Pumpkin+M

Grade Level: 2 Length of Lesson: 30 minutes Date: 4/20/09 1. Make and check estimates about how many seeds are in a pumpkin. 2. Demonstrate an ability to skip count by 2s, 5s, and 10s. 3. Use pumpkin seeds as a nonstandard measuring tool. || M(N&O)–2–7 **Makes estimates** of the number of objects in a set (__up to 50__) by selecting an appropriate method of estimation. (Local) M(DSP)–2–2 **Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using** more, less, or equal. (State) M(CCR)–2–1 **Students will communicate their understanding of mathematics** and be able to:  ·  Demonstrate mathematical communication through discussion, reading, writing, listening, and responding, individually and in groups. · Discuss relationships between everyday language and mathematical language and symbols (e.g., words that mean something different in mathematics and in everyday life). · Explain conclusions, thought processes, and strategies in problem-solving situations. · Draw pictures and use objects to illustrate mathematical concepts.
 * Pumpkins (Math Lesson) **
 * ** Objectives ** || The student will:
 * ** Standards ** || M(N&O)–2–2 **Demonstrates understanding of the relative magnitude of numbers** from __0 to 199__ by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, __125__, __150__, or __175__); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “10 more”, “10 less”, “__100 more__”, or “__100 less__”; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations. (State)
 * · **** Discuss, illustrate, and write about mathematical concepts and relationships. **

|| · “How Many Seeds in a Pumpkin” book · Pumpkin scooper  ·  Data worksheet || || 1. I will explain to the students that an estimate is a guess you make by using observations and your knowledge. 2. I will explain to the students that they will be estimating how many seeds are in their pumpkin and then they will skip count by twos, fives or tens to see if their estimate is correct. 3. I will introduce the book "How Many Seeds in a Pumpkin" and explain that while reading the story they will be completing some of the same tasks as the main characters. 4. Students will be put into groups
 * ** Instructional Materials and Resources ** || · Pumpkins
 * ** Instructional Activities and Tasks **
 * Opening: **

|| 1. I will read the “How Many Seeds in a Pumpkin” book to the class, but stop at the place where Tiffin dries the seeds 2. Each group will receive a pumpkin. They will observe their pumpkins and write a description of it on their worksheet. 3. They will write an estimate of how many seeds they think they have in their pumpkin. 4. They will predict whether or not the number of lines on the outside of the pumpkin will be greater than, equal to, or less than the number of seeds in the pumpkin. 5. Students will scoop out, wash and dry their pumpkin seeds. 6. I will continue reading the book until the part where Charlie realizes that his pumpkin has the most seeds. 7. The students will then skip count their seeds by twos, fives or tens. 8. Then I will finish reading the book. 9. They will answer the question “Does the pumpkin with the most seeds also have the most lines on its sides?” and see if there prediction was correct.
 * BTS Standard 1 **
 * Development: ** ||
 * Development: ** ||

|| || 1. I will ask for student volunteers to share their results and as a class compare them to the book’s results.
 * BTS Standards 2, 3, 4, 5, 6 **
 * ** Closing: **

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 * BTS Standards 2, 3, 4, 5, 6 **
 * ** Assessment ** || __Formative:__ The worksheet with all of the students' data on it.

__Summative:__ The students will be given a bag with pumpkin seeds in them. Each student will have a bag with a different number of seeds in it. One at a time, each student will sit at a table with me. They will estimate the number of seeds in their bag, and then skip count their seeds aloud to see how close their estimate was to the actual number of seeds. I will give the students either a check minus, check, or check plus according to how well the students did at estimating and skip counting.

**BTS Standard 9** || 2. For inclusion students with specific needs, teacher will arrange the groups to ensure that all students learn from this activity. 3. The directions will be said aloud for all of the students which address the auditory learners in the classroom.
 * ** Learner Factors ** || 1. The hands-on nature of this activity will help visual and kinesthetic learners grasp the material stronger.

2. The students will be put into groups of three or four. Low achieving students will be put into groups with higher achieving students.
 * BTS Standards 3,4,8 ** ||
 * ** Environmental Factors ** || 1. The students will have a class discussion about the book's results and their results.


 * BTS Standard 6 ** ||