Title II Teacher Quality Program

Math: PreK-2 / Math: 6 - 8 / Science: 3 - 5 / Science: 6 - 8 / Title II TQP

Activities for MATHEMATICS: 3-5
These activities were developed by Jan Fackler, educational specialist assigned to the Title II Eisenhower Professional Development Program, Miami-Dade County Public Schools. Ms. Fackler has a Specialist degree in Elementary Mathematics Education and conducts workshops for teachers on using manipulatives and hands-on strategies to teach mathematics at the elementary level.
The King's Commissioners Strand A: Number Sense, Concepts and Operations Strand D: Algebraic Thinking
	Pigs Will Be Pigs Strand A: Number Sense, Concepts and Operations Strand B : Measurement Stand E: Data Analysis and Probability
Stained Glass Designs Strand B: Measurement Strand C: Geometry and Spatial Sense
	Kufi Strand D: Algebraic Thinking
Pig Attributes Strand D: Algebraic Thinking Strand E: Data Analysis and Probability
	Field of Dreams Strand E: Data Analysis and Probability

THE KING'S COMMISSIONERS
FCAT Connection	Strand A: Number Sense, Concepts and Operations Standard 1 Benchmarks: MA.A.1.2.2, MA.A. 1.2.3. and MA.A.1.2.4 Standard 2 Benchmark: MA.A. 2.2.1 Standard 3 Benchmarks: MA.A.3.2.1. and MA.A.3.2.2 Standard 5 Benchmark: MA.A.5.2.1 Strand D: Algebraic Thinking Standard 1 Benchmarks: MA.D.1.2.1 and MA.D1.2.2
Materials	The following materials will be needed for this lesson: counters centimeter square paper recording worksheets glue scissors book - The King's Commissions by Aileen Friedman
Procedures	Prior to lesson, teacher must read section "For Parents, Teachers, and Other Adults" found in the back of The King's Commissions. Read the story The King's Commissions. Use suggested questions from the section "Discussing the Mathematics" to evoke a class discussion. Ask students to count out 47 linker cubes, color tiles, beans or any available counters. Ask students to pretend that they are the Third Royal Advisor and think of other ways that they may have counted the commissioners. After sufficient wait time, divide students into groups and ask each to explain his/her strategy to other group members. Ask groups to share good strategies with the rest of the class. Pose question, "What if the King had more than 47 commissioners?" As groups to count out 79 counters and group them in the easiest way to count them. Ask each group to explain its arrangement to the rest of the class. List all possibilities on the board or overhead. Repeat procedure with a larger number such as 103. The ability to communicate mathematical thinking is a primary goal of this lesson. Therefore, as you move around the room, encourage the use of mathematical vocabulary by praising students who use it in their discussions. Give each group a recording worksheet, square centimeter paper, scissors, and glue. Ask students to demonstrate how they would show the number 269 by cutting centimeter squares and gluing them to the worksheet. Next, give a written explanation of the groups way to count the number 269. Ask each group to share its explanation with the rest of the class. Display papers on board entitled "Ways to Show the Number 269." Extension Ask students to write a continuation of the story and demonstrate the outcome. Example - The following year the King appointed more commissioners (addition problem showing the joining of two sets), the King fires some of his commissioners (the separation of one set into two sets:, the King triples his commissioners every year for the next 5 years (multiplying sets), or he sends his commissioners off sharing them equally among different kingdoms (the division of the set). Their stories may even combine a series of events that incorporate two or more of the operations.
Assessment	The following strategies may be used to assess this lesson: teacher observation presentations completed group worksheet homework assignment of own representation of given number using cm, square paper to represent written continuation of story and solution to the problem given
Literature Connection	The King's Commissioners by Aileen Friedman

