How Many in a Minute Goal: Keep track of how much you can do in a minute 'ƌĂĚĞƐ͗K–6+ Before beginning DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗1 Pick something everyone will do for ^ƵŐŐĞƐƚĞĚŐƌŽƵƉŝŶŐ͗individual a minute, such as jumping jacks or Time: 10 minutes or less drawing stars. Math: ĞƐƟŵĂƟŶŐƟŵĞ;ĂŵŝŶƵƚĞͿ͖ ĐŽƵŶƟŶŐďLJϮ͛Ɛ͕ϱ͛Ɛ͕ĂŶĚŽƚŚĞƌŶƵŵďĞƌƐ X Predict How many stars do you think you can draw in Talk DĂƚĞƌŝĂůƐ͗ a minute? Why do you think so? About... ĐůŽĐŬŽƌǁĂƚĐŚƚŚĂƚƐŚŽǁƐŵŝŶƵƚĞƐ and seconds Record predictions (optional). ƉĂƉĞƌĂŶĚƉĞŶĐŝů;ŽƉƟŽŶĂůͿ WƌĞƌĞƋƵŝƐŝƚĞƐ͗none YKeep track ŽŽŬƐĂďŽƵƚŵŝŶƵƚĞƐ͗ Time for one minute while everyone does the activity and keeps count. A Second Is a Hiccup: A Child’s Book of Time. ,ƵƚĐŚŝŶƐ͕,͘:͘;ƌƚŚƵƌ͘ >ĞǀŝŶĞ͕ϮϬϬϳͿ͘ ZHow many? dĞŶDŝŶƵƚĞƐƟůůĞĚƟŵĞ͘ZĂƚŚŵĂŶŶ͕ Compare predictions with results. WĞŐŐLJ͘;WƵƚŶĂŵ͕ϭϵϵϴͿ͘ [ Repeat Children compare their times on different trials. Choose a different child to be the timekeeper each time. sĂƌŝĂƟŽŶƐ ƌĂǁ͕ƚŚĞŶĐŽƵŶƚ;ĞĂƐŝĞƌͿ͘Children draw as many circles or stars as they can in am minute. Then, they count them. They don’t have to draw and count at the same time. ƐƟŵĂƚĞĂŵŝŶƵƚĞ;ƐĂŵĞĂƐŵĂŝŶĂĐƟǀŝƚLJͿ͘Explain the procedure, and then try it: Everyone shut your eyes. I’ll say “Start!” when I’m going to start timing. Raise your hand when you think one minute is up. Note whose hands go up before one minute, whose at one minute, and whose after one minute. Once all hands are up, tell them the results. dŝŵĞLJŽƵƌƐĞůĨ;ŚĂƌĚĞƌͿ͘Children pair up. One times a minute while the other does the activity and keeps count. Then, they switch roles. *()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m How Many in a Minute ^ƚƌĂƚĞŐŝĞƐĨŽƌĐŽƵŶƟŶŐ How Many in a Minute gives children a reason to count efficiently and accurately. Ask children to do the activity, share and reflect on counting strategies, and try it again. This example is drawn from a program in which a group of 5–8 year old children drew as many stars as they could in a minute. ^ŚĂƌĞĐŽƵŶƟŶŐƐƚƌĂƚĞŐŝĞƐ After children drew as many stars as they could, they were asked: How did you draw your stars? Child 1: I just did it fast. Child 2: I did lines (across). Child 3: All over the page. Child 4: Two rows. What did you do when you counted? How did you count? Child 1: I wrote the numbers as I counted. Child 2: I counted across by 1’s Child 3: Up and down. Child 4: By 2’s. Child 5: By 10’s. ZĞŇĞĐƚŽŶĐŽƵŶƟŶŐƐƚƌĂƚĞŐŝĞƐ Was it easy for you to count? Why or why not? Some children who counted each star reported that they lost count and had to start over. The child who numbered each star was able to keep track, but her method was time-consuming. A child who made rows of 10 simply counted by 10’s. Try it again The second time they did the activity, many of the children organized the stars in rows or groups as they drew. They were able to count more quickly and easily to find their totals. Organizing counts in groups works for physical activity, too. Some people count jumping jacks according to a rhythm or in a pattern such as “20, 1, 2, 3, 4, 5, 6, 7, 8, 9, 30, 1, 2, 3,…”) *()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Majority