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AUTHORS’
NAMES: James Eismann
TITLE OF LESSON:
Hungry little penguins!
TECHNOLOGY LESSON:
No
DATE OF LESSON:
10/11/07
LENGTH OF LESSON:
45 minutes
NAME OF COURSE:
Kindergarten Mathematics
SOURCE OF THE LESSON:
GEMS, Penguins And Their Young, Activity 3 – Session 2, p.35.
TEKS ADDRESSED:
· K.1(B) use sets of concrete
objects to represent quantities given in verbal or written form
(through 20).
· (K.4)
CONCEPT STATEMENT:
A teacher’s ultimate goal is to teach a child how to add and subtract
numbers while performing the mathematical portion of the problem in
their head or without the aid of any instruments (calculator).
Before children can get to this point, they must first learn how to add
and subtract by looking at tangibles that they can manipulate (fingers,
goldfish crackers). After completion of this activity, the
students will hopefully have the ability to look at math in a different
form opposed to only numbers and symbols, and also realize that math is
all around them.
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PERFORMANCE OBJECTIVES:
· Students will be able to:
o Compute the total in different
mathematical situations.
RESOURCES:
For the whole group
1 bag of fish-shaped crackers.
For each child
1 sheet of blue paper (12” x 18”).
1 tray
SAFETY CONSIDERATIONS:
Receive parent permission for each child to receive snacks.
Because some goldfish crackers are cheese flavored, ensure that there
are no children that are lactose intolerant. If there are,
purchase crackers that do not contain cheese.
Have helper in classroom to ensure that children do not eat all of
their crackers prior to activity, as well as watching for any child
that might choke.
SUPPLEMENTARY MATERIALS,
HANDOUTS:
None
The
Five-E Tables
Specific Considerations for each of the 5Es:
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Exploration
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Time:
45 minutes
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What the Teacher Will Do
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Probing Questions
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Student Responses
Potential Misconceptions
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The teacher will have the
children add and subtract goldfish crackers from their imaginary ocean,
and then find the total.
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What lives in the ocean?
What do penguins eat?
How many fish do you have left?
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[Fish, whales, sharks,
penguins]
[Fish]
[Varies]
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Engagement
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Time: 45 minutes
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What the Teacher Will Do
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Probing Questions
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Student Responses
Potential Misconceptions
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Ask if anyone has seen the movie Happy Feet,
and bring out a stuffed penguin doll.
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Ask if they would like to eat the same food
that penguins eat.
Ask if they know what penguins eat.
Ask if anyone has seen a penguin up close.
Place fish crackers in front of the children and ask them to
count the number present.
Direct the children to eat some of the crackers, as if they were
penguins, then ask them how many are left.
Direct the children to add some of the crackers, as if the fish were
being joined by their friends, then ask them how many are present.
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No
[Fish]
[Yes/No]
[Varies]
[Varies]
[Varies]
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Explanation
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Time:
45 minutes
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What the Teacher Will Do
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Probing Questions
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Student Responses
Potential Misconceptions
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Have each child sit in front
of a blue sheet of paper that will be used to symbolize an ocean.
Make sure that they keep their hands to themselves, and also inform
them not to eat the goldfish crackers that have not been designated to
them.
Tell the children to add, subtract, and eat goldfish as I say.
Inform the children that they need to raise their hands to answer
questions that I pose, but only after I have called on them. |
Do we run around the class
when we are doing an activity?
Do we hit others?
Do we yell out questions
before being called on?
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[No]
[No]
[No] |
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Elaboration
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Time: 45 minutes
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What the Teacher Will Do
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Probing Questions
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Student Responses
Potential Misconceptions
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Introduce children to another form of math;
that of representation opposed to numbers and symbols.
Show the children that you can use fish (crackers) to represent the
amount of something.
Ask the children to add and subtract the amount of fish, then ask them
to count the total present.
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How do we count items to find the total?
Is there another way to show the quantity of something?
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[On our fingers] calculators
[Yes]
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Evaluation
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Time:
45 minutes
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What the Teacher Will Do
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Probing Questions
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Student Responses
Potential Misconceptions
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Show the students that they can use
mathematics to find the total of things that they come across on a
daily bases.
Have the students take a math test but use objects so that they could
count the objects as they find the total.
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What other things can you count?
Do you think that being able to count things is important?
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[Toys, dogs, people, fish, etc.]
[Yes]
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