Problem:  If I have 24 cents, what coins might I have?

Math Topic/Concept:  Money, Counting by 1’s, 5’s, and 10’s.

Materials:  Play money or money stamps

Classroom Use: Developmental/Evaluation

Classroom use comments*:  This is a good activity for cooperative learning groups.

Grade:  1

Grade Cluster: Early Elementary

Illinois Goal:  7

Standard:  A.1c

Applied? (1-4):  Level 3

Source:  Everyday Mathematics, Grades 1-3 Minute Math, page 67, Everyday Learning Corporation,  1998

Answer:  Many combinations of coins

Strategies Listed:  Make a list

Solution:  2 dimes and 4 pennies 1 dime, 2 nickels, and 4 pennies,  4 nickels and 4 pennies, 1 dime and 14 pennies, 2 nickels and 14 pennies,  24 pennies
1 dime, 1 nickel, and 9 pennies, 1 nickel and 19 pennies

Extensions or related problems*:  Change the target amount of money based on the student’s abilities or grade level.

Intended rubric or assessment method: Observation

Write-up submitted by:  Jodi Johnson and Cyndi Fisher

Problem:  Place an object in a balance.  Write down what it is.  Now find something that is heavier.  Write down what it is and draw a picture of what the scale looks like.  Find something that is lighter than your first object.  Write down what it is and draw a picture of what the scale looks like.  Now find an object that weighs the same as your first object.  Write down what it is and draw a picture of what the scale looks like.

Math Topic/Concept:  Measuring and Comparing Weight

Materials:  Balance Scale and various objects, Recording Page

Classroom Use: Developmental

Classroom use comments*:  Students must understand the concepts of heavier, lighter and equal.

Grade:  1

Grade Cluster: Early Elementary

Illinois Goal:  7

Standard:  7 A.1a

Applied? (1-4):  1

Source:  Bigger, Taller, Heavier, Smaller, Investigation 1, Sessions 3-4, TERC, Dale Seymour Publications, 1998  (Worksheet created by Cyndi Fisher-Monmouth, IL)

Answer:  Varied

Strategies Listed:  Guess and Check, Logical Reasoning

Solution:  In order for the student to have identified a heavier object the balance must be tilted toward the heavier object.  In order for the student to have identified the lighter object the balance must be tilted away from the lighter object.  In order for the student to have identified an object of equal weight the balance must be level.

Other solution methods (if any)*:  Perhaps several objects instead of just one.

Intended rubric or assessment method:  Observation

Write-up submitted by:  Cyndi Fisher and Jodi Johnson

worksheet:

What is it?  ___________________________

Find one thing that is heavier.

What is it?  ___________________________
 

What does the scale look like?
 

Find one thing that is lighter.

What is it?  ___________________________
 

What does the scale look like?
 

Find one thing that weighs the same.

What is it?______________________________
 

What does the scale look like?

Problem:  The time in New York is one hour later than the time in Chicago.  If it is 3:00 in Chicago, what time is it in New York?

Math Topic/Concept:  Time and counting, Time zones

Materials:  Clock and United States map

Classroom Use: Developmental/Evaluation

Classroom use comments*: Discussion of time zones and the earth’s rotation prior to the problem may be helpful.   A map would assist in the teaching of this concept.

Grade:  1

Grade Cluster: Early Elementary

Illinois Goal:  7

Standard:  A. 1b

Applied? (1-4):  Level 3

Source: Everyday Mathematics, Grades 1-3 Minute Math, page 72, Everyday Learning Corporation, 1998

Answer:  4:00

Strategies Listed: Counting forward

Solution:  The students need to remember the key phrase “one hour later” and be able to apply that to the clock.

Extensions or related problems*:  City names and time zones may be changed to fit your area.

Intended rubric or assessment method:  Observation

Write-up submitted by:  Cyndi Fisher and Jodi Johnson

Problem:  (provide a large rectangle on a sheet of paper for students to make a calendar)

 September has 30 days.  Make a calendar for September, and have the first day be a Thursday.
 Your teacher gives you an assignment on September 5 and tells you to hand it in in exactly two weeks.
 You will hand in the assignment on _______________________________.
 Explain how you worked the problem.

______________________________________________________________________

Math Topic/Concept:  Analyze data using a calendar and communicate findings.

Materials:  You will have to download this activity, then print one copy.  After you have printed one copy, delete from the line down and you have a worksheet.  Be sure to leave a space for explanation of how you did the problem.

Classroom Use: Developmental

Classroom use comments*:
1. Model how to set up a calendar.
2. Make an overhead of the worksheet and set up the calendar as a group.
3. Discuss what you are being asked to do?
4. Write out the time order steps in sentences, you did your work by. (First, Next, Then and Last.)
 

Grade:  Third

Grade Cluster: Early Elementary

Illinois Goal:  Mathematics State Goal 7

Standard:  7.A.1

Applied? (1-4):  3

Source: Double Loops: Creative Activities For Beginning Mathematicians  By Sandy Baker   Good Apple 1996   ISBN 1-56417-842-0

Answer: The assignment will be due on Monday, September 26.

