jim and the beanstalk - pbworksjim and the beanstalk age group it would suit grade 1-3 mathematical...

Jim and the Beanstalk

Age group it would suit

Grade 1-3

Mathematical strands and

concepts explored in the book

Measurement

Students will learn about length, height, centimeters, millimeters

Think about the possible

activities that lend themselves

to the story (follow-up?)

Jim spends a lot of time measuring different parts of the giant’s body. Work with a partner to measure some of your body parts. Use centimeters and millimeters. Think about what equipment you need to use.

Measure some of the items in the illustrations from the book. If they were real, do you think they would actually be that size? Why or why not? Explain your thinking.

Explain which tools you used to measure your body. Which tools worked best for the job? Why? What difficulties did you have?

Cross-curricular links

Sir Cumference and the First Round Table

By Cindy Neuschwander Age group it would suit

Grade 4-6



Measurement

Students will understand the terms and measure circumference, diameter, and radius. (This lesson also incorporates the sub goal of naming geometric shapes.)




See below


History, Literacy

Lesson Created by: Toni Haddock, Eugene Field Elementary, Manhattan, KS

http://www.k-state.edu/smartbooks/Lesson016.html

Lesson Description:

Materials

Sir Cumference and the First Round Table, paper cut into a 5 by 20 rectangle, a piece

of string about a meter long for each student, circular objects, recording sheet

1. Launching the Lesson (engage):

a) Show students the book and read the title. Ask them if they’ve heard of Sir

Cumference or a round table. (Hopefully someone will have heard of the word

circumference and perhaps even Camelot, King Arthur, or the Round Table.)

2. Developing the Lesson:

a) Read Sir Cumference and the First Round Table. As you read the book, recreate the

tables shown in the story. Call attention to the names of the shapes: rectangle, square,

triangle, rectangle, parallelogram. (Unless you have lots of time and patience, it is too

complicated to have each child make the shapes. So do it as a demonstration.)

b) After reading the story, review the meanings of the words circumference, diameter,

and radius. Then allow students to choose several circular objects, and use string and

a ruler to measure circumference, diameter and radius. Write measurements on

recording sheet.

3. Closure/ Discussion/Elaboration:

a) After everyone is finished allow time for students to find others who have measured

the same objects. They should check to see if they got the same measurement. If not,

they can measure again together.

b) As a class, review the meanings of circumference, diameter and radius. As a follow

up, on another day, give a short assessment with a circle on it. Without reviewing the

meaning, ask students to measure the three parts of the circle. After hearing this story,

students should never confuse the three terms!

Anno’s Mysterious Multiplying Jar

By Masaichiro and Mitsumasa Anno Age group it would suit

Grade 6-8



Multiplication, Factorials and Word Problems

Students will learn the meaning of the word "factorial" and how to apply the factorial concept to describe a special kind of numerical relationship.




See below There is a word problem idea for desk arrangements at the back of the book.


Literacy/History – students write their own story mentioning objects from their unit of study

Lesson Created by: Kathy Buyle, Susan B. Anthony Middle School, Manhattan, KS


Lesson Description:

Materials Anno's Mysterious Multiplying Jar by Masaichiro and Mitsumasa Anno (book),

graph paper, pencils, paper

1. Launching the lesson (engage):

a. Read the story

b. Stop reading on the page that poses the question, "How many jars were

in all the boxes together?"

c. Ask the students if they were able to keep track of the number of jars

as the story was being read.

d. Go back to the beginning of the story and review the numerical pattern

and ask the students how they would determine the number of jars in

all the boxes. Discuss their suggestions and use pencil and paper to

work out a solution.

2. Developing the lesson

a. Continue to read the story starting with: "The answer is surprising.

There were 10! jars." Show the students the way 10! is written and go

on with reading until the end of the story.

b. As the rest of the story is read have the students place dots on the

graph paper just as shown in the book. As the story continues, the

students will discover that it is impossible to keep track of the numbers

of things by using dots.

c. Point out the use of the factorial way of solving the problem as it is

written in the book. By the end of the book, they will have gotten the

point of solving the question of, "How many jars were in all the boxes

together?"

d. The students will apply their knowledge of using factorials by solving

the desk-arranging problem in the book. First they can use graph paper

and then they will describe the possible arrangements using factorials.

