Margaret

April 19, 2012

Natalie's Comments:

- I love the engage section. Making the graph physical by getting the kids involved and having them be part of the bar graph would be fun. Make sure to model design, key aspects, and uses of the graphs. Don't forget that kids always forget to label the axis! - I really like that you have them manipulating the tokens to get a good sense of how many resources. It really "adds up" (no pun intended) the math standards (addition, graphing, counting tens, maybe skip counting?) - Now that I just thought about it, what about skip counting on the graphs as an extension for the advanced students? - I like that you modeled the tens-ones counting activity well. I think this will definitely give the children an idea of what they are expected to do so that they don't misuse the tokens or count without them.


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March 8 How much juice do you drink every day? //CONTENT (Math, Science, Literacy, Social Studies):// Kids drink a lot of juice, not just at school but also at home. They may not actually realize how much they drink so this is a simple, engaging question that will help them think about something they do day-to-day using math. In this activity the students will be able to use measuring, addition, multiplication, and division. To integrate this activity into science, students can use the food pyramid and look at the health benefits of incorporating juice in their diet. //PEDAGOGY:// I will begin this activity by asking my students who drinks juice. What kind? How much do they think they drink every day? I will tell them that today we are going to use math to discover how much juice they drink a day out of a regular bottle of juice and then how much each day’s amount adds up to by a week’s end. We will review how many ounces are in one cup, 8, cups in a quart, 4, and how many quarts are in a gallon, 4. After The students will be instructed to write down how many glasses of juice they think they drink in a day. They will look up online how many ounces are in a regular bottle of Mott’s Apple juice. A regular bottle of Mott’s Apple Juice holds 64 oz. With this information I will then ask them to answer the following questions in their math notebooks: 1. How many glasses of juice do you drink a day? 2. With this number, calculate how many glasses of juice you drink in week. 3. If each glass you drank was 8 fl oz, how many glasses did it take you to finish one bottle of Mott’s Apple Juice, 64 oz. ? 4. If you drank juice in 4 oz cups, how many glasses would it take you to finish one bottle? 5. How many quarts are in a bottle of Mott’s Apple Juice? How many ounces would be in a gallon of Mott’s Apple Juice?

After the students have finished calculating these answers, we will come together as a class to discuss our results. Who drinks the most juice? Who drinks the least? How did they find their results? As a possible extension we could then graph the class findings in a bar graph.

//TECHNOLOGY:// The students will use the Internet to find out how many fluid ounces are in an average bottle of Mott’s Apple Juice. The students can also use the website [|www.brainpopjr.com] to explore measurement more in depth.

//SUSTAINABILITY:// This subject is an easy segue into the topic of recycling. We’ve discussed and found out how much juice students drink in a day. What can students do with the empty bottles after they have finished the juice? Does the bottle have a recycling mark? If so, what do their parents do with the bottles? Do they recycle them or throw the bottles away? Once project we could work on is after a week of juice consumption, the students can bring in all the bottles they have finished and the class can combine them. However many bottles are brought in can give the students a concrete idea of how much plastic they are using and how much is going to waste if they don’t recycle.

//Identify (One each):// //Assessment:// For the assessment the kids will have to figure out how many 8 oz cups they will have to drink of Mott’s Apple Juice to finish 14 bottles, 26 bottles, and 50 bottles. //Mobile Apps:// The app, My Recycle List, shows the closest recycling center to you and divides your recycling needs into categories. The students can use this app to find the closest recycling center to their homes and to school. []

//Other Media:// Brainpopjr. has a good section on cups, pints, quarts, and gallons that has interactive videos, questions, and games. []

Number Sense Interview For my number sense interview, I talked to one of my second grade boys, Daniel, after he had finished his work at Centers. I first showed him the number 17 and asked him to draw as many circles as he saw. He successfully drew 17 circles and then wrote the number underneath. I then asked him to circle the number of circles that the 7 represented, which he successfully completed. Next, I asked him to circle the number of circles that 1 represents. He circled ten. After he completed each task, I asked him how he came to his answer. He knew that 7 represented the number of ones and that 1 represented the tens, not a single digit. For the next task, I gave him the number 365 and told him to write it in all the forms he knew. He wrote it in word, expanded, and block form correctly indicating which form was which. I finished the interview with a few addition questions, 83+34, 117+251, 581+592, which he completed quickly and successfully. I recorded his responses on a sheet of paper and had him write his answers on the same sheet. Daniel has a good number sense and understanding of place value. He understands the need to carry over tens when adding multi-digit numbers. I was surprised to find that he did all of his addition in his head and he did not follow the steps his teacher has taught, which is to circle the ones, tens, hundreds, columns as he adds, and he worked all the steps in his head.

Margaret Establish a question first...What is?...How do? and then answer talk about how you would scaffold students in answering it in your connections below: Question: How many McDonald’s hamburgers would a sumo wrestler have to eat in a day(one week, one month) to reach his goal of 8,000 calories per day?