Rules 'ŽĂů͗dĂŬĞĂŐƌŽƵƉǀŽƚĞƵƐŝŶŐĨƌĂĐƟŽŶƐŽƌƉĞƌĐĞŶƚƐ Grades: 2–6+ X/ŶƚƌŽĚƵĐĞƚŚĞǀŽƟŶŐƉƌŽĐĞƐƐ DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗4 Choose a yes-or-no question for the group vote, such as: Suggested grouping: whole group Should we play basketball today? Time: 10 minutes or less Explain that the group will go with Math: ĨƌĂĐƟŽŶƐĂŶĚƉĞƌĐĞŶƚƐ whatever... Materials: Easy. ...at least 1/2 or 50% chooses. ƉĂƉĞƌĂŶĚƉĞŶĐŝů;ŽƉƟŽŶĂůͿ ĐĂůĐƵůĂƚŽƌƐ;ŽƉƟŽŶĂůͿ Medium. ...at least 3/4 or 75% chooses. Prerequisites: familiarity with 1/2 Hard. ...at least 2/3 chooses. ŽŽŬƐĂďŽƵƚĐŚŽŝĐĞƐĂŶĚǀŽƟŶŐ͗ Vote 'ƌŝnjnjůLJ'ĂnjĞƩĞ͘Murphy, Stuart. Y ;,ĂƌƉĞƌdƌŽƉŚLJ͕ϮϬϬϮͿ͘ Use show of hands or private ballot. Designate one or two Which Would You Rather Be? Steig, children to keep track of the number of votes for each choice and tŝůůŝĂŵ͘;,ĂƌƉĞƌdƌŽƉŚLJ͕ϮϬϬϱͿ͘ the total. Tally the responses Talk Z About... Did either choice receive enough votes? How do you know? For 2/3, children may use calculators. Or, see the Math Spotlight for ideas on finding 2/3. If no choices received enough votes, debate the options and vote again. sĂƌŝĂƟŽŶƐ Tally it up (easier). Go with whatever choice gets more votes. Nearly everyone (harder). Go with whichever choice gets at least 90% of the vote. Use calculators to find 90%. *()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Majority Rules Spotlight Finding 2/3 14 out of 17 children voted yes. Is that more or less than 2/3? First, divide into three groups as evenly as possible. Each group is about 1/3. If two groups voted yes, about 2/3 voted yes. ŽŶŶĞĐƟŽŶƐ Sales and discounts Discounts of 10% and its multiples (20%, 30%, etc.) are common. Being able to find 10% in your head can come in handy: 10% of $10.00 is $1.00. 10% of $10.50 is $1.05. 10% of $3.00 is $0.30 (30¢). 10% of $3.50 is $0.35 (35¢). You can use 10% to find other percents: 20% is double 10%. 5% is half of 10%. *()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m Giant Museum 'ŽĂů͗WƌĞĚŝĐƚƚŚĞƐŝnjĞŽĨĂŐŝĂŶƚƐĐĂůĞŵŽĚĞůŽĨĂĐŽŵďŽƌŽƚŚĞƌƌĞĐƚĂŶŐƵůĂƌŽďũĞĐƚ͕ then make one Grades: 2–6+ Before beginning DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗1 Choose a flat surface, such as a table top or window that children Suggested grouping: divide into pairs can reach. Children will predict if their giant objects will cover Time: 20–60 minutes the table (or window). Math: ĐŽŶƐƚƌƵĐƟŶŐĂƐĐĂůĞŵŽĚĞů͖ ŵĞĂƐƵƌŝŶŐĂƌĞĂ X Would a giant one cover the table? Hold up one of the objects. Ask children to predict its length and Materials: width if it were enlarged five times. ƌĞĐƚĂŶŐƵůĂƌ͕ŇĂƚŽďũĞĐƚƐ;Ğ͘Ő͕͘ĚŽůůĂƌ͕ If this eraser were five times longer, would it Talk ƐƟĐŬŽĨŐƵŵ͕ƉŽƐƚͲŝƚŶŽƚĞ͕ƉůĂLJŝŶŐ About... card): 1 per pair fit on the table? What if it were also five times ƌƵůĞƌƐ wider? ůĂƌŐĞƐŚĞĞƚƐŽĨƉĂƉĞƌ͕ŝĨƉŽƐƐŝďůĞ͕ Distribute objects, paper, and other supplies to each pair. Ask ǁŝƚŚϭͬϮ͟ŽƌůĂƌŐĞƌŐƌŝĚƐƋƵĂƌĞƐ͗ϭŽƌ them to make and record two predictions: more pieces per pair ƉĞŶĐŝůƐ͕ŵĂƌŬĞƌƐ͕ƐĐŝƐƐŽƌƐ Would it cover the table? Would it cover you if you were lying down? scrap paper Prerequisites: ĨĂŵŝůŝĂƌŝƚLJǁŝƚŚ Make it five times the length and five