Bauer_LP3-7 MathMadness

Math MadnessSusan Bauer

LP3-7

Numbers and Operations

Algebra

Geometry

Measurement

Data Analysis and Probability

Numbers and Operations

How Many Buttons?Grade level: pre-K - grade 2

Goal/Objective of the Learning Center: Students practice classification, make sets of a specific number given to them, and write numerals related to the buttons counted.

Materials needed:

Assorted buttons and bags

Crayons and paper

Button books to create

Number cards

Button bingo grid activity sheet

Frog and Toad Are Friends by Arnold Lobel

Instruction Plan:

Give a small bag of buttons to each student, ask each student to choose one

button out of his bag and hold it as you read “The Lost Button”.

Read the story “The Lost Button” from Frog and Toad Are Friends by Arnold

Lobel.

As the first button description is given in the story, have the students stand if the

button described could be the button they are holding.

For each button found throughout the story, ask the same question. If the button

description does not describe the button a student holds, the student sits down.

When the story is completed, ask the students who are still standing to describe

the button they are holding. The individual student and the students as a group

verify that those buttons match Toad’s button.

All students that look in their bag of buttons to find a button that is the same as

Toad’s button.

Tracing buttons and writing numerals

Hold up a numeral that is less than 10, each student:

Makes a set with that many buttons.

Traces the buttons onto paper.

Counts how many buttons they traced.

Writes the numeral on the paper below the traced buttons.

This activity may be extended by asking volunteers to choose another number and

repeat counting, tracing and writing the numeral on paper.

As a class play Button Bingo:

Ask the students to describe their buttons in as many ways as they can.

Write down the descriptions as the students name them so that everyone can

see what is written.

Pass a Bingo Button grid to each student.

Ask each student to write an attribute of a button at the top of each column on

their grid.

As you hold of a button ask the students to find a button from their bag that

matches your button in at least one way.

Have the students place that button in an appropriate column on their bingo

button grid.

The first student to fill a column wins the first round and becomes the caller for

the next round. If two students finish at the same time, have the students roll a

number cube to determine who will be the caller.

Big Two holes Black Metal White

The Five Process Standards:

Problem-Solving: Students must classify which buttons match the buttons

described in “the Lost Button” and also when a button description is given during

the Bingo Button game.

Reasoning and Proof: Each student must reason as to why or why not his

button does not match the buttons described.

Connections: Each student is able to connect this lesson with counting and

symbols by counting and tracing his buttons and writing the numeral.

Representation: Each student uses representation as he counts and associates

the counting with real numbers.

Manipulatives Used in This Lesson:

Buttons made of card stock could be used in place of real buttons.

Buttons from a “grandma’s collection” would make this lesson out of the

ordinary.

Have students bring buttons from home to compare and trade.

Books to enhance How Many Buttons lesson:

Frog and Toad Are Friends by Arnold Lobel, 1970.

Pete the Cat and Is Four Groovy Buttons by Eric Litwin illustrated by James

Dean, 2011.

Button Boy by Rebecca Young, illustrated by Sue de Gennaro 2011.

Students may choose a lesson enhancement activity creating a “Buttons,

Buttons, Buttons” book. In this activity, students color in the number of buttons

written on each page to create a book.

http://www.teacherspayteachers.com/

http://www.teacherspayteachers.com/

Algebra

Eating PatternsGrade Level: Pre--K – grade 2

Goal/Objective of the Learning Center: Students make patterns using pictures,

analyze patterns to decide the pattern principle, and extend patterns.

Materials needed:

Yarn

Index cards

Pictures of food

Pattern strips activity sheet

Bread and Jam for Francis by Russell Hoban

Chato’s Kitchen by Gary Soto

Growing Vegetable Soup by Lois Ehlert

Instruction Plan:

Begin the lesson by reading Bread and Jam for Francis, Chato’s Kitchen, or

Growing Vegetable Soup.

Have the students sit on the floor in a group.

Create six circles on the floor using lengths of yarn.

Tell the students that each circle represents a section of “My Plate” that they had

studied in a previous lesson.