3. Closure, Discussion, Elaboration:

a. The students can extend this lesson to determining the possible number

of arrangements of seats in their classroom.

b. Students can determine other possibilities

The Greedy Triangle By Marilyn Burns

Age group it would suit Grade 1



Geometry

Students will build on their understanding of geometric shapes.




See below


Lesson created by: Jeanie Glessner


Lesson Description:

Materials: The Greedy Triangle by Marilyn Burns

Pattern blocks, paper pattern blocks, gluesticks, pattern sheets from textbook for each

different Activity, textbook Investigations in Number, Data, and Space by Susan

Russell, Douglas Clements, and Julie Sarama, Dale Seymour Publications, 1998

1. DOING THE LESSON

a. Engage: Teacher will read the book to the class. During the reading, point out to

students that shapes can change the number of sides and points that they have and that some

shapes can be put together to make another shape.

b. Explore: After reading the story, the teacher will give each student some pattern

blocks and copies of the "fill-in the shape" sheets from the textbook. Explain to the

students that they may fill in the shape using whatever pattern blocks they choose.

The student will record at the bottom of the sheet specifically how many of each kid

of pattern blocks that they used in their design for a total number of blocks used.

c. Elaboration: Students will use creativity to create their own design using a specific

number of pattern blocks, as specified by the teacher or sheet. Another activity will

have the students fill-in the shape outline three different ways. As the students are

working, ask them if they think they can use more or fewer pattern blocks. The

students will be asked to make observations about their creations and be able to share

their thinking during design with the group. Such questions to ask could be, "Do you

think that 5 is the fewest number of blocks you could have used in this outline? Why

do you think so?"

d. Extension: Students will choose their favourite from the above mentioned three

activities. The students will use paper pattern blocks to complete their favourite, by

gluing the paper pattern blocks into place.

Pattern blocks could also be used as an introduction into fractions in first grade since equal

parts are needed to make the whole shape.

Pigs Will Be Pigs By Amy Axelrod

Age group it would suit Grade 3-5



Measurement - Money

Students will be able to correctly plan and calculate the total amount of money needed for specific items ordered from a given menu of foods




See below


In our economic world, share ideas for being the owner of the

restaurant. What skills would be necessary for the business to

be successful?

Decision making skills

Lesson created by: Marla Schmidt, Lee Elementary School, Manhattan, KS


Lesson Description:

Materials

The book Pigs Will Be Pigs by Amy Axelrod. Individual copies for students of the

menu itself listed in the book; paper and pencil.

1. Launch the lesson---Engage. Read aloud to the students the story, Pigs Will Be Pigs, by

Amy Axelrod.

2. Discuss the story together. Let students share the situation where the pigs plan to eat

together. Note the menu items and the cost of each individual item.

3. Allow students to make correct combinations of food items and the calculated cost for each

example.

DEVELOPING THE LESSON

4. Have students share experiences of eating out together with family or friends. Discuss

items on menus and appropriate cost for different foods. If combinations of foods are

requested, how does one go about finding the total cost? What if more than one person orders

the exact same item on the menu? How can that cost be determined?

5. Discuss the cost of the items ordered and be sure to include the extra amount needed for

tax. Should one also consider a tip for service? Continue discussion as a whole class.

CLOSURE, DISCUSSION AND ELABORATION

6. Allow students to share their findings with each other. Compare answers. Ask why correct

calculation is important when it comes to monetary concepts. Share the real life extension of

obtaining money to spend, through earnings, allowances, etc.

7. What decision-making processes are used when spending money?

A Place for Zero By Angeline Sparagna LoPresti


Grade 1-2



Place value and the role of zero in numbers.




