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

JIM, HOW TALL IS YOUR GIANT?
FCAT Connection	Strand A: Number Sense, Concepts and Operations Standard 4: Benchmark: MA.A. 4.2.1. Strand B: Measurement Standard 1 Benchmark: MA.B.1.2.1. and MA.B.1.2.2 Strand D: Algebraic Thinking Standard 1 Benchmark: MA.D.1.2.2
Materials	The following materials are needed for this lesson: butcher paper or large chart paper measuring tools such as rulers, tape measures, meter sticks Student Activity Sheets book - Jim and the Beanstalk by Raymond Briggs
Procedures	Read, Jim and the Beanstalk by Raymond Briggs. Pose the following problem to the students, "What if Jim wanted to surprise the giant and make him a new bed. How might he find the giant's height without measuring him?" Discuss possible suggestions. Break students into groups of four. Give each group a butcher paper handprint of the giant and the Student Activity Sheets. Tell them that this handprint is all Jim was able to get without the giant suspecting what he was up to. Ask each group to figure the approximate height of the giant having only the hand size available. They may use any measuring devices they wish. Provide a table with rulers, meter sticks, tape measures, etc. Ask students to estimate the height of the giant and then prepare a detailed description of how they solved the problem. Ask students to present the solution as a group with each person in the group preparing a part of the presentation as described on the Student Activity Sheets. Note: The most importantpart of this experience lies in the sharing by students of the variety of appropriate procedures for determining the approximate height of the giant. It is crucial that the problem is presented clearly and enthusiastically and that the students are free to explore strategies and solutions using a variety of standard and non-standard measuring devices. When all groups are finished presenting ask the students: How many different strategies presented offered acceptable solutions to the problem? Describe them. What kind of mathematics was used in solving the problem? What assumptions did each group make before starting to work on the problem? What changes in the procedures did each group make in the process of solving the problem? What procedures did not work? How sure are you that your estimate of the giant's height is accurate? Why? How are hands used to measure heights? adopted "Hands On The Giant" AIMS Newsletter, Feb.'92
Assessment	This lesson may be assessed using the following strategies: teacher observation group presentations
Literature Connection	Jim and the Beanstalk by Raymond Briggs How Big Is A Foot by Rolf Myller The Story of Weights and Measures by Anita Ganeri
Attachments:	Student Activity Sheets

Hoop It Up
FCAT Connection	Strand E: Data Analysis and Probability Standard 1 Benchmark: MA.E. 1.2.1, MA.E. 1.22,MA.E.1.2.3 Standard 2 Benchmark:MA.E.2.2.1, MA.E.2.2.2. Standard 3 Benchmark:MA.E.3.2.1, MA.E.3.2.2
Materials	The following materials are needed for the two activities of this lesson: old newspapers with basketball line scores from 15 to 25 consecutive issues student sheets - Winning in the NBA and NBA Team Records probability questionnaire graph and/or chart paper
Procedures	Activity I Ask students, "What is the probability that a professional basketball team that is trailing at the end of the third period will win the game?" Let students express their thoughts. Break students into groups of two to four. Provide each group with student sheet Winning in the NBA. Explain to the students that in order to determine the probability of a winning rally after the third period, students must compare the score at the end of the third period with the outcome of the game. They must classify each game as a success (S) or a failure (F). A success results when a team is losing at the end of the third period, but then comes from behind to win the game. A failure results when a team is trailing at the third period and loses the game. Only those games in which one of the two teams is trailing at the end of the third period are events to be included in this study. Give each group a sports page with which to begin. Record the name of the teams, the score at the end of the third period, and the final score. Next, determine if it is a success (S) or a failure (F) and record with a check. Instruct the groups to repeat this process for the next game recorded in the newspaper, remembering to disregard ties. Continue until the group has recorded results from 40 games or events. Ask students to total the columns and record the Grand Total in the proper boxes. The two numbers should total 40. Students should then record the probability of success (Ps) by writing the number of Grand Total successes in the numerator of the fraction given. Since probability is determined by dividing the number of successful events by the total number of events this fraction should be read as, "The probability of success is n out of 40." After students have gathered the data and computed the probability of their sample, combine the information from all teams. Compare and discuss the results from various groups. Give students the Probability Questionnaire. Refer to Brian and Danny's homework from Do You Wanna Bet? by Jean Cushman. Discuss answers in groups, then with whole class. Encourage students to defend their thinking. adapted from"Winning In The Major Leagues" AIMS Newsletter, Feb. 1992 Activity 2 List the different teams in the NBA at the beginning of basketball season. Distribute student sheet - NBA Team Records and instruct students to keep an ongoing record of the number of wins, loses, and the number of games played throughout the season. At the end of the season have the students total the tally marks for each team and graph the results to show wins. (It may be helpful to divide the teams into the divisions for which they play in order to limit the number of cells listed on the bar graph.) Create another graph to show losses. Ask students to compare the looks of the two graphs and write a statement or paragraph about the comparison as well as other statements or generalizations which can be made by examining the graphs. Assign each group a different team of their choice. Ask the groups to review the data collected for their team recording only their team's scores for the year. Ask students to find the mean score for the year as well as the median, mode and the range of those scores. Each group will present their data for their team and compare it to the bar graph created in step 3. Pose the questions Did the team with the highest score average also win the most games? The lowest lose the most? Why or why not? Could the statement be made that if you have the highest average, you probably also won the most games?" Encourage students to defend their thinking.
Assessment	This lesson may be assessed using the following strategies: teacher observation student participation group presentations written statements and graph
Literature Connection	Orp Goes the Hoop by Suzy Kline Nutty Can't Miss: Featuring William Bilks, Boy Genius by Dean Hughes Do You Wanna Bet? by Jean Cushman Basketball Math, Good Year Books, Scott Foresman References: Math Through Childrens' Literature by K. Braddon, N. Hall, D.Taylor AIMS Newsletter, Vol VI, No 7, Feb 1992, AIMS Education Foundation
Attachments	Probability Questionnaire Winning in the NBA NBA Team Records