Write the name of the food groups on index cards and ask volunteers to label

each circle. Depending on the age of the students, the students may write the

names of the food groups.

Use pictures of food students had cut out in a previous lesson, ask volunteers to

sort them into the yarn circles.

Ask students to tell you what pattern you are making with the pictures of food as

you arrange 9 to 12 pictures of food one of the time in a line by repeating a basic

pattern. (Such as meat, fruit and vegetable, or A, B, C) three times. The

complexity of the pattern depends on the age group you are working with. It may

be as simple as (meat, fruit, or A, B) to begin with.

Ask for a volunteer and have him place the next picture in your pattern, continue

asking for volunteers to place the next picture. If a volunteer would place an

incorrect picture, ask him to hold onto it and have him try again later.

After several pictures have been placed correctly ask a volunteer to read the

pattern aloud.

Have the student return to their tables and pass out Pattern Sheet Activity Strips.

Have the students draw a pattern using food from My Plate, ask them to repeat

their pattern at least three times.

When all the students have completed their food pattern strip, ask for volunteers to

read the pattern they’ve created. Ask the group if anyone has made a pattern that

is similar to the one shared in any way. When patterns have the same form such

as A, B, C but the elements making up the pattern are different, the pattern has

been translated. For students to be able to do this they must have the ability to

analyze the principle and to symbolize it consistently in another way.

Make pattern principle such as C, A, B and ask for volunteers to read their patterns

if they have that principle.

Have the students sit with a partner and ask them to trade patterns with their

partner and add a set to repeat their partner’s pattern.

Have the partners team up with another pair and have the small groups compare

their patterns in different ways.

Manipulatives that may be used in this lesson:

A number of different manipulatives could be used for this lesson to retain its My Plate

focus.

Play food

Premade food cards created from magazine pictures

Student drawn pictures of food

Food created out of felt

This activity can be reinforced and carried through into other areas of instruction.

The food pictures may be left out for students to use during free time, so

that they have an opportunity to create other patterns.

You may ask students to find patterns when they listen to music, on a

nature walk you may ask students to look for patterns that are repeated in

nature. As students begin to notice the patterns around them, they will

quickly point them out as they find them.

Objects may be left out for students to observe and look for patterns.

A variety of objects should be made available to students to use in their

free time, such as pattern blocks or bears. For younger children have

pattern cards available.

Books That May Be Used to Enhance the Eating Patterns Lesson:

Bread and Jam for Francis by Russell Hoban, New York: Harper and Row, 1964.

Chato’s Kitchen by Gary Soto, New York: Putnam, 2002.

Growing Vegetable Soup by Lois Ehlert, New York: Harcourt, 1987.

The Five Process Standards

Problem-Solving: As students create their patterns, they must decide which object

comes next in the pattern. As they compare their patterns with other patterns they

decide how their patterns are alike and different.

Reasoning and Proof: Each student must reason as to why or why not a picture

should come next in the pattern.

Communication: Students share in a large group, small group and with a partner what

food picture should come next in the pattern, how patterns are similar, and different.

Connections: In creating patterns, students begin to connect visual patterns with

abstract symbols. Vegetable, fruit, meat repeated, translates into a, B, C repeated.

Representations: Children begin to see that patterns they created with food pictures

translate into mathematical representations.

Geometry

Tangram Puzzles

Grade Level: Pre--K – grade 2.

Objective of Learning Center: By participating in this lesson, students will learn to

recognize and apply flips, slides, and turns. They will use spatial memory and spatial

visualization skills.

Materials Needed:

Flip Slide and Turn Activity Sheet

Individual or shared tablets or notebook computer to use E activity

http://www.nctm.org/standards/content.aspx?id=25012

Grandfather Tang’s Story: a Tale Told with Tangrams by Ann Tompert and

Robert Parker

http://www.nctm.org/standards/content.aspx?id=25012

Tangram Alphabet: Building Letters with Tangrams by Janice Poe and Ann

Linehan

Tangramables by Judy Martschinke

Instruction Plan:

Introduce tangrams to the students by reading Grandfather Tangs Story: a

Tale Told with Tangrams.

Give each student a copy of the Flip, Slide and Turn Activity Sheet.

