Student+Activities

 Week of April 19th through the 23rd

Monday Estimation Station Objective: Students use this hands-on math activity to explore the fundamentals of estimation and counting by tens with Goldfish. Materials: Fishbowls (plastic container) however many tables are in the room, zip block baggies and a couple bags of Goldfish. Plan:  If you are want to practice your counting by 10's skills click and play [|Ghost Blasters]
 * 1) During the same time we are learning about the ocean in science, I will incorporate fish into the math lesson. I will buy a small fish bowl and some
 * 2) I will do an introduction about the lesson, I will choose one student from each table to come up and grab a zip block bag that each has the same number of fish in them.
 * 3) After that I will have the student’s put them in their bowls and estimate the number of crackers and then the counting will begin. Each group will count together. Then as a class we count the crackers by grouping them by tens to see if everyone got the same answer.
 * 4) The kids will hopefully love it because, it's a hands on activity and there will be some "extra" crackers for the kids to taste.
 * 5) To incorporate technology into this lesson a can have my own fish bowl and use an over head projector to count the fish with the class.

Tuesday Estimation Station #2 Materials: a jar (or plastic container), and objects to fill it up (balls, blocks, candy etc.) Another fun and easy way to do an estimation lesson is to have an estimation jar. I can change the contents of the jar or the size of the jar. Sometimes put large objects and sometimes small. Let the students examine the jar and write down their estimations. I will also have them write a paragraph about "how" they got their guess, kind of like a reflection. After the end of the estimation and reflection time we will count the objects together. This will teach them some estimating skills and make them think about “how” they actually got the answer. After that I can have them estimate the capacity of the container, by using the container and an object such as a clothespin. Have them make a prediction of how many. And then actually fill the jar to check their predictions. Any small manipulative could be used for this and you could also change the size of the container. For this lesson I will incorporate technology by making the students type their reflection on Alpha smarts. 

Wednesday Materials: Sticky Notes, Whiteboard, and pencils 1. Ask students what different non standard materials can be used for estimation. Ex: paper clips, string, arms, legs, feet. 2. Tell students that they will be using their feet to measure the length of the room. 3. Ask students to estimate the number of steps it will take to walk from one end of the room to another. 4. Give each student a sticky note and have them record their estimation 5. Use the white board to create a line graph. Have students come to the front of the room and place their sticky note on the corresponding graph point. 6. Discuss which numbers were chosen the most/ least and why the students estimated the number they did. 7. Choose one student to walk across the room measuring the distance. As a class count the each step aloud as the student walks. 8. Discuss why each student’s measurement would be different and the factors that affect measurement. Ex: students foot size, length of steps taken 9. Have students watch the video BrainPOP Jr. - Cups, Pints, Quarts, Gallons. 

[|BrianPOP Jr.] Click on this link if you want to watch a very interesting and educational video on measurements.

Thursday Materials: 4 different sized measuring cups varying in height and depth, water 1. Show the students all of the measuring cups, passing them around and having students explore. 2. Tell students that you will be filling up each of the cups to see which one holds the most water 3. Have students predict which cup will hold the most/least. Ask how many cups of water each will hold. 4. One by one fill up each cup having students first predict how many cups of water it will hold. 5. Record the results on the board, comparing each of the cups. Show students that even though one cup might be the tallest, doesn’t mean that it will hold the most water. 

Friday <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Materials: 5 pumpkins, Calculators, Paper, Pencils 1. Split the class into groups of 4. 2. Have each group member elect a student that will be the recorder. Each member of the team will estimate the number of seeds inside the pumpkin. Have the recorder get a piece of paper and complete the following:

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 120%;">NAME/ GUESS _ _ _ _ _ 3. Lift the stem off the pumpkin. Begin taking the seeds out. 4. Next, count all of the seeds inside your pumpkin. Have students place the seeds into groups of ten, making it easier to count and practicing counting by tens. 5. As a group, have students count by 10’s to calculate the total number of seeds found in their pumpkin. Give each group a calculator to double check their total. 6. Give each student a piece of notebook paper and have them write and complete the following sentences. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> <span style="color: black; font-family: 'Arial','sans-serif';">Our pumpkin had this amount of seeds __.__ The team member that had the closest estimate was __.__

7. Discuss class results. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">

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