CONTENT: This question can be a simple division problem once the students find out how many calories are in a single hamburger; however once broken down, we use several methods to arrive at a solution as well as expand the problem to include larger numbers. This lesson can be used to show how we can use simple estimation to come at a solution before actually solving the problem. Students are mostly likely all familiar with McDonald’s and happy meals so they easily imagine what the hamburger would look like. Students will also have to use their research skills to find out how many calories are actually in a hamburger and if they are really curious they might even wonder why a sumo wrestler has to eat so many calories in a day. If my students were doing a lesson about Asia in social studies this topic would be a nice connection to the subject and it can also lead to a science lesson about health and nutrition.

PEDAGOGY: I would start the lesson with a giant picture of a sumo wrestler on the board and ask any of the students if they recognize the picture. After having the students respond to this question and asking several leading questions about the size of these wrestlers and how they might get to this size, I will then tell them that sumo wrestlers have to eat roughly 8,000 and then present the question. Students will then:

When comparing their results to the actual number we can discuss as a class how estimation can be a helpful tool when they have limited resources, no calculator or no computer.
 * 1) Be divided into groups of two
 * 2) Estimate the number of calories in a single hamburger
 * 3) During this step, I will reassure them that there are no right or wrong answers, I just want them to tell me what they think the number is
 * 4) Write their estimations on a chart on the board
 * 5) Calculate the number of hamburgers
 * 6) They can use several different methods to reach this number
 * 7) Look up number of calories in a McDonald’s hamburger on google
 * 8) Calculate the actual number and then compare it to their individual estimation results
 * 1) Look up number of calories in a McDonald’s hamburger on google
 * 2) Calculate the actual number and then compare it to their individual estimation results

TECHNOLOGY: Depends on the technology in the classroom. If a smart board is available, create a chart for the hamburger calorie estimations for each group. There is an app called Scoops which is simply a collection game, but they can play it to see if they can collect as many hamburgers as a sumo wrestler would have to eat. []. Fooducate is an app that scans grocery items and helps you choose the healthy ones. I could bring in a variety of grocery items that the students can scan the items and compare and contrast the different calories and even create a list of foods that the sumo wrestler can eat to reach his calorie goal. []

SUSTAINABILITY: To introduce sustainability, we could talk about how much wax paper and paper waste is used to wrap McDonald’s hamburgers and how much waste would that create for the number of hamburgers eaten in a day, in a week, in a month, and in a year. We could then look at alternative eco-friendly ways of wrapping food.

Identify (One each): Assessment: For assessment I would assign the students a follow up question: //How much money would he have to spend if each hamburger was $2?// that they would have to answer using the same estimation and calculation steps we used in class.

Mobile Apps: Scoops [] Fooducate [] Other Media : smartboard and calculator

//"Less than, More than, Scarcity, Abundance"// //What do we have too much of on our campus? What do we have too little of on our campus?// CONTENT (Math, Science, Literacy, Social Studies)/PEDAGOGY: When exploring campus to discover what Wake Forest had too much of/too little of, we found that several people thought that Wake did not have enough space and equipment in our facilities for the number of students, specifically in the Miller Center. We can connect our findings about Miller Center to the subject of scarcity and abundance to create an integrated lesson about health and fitness. Math: To incorporate number sense in math, students try to guess the number of machines and how many of each kind are in the Miller Center. Then they could use the school’s website that shows how many machines are in the building to see the actual numbers. Once they have documented this information they will then create a bar graph to show how many of each machine exists for the total number of machines in the center and look up the number of students at Wake Forest who live on campus. To incorporate scarcity/ abundance the students will then write a few sentences describing their results and why they think Wake Forest students believe there are too few machines for the number of students. Science: Students can study the benefits of exercise and health for the human body. Literacy: Students can read the book The Adventures of Fluff the Wonder Bear and His Discoveries About Health and Fitness to find out about all the different types of activities they can do in the world around them. []

Social Studies: The topic of fitness can be a way to introduce sports and games from other cultures from around the world. Students can compare and contrast the types of exercise and health benefits from two different countries with very different access to resources and see if their scarcity or abundance has an affect on their lifestyles.

TECHNOLOGY: Students can use the live update website to see how many machines exist and are in use. [] Students can also use this fun app that incorporates sports with math. []

SUSTAINABILITY: To introduce the topic of sustainability to my students during this lesson we can begin by talking about the Miller Center and how much energy they think it uses. We can then talk about the importance of energy conservation and discuss alternative ways to exercise that Wake Forest University students could use that would not use any energy and electricity.

Identify (One each): Assessment: For their assessment, I would have my students complete a take-home assignment in which they would look in their neighborhood or the areas surrounding their homes to find places/parks/gyms in which they or their families can exercise or play and create a graph documenting their findings. Mobile Apps: http://itunes.apple.com/us/app/math-bingo-games-a-racing/id415231843?mt=8 Other Media: The prezi could be a fun and interesting way to show students what other scarcity/abundance issues Wake Forest students believe exist on campus. http://prezi.com/ugqqyis4iqgy/edit/