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Estimating and Graphing

 

Objectives:  The Students will be able to:

 

                     -estimate the number of seeds in a watermelon slice

                     -count the number of seeds in a watermelon slice

                     -graph number of watermelon seeds

                     -read and answer questions about a pictograph

 

                   Download as Microsoft Word Document:

Instructional Plan

 

Instructional Plan Template

Mathematics Governor’s Institute 2005

 

 

Names of group members:  Maureen Stritzinger, Christine Boeh,

                                                Bonnie Landes

 

Topic/Theme:  Wacky Wednesday Watermelon Day/Estimating and

                          Graphing

 

Level:  Kindergarten

 

Time Element:  One Day

 

NCTM Standards Addressed:  Numbers and Operations, Data Analysis and

                                                   Probability

 

PA Math Standards Addressed:  2.1 (A,G,H,J), 2.2 (E), 2.3 (A), 2.6 (A,B)

                                                       2.8 (G,H), 2.11 (B)

 

Math Assessment Anchors Addressed:  M3.A.1.1, M3.A.3.2, M3.E.1.1,          

                                                                    M3.E.1.2, M3.E.3.1

 

Reading Assessment Anchors Addressed: N/A

 

Objectives:  The Students will be able to:

 

                        -estimate the number of seeds in a watermelon slice

                        -count the number of seeds in a watermelon slice

                        -graph number of watermelon seeds

                        -read and answer questions about a pictograph

 

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

 

Concept:  Estimating/Graphing

 

Activity:    Watermelon Graph

 

  1. Introduction

a.      Today we are going to celebrate Wacky Wednesday Watermelon Day by playing some fun math games.  We will eat watermelon, make an estimate and then we are going to make a graph.  (Review terms . . . estimate and graph)

 

  1. Hand out watermelon plate upside down and guess worksheet.

 

3.      Estimate:  Before you turn your plate over, guess how many seeds will be on your watermelon slice.

 

  1. Turn your plate over.  Count the seeds on you watermelon slice.

 

  1. Hand out watermelon graph piece.  Write your name on the bottom.  Write the number of seeds on your watermelon slice.

 

  1. Graph the number of seeds. 

 

  1. Discussion Questions:  Read the graph. 

 

    1. Which number of seeds shows the fewest? 
    2. Which number of seeds shows the greatest? 
    3. Which number of seeds are the same?
    4. Show me with your fingers how many people had three seeds.
    5. Show me with your fingers how many people had seven seeds.        

 

Materials/Resources: 

·          Estimate Worksheet

·          Watermelon Slices

·          Plates

·          Tape

·          Pencils

·          Chalk

·          Chalkboard

·          Thumper’s Family Reunion.

 

Interdisciplinary Connections: 

·         Reading - Thumper’s Family Reunion

 

 

·         Technology -  Type watermelon words on computer, print, and draw picture.

 

 

·         Other – Songs and fingerplays about watermelons.

 

Assessment Strategies:

·         Formative Evaluation (checking student understanding during the lesson):  Present graph worksheet to show more than/less than/same number of seeds.

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?):  Show different pictographs and ask

similar questions.

 

Correctives/Remediation Extensions/Enrichment:

 

·                    Measure the watermelons with non-standard units of              measurement.

·                    One to One Correspondence (match seeds to number)

·                    Missing Numbers (3,4,__,6).

·                    Money (match symbol to appropriate coin/s).

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

 

 This student appears to be a disinterested learner.  He loves to draw, but it is difficult to motivate him to do other tasks.  His father says, “Well just let him draw if that is what makes him happy.”

 

·          Accommodations to use with this student:

 

Joey will be asked to create a Wacky Wednesday Watermelon Day poster that will be displayed on an easel at the entrance of the classroom.  This will build Little Joe’s confidence and self-esteem.  This will motivate Little Joe to participate in our Wacky Wednesday Watermelon Day!!

 

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