**LESSON
PLANS - MATH**
**Equal Kisses:
A Lesson in Averaging**
**Duration:**
40 - 50 minutes
**Objective: **
Students will
be able to apply the rules of averaging to determine how to evenly distribute
a bag of Hershey's Kisses.
**Materials:
**(number of items can vary with class size)
2 1lb. bags
of Hershey's Kisses
sandwich bags
(one for each student)
lunch bags
(one for each group)
**Key Questions:**
" How is averaging
applied to our lives?"
" What are
the steps in averaging?"
**Procedure: **
**NOTE: **When
distributing the candy, try to avoid quantities that would lead to fractions/decimals.
**1.
**Divide the class into groups of 4-6 students.
**2.
**Each group is given a bag containing smaller, individual bags of Kisses
for each student. The individual bags should have varying amount
of Kisses.
**3.
**Distribute the individual bags to students in the group.
**4.
**Explain that each student must count the number of Hershey's Kisses
in their bag.
**5.
**Groups will total the amount of Hershey's Kisses in their group.
**6.
By applying the rules of averaging, each group divides total amount
of Hershey's****
**
Kisses, by the number of students in the group.
**7.
**Distribute them equally to the group.
**8.**
Combine the candy from all of the groups. Tally the quantity and
apply the rules of averaging.
**9.** Distribute
the candy according to the results.
**Assessment:
**Class will discuss the concept of averaging and share examples of averaging
in daily activities.
**Standards:**
**Language
Arts:** 3.1, 3.12
**Math:**
4.1.2, 4.1.10, 4.2.2, 4.2.5, 4.3.7, 4.3.10, 4.6.1, 4.7.5, 4.12.1
**Science:**
5.1.1, 5.2.8, 5.5.10
**
**
**
****M&M Mapping:
A Lesson in Graphing**
**Duration:**
40 - 50 minutes
**Objective:
**Students will be able to create a graph and explain its content.
**Materials:
**(number of items can vary with class size)
1.7 oz. bags
of M & M's (a bag for each child)
Graph Paper
**Key Question: **
"Which color
is found most frequently in a package of M&M's?"
"Why is graphing
information important and useful?"
**Procedure: **
**1. **Divide
class into small groups of 4-6 students.
**2. **Distribute
a bag of M&M's to each child.
**3. **Each
student should predict total number of M & M 's and predict the most
common and least common colors of M&M's in their bag.
**4. **Each
student must count the number of M&M's in their bag and tally each
color.
**5. **Each
group must combine their individual data to determine the frequency of
the colors of M&M's.
**6. **Each
group must submit their information to create a circle or bar graph depicting
the class totals of the M&M colors in the packages.
**Assessment:
**Each student must take their personal data and create a graph depicting
their findings.
**Extensions: **
**1.
**Enter class data on a spreadsheet. Show student how to create
circle and bar graphs with a spreadsheet program.
**2. **Students
will write a letter to Mars Candy Co. to inquire if it is random, or do
they intentionally make more of one color? Also in the letter, the
students could request their favorite color be represented more frequently
in each package.
**Standards:**
**Language
Arts:** 3.1.7, 3.2.7, 3.3.3, 3.5.8
**Math:**
4.1.3, 4.1.12, 4.2.2, 4.4.1, 4.4.3, 4.5.5, 4.11.2, 4.11.7, 4.12.5, 4.12.9,
4.13.8, 4.16.4
**Science:**
5.2.9, 5.4.1, 5.5.4
**Fraction
Soup: A Lesson in Halves**
**Duration:
60 minutes for lesson, with additional time for follow-up needed**
**Note to
teachers : **prepare the recipe at home with all the ingredients and
bring to class, if you are unable to cook at school.
**Objective:
**Students will apply their knowledge of fractions, estimation, recording
data, observations, percentages and graphing.
**Materials:
(feeds 15 people)**
2 large carrots
1 medium onion
2 celery stalks
1 large green
pepper
2 large potatoes
2 large tomatoes
crock pot
1 paring knife
1 cutting board
1 liter measuring
set (or 1 liter empty plastic soda bottle)
6 beef bouillon
cubes
5 liters of
water
5 ml of salt
1 scale
**Key Questions:**
“Why is fraction
soup good for you?”
“Why does cooking
depend on fractions?”
**Procedure: **
**Record all
information on fraction soup worksheet. Make sure that the portion
created by cutting the vegetables are related to fractions.**
**1. **Estimate
the mass of each vegetable and record.
**2. **Weigh
each vegetable and record actual amount.
**3. **Cut
each vegetable into fractional parts according to the recipe on the student
worksheet
(e.g. Cut the
potatoes in 2 parts and try to make them as equal as possible, and continue
cutting until you get 16 parts).
**4. **Estimate
the mass of one fractional part of each vegetable and record.
**5. **Weigh
each fractional vegetable part and record actual amount.
**6. **Count
the total parts of each vegetable and record.
**7. **Wash
all the vegetable parts and drain in a colander.
**8. **Put
the vegetables into the crock pot, add 5 liters of water, 5 ml of salt
and 6 beef bouillon cubes.
**9. **Cook
for 30 minutes on medium setting.
**10. **Present
the soup to the students and serve.
**11. **Before
eating, each student counts how many parts of each vegetable they find
in their soup and record.
**12. **Complete
all worksheets.
**Assessments:**
**1. **
Record these answers in your food journal.
**2. **In
student journal, have the students respond to the following questions,
“What other recipes might contain fractions? "Why is fraction soup good
for you?"
**3. **Cut
out recipe and place into your journal.
**Extension:
**Have the students compare a daily food intake entry from their journals
to a serving of Fraction Soup. Which one represents a more balanced
meal?
**Standards:**
**Cross Content
Workplace Readiness:
**5.4, 5.7.
**Mathematics:
**4.6.11, 4.6.12, 4.6.14, 4.8.8, 4.8.9, 4.9.7, 4.9.10, 4.10.7,
4.10.8, 4.10.9, 4.10.10, 4.11.7, 4.12.9, 4.12.11, 4.13.6.
**Science:
**5.27, 5.2.8, 5.2.9, 5.5.5, 5.5.6, 5.5.7, 5.5.8, 5.5.9.
This project
has been developed by teachers from Public Schools No. 8 and 18 in Pateson,
New Jersey in conjunction with CIESE
at Stevens Institute of Technology, Bank
Street College, and Saint Peter's College
with support through an Eisenhower Professional Development Program that
is administered by the New Jersey State Department of Education. |