Each student will cut out the Tangram pieces from the second page.

Place a triangle, square, and parallelogram on an overhead projector.

Ask students to volunteer to demonstrate three different transformations that

will be used in the activity. (Flip, slide or turn) This will help students prepare

for solving the Tangram puzzles.

Engage all students in a short discussion about the three transformations

(flips, turns, and slides).

Ask questions such as:

What happens when we flip the parallelogram?

How many different ways might you move the Tangram pieces so that

they fit into the puzzle?

Divide the students into groups of two or three. The students work together to

solve four different Tangram puzzles.

Students use their tablets or classroom laptops to use Tangram puzzles “E

example”.

Demonstrate how to move Tangram pieces on the computer or tablets.

Students take turns using the mouse or giving directions. Teams should switch

roles so that each person has an equal chance to use the mouse or give

directions.

While they are working give students encouragement to plan how they will move

their pieces, rather than guessing.

The student teams should record their solutions on the activity sheets.

When the students have completed all four puzzles, have them review how they

came to their solutions.

You may want to combine teams and have students discuss how they came to

their solutions.

Ask questions such as:

Were any of the puzzles harder to solve than others?

How are the solutions alike?

How are the solutions different?

Compare your solution with another team.

Manipulatives that could be used for Tangram puzzles:

Wood or plastic Tangram pieces.

A variety of Tangram puzzles to solve.

Felt Tangram pieces to use on a felt board.

Tangram Books:

Tangram Alphabet: Building Letters with Tangrams by Janice Poe and Anne

Linehan; Teaching Resource Center, 2008.

Tangramables by Judy Martschinke; Phoenix learning resources, 1987.

Grandfather Tangs Story: a Tale Told with Tangrams, by Ann Tompert and

Robert Parker; Dragonfly Books, 1997.

Activities to reinforce Tangram Puzzles Lesson:

Have a variety of Tangram books available to students to use during free

time.

Incorporate the Tangram lesson into an art activity, students are given a

variety of shapes to create artwork. The shapes may be from the same

materials or there may be a variety of materials, such as cloth, a variety of

paper in both solids and prints, and corrugated cardboard.

Have students create their own Tangram puzzles, have students solve each

other’s Tangram puzzles.


Problem-Solving: Students use Tangram pieces to problem solve and put together the

solution to puzzles.

Reasoning and Proof: Students must create mental images of the Tangram shapes in

order to visualize how each piece will fit into the puzzle.

Communication: Students explain and share how they manipulated the Tangram

pieces in order to solve the puzzle. Students communicate within small groups in order

to solve the puzzles together.

Connections: Students recognize that the Tangram pieces have attributes such as a

given number of sides and different angles in order to identify each one as a specific

shape. Students begin to recognize the attributes which make each shape unique.

Representation: Students record the problem they solved on the tablet or computer

onto their worksheet, doing this they are creating a physical representation of their work.

Measurement

Ladybug LengthsGrade Level: Pre-K – Grade 2

Objective of Learning Center: Students will measure using nonstandard

measurement units, they will also define length as a measurable trait of objects.

Materials Needed:

Crayons

posterboard

scotch tape

marker

Yarn, cut into 12 inch pieces – one for each student.

Ladybug Lengths Activity Sheet

Lima Beans

Ladybug Tape

Ladybug on the Move, by Richard Fowler

Instruction Plan:

Read Ladybug on the Move by Richard Fowler to the students as a large

group activity.

After reading the story, use the precut strips of yarn to trace the trail on four

or five pages to find how far the ladybug traveled.

The path the ladybug traveled is marked by dots and lines so it can easily

be measured.

Allow the students to estimate which was ladybug’s longest trip in the book.

Measure the trip on each page using the precut yarn.

Tape each piece of outstretched yarn under the poster board and have

student volunteers help you write which trip it represents.

Ask students to compare the lengths.

During this time, talk about words that describe length such as longer or

shorter; more than and less than; longest and shortest.

Have the students compare the lengths of yarn and ask questions about

length. Which piece of yarn is the longest? Which piece of yarn is the

shortest?

