: CCSS.Math.Content.K.OA.A.1; K.OA.A.2; K.OA.A.3; K.OA.A.5; K.MD.B.3

Grades: K-1 Math

Materials: Moo Mask Colored Construction Paper Marker Scissors

Directions: 1. Have the students write out their first and last names. 2. With their names in front of them, have each student write the number of letters in both their first and last names. 3. Then have the students add the number of letters in their first name to the num-ber of letters in their last name. *It may be helpful to provide the students with a guide like this: __________ + _____________ = ____________ (# in first name) (# in last name) (Total)

4. When the student correctly adds the numbers in her name, have her write the numbers on the cow tag. Then attach it to the ear of her moo mask.

Michelle + Brown = 13

(8) + (5) 8513

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1701 Towanda Avenue

Bloomington, Illinois 61701-2050

Phone (309) 557-3334