Square Your Side
FCAT Connection	Strand C: Geometry and Spatial Sense Standard 1 Benchmark: MA.C.1.2.1 Standard 3 Benchmark: MA.C.3.2.1 Strand B: Measurement Standard 1 Benchmark: MA.B.1.2.1, MA.B.1.2.1 Strand D: Algebraic Thinking Standard 1 Benchmark: MA.D.1.2.1
Materials	The following materials are needed for this lesson: color tiles paper scissors centimeter graph paper crayons glue book- Mathematicians Are People Too by Luetta and Wilbert Reimer
Procedures	Read "The Teacher Who Paid His Student" from Mathematicians Are People Too to the class. Divide students into groups of 4. Ask each group to measure and cut a right triangle where side A = 8", side B = 6", and side C =10" Label the sides of the triangle A, B, and C. Using color tiles, ask students to line each side of their right triangle with color tile squares. Next, ask students to make a square along each side. For example: If side A = 8", the students should place 8 square tiles along that side and continue placing color tile squares until the dimensions of the square are 8 x 8 which is an area of 64. Continue the same procedures as in step 4 with students making a square off sides B and C. Record the area of each square created. Discuss the relationship between the lengths of the sides and the areas of the squares. For example: What is the length of side A? (8) Side B? (6) Side C? (10) and What is the area of square A? (64) Square B? (36) Square C? (100) to illustrate Length x Length (L2) = Area Within the groups, ask students to find a relationship among the areas of the squares (A2 + B2 = C2). After sufficient wait time, ask groups to explain their thoughts regarding the relationships of the squares. If no group discovers the relationship, give hints to help their discovery. Once the relationship has been identified, ask each group to construct another triangle where A = 4", B = 3", and C = 5". Construct squares on each side and test the theory . Reread page 15, paragraphs 2 and 3 from the story "The Teacher Who Paid His Student." As a class, discuss the importance of Pythagoras and the need to prove theorems. Instruct students to use a centimeter ruler to measure and cut out a right triangle where A = 3cm, B = 4cm, and C = 5cm. Glue the triange to a sheet of paper. On centimeter graph paper, color in a square with an area of 32 for side A, 42 for side B, and 52 for side C. Cut out each colored square and glue it to the side of the triangle to which it corresponds. On the same paper, ask students to write an explanation of what they did, what it proves, and any other observations they think is relevant to the assignment.
Assessment	This lesson may be assessed using the following strategies: teacher observation steps 11 - 13 question: Find C2 if A2 = 144 and B2 = 81
Literature Connection	"The Teacher Who Paid His Student" from Mathematicians Are People Too by Luetta and Wilbert Reimer Socrates and the Three Little Pigs by Tuyosi Mori

Math Curse
FCAT Connection	Strand A: Number Sense, Concepts, and Operations Standard 1 Benchmark:MA.A.1.2.1 and MA.A.1.2.3 Standard 2 Benchmark: MA.A.2.2.1 Standard 3 Benchmark: MA.A.3.2.2 and MA.A.3.2.3 Standard 5 Benchmark: MA.A.5.2.1
Materials	The following materials are needed for this lesson: markers large sheets of newsprint (1 per group) Number Problems and Stories overhead projector and transparencies Math Curse by Jon Scieszka and Lane Smith
Procedures	Prior to reading Math Curse, ask students several questions from Number Problems and Stories, including the question on the Fibonacci Sequence. Read Math Curse by Jon Scieszka and Lane Smith Divide students into groups of 4. Supply each group with a large sheet of newsprint and markers. Instruct students to make a free form map of the story. On the overhead projector, draw a concept map. In the center circle, write the words, "My Math Curse." Ask students to suggest several situations that they think would be a math curse. If students are having trouble thinking of situations that can lead to problems, use some of the facts listed at the bottom of Number Problems and Stories. Explain to students that the class will be creating its own Math Curse book and that each group will be responsible for one page in the book. Ask each group to select one of the items on the concept map to use for its page. Pages must be illustrated and extra credit can be given for a comical last question. When all pages are finished, ask each group to present its page to the class. Students will solve the problems and presents will inform the students if they are correct. Make a class book with all the completed pages. Illustrate the cover. Ask each student to list all the math that was used in creating the page. Share the class book with the other classes in the school.
Assessment	This lesson may be assessed using the following strategies: teacher observations group project and presentations student lists of math used in the assignment
Literature Connection	Math Curse by Jon Scieszka and Lane Smith