Tape a piece of yarn that represents the entire length of ladybug strip next

to the shorter lengths of yarn.

Discuss the fact that the whole trip is longer than any single part of the trip.

As a group measure the length of each portion of the trip by using the

ladybug tape.

Ask students to tell you how many units each portion of the trip is in length,

the class then determines the total distance traveled using “ladybug units”.

Students returned to their tables, each student is given a ladybug activity

sheet and a supply of dried lima beans.

Demonstrate for the students how to measure the lengths of lines and

objects using lima beans by placing them end-to-end.

The students may work in pairs to measure the lines using their “ladybugs”.

Ladybug Lengths NAME ___________________________

Use lima beans to measure the length of each line. Under each line, write the

number of lima beans that you used.

1. _______________________________________

How many lima beans long is this line?

2. ____________________


3. _______________________________________________________


4. ________________________________


5. ___________________________


When the students have finished measuring their lines, ask questions about

length and measure.

Such as:

What is length?

How can we measure length using this yarn?

How can we measure length using the ladybug tape measures?

What are some other materials we could use to measure how long

something is?

Manipulatives that may be used with the Ladybug Lengths lesson:

The lima beans may be substituted with buttons.

The lima beans may be painted beforehand to look like ladybugs.

A large dried bean may be substituted for the smaller lima beans, allowing

students to compare the differences in the units used for measuring.

Books to use with the Ladybug Lengths lesson:

Ladybug on the Move, by Richard Fowler; HMH books for young readers 1993.

Measuring Penny, by Loreen Leedy; Square Fish 2000.

Actual Size, by Steve Jenkins; Francis Lincoln 2011.

Activities to reinforce Ladybug Lengths lesson:

Have measuring equipment available for students to measure objects in the

classroom. This may be lengths of yarn, copies of ladybug tape, and/or

yardsticks, rulers and tape measures.

Have books on measurement available for students in the learning center.


Problem-Solving: Students must compare the different lengths and determine longest

and shortest by using a nonstandard measure.

Reasoning and proof: Students show how they determined the length of something by

counting the number of “ladybug beans” and also how many “ladybugs” were counted

on the ladybug tape.

Communication: Students discuss measurement terminology with a partner and also

in a large group setting.

Connections: Students begin to connect the attributes of length, such as longer,

shorter, longest and shortest when comparing the paths ladybug took on her travels.

Representations: students begin to make mathematical representations when they

determine the “ladybug” bean length of the lines on the worksheets. They begin to see

that the number of beans represents the length of the line.

Data Analysis and Probability

What’s the Weather?

Grade Level: Pre-K – Grade 2

Objective of Learning Center: Students will analyze information which is represented

by pictographs. They will be asked to discuss, describe, write, read and make

predictions about the graphs and information which they contain. Students will make

written predictions from the information contained in the pictographs.

Materials Needed:

Examples of Pictographs

What’s the weather? Activity sheet

Charts and Graphs: Fun, Facts, and Activities by Caroline Arnold

Instruction Plan:

Share examples of pictographs with the class during group time.

Give students definitions for terminology used in regards to pictographs.

Data means information.

A symbol or picture represents something.

A pictographs or picture graph shows information which is represented by

pictures.

Ask students questions such as:

How is information or data shown in a pictograph?

What does each picture or symbol stand for?

How are pictographs useful for looking at data?

After students have returned to their tables and pass out What’s the Weather?

Activity sheet to each student.

What’s the Weather? NAME ___________________________

Use the graph about the 14 students in a class to answer the following questions.

Number of Students Who Wore Sweaters to School

Monday

Tuesday

Wednesday

Thursday

Friday

Each picture of a sweater represents one sweater worn to school.

1. Why do you think the number of sweaters changed each day?

2. What was the weather like on Tuesday?

3. Explain why you chose that answer.

4. Do you think someone needed to wear sweater on Saturday?

5. Explain why you chose your answer.

6. On which day did to fewer students wear sweaters than on Thursday?

7. How many fewer sweaters were worn on Wednesday than on Friday?

Ask students to read individually the title of the graph and the words and

numbers along the bottom inside of the graph.

As a whole class activity, students describe the information in the body of the

graph.

