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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft word document: Incredible, Edible Math.doc)

Names of group members: Janet Blenheim, Robert Gilbert, Sister Edward William Quinn

Topic/Theme: Incredible Edible Math: A Workshop in Geometry and Measurement for Teachers of Third Grade Mathematics

Level: 3/ adaptable to various levels and modalities

Time Element: 2 hours

NCTM Standards Addressed:

Geometry

· Identify, compare and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.

· Classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids.

· Investigate, describe and reason about the results of sub-dividing, combining, and transforming shapes.

· Explore congruence and similarity.

· Make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions.

· Describe line symmetry in two- and three-dimensional shapes and designs.

· Build and draw geometric objects.

· Create and describe mental images of objects, patterns and paths.

· Identify and build a three-dimensional object from two-dimensional representations of that object.

· Use geometric models to solve problems in other areas of mathematics such as number and measurement.

· Recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom and everyday life.

Measurement.

· Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute.

· Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems.

· Understand that measurements are approximations and understand how differences in units affect precision.

· Explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way.

· Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

· Select and use benchmarks to estimate measurements.

Problem Solving

· Build new mathematical knowledge through problem solving.

· Solve problems that arise in mathematics and other contexts.

Reasoning and Proof

· Make and investigate mathematical conjectures.

Communication

· Organize and consolidate their mathematical thinking through communication.

· Communicate their mathematical thinking coherently to peers, teachers and others.

· Use the language of mathematics to express mathematical ideas properly.

Connections

· Recognize and use connections among mathematical ideas.

· Recognize and apply mathematics in contexts outside of mathematics.

Representations

· Create and use representations to organize, record, and communicate mathematical ideas.

· Use representations to model and interpret physical, social, and mathematical phenomena.

PA Math Standards Addressed:

2.3.3.F Use concrete objects to determine area and perimeter.

2.3.3.G Estimate and verify measurements.

2.3.3.H Demonstrate that a single object has different attributes that can be measured in different ways.

2.9.3.A Name and label geometric shapes in two and three-dimensions.

2.9.3.B Build geometric shapes using concrete objects.

2.9.3.D Find and describe geometric figures in real life.

2.9.3.E Identify and draw lines of symmetry in geometric figures.

2.9.3.F Identify symmetry in nature.

2.9.3.G Fold paper to demonstrate the reflections about a line.

2.9.3.I Predict how shapes can be changed by combining or dividing them.

2.10.3.A Identify right angles in the environment.

2.10.3.B Model right angles and right triangles using concrete objects.

Math Assessment Anchors Addressed:

M3.B.1 Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems, and processes of measurement.

M3.B.2 Apply appropriate techniques, tools, and formulas to determine measurements.

M3.C.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and demonstrate understanding of geometric relationships.

M3.C.2 Identify and/or apply concepts of symmetry.

Reading Assessment Anchors Addressed:

R3.A.1 Demonstrate the ability to understand and interpret fiction text appropriate to grade level.

R3.A.2 Demonstrate the ability to understand and interpret non-fiction text appropriate to grade level.

Objectives:

To assist teachers teaching the third grade geometry and measurement curriculums to utilize concrete real-life materials to foster understanding of concepts presented.

To increase students’ conceptual awareness of geometry and measurement through the teacher’s application of multiple intelligence theory and learning style theory.

To offer suggestions for accommodating students with special needs.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Lingustic/Verbal Intelligence	word smart	1
Musical/Rhythmic	music smart	2
Interpersonal Intelligence	people smart	3
Intrapersonal Intelligence	self smart	4
Existential Intelligence	thought smart	5
Visual/Spatial Intelligence	picture smart	6
Mathematical/Logical Intelligence	math smart	7
Kinestetic Intelligence	body smart	8
Naturalist Intelligence	nature smart	9

Hershey Bar · Measure length and width in both non-standard and standard units · Read wrapper to identify weight · Compare weight to another object with similar dimensions 1,3,4,6,7,8	Hershey Bar Perimeter Area Identify right angles Compare shape of bar to shape of wrapper 1,3,4,6,7,8
Smarties, M & Ms · Similar in size to centimeter · Approximation in measurement · Informal measurement 1,3,4,6,7,8	Smarties, M &Ms Build array formations leading to an understanding of square numbers Perimeter units—compare to using Life Savers as a unit to measure 1,3,4,6,7,8

