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

Activities for MATHEMATICS: PreK-2
These activities were developed by Debi Mink, educational specialist assigned to the Title II Eisenhower Professional Development Program, Miami-Dade County Public Schools. Ms. Mink 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 Grouchy Ladybug: Lesson 1 The Grouchy Ladybug: Lesson 2 Strand B: Measurement (Time)
	The Greedy Triangle Strand E: Data Analysis
The Party Planner
Strand C: Geometry
	Mr. and Mrs. Pig Have a Party Strand A: Number Sense, Concepts and Operations
The Right Angle Hungry Caterpillar  Strands C and D: Geometry /Algebraic Thinking
	Circle Apple Strands B and C: Measurement ,Geometry
	Butterfly Assessment Strands A: Number Sense, Concepts and Operations Strand E: Data Analysis
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The Rainbow Fish Cookie Strand C: Geometry
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	Fish Transformations Strands C and D: Geometry and Algebraic Thinking

 

The Grouchy Ladybug: Lesson 1
FCAT Connection	Strand B: Measurement Standard 4 Benchmark: MA.B.4.1.2
Materials	The following materials will be needed for this lesson: 9" x 12" red and white construction paper- one piece each per student two brad fasteners per student black label dots colored markers one safety compass per students one 1" X 4" strip of paper one 1" X 3" strip of paper book - The Grouchy Ladybug by Eric Carle
Procedures	After reading The Grouchy Ladybug to the students for pleasure, the teacher should direct the students to: use the compass to trace two 8 inch circles - one in red and the other in white. label the white circle to look like a clock face. cut one end of both strips like an arrowand attach both strips to the center of the circle with one fastener. fold the red circle in half. Cut on the fold. use the scraps from the red paper to cut a 2X4 inch rectangle. Round the edges so that it becomes an oval. overlap the red halves at the top of the circle. Attach the red halves and the oval with a fastener at the top of the clock. decorate the red body with black circles. This is the Grouchy Ladybug Clock that will be used in the Lesson 2! Debi's special tip:The main objective of this lesson is to teach the students how to use a safety compass. They will be using this compass to help them construct a clock which will be used in the next lesson. Students should practice drawing circles on scrap pieces BEFORE they try to complete the lady bug clock. Young students can also use circle patterns to trace the circles.
Assessment	Ask each student to construct a circle with a 3 inch radius and a circle with a 2 inch radius using a safety compass.
Literature Connection	The Grouchy Ladybug by Eric Carle This book is appropriate for all students who are learning to tell time, no matter what the grade level. This book is also a perfect science connection for students.

The Grouchy Ladybug: Lesson 2
FCAT Connection	Strand B: Measurement Standard 1 Benchmark: MA.B.1.1.1
Materials	The following materials are needed for this lesson: Ladybug clock made in The Grouchy Ladybug- Lesson 1 book - The Grouchy Ladybug by Eric Carle
Procedures	The teacher should read The Grouchy Ladybug aloud to the students. As the story is read, the teacher should direct the students to: show on the ladybug clock each time as it is mentioned in the story. change the analog clock times from the story to digital clock times. Debi's special tip: Read the story to the students the first time for pleasure and comprehension. Read the story to the students the second time so they can listen for specific things; in this case, the students will be listening for the times mentioned. As the times are mentioned in the story, the students will place the hands of the ladybug clock at the times mentioned. Then using a digital clock master, ask students to convert the analog times to the digital times.
Assessment	Ask each student to tell time using analog and digital clock.
Literature Connection	The Grouchy Ladybug by Eric Carle This book is appropriate for all students who are learning to tell time, no matter what the grade level. The book is also a perfect science connection for students.

