Thursday, March 8, 2012

Money and Fractions (Gr. 3)

Money and Fractions (Grade 3)

Learning Goals
  • Parts and wholes (fractions)
  • Attending to all parts of a multi step problem
  • Effeciently and correctly counts money

Curriculum Expectations
  • Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names
  • Represent and describe the relationships between coins and bills up to $10
  • Estimate, count and represent the value of a collection of coins and bills with a maximum value of $10

Activation
Saaruni has 3 coins in her pocket.  One-third are dimes, one-third are quarters and the rest are pennies.  How much money does Saaruni have?

Lesson Problem
Thinh has 10 coins in his pocket.  One-fifth is loonies, two-fifths are quarters and the rest are dimes.  He wants to buy a toy at the Dollar Plus store that costs $4.00.  Does he have enough money?  Justify your answer.

Problem Solving Strategies
  • Make 5 equal groups of coins
  • Add groups of alike coins first and then add the total money
  • Count money value in cents and convert to dollars and cents
  • Compare total to $4.00 needed
  • Subtract total amount of coins from $4.00 to determine how much more money is needed to buy the toy

Tools
  • Paper and pencil
  • Four hundreds chart
  • Number line
  • Coins

Highlights and Summary
  • 4 quarters = $1.00
  • 2 loonies = $2.00
  • Grouping coins that are alike help us to add them
  • Fractions tell us how many equal parts to divide the whole into
  • Label each part of the fraction as the fraction name (one-third, one-third, one-third)
  • When you count the fractional pieces you get the whole (one-third, two-thirds, three-thirds)

Independent Problem
Mahir has 15 coins in his piggy bank.  One-fifth are toonies, two-fifths are loonies and the rest are dimes.  How much money does he have altogether?  Justify your thinking.
Parallel Task
Mahir has 10 coins in his piggy bank.  One fifth are dimes, one fifth are nickels and the rest are pennies.  How much money does he have altogether?  Justify your thinking.

Thursday, March 1, 2012

Handfuls from Marilyn Burns

Co-Teaching Lesson
Grade 1, Nadia, Lisa, Nirpjit, David, Sajida
Thursday March 1, 2012
1 :00 to 2 :00

Lesson Title : Handfuls
Expectations : Create a set in which the number of objects is greater than, less than or equal to the number of objects in a given set.
Process Expectations: Select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems.

Three Part Lesson
Activation: Mrs. Foster wants to share gummy bears with the class.  This is Mr. Fox’s handful and this is Mrs. Foster’s handful.  Which handful has more?  How do you know?

  • Anticipated responses and annotations include: comparing hand sizes; fish (more or less) symbol; ten frames; tallies

Lesson Problem:  You are playing Handfuls with your math buddy.  Each buddy takes a handful from one of the buckets.  Which handful has more?  Explain how you know.

  • Anticipated strategies: Placing pieces in ten frames; Grouping into tens, fives or twos; lining up objects from handful; moving and counting by ones; number lines to count the sets

Independent Problem: You are playing Handfuls by yourself.  Take 1 handful from 2 different bins.  Which handful has more?  Explain your thinking.


Co-teaching Positions:
Nadia – leading discussion
Lisa – Recorder
Nirpjit – timer
David and Sajida – observe and take notes

Parallel Tasks
Kindergarten
Choose larger materials for the Handfuls to reduce the size of the numbers.
Set up as a game during center time.
Circle share after playing time.

Grade 2
1. Use smaller materials for the handfuls to increase the number of objects in the handful.
Increase to four handfuls, one of each material for each side.  Which sum is more or less?  By how much?  How can we move objects from one group to another to balance the equations?.
2. Each student takes a handful of money (pennies, nickels, dimes, quarters, loonies) and they estimate which handful has the greater value.  Then they figure out the value of each handful and decide how to balance the handfuls so that they have equal value.

Welcome to the Claireville Co-Teaching Blog!

Dear Claireville Staff,

This year has been a really innovative year for us, with many staff members learning and utilizing new methods of teaching.  I have heard that the Math Co-teaching has been a great success from various staff members who have had to chance to participate thus far.  I thought it would be a great idea to create a forum where all teachers can post and share their co-teaching lessons with other staff and co-teaching groups can comment on what they learned and what they modified for their own classroom. 

Anyone who would like to become an author in this site (preferable one per co-teaching group), please send me your e-mail address and I will add you to the authors.  You will have access to the blogger page and be able to post lesson plans from your co-teaching lessons (as well as any other great teaching successes you have had!)

Lisa