One fish, Two fish...

FISH ADDITION AND SUBTRACTION GAME


Benchmark Number: MA.K.A.1.2

Benchmark Description : Solve problems including those involving sets by counting, by using cardinal and ordinal numbers, by comparing, by ordering, and by creating sets up to 20.

Grade Level: K

Lesson Time: 15-20 mins

Objective: Given the numbered fish, the students will be able to form the physical addition  and subtraction equations with 95% accuracy.

Materials: Paper fish numbered 1-20, dry erase board, marker, pencils, paper.

Procedure: Write an addition or subtraction sign on the board, move aboout three feet to the right then right an equal sign. Pass out a fish, pencil, and paper to each student. Explain that you are going to call out a problem. Example: #15 fish - #8 fish=. The students with these fish will fill in the appropriate spot on the board. The remaining students will use their pencils and paper to solve the problem. The person with the fish for the right answer will go up to the board and fill in the appropriate spot. Explain that this is an individual and group activity. At the end of the exercise students with high scores may be rewarded with stickers or pencils.

Evaluation:

Could the students physically make the addition and subtraction equations? Could the students with the answers figure it out or did they consistently need help to know they had the right answer? Did the students follow directions? Were the students engaged in the activity?

MONEY- TOTALING MONEY AND PROVIDING CHANGE

Who's buying Lunch?

Objective: Students will be able to add up items in an order, accept money, and give correct change.

Materials: Play money, fake restaurant menu, pencils, paper.

Directions: A problem should be written on the board such as $10.00- 5.32=______. Students should then copy this problem, and raise the hand when they have the right answer ($4.68). One student may come up to the board and fill in the answer. Give that student a ten dollar play bill and demonstrate how the correct change shoule be counted. Either count out the $4.68 or start from $5.32 and add three pennies to get $5.35, then the rest of the change to make $6.00, then the four one dollar bills to make $10.00. Separate students into groups of two, and give each group some play money and a menu with four items such as Hotdog 2.50, Pizza 3.25, Water 1.29, Soda 2.10. Instruct one student to order three items from the menu, and the other student to total the items on their paper, and provide change. Walk around to each table to see how students are doing. After this assignment a worksheet will be given to take home for more practice on making change.

This exercise uses co-operative learning building social skills, setting objectives-making the class clearly aware of what is expected from them. Providing homework deepens their understanding of the concept and their proficiency. Placing the students in a kinethic environment help thems role play and make the link between their classroom and the real world.

Anyone for Pizza?

Anyone for Pizza?

Topic: Understanding Fractional Relationships

Students will need to know terms such as Numerator and Denominator. They will also need to know how to find the least common multiples. Students should be able to match and identify equivalent fractions. Students should be able to add fractions with same denominator. Meduim pizzas will be used to illustrate fractions. Using the pizza, students will be able to see fractions are pieces of things or in this case, slices.


The teacher will explain what the signs are for less than, more than, or equal to. The teacher will use slices of pizza to show what the relative sizes. The students will practice and ask questions. Then, they will have a short assessment which will consist of 10 pairs of fractions. The students must place a more than, less than or equal to sign correctly between the two fractions in each pair.


An instructional strategy that I think would improve student academic achievement is homework and practice. The more the student practices, the more successful he or she will be with attaining the correct answer. Also, students who score high in the short assessment will be allowed to pick something from the treasure chest filled with surprise goodies. Reinforcing effort and providing recognition is also a good strategy I would like to use in my classroom.

http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=5&lsn_id=19764

Lesson Plan : Making a Food Pyramid

Science: Making a Food Pyramid

Objective: Students will be able to complete a food pyramid by placing the correct number of foods on each level.

                                             

Materials needed:
Scissors
Glue
Assorted Magazines (Food magazines work best)
1  Poster board for each group with pyramid outline

Students will be divided into groups of three. Each group will be given a piece of poster board, magazines, scissors and glue. I will discuss the different food groups and how many servings a person should have of each. Each group will have 45 minutes to cut pictures of food from the magazines and glue them in the correct category on the poster board. The posters will then be displayed around the room.

This lesson plan is ideal for students in Elementary school . It is important to learn about eating healthy at this age. Students will remember the food pyramid in a tactile and visual way.

Placing the students in groups encourage cooperative learning, practicing and reinforcing social skills, and students can collaborate and share ideas for presentation. During any type of group work, students will talk, and this can be disruptive to other classes. Before groupwork starts I will give clear instruction to keep noise to a minimum.