10 class periods that run 45 minutes each.
Group Size:Life Skills:
1 class period that runs 45 minutes.
Students will write an addition statement that indicates the joining of two sets.
If you are unable to visit a pond you will need an overhead transparency printout of the virtual pond and an overhead projector. You may also substitute a map or airplane photo of your local pond. The author recommends actually visiting a real pond.
Background For Teachers:
Students should already have developed a feel for grouping objects together and using the plus symbol (+) to indicate that the two sets should be joined. Students will also need to have the concept of tree versus bush. A Tree usually has a tough bark, complex root and leaf systems. A Bush usually has a soft bark, simple root and leaf systems. A Tree usually has a main trunk with branches splitting off from the trunk (leaves tend to be at some distance from the trunk). A Bush usually has several important branches splitting off from the root system (leaves tend to cluster close to the branches). To simplify the distinction when using the transparency or photo, use two different(not subtle)shades of green for a tree and bush. When visiting a real pond, 'name tags' could be made for bushes and trees and then hung in the branches.
Intended Learning Outcomes:
Students will relate mathematical language and symbolism of operations to problem situations and informal language.
Explain that the class needs to count the shrubs and bushes along the shoreline of the pond. Teacher Note: Since changes in the pond's water level will change the shoreline, the students need to develop a standard measuring unit for determining where the shoreline is in relation to the waterline. You may wish to use the concept of 10 baby steps, or 5 giant steps from the waterline to define the limit of the shoreline. If you are using a map of the virtual pond, you may wish to assume that the shoreline extends three grid squares away from the waterline. 1. Visit the pond site or display the overhead on the screen. Help the students identify the trees versus the bushes by locating examples of each. If you are using the drawing of the virtual pond the trees are large green circles, while the small green circles could be bushes (color them different shades of green). If you are visiting a pond, hang lables on the branches for the children to see. 2. Assign the students into pairs. One student should act as the recorder, a second student could count the trees along the shoreline. Be sure the pairs record a number representing the number of trees along the shore of the pond. Teacher Note: If the undergrowth is dense, you may wish to assign pairs small sections of the shoreline and combine the counts later on in the classroom. 3. Have each pair count and report the number of bushes along the shoreline (similar to step 2 above, only this time they are counting bushes). 4. In the classroom, write the bush and tree counts on the board. Write the tree count on the top row and the bush count on the second row
(EG. 5 5 6
8 8 7) 5. Question: According to your count, how many plants (trees and bushes) were observed? Watch for someone to suggest adding the two counts together. If no one suggests combining the two counts, point to one group's bush count and to their tree count and ask, 'How could we figure out the total plants this group counted?' 6. When a student suggests combining the two counts, assign the students to write a mathematical statement showing the process for adding the two numbers (EG. 5 + 8 = ).
1. Ask students to raise their hands if they have a birthday this month. Write the count on the board. 2. Ask students to raise their hands if they have a birthday in any other month. Write the count on the board. 3. Question ' How can we figure out the total number of birthdays in this class?' 4. Assign the students to write a mathematical statement showing the process of answering the question in 3. above.
Created Date :
Mar 19 1999 13:38 PM