## Thursday, August 19, 2010

### Pumpkin Math

I had several teachers ask me to post the things I do for pumpkin math day.  Here they are... enjoy!

I like to have a pumpkin for every student.  If that is not possible, one pumpkin per group of students works well too!

• Measure the circumference of the pumpkin using yarn, then take the piece of yarn and use it to create a graph.
• Measure the height of the pumpkin using unifix cubes.  Graph the results.
• How much does the pumpkin weigh?  Have students stand on the scale with the pumpkin and record the weight.  Then have them stand on the scale without the pumpkin and record that weight.  Complete the subtraction problem to find the weight of the pumpkin.  Graph results.
• Will the pumpkin sink or float?  Graph predictions and then graph outcomes.
• Choose one pumpkin to cut open.  Have each student reach in a grab a handful of "guts."  Have them graph the number of seeds they were able to grab.
• After you have one pumpkin carved out complete the science experiment.  Place a candle in the pumpkin and light it.  Place the top back on the pumpkin.  The flame goes out because there is no oxygen.  Then carve a face on the pumpkin and light the candle again, replace the lid and the flame still goes because of the air going through the face holes.  Graph predictions and outcomes of the science experiment.
• Let students paint their pumpkin or place fun foam shape stickers on their pumpkin to create a face.

### Variations for Unequal Sign Games

Equal Speed
• Instead of using the equal and unequal sign cards, students could use a label sticker with an = sign placed on their hands.
• Students could also wear a glove with the = sign on it, this would eliminate the = sign cards.
Domino Draw
• Instead of playing this game with dominos, students could roll dice and complete addition or subtraction problems.
• To help students get = more often, let them know they can combine addition and subtraction.  If you add one partners domino and subtract the other partners, they may be equal - definitely a higher level game.

Teachers,
Thank you for your patience!  I didn't forget to post these variations I have just been having too much fun with my boys for the remainder of the summer!  I hope you have all been enjoying your summer as well!

Target Sum Variations
• Instead of having your students draw four cards, have them draw five cards and choose four of the five cards to use.  This helps eliminate the problem of going over the target sum.
Hundred Chart Connect Four Variations
• This game can be played together, instead of partners working against each other to win they work together to connect four.
• This game can also be played using place value.  Have students roll two dice.  If they roll a three and a five then they can cover up 35 and also 53.
• Instead of drawing dominos, students an roll two dice and complete addition or subtraction problems.
• Instead of drawing two dominos to create a double digit addition or subtraction problem they could draw one domino and have a more basic addition or subtraction problem.

## Wednesday, June 30, 2010

Teachers...
Here is the link to the Wordpress blog that we have started. Here you will find links to most of the worksheets associated with the lessons taught at CORE. Please check back often for updates. Also, please let us know if there is something you want that isn't posted.

## Monday, June 14, 2010

### Data, Graphing

Daily Graph

• What do you think the weather will be like tomorrow? Place a push pin the cork board in the appropriate place.

• How many vowels are in your first name? write your name on the graph and color up to the correct number of vowels.

• Are you taller or shorter than the line on the wall? Add a link to the correct chain.

• Are you a girl or a boy? Choose the correct die cut and add it to the pocket chart.

• What is your favorite season? Take a clothespin and attack it to the correct rope.

• What is your favorite color? Choose a unifix cube that is your favorite color and add it to the tower in front of the correct color word.

• What is your favorite subject to teach? Take a popsicle stick and add it to the jar of your choice.

• Are you wearing glasses or contacts? Place an eraser in the side of the scale that is your answer.

• Do you like your candy sweet, sour, or both? Place a counter in the correct place on the ven diagram.

• What is your favorite flavor of ice cream? Add a scoop to the correct cone.

Other graphing ideas....

• How do you fasten your shoes?

• Which do you like better? (e.g. sun or snow, hamburger or pizza, etc.)

• How old are you?

• How many pets do you have?

• How many people live in your house?

• How many pockets do you have?

• What color are your shoes?

• What color is your hair?

• What color are your eyes?

• How do you feel today?

• Which color is most of your outfit?

• What do you enjoy doing? (biking, running, swimming, etc.)

• Do you like to draw, paint or color?

• What did you do when you first got up this morning? (brush teeth, eat breakfast, get dressed)

• How many brothers/sisters do you have?

• How many times can you hop on one foot?

• How many consonants are in your name?

• How many letters are in your name?

• How many syllables are in your name?

• What is your favorite holiday?

• How did you get to school today?

• How many teeth have your lost?

• What is your favorite subject at school?

• How many children sit at your table?

• How many buttons do you have today?

• What is your favorite day of the week?

• What month is your birthday?

• What is your favorite coin?

• What is your favorite time of the day?

• What is your favorite weather?

Group #1

Create a picture graph representing the male and female teachers in this classroom. Remember your three steps:

1 - Collect data

2 - Organize/Display Data

3 - Gather information from your data.

Group #2

Create a circle graph representing the different colors of hair of the teachers in this classroom. Remember your three steps:

1 - Collect data

2 - Organize/Display Data

3 - Gather information from your data.

Group #3

Create a bar graph representing the different types of shoes the teachers in this classroom are wearing. Remember your three steps:

1 - Collect data

2 - Organize/Display Data

3 - Gather information from your data.

Group #4

Create a bar graph to compare the hours of sleep the teachers at your table had the last two nights. Remember your three steps:

1 - Collect data

2 - Organize/Display Data

3 - Gather information from your data.

