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Math Potatoes

Math from Literature Lesson Plan

October 2012Sarah Aitchison

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Biographical DataTitle: Math PotatoesAuthor: Greg TangIllustrator: Harry BriggsPublisher: Scholastic Inc. 2005, New York, NY ISBN: 0-439-79170-7

Synopsis of the BookMath Potatoes is a book that can help students develop skills to solve math word problems. Each problem is different, allowing for practice of the students’ knowledge in a variety of scenarios. The book focuses on word problems involving grouping and for each question provides a visual representation on the page opposite to the word description. As each question is independent of the others, the book can be followed sequentially or can be used selectively to provide practice of specific skills.

Pedagogical Details

There are several different types of teaching methods outlined in this lesson which can address the needs of many learners who may acquire concepts differently. The first strategy executed is that of active learning. Here, students do not simply sit and listen to a lecture but rather work on problem solving and critical thinking skills as a class. This lesson involves a math word problem where, initially, the teacher guides and works through the task with the help of the students and their handout. Next, the teacher promotes collaborative/cooperative learning. This is facilitated by forming small groups where the students work together to solve a word problem of their own; a common learning goal. In order to engage and deepen the learning process, the discussion-based strategy is then encouraged. The students will have a chance to interact and illustrate their own methods of problem solving; this is a great way to build confidence amongst the students. Lastly, the final strategy used in this lesson is a writing task. The writing component is beneficial as it develops critical thinking skills and reinforces the learned content covered in class.

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Lesson Plan

Grade: 2 Subject/Course: Mathematics Time: 60 minsStrand: Number Sense and Numeration Lesson DescriptionStudents will be introduced to multiplication through grouping and repeat addition. Students will be asked to solve the math riddles from the book; they will need to do this by grouping numbers (friendly and unfriendly). The process of solving the riddles will show students that there is “a faster way to add,” therefore introducing them to multiplication without saying so.

Desired ResultsFundamental Concepts/Skills- Grouping- Adding and subtracting- Multiplication—how can we teach the students that there is a faster way to add (repeat addition to multiplication)Big Ideas/Essential QuestionBig Idea: Relating equal sized groups to multiplicationEssential Questions: What other ways are there to determine how many individual pieces are in sets of groups? Are there other ways to add? Overall Expectation(s)Solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, and investigate multiplication and division.Specific Expectation(s)-Count forward by 1's, 2's, 5's, 10's, and 25's to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10 (e.g., count by 5's from 15; count by 25's from 125);-Describe relationships between quantities by using whole-number addition and subtraction (e.g., "If you ate 7 grapes and I ate 12 grapes, I can say that I ate 5 more grapes than you did, or you ate 5 fewer grapes than I did.");-Solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials (e.g., base ten materials, counters), student-generated algorithms, and standard algorithms.Lesson GoalsIntroduce students to the basics of multiplication through grouping/repeat addition.Key Concepts and/or Skills to be learned/applied

Prior Knowledge

- How to group items in order to solve problems of addition of two-digit numbers

- How to use grouping to add faster

- Number sense/numeration skills, must be able to add, read and problem solve.

Planning Learning Experience and InstructionStudent Groupings Instructional Strategies- Entire class- Small groups

- Teacher-led, whole-group discussion- Small group assignment- Small group presentations

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Materials Considerations- “Math Potatoes” Book- Highlighter/Markers- Manipulatives: star and potato cut-outs- Chart paper

Adapt different learning styles by giving students different (more challenging or easier) riddles from the book.

Learning Experience and InstructionMotivational Hook ( 10 mins)- Activate students by asking what they think the book is about- Ask students how many potatoes are on the cover? (There is a group of 10 potatoes, remind

them that this is our friendly number)

Open (15 mins)- Discuss and clarify the task- Give the children a photocopy of the visual representations and have one on a projector or

smartboard- Read the “Math Potatoes” page to introduce the problem- Solve the problem with the students- Allow students to ask questions, ensure understanding before moving on

Body – “Working on it” (25 mins)For Seven’s Sake, Stars Riddle- Read the riddle, count the number of stars on the page- Can you group these stars into groups of 7?- Students may have difficulties due to 7 being an odd number- Pair students in groups and provide manipulatives (stars) to be shown on a large piece of paper to understand the concept (pictures, numbers, words)

Close (10 mins) “Reflection” - Bansho-Using their manipulatives and working in groups, students can problem solve and show how they got their answers or solved their riddles. -Deal with any questions and reflections- Key questions to reflect on lesson:

1. What did you learn about grouping numbers?2. How can we use grouping to add faster?3. Why is grouping important?

Extension-Students will reflect what they’ve learned in their math journals.

AssessmentTo gather our assessment data, we would use a rubric for students to assess themselves.Lesson Review

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-How did students demonstrate their understanding of the key mathematical concepts presented in this lesson? They showed their understanding through problem solving during group work, by using numbers, pictures and words.

-How did the three-part lesson structure support student learning? We started with the simple concepts, "friendly numbers" and progressed to more complex concepts (pairing odd numbers).

-What will your next steps be to further develop the key concept(s) of this lesson? Start using the paired groups and incorporate multiplication. Start a class book and go from simple to more complex math problems.

-How will you incorporate problem solving and the three-part lesson into your classroom program? Giving students a problem to be solved. Discuss what works and what does not. Introduce concepts and problem solving.

OPEN Problem 1 “Math Potatoes”

WORKING ON ITProblem 2 “For Seven’s Sake”

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ASSESSMENTStudent Self Assessment Rubric