Fill-er Up
FCAT Connection	Strand A: Number Sense, Concepts and Operations Standard 4 Benchmark: MA.A.4.2.1 Strand B: Measurement Standard 2 Benchmark: MA.B.2.2.2 Standard 4 Benchmark: MA.B.4.2.1 and MA.B.4.2.2
Materials	The following materials are needed for this lesson: stop watch or watch with second hand various measuring instruments for length, i.e. yardsticks, meter sticks, tape measures, trundle wheels various measuring instruments for liquid, i.e. gallon jugs, liter bottles, beakers, buckets faucet and sink Counting on Frank by Rod Clement
Procedures	Read Counting On Frank by Rod Clement Discuss some of the boy's findings mentioned in the story. Ask questions such as "Do you thing the boy's estimates are accurate?", "Which of his numbers do you think are estimates and why, fact and why?" Use some of the activities and questions in the back of the book to stimulate discussions. Divide students into groups of 4. Reread the part of the story pertaining to the time it would take to fill the entire bathroom with water. Ask each group to devise a plan in order to calculate the amount of time it would take to fill the classroom with water and how much water it would take. Do not tell students how to do the assignment, instead place all the measuring instruments on the table and tell students they may use any of the instruments on the table to help solve the problem. Tell groups they may move about the room as they need in order to solve the problem, but they must have a plan for solving the problem and know the instruments they will use before they leave their seats. Instruct each group to prepare an oral presentation for the class explaining the group's solution, and why the specific measuring instruments and techniques were used. The presentation should include visual aids such as diagrams, charts, or graphs. Challenge each group to convert its measurements from one unit of measure to another. For example, gallons to liters, nonstandard to standard, etc.
Assessment	This activity may be assessed using the following strategies: teacher observation group presentations written summaries of group work
Literature Connection	Counting On Frank by Rod Clement

MATH AND SCIENCE TRIVIA: Insect Trivia Chocolate Trivia
FCAT Connection	Strand E: Data Analysis Standard 1 Benchmark: MA.E.1.1.2 and MA.E.1.1.3
Materials	The following materials are needed for this lesson: answer sheets pencil calculator index cards and yarn for trivia necklaces
Procedures	Select either Insect Trivia or Chocolate Trivia. Punch a hole in each index card, cut and paste or write one question from the selected trivia (Insect or Chocolate)on an index card, and use piece of yarn approximately 2' long to make trivia necklaces. Give an answer sheet for the selected trivia (Insect or Chocolate) to each student. Place a trivia necklace around each student's neck BACKWARD Ask students to estimate the anwer to the question on the backs of four other students. Caution students not to read the questions aloud. After getting four answers, ask students to turn their necklaces around and estimate the answer to their own question. Ask students to find the range, mean, median, and mode to their set of numbers. Ask the class the questions and give the true answers.
Assessment	This activity may be assessed by dividing students into groups and asking them to write five trivia questions based on one topic. Make a trivia game as described in this lesson.
Literature Connection	The Guinness Book of World Records
Attachment	Math and Science Trivia Answer Sheet

Calculator Test
FCAT Connection	Strand A: Number Sense, Concepts and Operations Standard ?? Benchmark: MA.A.3.1.1
Materials	The following materials are needed for this lesson: one calculator per student pencil one Calculator Test per student one overhead transparency of the test
Procedures	Ask the students to number their paper from 1 - 20. Explain that they will be writing only one letter to answer each question. Sample questions are as follows: Which problem is a fact that you have to memorize?In which problem do you have to regroup from the ten's to the hundred's place? In which problem do you have to regroup from the one's to the ten's place? Which is a two digit problem with no regrouping? Which operation is used in the first row? Look at row number two, What operation do you see? In which problem do you regroup from the ten's to the one's place? In which problem do you regroup from the hundred's to the ten's place? Which problem is a fact that you have to memorize? n which two digit problem is there no regrouping? Look at row number three. What operation do you see? Which is a fact that you have to memorize? Which is a two digit problem with no regrouping? In which problem do YOU regroup from the ten's to the hundred's place? In which problem do you regroup from the one's to the tetfs place? Look at row number four. What operation do you see? Which is a fact that you have to memorize, but there is a remainder? Which is a fact that you have to memorize, but it has no remainder? In which problem is there a two digit answer? In which problem is there a four digit answer? Look at the numbers in the last row? Which number has a five in the one thousand's place? Which number has a five in the one's place? Which number does not have a 4 in the one hundred thousand's place? Now - Take your calculator and find all of the answers.
Assessment	Sometimes students miss the same problems over and over. Using this type of assessment helps the teacher find out if these errors are computational or procedural. The students love to do this type of test because they get to use the calculator.
Attachment	Calculator Test

FCAT Connection
Materials
Procedures
Assessment
Literature Connection