SCHOOL DISTRICT

Activity Page

Mathematical Reasoning 2

Number and Numeration 3

Operations 5

Modeling/Multiple Representation 7

Measurement 8

Uncertainty 9

Patterns 10

(Mathematical Reasoning continued)

&127; Activity - Problem

&127; What tables would you use?

1. Model many examples of exemplars with the whole class and/or in small groups.

2. Present the following problem to the students:

The teacher wants to set up the classroom so that 10 children can sit at tables. Some tables have space for 4 children. Some tables have space for 2 children. Some tables have space for 3 children.

3. Children will draw, label, and/or write about their solution of how many children will be placed at each table.

4. Have students present their solution to the others. Allow for discussion and sharing of ideas.

2. Number and Numeration

&127; Activity - Problem

&127; A. Snowmen

Materials: Teacher drawn poster of three or more snowmen, decorated with various scarves, hats, buttons etc.; 9x12 labeled drawing paper, crayons, pencils

1. Present poster for discussion. Encourage use of numbers as descriptors. Discuss similarities and differences.

2. Students will make posters to show the number of buttons, hats, scarves, etc. Each child will tell about only one item but will include all three snowmen.

3. Provide each child with a drawing sheet. The sheets should be labeled according to the objective for that child. For example a child with limited counting skills might count the number of mouths or hats. One with more skill could count hands, boots or eyes. A student with higher counting skills could count fingers.

4. Students will draw, number and label and/or write about their problem according to their ability.

5. Each student should present and explain their work.

(Number and Numeration continued)

&127; B. Number books

Materials: 6 by 9 construction paper - various colors, toothpicks (flat), pattern blocks and pattern block colored paper pieces, small beans, bingo markers, craft feathers, tiles and tile papers, glue. Overhead projector with tiles, pattern blocks for the overhead.

1. Discuss the number to be represented in the book. (We’ll use number 7 for this example.) Using an overhead projector, show some designs using seven pieces and have them described. What does it look like? How many pieces are used? Are all the pieces the same? How many different ways can we describe the design using numbers?

2. Have each child make several designs using 7 pattern blocks in each design. Have them choose their favorite design and duplicate it on a 6 by 9 piece of colored paper using the pattern block paper pieces. They should then label it as they see it. 7: 3,4: 2+7: or 1+1+1+1+1+1+1 might be some of the possible labels. Save papers.

3. Another day follow the same procedure making several designs using seven toothpicks. This time they can glue the toothpicks used onto a sheet of 6 by 9 paper. This is best done by filling soda bottle caps with glue and having them dip the ends in the glue and placing them in their designs. Once again label with a number or even a number sequence.

4. Continue on other days with the other materials. Always do designs with the concrete objects first if actual material to be glued is representational (such as pattern block, tiles).

5. Attach each child’s papers together to make their individual number book.

From Mathematics Their Way, p. 219

3. Operations

&127; Activity - Problem

&127; A. Green Beans

Materials: Green Beans, table to enter results. See sample below.

1. Enter results of each bean throw, into table.

2. Ask each child to predict the number of white given the number of green.

3. Hold up a table completed by a student. Cover "white" results, and ask child to indicate what the hidden, "white" results are.

* Green Beans can be bought from a catalog or hand made with Lima beans spray painted on one side.

(Operations continued)

&127; B. Bean Bag Tally

Materials: 5 to 10 bean bags, target (empty 2 lb. coffee can), tally sheet.

1. Target practice. Child throws bean bags into can. Every time a bean bag goes in, make a tally mark. Ask child to report score.

2. This time tally the traditional way, make four vertical marks. The fifth is a horizontal line. Circle the five marks. Ask child to report.

3. Child will circle the tally marks. Then do it again. Continue until child has at least three circles. Ask child to report the score.

4. This time child should be interrupted before circles are completed. Ask child to report score!

The first score would be eight (5+ 3). The second score would be eleven (5 + 5 + 1).

&127; Activity - Problem

&127; Sorting and Classification Walk

This lesson could be started with the reading of The Shapes Game by Paul Rogers or Shapes, Shapes, Shapes by Tana Hoban.

Materials: paper and crayons, camera (optional)

1. Discuss the various attributes that have been used for sorting and classifying.

2. Decide which attribute will be the focus of the walk: straight lines, curved lines, squares, circles, things made of metal, things that move, things with numbers, sounds, ...

3. Children describe what they find and draw it on paper. When applicable, texture rubbings could be taken.

4. Papers are saved from each walk to make an attribute book.

5. As each page is added, compare to previous pages. How are they the same? Different?

From Mathematics Their Way, p. 72

5. Measurement

&127; Activity - Problem

&127; Body Measurement

Materials: Unifix cubes, string or ribbon, recording sheet.

1. Each child makes a Unifix cube train as long as his/her arm, leg or whole body. This is accomplished much easier if they work in pairs.

2. Count and record the number of cubes in their train. For example, "My arm is ____ Unifix cubes long."

3. Compare lengths of Unifix cube trains.

4. Take Unifix cube train and measure a piece of string or ribbon the same length.

5. Use ribbon to find 4 other things in the room (or at home) that are the same length.

6. Draw pictures of them to record their answers. Share and compare answers.

&127; Activity - Problem

&127; Weather Watch and Weather Discussions

When it comes to uncertainty there are few things that we encounter daily that can be more useful than weather, in illustrating uncertain.

1. Discuss the weather on a regular basis. Asking questions such as: Will it be cloudy or sunny? Will it rain or snow? How much do you think we will get? How cold does it feel to you? What is the temperature? How close was your estimate?

2. Children could be asked to assess the reasonableness of their answers. If it is sunny can you reasonably expect rain? If it is cloudy and the temperature is 70 degrees Fahrenheit, do you think it may snow? If the month is January what kind of weather could you expect next week? What if it is June?

3. During some of these discussions the teacher could help the children differentiate between a guess and an estimate. A guess is a judgment without actual knowledge or enough facts. An estimate is a judgment based on some known facts and should be done after some careful consideration.

7. Patterns

&127; Activity - Problem

&127; Creating Patterns

Pattern can be created in a variety of ways. After a pattern has been created (ex: Unifix), ask children to reproduce a similar pattern in any of the following ways: Piano, Blocks, Claps, Beads, Headbands, Tooth picks, Necklaces.