Games with number cards, manipulating single digit and 2-digit numbers


Art lesson – design numbers from the story for display in class Literacy -Write a story about another adventure of the character zero

Grandfather Tang’s Story By Ann Tompert


Grade 4-6



Geometry

Students will recognize, describe, and perform transformations (rotation/turn, reflection/flip, and translation/slide) on two dimensional shapes.




See below


Grade Level Created by: Toni Haddock, Eugene Field Elementary, Manhattan, KS


Lesson Description:

Materials

Grandfather Tang's Story, by Ann Tompert, tangram shapes, copies of tangram

animals from the story, grid paper, transparent grid paper,

1. Launching the Lesson (engage): Initiate a discussion about tangrams. Find out if students

have ever worked with them. Read the story to the class. Show pictures slowly and enjoy the

story.

2. Developing the Lesson: Give each student a tangram pattern. Allow time to carefully cut

out the pieces. Practice moving pieces as a class labeling the transformation. Make copies of

the various tangram animals. Partners sit side by side with tangram on graph paper. Partners

give each other directions for making tangram animals using transformation vocabulary.

They start with the pieces in the square shape, then give directions for transforming it into the

tangram animal. Graph paper should help students line up figures. It is a good idea for the

teacher to do one on the overhead with the whole class first.

3. Closure/ Discussion/ Elaboration: After partners work together, allow time for the class to

discuss difficulties. Which words seem more difficult to perform or recognize? (slide, flip,

turn, or translation, rotation, reflection) As an assessment students could label the

transformations on a tangram animal.

The Grapes of Math By Gregg Tang


Grade 4-6



Number

Students will practice mental addition and will use the associative and commutative properties of addition to solve problems.




See below


Lesson Created by: Shannon Kent, Fort Riley Middle School, Fort Riley, KS


LESSON Description

Materials

Book: The Grapes of Math, pencil, paper

1. Engage:

a) Read the story – as you read, ask the students if they can think of any way to add up

the items in the picture, without actually counting the items

b) Talk about grouping certain items... How does grouping items make it quicker to

count? Can you do another operation to find the total of items? (Multiplying rows)


a) Divide the students into partners or small groups, give each group a photocopy of one

of the picture riddles from the book

b) Ask the students within their groups to find all of the possible ways to group their

items to find the total number of items.

c) Have each group share their findings; ask the class if they can come up with any

different grouping methods.

d) Pose the question: When you change groupings, did the sum remain the same or did it

change?"

e) Lead into a discussion about the associative and commutative properties of addition.

Define these properties for the students. Then ask the students to share how they have

used these properties in their different grouping methods.

3. Closure/Discussion/Elaborate:

a) End the discussion by stressing that regardless of which numbers you group together,

the answer (sum) remains the same. Ask students why they think these properties are

named as such.

b) You can further the experience by having students explore the two properties with

multiplication. Have them do several problems using the properties they have learned

for addition. Ask them if the properties remain true for multiplication, does the

product remain the same?

c) Students could further the investigation by creating their own math picture riddles,

then exchanging with a peer.

Math Curse By Jon Scieszka & Lane Smith

Age group it would suit Grade 6+



Measurement

Students will practice estimation skills for measurement, and will work with metric units.




See below


Geography

Lesson Created by:

Shannon Kent, Fort Riley Middle School, Fort Riley, KS

LESSON Description

Materials

Book: Math Curse, paper and pencil, rulers with cm, snack

size M&M bags

1. Engage:

a) Read the story as you read, point out all of the math problems

the little girl is facing discuss how math is everywhere!

b) Go to the part in the book where the girl talks about

measuring the Mississippi River with M&M's, point out the

river is 4000km. (They also should know that an M&M is

about 1 cm long this part would be good to let the students

discover on their own!)


a) Pose the question to the class, "Do you think it would be

feasible to measure the Mississippi River using M&M's?"