The Greedy Triangle
FCAT Connection	Strand E: Data Analysis Standard 1 Benchmark: MA.E.1.1.1
Materials	The following materials will be needed for this lesson: tally sheet - see sample at the end of this lesson graph sheet - see sample at the end of this lesson book- The Greedy Triangle by Marilyn Burns
Procedures	Read the book The Greedy Triangle to the students and direct them to tally the number of times they hear each shape name. Introduce the different types of tally marks. Tell the children which type of tally mark they will use for this lesson. The tally and graph sheets are found on the next two pages. Here is an example of the tally sheet. Tallly Marks Total Triangle - - Quadrilateral - - Pentagon - - Hexagon - - (other) - - Heptagon - - Octagon - - Nonagon - - Decagon - - As the teacher reads the story aloud, the students will keep the tally sheet as to the number of times the different words are read. The students will turn the tally sheet into a bar graph. Debi's special tip: When children draw bar graphs they must label all three components of that graph. They must have a title, a scale, and group names. In this lesson, it does not matter how many times the shape name is heard, but the tally chart MUST match the bar graph.
Assessment	Ask students to draw and label a bar graph to match the information given on a tally sheet.
Literature Connection	The Greedy Triangle by Marilyn Burns

The Party Planner
FCAT Connection	Strand C: Geometry Standard 3 Benchmark: MA.C.3.1.1
Materials	The following materials will be needed for this lesson: color tiles counters felt mat or paper book- Spaghetti and Meatballs for All by Marilyn Burns
Procedures	The teacher should read the book Spaghetti and Meatballs for All to the students and direct them to : count out eight color tiles and thirty-two counters. The color tiles will represent the tables and the counters will stand for the people. Ask the students to explain how they counted out the tiles and counters. build a table using six tiles. The tiles must be in the shape of a rectangle with no space in the middle. Ask the students how many people will fit around the table. (The tiles will stand for the area and the counters will stand for the perimeter of the surface.) Continue this using other numbers. e.g. 4, 10, 12. discover the relationship between surface area and perimeter. (The more open the area, the larger the perimeter.) build a restaurant that has four tables. They should pretend the tiles are tables and the counters are guests. If each individual table is worth five dollars, what would be the best arrangement for the restaurant owner? For the patrons? find an arrangement where the same amount of people can be fed for one half the amount of money. Debi's special tip: Children rarely remember the terms area and perimeter. They must be shown the relationship between the two. Using the color tiles and counters is a good way for them to delineate between the two terms. It is fun if animal counters are used.
Assessment	Ask students to build a restaurant using eight tiles and find the table with the largest perimeter and the smallest perimeter. explain which arrangement would be best for the restaurant owner and for the patrons.
Literature Connection	Spaghetti and Meatballs for All by Marilyn Burns

Mr. and Mrs. Pig Have a Party
FCAT Connection	Strand A:  Number Sense, Concepts and Operations Standard 2 Benchmark: MA.A.2.1.2
Materials	The following materials will be needed for this lesson: color tiles pig counters felt mat or paper book- Spaghetti and Meatballs for All by Marilyn Burns
Procedures	The teacher should read Spaghetti and Meatballs for All aloud to the students, divide the students into groups of five, and direct them to: arrange the tables and people as the story is read. The teacher may model using overhead color tiles. (See "Help Page" in the back of the book.) Debi's special tip: This is a challenging activity and will take several days - probably three days- to complete. It is also very difficult to do in groups of fewer than five. However, children find it fun especially when the pig counters are used. The children in my class were reminded of the book Pigs will be Pigs by Amy Axelrod which is why they enjoyed using the pig counters to solve the problems.
Assessment	Ask students to design a restaurant setup for 24 people using 6 tables. They should discover three different arrangements for seating all the people.
Literature Connection	Spaghetti and Meatballs for All by Marilyn Burns