PIGS WILL BE PIGS
FCAT Connections	Strand A: Number Sense, Concepts and Operations Standard 3 Benchmark: MA.A. 3.2.3 Strand B: Measurement Standard 3 Benchmark: MA.B.3.2.1 Strand E: Data Analysis and Probability Standard 1 Benchmark: MA.E.1.2.1
Materials	The following materials will be needed for this lesson: book- Pigs Will Be Pigs by Amy Axelrod money collection mat blank paper for recording play money calculators graph worksheet menu order form
Procedures	Practice counting coins in a variety of ways before reading the story. Make sure students understand equivalent amounts such as 200 pennies equals $2.00. Read the story Pigs Will Be Pigs to students the first time for enjoyment. On this first reading, read only to the page where the pigs have enough money for dinner and are on their way to the Enchanted Enchilada. Divide students into groups and give each group a tray of play coins and bills, a mat to sort money, a blank paper for recording, a menu, an order form, and the bar graph worksheet. Have each group select one person to be the recorder, one to handle pennies, nickels and dimes, one to handle quarters and fifty-cent pieces, and another to handle all paper money. Instruct students to place the coins and bills under the appropriate heading on the mat as the story is read. The job of the recorder will be to write down the amounts of money found by each member of the pig family. Once everyone understands his/her job, reread the story stopping again at the point where the pigs have enough money for dinner. Instruct students to count the money in each group; amount found by Mr. Pig, Mrs. Pig alone, Mrs. Pig and the piglets, and the piglets. The recorder will use the calculator to add the amount that each pig found according to the amounts read. The recorder and the other group members will then compare totals. Ask each group to record its total on the provided graph. Totals can be rounded to the nearest whole dollar or an estimation given to the spot where the bar should stop. Ask group members to put all coins and bills from mat together and count the total amount the pig family will have to spend. The recorder will double check the total on the calculator. Using the menu and order form, ask students to decide what they think the pigs should order and record it on the order form. Older students should include tax and tips. Finish reading the story to the class. As students to compare what the pigs ordered to what the students thought the pigs would order. Discuss the differences.
Assessment	The following strategies may be used to assess this lesson: teacher observation graph order form
Literature Connection	Pigs Will Be Pigs by Amy Axelrod
Attachment	Graph Worksheet Order Form Menu

STAINED GLASS DESIGNS
FCAT Connections	Strand B: Measurement Standard 1 Benchmark: MA.B.1.2.1 Standard 3 Benchmark: MA.B. 3.2.1 Strand C: Geometry and Spatial Sense Standard 1 Benchmark: MA.C.1.2.1 Standard 2 Benchmark: MA.C.2.2.1
Materials	The following materials will be needed for this lesson: pattern blocks black permanent Sharpie markers pattern block templates colored overhead markers safety compass 9" x 9" tagboard scissors tape overhead pattern blocks transparencies
Procedures	Discuss the relationships of the pattern block shapes - triangle, rhombus (parallelogram), trapezoid and hexagon. On the overhead, practice creating designs that demonstrate symmetry and their lines of symmetry. Ask each student to create a symmetrical design identifying the line(s) of symmetry. On a transparency or sheet of clear plastic, draw a circle with an 8" diameter by using a compass and placing the permanent marker in the 4" radius hole. Using a pattern block template, recreate the pattern block design on the clear plastic by tracing the shapes with a black permanent Sharpie marker. Be sure the design is centered. Color the design and background. Find the center point on a 9" x 9" tagboard square. Use a compass to make a circle with a radius of 3 and 3/4". Cut out the center circle and discard. Mount and tape the transparency behind the tagboard frame trimming off excess plastic. Ask students to find the perimeter of their design if the side of a triangle equals 1. Ask students to find the area if : triangle = 1, blue rhombus = 2, trapezoid = 3, hexagon = 6, square = 2.2, tan rhombus = 1.2. For a variation use the triangle as 1/6, blue rhombus = 1/3, trapezoid = 1/2, hexagon = 1, square = 1/3, tan rhombus = 1/5. Assign each shape a certain value of money and find the total value of the entire design using a calculator. Ask students to line up sequentially by perimeter, area, total value, or the number of blocks used and find the mean, median, and mode of those numbers using the calculators. Extensions: Keep the same area but change the perimeter. How does the design change in looks if the perimeter increases? Decreases? Give a set area and create a design with a perimeter in a specified range. For example: create a design with an area of 48 and a perimater anywhere between 20 and 30. Create a design with rotational sysmmetry and identify the degrees of the rotation. Create pictures with pattern blocks that depict living things or that tell a story.
Assessment	Students will give a written description of their design identifying the line(s) of symmetry and including the area, perimeter, and value of the design.
Literature Connection	Sam Johnson and the Blue Ribbon Quilt by Lisa Campbell Ernst