Also ask: "Why did the book use kilometers as the unit for

measure, instead of centimeters or meters?" Discuss these,

allow students to come up with other ideas/units for

measuring.

b) Divide students into groups, tell them that today they are

going to find out how many M&M's they would need to

measure the river, but since they do not have enough candies,

nor are they near the river – they are going to have to do

some problem solving. Give them some time to think about

how they want to find the answer. Ask the groups to share

ideas.

c) Now that they have had some brainstorming, give the groups

their M&M's, a ruler with centimeters on it, and the

knowledge that the river is 4000 km long. Let them get to

work – using only THEIR idea.

d) Allow each group to share their findings, and their strategy

for coming up with the findings.

e) Now ask the groups to use another creative unit for

measuring the river, like how many desks long it would be, or

how many shoes, etc. Have them share their findings.

3. Closure/Discussion/Elaborate:

a) Ask students what knowledge they needed to know before

they could find their answer? (Like how long the river was,

and how many cm are in a km)

b) Discuss with students the need for standard units, especially

if they chose to measure the river in shoes, and the need for

different sized units. Are centimeters a good unit for

measuring the length of a river? Would kilometers be a good

unit to use for measuring the width of a hair? Ask students

for input about why we have different units.

c) Students could further the investigation by finding how many

M&M's it would take to measure the length of the classroom,

school, or anything else. They could also try to use the

M&M's to explore volume or area.

The Greedy Triangle By Marilyn Burns

Age group it would suit Grade 4-6



Geometry

Students will discover which regular polygons can be used to tile a plane.




See below


Lesson Created by: Joy Heinrichs Theodore Roosevelt Elementary, Manhattan, KS


Lesson Description

Material

Book The Greedy Triangle by Marilyn Burns, paper, pencil, chalkboard and chalk, or

overhead projector and transparency film and marker, CMP shapes set- 1 per group

(available through Dale Seymour Publications.) The set includes many 2-D polygons

that kids can explore tiling.

1. Launching the lesson

a) Read the book

b) There was one shape in the book that fit in as floor tiles. Do you remember which

one?

c) Hexagon! Why do you think they mentioned floor tiles for a hexagon, but no other

shape? Can all shapes tile a floor?

2. Exploring the lesson

a) Tiling means covering a flat surface with shapes that fit together without any gaps.

b) Discuss the definition of regular polygon, edge, and angle.

c) Use a set of regular polygons- triangles, squares, pentagons, hexagons, and octagons-

to figure out which of these will tile a flat surface.

d) Consider tiling in which all the polygons are the same and tiling patterns that combine

2 or more different polygons.

e) Make sketches of combinations that work and combinations that don't work.

3. Summarize/Discussion/Elaboration

a) Have groups draw their combinations that work and don't work on the board or

overhead projector.

b) Why do squares, triangles, and hexagons work?

c) Could introduce shorthand notation for describing regular polygons in tiling patterns.

Tiling triangles is written 3,3,3,3,3,3. The 3 means 3 sides and 6 are written because 6

triangles surround each vertex.

One Grain of Rice: A Mathematical

Folktale By Demi


11th grade (could be 1st year standard level or 1st year Higher Level IB Math



Geometric sequences and series




Find common ratio

Find a rule for this geometric sequence and a general rule for any geometric sequence

Find the sum of a geometric series – for doubling 10 times, 20 times, 30 times. Can you come up with a general formula for the sum of any geometric sequence?

What if your initial value was the 536,870,912 (or 64 or any other…) and you used up the grains of rice going the other direction. What is your common ration?

If you start with 64 (or 128 or 256) and your common ration is ½ , what is the sum to ∞? Will it be an exact number?

Try other geometric series with r=rational less than 1, and find the sum to ∞. Is it a specific number?

Find the general rule for the sum ∞ of a geometric series with r=rational < 1.

Journal Prompts

Before I investigated the answer I guess it would be about… If I were the Raja (and good at maths) how could I change Rani’s request so I wouldn’t have to give away all the rice.

Lesson Plan by Ruth Deibler

Sir Cumference and the Great Knight

of Angleland By Cindy Neuschwander


Year 4 / Year 5



Different Angles

Measure of Angles

Division, addition, and subtraction




Follow up – division, parallel lines, perpendicular lines

Cross-curricular links Art / Using shapes

Journal Prompts

Formative/summative –checking for understanding Write everything you know about circles, radius, circumference, angles and degrees. What did you learn about a circle?