Group #5

Create a line graph to compare how much liquid the teachers at your table have consumed since 6:00 A.M. this morning. Remember your three steps:

1 - Collect data

2 - Organize/Display Data

3 - Gather information from your data

Group #6

Create a line graph to compare the time the teachers at your table spent driving in the car over the past three days. Remember your three steps:

1 - Collect data

2 - Organize/Display Data

3 - Gather information from your data.

### Unequal Sign

Pan Balance Scale

• This activity is done in pairs.

• Each student takes a handful of counters.

• Students place the counters on opposite sides of the scale. Students need to count them as they are placed on the scale.

• Students should be able to visualize if the equation is equal or not equal, based on the balance scale.

• Each student needs to record the equation in their math journal. (Example: Student one places 7 counters on one side of the scale. Student two places 9 counters on the other side of the scale. Both students should record 7≠9 in their math journal.)

Let's Prove It

• This activity is done in pairs.

• Each pair needs one paper Pan Balance Scale, counters, equal/unequal sign tent, and two dice.

• Student one rolls both dice, adds the numbers together, and places that many counters on their side of the paper pan balance scale.

• Student two does the same for their side.

• Together they place the equal/unequal sign tent appropriately in the middle of the paper scale to show if the sides are balanced.

• Both students record the equation in their journal.

• Example : Student one rolls a 5 and a 3. The student places 8 counters on one side of the scale. Student two rolls a 7and a 2. Student two places 9 counters on the other side of the scale. Both students place the tent sign to show unequal ≠. Both students record 8≠9 in their math journals.

Judging Sentences

• This activity is done in pairs.

• Each pair needs one cup with number tiles, and two recording sheets, Equal -Not Equal.

• Student One draws two number tiles from the cup. BOTH students record those numbers as the first two addends on their recording sheet.

• Student Two draws two number tiles from the cup. BOTH students record the numbers as the last two addends on the first equation.

• Students continue until all 10 equations have been completed.

Equal Speed

• This game is played in pairs.

• Each pair has one deck of phase 10 /Face cards, one ≠ sign card, and two = sign cards.

• Players divide the cards into two piles. One pile for each player.

• The ≠ sign card is placed in the center.

• Each player holds an = sign card in their hand.

• Students simultaneously flip the top card from their pile. Students continue until they flip numbers that are equal or the same. When this happens, the first student to place their =sign card on top of the ≠sign card is the winner.

• Wins can be recorded with tally marks in their math journals.

• When students come to the end of their pile of cards, simply have them shuffle and re-deal into two piles and continue play.

Domino Draw

• This game is played in pairs.

• Each pair has one bag of dominos, one ≠ sign card, and two = sign cards.

• Players place the ≠sign card in the center.

• Each player holds an =sign card in their hand.

• Player one and player two both draw a domino at the same time. Using the domino, they complete the subtraction problem and then look at their partners domino and complete that subtraction problem. Students continue drawing dominos and subtracting until both domino subtraction problems equal the same number. When this happens, the first student to place their =sign card on top of the ≠ sign card is the winner.

• Wins can be recorded with tally marks in their math journals.

• If students run out of dominos simply have them place them back in the bag and continue play.

• Note: This game can also be played using addition.

Target Sum

• This game is played in pairs.

• Each pair of students gets one Target Sum Game Board and one set of Digit Cards to share.

• Designate the target sum for the game. Our target sum will be 100.

• The first student draws four digit cards and places them on the Target Sum Game Board. (Students may place the cards in any tens or ones spot on the board to make two-digit numbers.)

• The first student adds their two-digit numbers together to get their sum. The first student then records their answer in their math journal and clears the board.

• The Second student completes the same process.

• The student that is closest to 100 without going over wins.

• Keep track of wins with tally marks in math journal.

Cover Up

• This activity can be done with groups of 2-5 students.

• Each group needs one Cover Up Game Board and one set of Cover Up Cards.

• Turn the Cover Up Cards upside down beside the game board.

• Each player chooses five (5) cards and holds them in his/her hands facing him/her like UNO.

• The first player uses one of his/her cards to cover a space on the board. The card must be the correct answer to the math problem on the board.

• The next player plays a card but it must join a previous card played by touching any side or any corner of another card already on the board.. If this cannot be done, the player draws another card instead.

• Play continues in this manner until one player lays down all of his/her cards.

Hundred Chart Connect 4

• This game is played in pairs.

• Each pair of students needs one Hundreds Chart, four dice and red/yellow counters.

• Each player decides if they want to be red or yellow.

• The first player rolls all four dice and arranges them to create a double digit addition or subtraction problem. (Example: a student rolls a 3,6,1,4. Here are some problems they can create: 36+14, 63-41, 61+13, 46-31, etc...)

• The players solves their double digit problem using their journal and then places a red/yellow counter on the answer on the hundreds chart.

• Player two does the same as player one.

• Play alternates until one player has four red/yellow counters connecting on the hundreds chart.

Domino Subtraction

• This game is played in pairs.

• Each pair of students needs a bag of dominos and a two sided spinner labeled more/less.

• Player one draws two dominos out of the bag. The student arranges the dominos to create a two digit subtraction problem of their choice. (Example, first domino has 2 dots and 6 dots, second domino has 1 dot and 5 dots. They could be arranged to create the following subtraction problems, 51-26, 62-15, 62-51, 26-15, 51-26)

• Player one records and solves this problem in their math journal.

• Player two does then same as player one.

• After both students have created and solved their subtraction problems, one student spins the spinner to see who the winner is. If the spinner lands on more, the student with the largest answer is the winner. If the spinner lands on less, the students with the smallest answer is the winner.

• Wins are recorded by using tally marks in the students math journals.

Note: This game can also be played using addition instead of subtraction.