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LESSON
PLANS - MATH
Equal Kisses: A Lesson in Averaging Duration: 40 - 50 minutes Objective:
Materials:
(number of items can vary with class size)
Key Questions:
Procedure:
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
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:
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)
Key Question:
Procedure:
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:
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:
Fraction Soup: A Lesson in Halves Duration:
60 minutes for lesson, with additional time for follow-up needed
Objective: Students will apply their knowledge of fractions, estimation, recording data, observations, percentages and graphing. Materials:
(feeds 15 people)
Key Questions:
Procedure:
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:
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:
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. |
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