	The Right Angle Hungry Caterpillar
FCAT Connection	Strand C: Geometry Standard 3 Benchmark: MA.C.3.1.1 Strand D: Algebraic Thinking Standard 1 Benchmark: MA.D.1.1.2
Materials	The following materials are needed for this lesson: one 2" square of red, yellow, and black construction paper two 1" x 18" strips of green construction paper one half a large pipe cleaner or chenille (any color) glue or glue sticks one set of googly eyes book- The Very Hungry Caterpillar by Eric Carle
Procedures	Distribute materials and ask students to: Place one strip over the other at a 90 degree angle. Glue together keeping the angle. Weave the strips back and forward, left to right, until the end. (The pattern must be retained. Front over back, left over right, back over front, right over left -REPEAT) Glue the ends together. Fold the pipe cleaner in half and insert it behind the first fold. Glue together. Round off the edges of the red rectangle. (This is the face of the caterpillar.) Cut two yellow circles approximately the size of a dime. Glue to the red oval for the eyes. Cut one tiny circle from the black. Glue for the mouth. Glue the googly eyes onto the yellow circles. Glue the face to the pipe cleaner end of the caterpillar. (When finished, the face should match the one on the book.) Debi's special tip: Patterns is the first step in algebraic thinking. Children must be able to find patterns in numbers and in real world situations in order to understand algebraic concepts. The children will convert the pattern they used in constructing this caterpillar to letters and then possibly find a number sentence to go with it.
Assessment	The following strategies may be used to assess this lesson: Ask students to draw a right angle and give three examples of right angles that they find in real life Ask students to write about the pattern they used to construct the caterpillar and include an equation using this pattern and letters Ask students to construct, illustrate, and write an equation for this pattern.
Literataure Connection	The Very Hungry Caterpillar by Eric Carle

Circle Apple
FCAT Connections	Strand B: Measurement Standard 1 Benchmark: MA.B.1.1.1 Strand C: Geometry Standard 1 Benchmark: MA.C.1.1.1
Materials	The following materials are needed for this lesson: two pieces of 12" x 18" red construction paper for each student one 2" x 6" piece of brown construction paper glue, glue cups and glue sticks scissors safety compass one 6" x 6" piece of tagboard book - The Very Hungry Caterpillar by Eric Carle
Procedures	The teacher should distribute materials and direct students to: use the compass to draw a circle with the diameter of "four" on the tagboard. Explain that the circle is a two dimensional figure. Name some other two dimensional geometric shapes. cut out the circle. (This is the circle pattern) trace 16 circles on the two sheets of red construction paper. Cut. lay one circle aside. place a mark on the center of each circle. fold 4 circles together (like) a taco with the center on the outside so that it shows. draw a line 1 and 1/4 inches long from the center point. cut from the fold toward the outside on this line. take off one of the circles and fold three more together. Use the cut circle as a model for the other 3. Repeat this until all fifteen circles are cut. fold the brown paper up about 2 centimeters and glue to the UNCUT circle. (This is the apple stem.) assemble the apple by sliding each slit circle onto the circle with the stem. Debi's special tip: The original circle is the two dimensional shape. Explain that the two dimensional circle was changed to a three dimensional sphere by changing from a flat surface to a round surface. An example of this would be a flat circle and a baseball.
Assessment	Ask students to find examples of objects in real life that can be named in both two or three dimensional terms and describe to others.
Literature Connection	The Very Hungry Caterpillar by Eric Carle

Butterfly Assessment
FCAT Connection	Strand A:Number Sense, Concepts and Operations Standard 1 Benchmark: MA.A.3.1.1 Strand E: Data Analysis Standard 1 Benchmark: MA.E.1.1.2
Materials	The following materials are needed for this lesson: fine point colored markers 6" x 6" cards
Procedures	The teacher should distribute materials and ask students to: trace around the butterfly pattern repeating the definitions mean=average, median=middle, mode=most until the pattern has been traced completely. write each set of definitions in a different color until all the space is used up. (This may be in the middle of a definition.) make a pattern from the graphic below. on the back of the sheet, give the students 5 sets of numbers in which to find the median, median and mode. Debi's special tip: After an oral explanation of the definitions of mean, median and mode, ask the children to write a story about this. I tell them a story written by my daughter about Mrs. Mean, her math teacher. Mrs. Mean was an average teacher. She never deviated from the median of the road. Her mode favorite teacher was her social studies teacher because he did exciting things in class. Students need to have a way of remembering these three confusing words.
Assessment	Review the students work on the back of the card where the actual calculations are performed.
Literature Connection	The Very Hungry Caterpillar by Eric Carle