Have students work in small groups of two or three. Have them explain:

Why the number of sweaters worn on Monday was small.

Why the number of sweaters worn on Tuesday increased.

Why the number of sweaters worn on Wednesday decreased.

Allow ample time during the small group activity for every student to give a

suggestion.

Students may also asked their own questions about the graph and ask other

members of the class to answer their questions.

Manipulatives That Could Be Used in Creating a Pictograph:

Illustrated stickers of sweaters could be used to create a pictograph.

Students could cut pictures of sweaters from magazines and catalogs to

create a pictograph.

As a whole group activity, take pictures of students in their sweaters to create

a classroom pictograph.

Small squares of felt may be used to represent sweaters in creating a

pictograph.

Ideas for Reinforcing Pictograph Learning:

As the weather begins to change, choose a different article of clothing each day

to create a classroom pictograph. You might choose winter jackets, hats, mittens,

boots or snow pants.

Create a classroom weather pictograph and compare it to the sweater

pictograph, ask students if they see anything similar between the two graphs.

Enrichment Ideas to Go along with the Lesson:

Offer students books about the weather and sweaters as well as the

pictograph book to read during reading time.

Froggy Gets Dressed by Jonathan London

The Everything Kids Weather Book: from Tornadoes to Snowstorms,

Puzzles, Games, and Facts That Make Weather for Kids Fun by Joseph

Snedeker

Extra Yarn by Mac Barnett, illustrated by John Klassen


Problem-Solving: By participating in “What’s the Weather?” students actively problem

solve to decide what influences impact sweater wearing from day-to-day.

Reasoning and Proof: Students reason in examining their explanation for the change

in sweater wearing from day-to-day. They also analyze the information that has been

collected by the class to decide how weather impacts them on a day-to-day basis.

Communication: Students communicate in a whole group activity of collecting data to

create a pictograph. They also communicate within a small group discussing their

predictions as to why the number of sweaters worn to school changes on a daily basis.

Connections: Students connect that the image on a pictograph represents a sweater

worn by a student.

Representation: Students record and organize data collected to create a pictograph.

They also record their observations in predicting information.

Reflection on Math Madness

Project

As I worked on each concept for the Math Madness Project, I started to see endless

ways that each concept could be taught. Integrating the use of books and manipulatives

extend each concept in infinite ways. The more I got into each individual concept, the

more ways I could see how each lesson could be integrated into other areas of learning.

It’s exciting for me to see how concepts that I once thought were for older students have

their roots in early learning. The introduction of patterns for kindergarten, first and

second graders builds the groundwork for algebra, just as the use of tangrams lays the

foundation for geometry.

I appreciate that the use of manipulatives and resources other than textbooks are an

important part of mathematics curriculum. I believe students make the math connection

easier when it relates to things they know from their own world. The more we relate to

the “kid world” is easy to see how it is possible to take any area of interest and

incorporated into a math lesson.

Bibliography

1. Adkins, Kathy. "To Excel in the Classroom." To Excel in the Classroom. Forsyth

County Schools, Mar. 2005. Web. 20 Oct. 2014.

2. "Algebra." Algebra. National Council of Teachers of Mathematics, n.d. Web. 20

Oct. 2014.

3. )., and In. "Children's Development of Mathematical Concepts: Ages Four

through Six (preschool, Kindergarten, and Grade 1)." Learning in Math. 1 2 3 4

5 (n.d.): n. pag. Web. 6 Oct. 2014.

4. Arnold, Caroline, and Penny Carter. Charts and Graphs: Fun, Facts, and

Activities. New York: F. Watts, 1984. Print.

5. Barnett, Mac, Jon Klassen, and Carla Weise. Extra Yarn. New York: Balzer &

Bray, 2012. Print.

6. Ehlert, Lois. Growing Vegetable Soup. San Diego: Harcourt Brace Jovanovich,

1987. Print.

7. Fowler, Richard. Ladybug on the Move. San Diego, CA: Harcourt Brace

Jovanovich, 1993. Print.

