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Mathematics Governor’s Institute 2003

(Download as Microsoft Word documents: Sweet Tickets to Ride, Record Sheet)

Title of Project: Sweet Tickets to Ride

Team : Dianne Cutler, Marian Good, Deanna Fissel, Trish McGarry, Virginia Salava

Grade Level: Grade 2

Concepts Used: Mathematical Reasoning using a real world activity

PA Standards Addressed:

2.1.3 C

Represent equivalent forms of the same number through the use of objects, drawings, and numbers

2.1.3 G

Use concrete objects to count, order and group

2.2.3 A

Apply addition and subtraction in everyday situations using concrete objects

2.2.3 E

Use estimation skills to arrive at conclusions

2.2.3 F

Determine the reasonableness of calculated answers

2.5.3 A

Use appropriate problem-solving strategies

2.5.3 C

Select and use appropriate problem-solving method, materials and strategy to solve problems, including mental math, paper and pencil and concrete objects

2.7.3 C

List or graph the possible results of an experiment

2.8.3 G

Use a table or a chart to display information

NCTM Standards Addressed:

Number and Operations – Compute fluently and make reasonable estimates

Problem Solving – Solve problems that arise in mathematics and in other contexts

Communication – Communicate mathematical thinking coherently and clearly to peers, teachers, and others

Resources and Materials (estimated cost):

Hershey Kisses

Kisses hats – aluminum foil, ribbon

Tickets

Poster board (12)

Transparency (1)

Student Record sheets #1, #2, #3

Tally charts – construction paper

Introduction/applications:

Anticipatory Set:

Distribute Hershey Kisses and ask what theme park comes to mind when they think of a chocolate kiss. The elicited response is “Hershey Park”. Hand one ticket to each student and elicit responses as to what they might use the tickets for at Hershey Park.

Question:

You and your family are going to Candy Lane at Hershey Park during the month of December. Your parents have told you that you will be given a total of 20 tickets to use for rides.

When you get there, you see that your favorite rides require different amounts of tickets.

Tickets for Rides

The Great Bear

The Super Duper Looper

The Claw

The Comet

The Sidewinder

The Trailblazer

Canyon River Rapids

Bumper Cars

Coal Cracker Flume

Carousel

Ferris Wheel

The Swings

You must decide which rides you can go on using your 20 tickets. You must ride at least three (3) different rides and come home with no more than two tickets.

What rides will you choose? Show your work using words and numbers.

Procedure:

Teacher presents problem as introduced in the introduction of this lesson plan. She refers students to large poster with names of rides and tickets required for each. Teacher begins a discussion about strategies to use.

Model how to record their work using an overhead (worksheet #1)

Students work individually choosing their own rides and recording their choices. (see worksheet #1)

They should include reasons for their choices and their mathematical thinking.

Have students tally ride choices on large class chart.

Class will interpret and analyze the data. Discuss which ride was most popular in the class. Which was least popular. Discuss why.

Model:

Gini has 20 tickets for Hershey Park. She loves The Great Bear and The Super Duper Looper and decided she would ride those first. She figured out that she would be using a total of 10 tickets. That would leave her with 10 tickets left to use. She has some thinking to do. How will she use the rest of her tickets? What combination of rides will add up to 10? She can’t use more than 10 and must use at least 8 so she doesn’t have more than 2 left over. How will she choose what other rides to go on?

Teacher guides students into critical thinking and mathematical reasoning. Ask students: “Should she go back on her two favorite rides again? Should she go on the swings 10 times since they are 1 ticket only? Does Gini want to go on more than 3 different rides? How about 6 or 8 rides? Use overhead transparency that models the recording sheet(worksheet #1) that students will be using to complete their assignment.

Gini’s list

Explanation/reasoning

I chose my favorite rides first. That left me with 10 tickets. Then my friends were going on the Bumper Cars so I went too. I had 7 tickets left, so I chose the Trail-blazer because the line was short. I had enough tickets to go on the Coal Cracker Flume. I used 20 tickets.

The Great Bear

5 tickets

The Super Duper Looper

5 tickets

Bumper Cars

3 tickets

Trailblazer

4 tickets

Coal Cracker Flume

3 tickets

Total

20 tickets

Closure:

Discuss that people make decisions for different reasons. Some for popularity, preference, length of ride, quantity of tickets, length of waiting line, and weather.

Answers/Rubric: see attachment #4

Accommodations/ Adaptations:

ESL:

The ESL students’ recording sheet will have a picture of the ride and tickets. (see worksheet #3)

Special Ed:

Envelopes with symbols for rides and name of ride will be given to the student along with 20 actual tickets. Students will be asked to place the tickets in the matching envelope until all 20 (or 18) are used. A partner will help record the rides on worksheet #1 to show his/her choices.

Adapted worksheet will be available for recording using tally marks and one-to-one correspondence. (see worksheet #2)

Enrichment:

Students will be asked to create a bar graph displaying class data. They will analyze the data and make generalizations. Students will be asked to write questions that can be answered using data from the graph. After the students have written their questions, they will check for duplications. A list of questions will be compiled that students can answer from the data on the graph.

Name_________________________________

Worksheet #1

The Great Bear

The Super Duper Looper

The Claw

The Comet

The Sidewinder

The Trail Blazer

Canyon River Rapids

Bumper Cars

Coal Cracker Flume

Carousel

Ferris Wheel

The Swings

Directions:

List the names of the rides you selected and the tickets used. Find the total number of tickets used.

Name of ride

#Tickets

Total

Explain why you chose the rides you did.

Attachment #4

Sweet Tickets to Ride

Rubric

4 -

Uses 18-20 tickets, chooses 3 different rides. Clearly explains choices by using multiple reasons for ride selection. Explanation includes computation strategies.

3 -

Uses 18-20 tickets, chooses 3 different rides. Explains choices by using one reason for ride selection.

2 -

Student uses incorrect number of tickets or chooses less than 3 different rides. Explanation does not match ride choices and tickets.

1 -

Student uses incorrect number of tickets and chooses less than 3 different rides. No explanation or explanation does not make sense.

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