The Rainbow Fish Cookie
FCAT Connection	Strand C: Geometry Standard 2 Benchmarks: MA.C.2.1.1 and MA.C.2.1.2 Standard 3 Benchmark: MA.C.3.1.1
Materials	The following materials are needed for this lesson: graham cracker squares and triangles skittles frosting gel frosting fish paper colored sugar book - The Rainbow Fish by Marcus Pfister
Procedures	The teacher should read The Rainbow Fish by Marcus Pfister to the students, give each student one square and one triangular graham cracker (which will be the fish body parts), and direct them to: frost both the square and the triangle. (This is fish skin) rotate the pieces so that the square looks like a baseball diamond and the triangle is placed with its right angle against first base. Lift the triangle and place it on top of "first base" on the square. (The fish is formed. The fin was added so that the fish may now move about.) add a skittle to make the eye. (Now the fish can see.) sprinkle the entire fish with colored sugar. (These are the fish scales. They are used for protection.) add the gill using the frosting gel. (The fish is now able to breathe.) ask the student to label the fish paper as he/she is assembling the fish cookie.  Debi's special tip: This is an excellent way to integrate math and science. The students see the correspondence between the parts of the cookie fish and the real fish.
Assessment	Ask students to explain in their math journals how mathematics was used to construct the rainbow fish cookie.
Literature Connection	The Rainbow Fish by Marcus Pfister Synopsis: The very beautiful Rainbow Fish is swimming in the ocean by himself. He has no friends. Along comes a very plain fish who asks the Rainbow Fish to share just one scale. The Rainbow Fish refuses. After asking the advice of the wise old octopus, the Rainbow Fish decides to share a scale with everyone. He then has many friends and is quite happy. This book is enjoyed by all elementary-aged students.

Fish Transformation
FCAT Connection	Strand C: Geometry Standard 2 Benchmark: MA.C.2.1.2 Strand D: Algebraic Thinking Standard 1 Benchmark: MA.D.1.1.2
Materials	The following materials are needed for this lesson: fish pattern (see sample at the end of this lesson) scissors glue, glue sticks, glue cups one 12" x 18" piece of construction paper one 9" x 12" piece of construction paper book - The Rainbow Fish by Marcus Pfister
Procedures	The teacher should distribute materials and direct students to: fold both pieces of construction paper into fourths. trace the fish pattern on the smaller piece of paper. cut all four fish out at the same time. write TRANSFORMATIONS at the top of the large piece of construction paper glue one fish in the top left-hand box and label it ORIGINAL. take a second fish. Cut it in half vertically, two times. As each piece is glued on the paper, slide it apart from the others. This is known as a SLIDE, TRANSLATION or PARTITION. Draw an arrow in the space indicating which way the pieces were slid. Glue this fish in the upper right-hand corner and label it. take the third fish. Cut it in half vertically and rotate one piece downward making sure it stays attached at one point. Glue in the bottom left-hand box and label this piece TURN or ROTATION. This concept is difficult for the young child to grasp. Therefore, the fish can be rotated and not cut beforehand. take the last fish. Cut it in half. Flip one half of the fish over. Glue it in the lower right-hand box and label it FLIP or REFLECTION. Debi's special tip: Both art and mathematics use transformations. This lesson was written with the combined efforts of an elementary classroom teacher and the art teacher. Although The Sunshine State Standards reflect that they are found only in the Geometry Strand, transformations may also be part of Algebraic Thinking because of the close association with patterning.
Assessment	Ask students to select one shape and illustrate a reflection, translation and rotation using that shape.
Literature Connection	The Rainbow Fish by Marcus Pfister Synopsis: The very beautiful Rainbow Fish is swimming in the ocean by himself. He has no friends. Along comes a very plain fish who asks the Rainbow Fish to share just one scale. The Rainbow Fish refuses. After asking the advice of the wise old octopus, the Rainbow Fish decides to share a scale with everyone. He then has many friends and is quite happy. This book is enjoyed by all elementary-aged students.