8. Hoban, Lillian. Bread and Jam for Francis. New York: Scholastic Book Services.,

1962. Print.

9. "Illuminations." Illuminations. N.p., n.d. Web. 18 Nov. 2014.

10.Jenkins, Steve. Actual Size. Boston: Houghton Mifflin, 2004. Print.

11.Leedy, Loreen. Measuring Penny. New York: Henry Holt, 1997. Print.

12.Linehan, Anne, and Janis Poe. Tangram Alphabet: Building Letters with

Tangrams. San Diego, CA: Teaching Resource Center, 1999. Print.

13.Litwin, Eric, and James Dean. Pete the Cat and His Four Groovy Buttons. New

York, NY: Harper, 2012. Print.

14.Lobel, Arnold. Frog and Toad Are Friends. N.p.: Harper Trophy, 1995. Print.

15.London, Jonathan, and Frank Remkiewicz. Froggy Gets Dressed. New York, NY,

U.S.A.: Viking, 1992. Print.

16.Martschinke, Judi. Tangramables: A Tangram Activity Book = Tangramables:

Libro De Actividades De Tangram. Vernon Hills, IL: Learning Resources, 1997.

Print.

17.Reys, Robert E., Marilyn N. Suydam, Mary Montgomery. Lindquist, and Nancy L.

Smith. Helping Children Learn Mathematics. Seventh ed. Englewood Cliffs, NJ:

Prentice-Hall, 2004. Print.

18.Snedeker, Joseph. The Everything Kids' Weather Book: From Tornadoes to

Snowstorms, Puzzles, Games, and Facts That Make Weather for Kids Fun! N.p.:

Adams Media, 2012. Print.

19.Soto, Gary, and Susan Guevara. Chato's Kitchen. New York: Putnam's, 1995.

Print.

20."TeachersPayTeachers.com - An Open Marketplace for Original Lesson Plans

and Other Teaching Resources." TeachersPayTeachers.com - An Open

Marketplace for Original Lesson Plans and Other Teaching Resources. N.p., n.d.

Web. 03 Dec. 2014.

21."Wisconsin Department of Public Instruction." Content Standard Mathematics

Standard C. Wisconsin Department of Public Instruction, n.d. Web. 31 Oct. 2014.

22.Young, Rebecca, and Sue DeGennaro. Button Boy. Gosford, N.S.W.: Scholastic,

2011. Print.

23.

Learning Plans 3-7: Scoring Guide 1 - Math Madness

Scoring Standards:

10/5 = Exemplary, shows evidence of high order thinking, support for response is included, no revision needed 8/4 = Satisfactory, criteria met 5/2 = Unsatisfactory, criteria attempted 0 = Not attempted

Criteria Values

LP 3 Numbers and Operations

Activities teach/reinforce the stated objective. 5 4 2 0

Manipulatives are appropriate for the given objective. 5 4 2 0

Children's book is appropriate for the given objective. 5 4 2 0

Reinforcement activity presents the information in a different manner from the main activity.

5 4 2 0

Station is motivating and keeps students involved. 5 4 2 0

Station has been given a title. 5 4 2 0

Appropriate grade level has been noted. 5 4 2 0

Objective has been noted. 5 4 2 0

Process standards have been incorporated. 5 4 2 0

Three manipulatives have been included, at least one of which is homemade. 5 4 2 0

A list of supplies has been included. 5 4 2 0

Directions are clear and complete. 5 4 2 0

Student applies standard rules of language structure including grammar, spelling and punctuation.

5 4 2 0

Student completes assigned tasks according to prescribed deadlines. 5 4 2 0

Student exchanges information, ideas, and opinions with group. (Discussion Requirement)

10 8 4 0

LP 4 Algebra





5 4 2 0










5 4 2 0



10 8 4 0

LP 5 Geometry




Reinforcement activity presents the information in a different manner from the main 5 4 2 0

activity.










5 4 2 0



10 8 4 0

LP 6 Measurement





5 4 2 0









Student applies standard rules of language structure including grammar, spelling and 5 4 2 0

punctuation.



10 8 4 0

LP 7 Data & Probability





5 4 2 0










5 4 2 0



10 8 4 0

Total Points Possible 400

Total Points Earned

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