Gummy Worms · Informal measurement. · Estimate length · Measure as a straight line and as a curve that needs to be straightened. · Estimate the length of desk in terms of “worms.” 1,3,4,6,7,8,9	Gummy Worms · Identify line segments. (Compare to worm segments as being part of a worm.) 1,3,4,5,6,7,8,9
Dum Dums · Use as a benchmark for length (≈ 4 in.) · Estimate the length of a minute. Then ask students to estimate the time it will take to dissolve a Dum-dum without chewing it. 1,3,4,6,7,8	Dum Dums Find the lines of symmetry in the wrapper. Identify the attributes of a triangle and a square. Identify the wrapper as a square. Fold the wrapper on the diagonal to form two congruent triangles. Repeat to form four congruent triangles. Identify the top of the Dum-Dum as a sphere. Note the line around the center breaking the sphere into two hemispheres. (Connect to Globe, other spheres) 1,3,4,5,6,7,8,9
Gum Drops, Mini Marshmallows · Compare weights using a balance scale. 3,4,6,7,8	Gum Drops, Mini Marshmallows · Using toothpicks with the gumdrops or marshmallows, construct polygons and polyhedrons. · Identify attributes of constructed figures. 3,4,6,7,8
Boxes from food · Identify dimensions · Read weight; compare weight of filled/empty boxes 1,3,4,6,7,8	Boxes from food · Identify plane figures in net · Identify solid figures created by net. · Form nets in as many different ways as possible. 3,4,6,7,8
Goldfish · Use as an alternative to candy for informal measurement. · Estimate how many goldfish in an ounce/pound/cup 3,4,6,7,8	Goldfish · Estimate how many goldfish are in a filled container. 3,4,6,7,8
Cereal—Fruit Loops · Make a necklace of fruit loops. Measure the circumference of your neck and triple the length for a comfortable fit. 1,3,4,6,7,8	Cereal—Fruit Loops · Using a handful of fruit loops, arrange a pattern on a piece of string. Repeat the pattern on the opposite side of the central point to create a symmetric design on the string. 1,2,3,4,6,7,8
Assorted Candies · Estimate and compare weights of various wrapped candies (i.e. tootsie Rolls, Starbursts, Hershey Kisses, carmels, hard tack) using a balance scale. 3,4,6,7,8	Assorted Candies · Identify the various geometric shapes of the candies: Tootsie Rolls—cylinders Caramels—cubes Hard candy balls—spheres Starburst—rectangular prisms · Compare characteristics of various geometric shapes. · Use caramels/Starburst to fill space in a small box/container (volume). 3,4,6,7,8

Materials/Resources: as indicated in the above plan

Interdisciplinary Connections:

Reading

Literature Resources:

Geometry, Spatial Sense	The Bedspread	Fair, Sylvia	Morrow Junior Books
	A Cloak For the Dreamer	Friedman, Aileen	Scholastic
	Eight Hands Round	Paul, Ann Whitford	Harper Collins
	If You Look Around You	Testa Fulvio	Dial Books for Young Readers
	The Tangram Magician	Ernst, Lisa Campbell and Lee	Harry N. Abrams, Inc.
	The Maid, The Mouse and the Odd Shaped House	Zelinsky, Paul	Putnam
Measurement	How Big Is a Foot?	Myller, Rolf	Dell Publishing
	Opt: An Illusionary Tale	Baum, Arline and Joseph	Puffin Books
	The Giant Jam Sandwich	Lord, John Vernon	Houghton Mifflin
	Berlioz the Bear	Brett, Jan	Putnam
	The High Rise Glorious Skittle Skat Roarious Sky Pie Angel Food Cake	Willard, Nancy	Harcourt
	Johnny Appleseed	Kellogg, Steven	Morrow
	Mirette On the High Wire	McCully, Emily Arnold	Putnam

· Vocabulary Development using:

Word wall

Graphic organizers

Personal Dictionaries

Discussions

Oral language

·

· Technology

· Students will sort candy according to its attributes and fill in individual charts/worksheets. Students will then individually go to the computer and type their data into a class spreadsheet helping to create a class graph. This could be extended in a variety of ways: Color, weight, times taken to dissolve a Dum-dum.

· Investigate “Sweet” web sites: Hershey.com, Mars.com, etc.

· Construct figures using MS Paint, Kidspiration/Inspiration

· National Library of Virtual Manipulatives web site. (Locate in
Google search engine.)

· nctm.org--Illuminations

· Other

o Science connection—using Gummy Worms, make connections between worm segments and line segments.

o Social Studies—using Dum-dums, identify hemispheres. Relate to hemispheres on globe.

o Music/Rhythm—in making cereal necklace, clap patterns.

o Art—shapes, colors and patterns.

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

Teacher observation, checklists

· Summative Evaluation (How will it be determined that the objectives were achieved?):

Teacher will assess in the context of skills presented in classroom lessons.

Correctives/Remediation:

(With the variety of activities offered above, there are alternatives available for reinforcement or re-teaching.)

Extensions/Enrichment:

1. Consumer Math—cooking, following recipies using measurements.

2. Using grocery advertisements, create a collage in the form of a graphic organizer. Cut out pictures of grocery products and classify according to shape,

Special Accommodations (special needs students)

Gifted:

· Extension activities

· Peer coaching

· Literature connections

· Technology connections

Non-readers:

· Cooperative groups

· Buddy reading

· Taped reading

· Use of graphic organizers

Sensory impaired:

· Preferential seating

· Tactile experiences

Attention and Behavior Difficulties:

· Nature of lessons are highly motivational and will easily engage students’ attention.

· Provide optional work areas with fewer distractions.

· Use of alternative foods for foods with processed sugar. (e.g. Goldfish, pretzel sticks, graham crackers.)

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