times the width ŵĞĂƐƵƌŝŶŐ Y Children trace the object five ŽŽŬƐĂďŽƵƚŐŝĂŶƚƐŝnjĞƐ͗ times across and down. Or, they If Dogs Were Dinosaurs͘ĂǀŝĚ measure and multiply using ^ĐŚǁĂƌƚnj;^ĐŚŽůĂƐƟĐ͕ϮϬϬϱͿ͘ rulers or graph paper. El nabo gigante;The Giant TurnipͿ͘ ůĞŬƐĞŝdŽůƐƚŽLJ;ĂƌĞĨŽŽƚŽŽŬƐ͕ Then they cut and decorate. ϮϬϬϬͿ͘ ZMake a museum Display giant objects next to the originals. How did you make your giant object? Talk Was it as long as you predicted? Was it as wide? About... How many times more area does the giant one cover? sĂƌŝĂƟŽŶƐ dŚƌĞĞƟŵĞƐƚŚĞƐŝnjĞ;ĞĂƐŝĞƌͿ͘ Enlarge a flat rectangular object three times in length and three times in width. dŚƌĞĞĚŝŵĞŶƐŝŽŶƐ;ŚĂƌĚĞƌͿ͘ Enlarge a three-dimensional rectangular solid object, such as a thick book, pencil sharpener, or small box. *()(L=J;;YeZja\_]$E9 >gjegj]eYl`a\]Yk$nakal`llh2''eapaf_afeYl`&l]j[&]\m The National Science Foundation Name Game Lottridge, Celia. Lottridge, Skills: patterns Visit our web site for more math ideas. http://mixinginmath.terc.edu Tang, Greg. (Scholastic, 2003). Greg. Tang, Number of players: 2 Number of players: Players take turns writing their names take Players in the grid. or Names can go across in each down with one letter square. when The game is over to take is no room there a turn. Try using a different size grid, or block out some squares. size using a different Try 2002). (Groundwood, The Name of the Tree: A Bantu Tale Retold. Retold. BantuA Tale Tree: the of Name The Math. of Grapes n o p Grades: K–6+ Grades: Goal: Fill in the grid with names Variation Read © TERC 2011 · Cambridge, MA TERC 2011 © Line Up Goal: Get in order by something easy to compare, such as height or arm span Grades: K–2 Before beginning DŝŶŝŵƵŵŶƵŵďĞƌŽĨƉĂƌƟĐŝƉĂŶƚƐ͗4 Choose a size characteristic that children can physically compare, Suggested grouping: divide into such as foot length or hair length. groups of 4–10 Time: 10 minutes or less X Predict Math: comparing height; graphing Tell children they will be lining up from largest to smallest. Materials: We’ll be lining up by arm span. Do you think Talk none you’ll be the start, middle, or end of the line? About... Prerequisites: none YLine up! Books about comparing sizes: Everyone makes comparisons and stands in order. If two children The Best Bug Parade. Murphy, Stuart. have the same measurement, they stand side by side. (Harper Trophy, 1996). The Giant Cabbage: An Alaskan Are we in order? Folktale. ^ƟŚůĞƌ͕ŚĞƌŝĞ͘ Z (Sasquatch, 2003). Check and change places if needed. Are you in the part of the lineup you predicted? Talk Are there any people with the same height? About... Which height is most common? If we do this again in 6 months, do you think everyone will be in the same place in line? sĂƌŝĂƟŽŶƐ Line up for a moment (easier). Divide into groups of 5 or 6. Each smaller group lines up. That way, no one waits too long in line while others are deciding where they stand. Guess our lineup (harder). One person is the Detective and leaves the room while the others line up in order by a secret characteristic. The Detective returns, looks over the lineup, and tries to determine the characteristic by asking yes-or-no questions.