Lesson Plan by Lata Balakrishnan

Rooster’s Off To See The World

By Eric Carle


Lower Primary



Number, counting, graphing, key (representation), problem solving

(How many shoes needed for all Rooster’s friends?)

Differentiate with -shoes just for cats -shoes for all

Sorting and Venn diagrams

Addition and subtraction

Journal Prompts

How did you make your animal graph? Strategy prompt prior to the problem solving shoes for Rooster’s friends such as “How will you find how many shoes are needed?” What Math did you use?

Cross-curricular links Language – verbs for moving, speech marks, sequencing, problem resolution for plot, write journey plan Art and other – needs of animals, colour, communication with others, animal features/representation, UN Day and near+far +travelling, mixing up animal features prompt for Art/Lang.

Lesson Plan by Lyndall Van Onselen and Natasha Hutchins

The Hungry Caterpillar By Eric Carle


Lower Primary



Days of the week, order, weight, patterning, size, number, amounts




Science – change over time, life cycle, nutrition Art – Colour, paper making, illustrator study Language – verbs, sentence, character change, sequence

Lesson Plan by Lyndall Van Onselen and Natasha Hutchins

How Much Is A Million By David Schwartz


Pre K – 3



Estimating, Number sense, Place Value




Make number steps to a billion (like the red numbers on the first title page) or even a trillion to encourage the students to line up their columns correctly

The students can decorate the steps, colour in the zeros, draw themselves going up the steps (or falling down!)

Estimate some of the scenarios from the book but with different objects or have students create their own scenarios

Divide the class into groups, assign three objects and a number. Each group would have the same three objects but a different number. Have each group create the scenarios with the objects and number

Make a picture and caption (use book as example), bind it, make it into a class estimation group eg)

Group 1 Piece of paper Jelly bean A penny 1000

Group 2 Piece of paper Jelly bean A penny 10 000

Group 3 Piece of paper Jelly bean A penny 100 000

Group 4 Piece of paper Jelly bean A penny 1 000 000

Each group creates an estimating scenario (if you had 100 000 pennies, you could buy) with given objects Could relate to adding, valuing money (if you had a million pennies)

Journal Prompts

How long would it take you to count to a million? Why do you think it would take that long?

Lesson Plan by Leigh Ann Fitch

Pepper’s Journal – A Kitten’s First Year By Stuart J. Murphy, Illustrated by Marsha Winborn Age group it would suit

Grade 1-4



Number-counting days, before/after, number recognition

Measurement-time, length, weight, sizes




Children will learn to count/name days of week; how many days in a month/year; months of the year

Measure the kitten from birth to one year old and compare various measurements, choosing units of measurement

Math vocabulary: short, longer, small, big etc. Tuning In – read the book (If it’s too long for younger children, read up to Oct or so) Ask children how many days are there in a week/month Name days of week/month of year

- How old is kitten now? - How many more months to kitten’s first birthday? Read on-

Developing Lessons - Counting months leading to kitten’s first birthday - Measuring length, weight of kitten, recording and

choosing unit of measurement, comparing measurement

- Recognising days of week/months of year - Before/after - Counting days/month

Extension: sorting colours of kittens, predicting, experiment/measurement, weight of kitten/object Money – shopping for kitten Conclusion – children present finding Discuss personal experiences related to story

Cross-curricular links Language – journal, list, caption, recording, summarising, finding/research, instruction-building a place for kitten Science – Life cycle, nutrition, five senses Culture/celebrations, occupations, responsible pet owner

Lesson Plan by Christina Chong

Measuring Up Time By Peter Patilla




Classification

Graphs (favourite fruit)

Measurement




Measuring up time Time lines Explore Egyptian History Children make their own calendars Children to make their own timers (water, sand, castle) Children use compass to find their way with clues (treasure hunt) use their own timers to see how long it takes to reach the goal Children to make pendulums, experiment with different lengths and weights

Journal Prompts

How did you make your pendulum?