Strategies Listed:
· You will have to model how a calendar is set up.
· Use an overhead to display it so everyone can see.
· Did anyone get a different answer?  What do you think helped you to decide how you got your answer?

Solution:  To find the solution, they will have to draw out and label a calendar.  As they are figuring out their problems, they need to write down their steps using time order words.

Intended rubric or assessment method: The rubric I will use is the scoring rubric for short answer questions for all grade levels.  It has clear BUZZ WORDS that will remind my students how to check their work.

Write-up submitted by:  Cheri Stanton

Problem:  Today is March 7.  Meagan’s birthday is March 16.  How many days away is that?

Math Topic/Concept:  Calendar, Counting on, and Subtraction

Materials:  Calendar and/or number line

Classroom Use: Introductory

Classroom use comments*:  This activity will help the students with reading and learning about a calendar early on in the year.

Grade:  1

Grade Cluster: Early Elementary

Illinois Goal: 7

Standard:  A.1b

Applied? (1-4): Level 3

Source:  Everyday Mathematics, Grades 1-3,  Minute Math, p. 63, Everyday Learning Corporation,  1998

Answer:  9 days

Strategies Listed:  Use a resource (calendar or number line), counting on, counting backwards

Solution:  The students can use a calendar or a number line to count from 7 to 16.

Other solution methods (if any)*:  The students may also subtract 7 from 16 to find the correct answer.

Extensions or related problems*: Ask how many weeks and days until Meagan’s birthday.

Intended rubric or assessment method:  Observation

Notes*:  Watch to see if students are counting the current day, instead of the next day when they begin to count.  Make sure students count all the way to the 16th instead of stopping at the 15th, which is the day before Meagan’s birthday.

Write-up submitted by:  Jodi Johnson and Cyndi Fisher

Problem:  The Candy Shop sells gumballs of different kinds.  The Fire Hot gumballs are 2 for 8 cents.  The Purple Passion gumballs are 4 for 20 cents.

· How many Fire Hot gumballs can you buy at the Candy Shop for 12 cents?
· How much would 2 Purple Passion gumballs cost?
· Explain how you know.
· How much would 8 Purple Passion gumballs cost?
· How much would 8 Fire Hot gumballs cost?

Math Topic/Concept:  Adding and subtracting money, proportional reasoning.

Materials:  paper and pencil, currency.

Classroom Use: (Introductory/Developmental)

Classroom use comments*:  It would be good to use real gumballs and money for this problem.

Grade:  3

Grade Cluster: (EarlyElem)

Illinois Goal:  7

Standard: 7.A.1c

Applied? (1-4): 2

Source:  Groundworks, Grade 3, Creative Publications, 1999

Answer:
· 3 Fire Hot gumballs
· 10 cents
· If 2 Fire Red gumballs cost 8 cents one would cost 4 cents.  Therefore 3 would cost 12 cents.  If four Purple Passion gumballs cost 20 cents two would cost 10 cents (half of twenty).
· 40 cents
· 32 cents

Strategies Listed:  Guess and check, use logical reasoning.

Solution:  See answer.

Intended rubric or assessment method:  Informal assessment.

Write-up submitted by:  Diana Kent

Problem:

It’s July third!  My birthday is in three weeks!  Answer the questions below and then write a story about Amy’s birthday party.
1. What is the date of Amy’s birthday?
2. On what day is it?
3. How many days until Amy’s birthday?
 
 
 
 

Math Topic/Concept: Analyze data using a calendar and communicate findings.

Materials:  You will have to download this activity, then print one copy.  After you have printed a copy, delete from the line down and you have a worksheet.  Be sure to leave lots of space for explanation and writing a story about Amy’s party.

Classroom Use: Introductory

Classroom use comments*:
1. Introduce reading a calendar and where the days/dates are.
2. Model several dates before doing problem so students are aware how to use a calendar.
3. As a group, talk about the first question and ask how they would come up with the answer.
4. When they find the date, look for the Day it is on.
5. Remind them that there are how many days in a week.  It stated that her birthday was three weeks away.  How many days would that be?
6. Describe what her party would be like.
Look at the picture.  What can you tell me about the information given?  (Calendar, days, dates, and picture.)
How many days in a week?  How many days in three weeks?

Grade:  Third

Grade Cluster: Early Elementary

Illinois Goal: Mathematics State Goal 10

Standard:  7.A.1

Applied? (1-4):  3

Source:  Double Loops  Creative Activities For Beginning Mathematicians  By Sandy Baker  Good Apple   1996   ISBN 1-56417-842-0

Answer: The answers are:
1. The date of Amy’s  birthday is July 24.
2. The day is Wednesday.
3. There are 21 days until Amy’s birthday.

Strategies Listed:  Use a resource (calendar).

Solution:  After going over the strategies, they should be able to figure out the three answers.  Model the areas that they are unsure of.

Intended rubric or assessment method: Observation would be the best assessment for this lesson.  I would use BUZZ WORDS from the scoring rubric for short answer questions to let the students see how it would apply to their work.

Write-up submitted by:  Cheri Stanton
 
 

James R. Olsen, Western Illinois University
E-mail: jr-olsen@wiu.edu
updated June 27, 2001