KUFI
FCAT Connection	Strand D: Algebraic Thinking Standard 1 Benchmark: MA.D.1.2.1 and MA.D.1.2.2
Materials	The following materials are needed for this lesson: pattern blocks 3x5 index cards sentence strips crayons or markers stapler colored tissue paper
Procedures	Pass out pattern blocks. Give plenty of time for exploration before beginning lesson. Review equivalent fractions with pattern blocks. Example: 6 triangles = 1 hexagon, 3 triangles = 1 trapezoid, 2 trapezoids = 1 hexagon, 1 rhombus = 2 triangles, etc. Display the expressions shown in Attachment on the overhead and discuss how it is simplified in steps (B - C). Drawing #1 - shows: 2(2B + 1R) Drawing #2 - shows: 2(2B + 1R) = 4B + 2R Drawing #3 - shows: 4B + 2R = 1Y + 2R + 1B = 2Y + 1R Practice simplifying several different types of equations like the one in the example unitl the students can solve them with ease. Distribute index cards to students. Ask students to create an algebraic expression with pattern blocks and duplicate their equation on the index card by tracing around the pattern blocks and coloring the shapes the same colors as those of the pattern blocks. Instruct students not to write their names on the cards. See index card graphic in Attachment. After the equation is duplicated on the index cards, ask students to simplify their equation using the pattern blocks. Ask students to duplicate the solution on the sentence strip by tracing around the blocks repeating their core pattern to the end of the sentence strip. Color in the shapes. Form the sentence strip into a cylinder and staple. See sentence strip graphic in Attachment. Cut a piece of bright colored tissue paper into a circle with a diameter of approximately 8-9 inches and staple to the inside perimater of the cylinder forming a top to a hat. See cap graphic in Attachment. After all students have completed their hats, collect index cards, shuffle, and distribute randomly to students. Ask students to simplify the equation on the index card they were given. Ask students to wear their hats and find the student who created the equation on the index card they were given by matching the equation on the index card with the hat. Students should return the index card to the student who created the equation.
Assessement	The following strategies may be used to assess this lesson: teacher observation created and simplified own equation student is able to solve another student's equation correctly and find the matching Kufi for that expression
Literature Connection	Textile Math: Multicultural Explorations Through Patterns by Betsy Franco.

PIG ATTRIBUTES
FCAT Connection	Strand D: Algebraic Thinking Standard 2 Benchmark: MA.D.2.2.1 Strand E: Data Analysis and Probability Standard 1 Benchmark: MA.E. 1.2.1
Materials	The following materials will be needed for this lesson: pig attribute cutouts attribute circles pig counters Tally Sheets Blank Graph book- All Pigs Are Beautiful by Dick King-Smith
Procedures	Read All Pigs Are Beautiful by Dick King-Smith Discuss the different attributes of the pigs mentioned in the story. i.e., long snouts, short snouts, medium snouts, ears that stick up, ears that are floppy, black pigs, white pigs, ginger pigs, spotted pigs, little pigs, big pigs Give a pig cutout to several students and ask them to put their pig cutout in the correct place on the Venn diagram. Ask students to identify the correct attributes of the pigs in each section. Divide students into cooperative groups of four. Give each group a continer of attribute pigs. Point out the different pig attributes in the container. Ask each group to tally the number of pigs by special attributes. Each group must construct a bar graph that represents the data collected and includes all three components of a bar graph. The title must relate to the information but it also must be creative. Each group must present its bar graph to the rest of the class and explain the results as shown by the graph. Special Note: Days before the lesson, use nail polish to prepare the pig counters. Divide the pigs into five groups and give each group one of the following attributes: red ears, pink nose, green feet, purple tail or plain. After the nail polish dries, mix all the pigs together and place in zip lock bags to be given to groups.
Assessment	The following strategies may be used to assess this lesson: teacher observation class presentation and explanation written explanation of the group procedure gathering of tally marks and corresponding graph
Literature Connection	All Pigs Are Beautiful by Dick King-Smith
Attachments	Tally Sheet Blank Graph Pig Attribute Cutouts

FIELD OF DREAMS
FCAT Connections	Strand E: Data Analysis and Probability Standard 1 Benchmarks: MA.E.1.2.1, MA.E.1.2.2 and MA.E.1.2.3 Standard 3 Benchmarks: MA.E.3.2.1 and MA.E.3.2.2
Materials	The following materials will be needed for this lesson: Star Stats chart for each group Field of Dreams Roster baseball cards calculators
Procedures	Read Do You Wanna Bet? by Jean Cushman and conduct a class discussion about Abigail's job as the team statistician for the Tomcats and why her job is an important job. Bring in several baseball cards or ask students pior to the day of the lesson to bring in some of their baseball cards. Review abbreviations and important statistics on the cards. Using a calculator, ask students to determine a pitcher's average number of strikeouts per inning, walks per inning, and strikeout to walk ration. Record answers on a chart to determine which pitcher they would want on their team and why. Use the sample chart or create your own statistics. Place students in groups of 4 - 6. Give each group the Star Stats chart which is in Baseball Math by Christopher Jennison. Ask each group to select their "Field of Dreams" team and record players on the Field of Dreams Roster. Explain that only one player may be selected for each position. Ask each group to name their dream team. Ask each group to make a five minute presentation to the class on players selected including a sound and logical rationale for selecting the players. After the group presentations, ask class to create a class Dream Team from all the information they have gathered.
Assessment	The following strategies may be used to assess this lesson: teacher observation class presentation
Literature Connection	Do You Wanna Bet? by Jean Cushman Baseball Math by Christopher Jennison The Baseball Scoop by Dan Greenburg

FCAT Connection
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Procedures
Assessment
Literature Connection

FCAT Connection
Materials
Procedures
Assessment
Literature Connection

FCAT Connection
Materials
Procedures
Assessment
Literature Connection