Lesson Plan by Neelam Jiandani

Sir Cumference and the Isle of Immeter By Cindy Neuschwander Age group it would suit

Grade 6-7



Geometry – circle circumference, perimeter of shapes, area

Number – adding, subtracting, multiplication

Algebra – substitution into formula




Investigate game “Inners and Edges” with tiles in classroom

Find patterns as tiles put into different shapes between outside edges and number of tiles

Investigate circles – segments (of orange) as in book, segments put together to make ‘lumpy, bumpy rectangle’

Investigate distance around a large drawn circle drawn in classroom – either with a small known constant length, as with one person’s foot (as in book). Leading to relationship between circumference and radius

Journal Prompts

Write possible test questions for this unit What is the most significant thing you learned today?

Cross-curricular links Art – patterns English

Lesson Plan by Marie Allan

Measuring Up (Size) By Peter Patilla


Age 8-11



Measures, measurements, Unit of measurements




Measuring activities eg. Cooking, making juices

Journal Prompts

Which unit of measurement do I use?

Cross-curricular links Humanities lesson: History – Famous people/inventor/founder Science

Lesson Plan by ?

How many Snails? By Giganti, Paut, Jr.

Age group it would suit 5-7 years



Counting/Data handling/Problem solving using and applying maths





Science(sorting/classifying), English(vocab development, speaking and listening)

Materials: Text – How many Snails? By Paul Giganti, Jr

- Tally sheet templates

- Large squared graph paper

- Venn/ Carroll diagram templates

1. Read and Respond to story

2. Talk about ways to group images on each double page - What is similar? / What is different?

Size, shape, colour, patterns. Sort by selected criteria- use venn & carroll diagram

3. Encourage students to pose a problem to be solved e.g Which type of cup cake is the most

common in the bakery?

4. - How could we solve the problem?

- How do we collect the data?

- How could you organise the data?

- Can we shoe the information a different way?

- What would happen if the bakery made double amount of each cupcake, truple the

amount?

- How could we show this information (intro of 1 unit representing a group)

5. Encourage group work/ discussion of results, interpreting data skills

Mummy Math- An Adventure in

Geometry By Cindy Neuschwander

Age group it would suit 3-5 years



Geometry (shape and space)

3 D shapes nets shape building




Cross-curricular links (develop a treasure hunt for students)

Egypt – unit of Inquiry LA - rewrite ending using 2 towers

expressiveness oral reading hidden meanings/puns

Art (visual) – construction of pyramids nets Technology – construction

Lesson description – To be read after some knowledge

Materials – Book

- construction paper

- www.sen.?? Has net templates

- computer and coess

Book Walk – Discuss cover, Title,

- What does Geometry mean to you now KWL sheet.

To create a range of 3D models to be used in a treasure hunt!

Journal Writing

Prompts for this story:

- On different shaped cards.....

- Glue responses onto hanging 3 D solids

1. What is the different b/w a cube and a cone?

2. Describe the shapes we discovered in the story today....

3. Make a list of 3 D shapes we find in our everyday life - our homes, at the mall, in the movie

theatre, at a restaurant, etc.

4. What are some connections b/w numbers and the 3 D shapes in the story.

http://www.sen/

Amanda Bean’s Amazing Dream

By Cindy Neuschwander Age group it would suit Grade 2 -3



Multiplication, Repeated Addition




Cross-curricular links (develop a treasure hunt for students)

Cooking/ datahandling & mass (Healthy Lifestyles)

Lesson Plan

Introduction

- What do you like adding quickly?

- Counting in the classroom – files, library shelf, groups of arms and legs

- Journaling before reading

What do you know about multiplication?

Model – web (whole class)

- my thinking

Individual Writing – Chn explain what they know about multiplication, doubling, division

Read the Story

(Use the questions/ ideas at the back to discuss the story as you read to the children)

Revisit the story. Give the children different pages from the book and work in groups to work out

how many groups or sets on the page using multiplication rather than counting.

Write on the sheet how they found the answer

jim and the beanstalk - pbworksjim and the beanstalk age group it would suit grade 1-3 mathematical...

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