Objectives Students will identify the name and value of different coins. Students will count the total value of a group of coins and find equivalent coin combinations. Materials Needed The Coin Counting Book by Rozanne Lanczak Williams Coin template or Plastic Coins or Magnetic Coins “Pot of Coins” activity mat Spinner template Paper bag Paper clips Pencils Scissors Before You Begin Print and cut out a set of coin templates for each student or pair of students. (You can also use real coins or a set of pretend coins.) Print the “Pot of Coins” activity mat. You will need one mat for every student in your class. Print the spinner template. You will need one spinner for every three or four students. Introduction Give a set of coins to each student so students can manipulate them throughout the lesson. Or have students work in pairs to enhance understanding. Read aloud The Coin Counting Book. As you read, pause periodically and challenge students to demonstrate the money concepts in the book using their coins.
Objectives Students will understand place value. Students will explore the relationship between ones, tens, and hundreds. Materials Needed Place value work mat Spinner template Large dried beans (over 100 for each student) Craft Sticks (10 for each student) Glue Paper clips Pencils Introduction On chart paper or a chalkboard, draw a chart with three columns. Label the columns from left to right: hundreds, tens, and ones. Hold up a bean and ask students, “How many beans do I have?” Then write the numeral 1 in the ones column on your chart. Say, “If I add two more beans, how many will I have?” Write the numeral 3 beneath the 1 in the ones column. Explain, “When we have a number that is less than 10, we can show it by writing it in the ones column.” Then ask, “But what if I have 14 beans? Each of these columns can only hold one numeral. So how can I show 14 on my chart?” Write a 1 in the tens column and a 4 in the ones column. Reinforce the concept by pointing to each numeral and saying, “This means I have one ten and four ones—14.”
Objective CCSS Math/Number and Operations in Base 10/Understand Place Value: 1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones—called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). Materials Needed A Fair Bear Share by Stuart J. Murphy Double-Sided Counters Colored Craft Sticks Craft Sticks (plain) Bundles of 10 recording sheet Place Value Match-Up cards Document camera or chart paper Rubber bands Best-Buy Scissors Introduction Read aloud A Fair Bear Share by Stuart J. Murphy. Pause to point out how the bears count nuts, seeds and berries by putting them in groups of tens with the “extras,” or ones, left over. As you point out the bears’ process, model the way they group nuts, seeds and berries: Use double-sided counters on a document camera or chart to show how the bundling of tens and ones takes place. (For example, on page 13, show how the first cub has 21—two piles of 10 with 1 left over.)
Objective Students will explore beginning fractions by dividing a whole into two equal parts, three equal parts and four equal parts. Materials Needed Sheila Rae’s Peppermint Stick by Kevin Henkes Peppermint Stick Fraction Bars reproducible Construction Paper - 9" x 12" (red and white) Scissors Glue Sticks Red and black markers or crayons Peppermint sticks (optional) Preparation: Print out a copy of the Peppermint Stick Fraction Bars reproducible onto white construction paper (or printer paper) for each student. Introduction Ask the class to think about ways to divide an object into two equal parts, or halves. As you read aloud Sheila Rae’s Peppermint Stick by Kevin Henkes, prompt students to listen for the solution that Sheila Rae uses to solve her problem.
Objectives Reading: Foundational Skills Orally producing single-syllable words by blending sounds, including consonant blends Decoding regularly spelled one-syllable words Knowing spelling-sound correspondences for additional common vowel teams Materials Needed Hop on Pop by Dr. Seuss Word-building cards and answer key “Wonderful Word Families” reproducible Pocket chart Chart paper or whiteboard Scissors Marker Preparation Print the word-building cards and answer key. Cut out the title, word family and onset cards.
Objectives Students will identify and compare 2-D shapes. Students will understand the difference between congruent and similar shapes. Students will create and extend patterns. Students will combine shapes to create new shapes. Materials Needed Grandfather Tang’s Story: A Tale Told with Tangrams by Ann Tompert Tangrams template or Tangrams Tangram picture-matching cards or Tangram Picture Matching Cards Pattern blocks template or Pattern Blocks “Shapes Gallery” activity mat Scissors Paper & pencils Preparation: Print and copy the tangrams template, tangram picture-matching cards, pattern blocks template and “Shapes Gallery” activity mat. You will need one copy of each for each student. You can cut out the tangram shapes and pattern blocks in advance, or have students cut them out during the lesson. (You also can use the Pattern Blocks, Tangrams and Tangram Picture Matching Cards for this lesson.) Introduction Read aloud Grandfather Tang’s Story: A Tale Told with Tangrams. Show students the seven tangram shapes (two small triangles, two large triangles, one medium triangle, one square and one parallelogram). Tell students that tangrams originated in China. The story introduced only a few of the many shapes and figures that can be made with tangrams.
Objectives CCSS Reading: Literature RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2: Recount stories, including fables and folk tales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Materials Needed Any copy of Cinderella A copy of a Cinderella story from another culture, such as Yeh-Shen or The Rough-Face Girl Whiteboard or chart paper “The Tortoise and the Hare” “The Heron and the Hummingbird” Comparing Stories reproducible Introduction Tell students that you are going to read two different stories and then compare them to find similarities and differences. Ask students to pay special attention to the characters, the plot and the lesson that each story teaches.
Objectives CCSS Reading: Literature RL.2.1: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. RL.2.2: Recount stories, including fables and folk tales from diverse cultures, and determine their central message, lesson or moral. Materials Needed “The Lion and the Mouse” fable Highlighters Construction Paper - 9" x 12" Safety Scissors Best-Buy Crayons Lakeshore Glue Sticks or Best-Buy School Glue Lion and mouse cutouts Introduction Read aloud “The Lion and the Mouse” fable.
Objectives Reading Literature Retelling stories and demonstrating understanding of the central message or lesson Describing characters, settings, and major events in a story, using key details Understanding and identifying sequence words (e.g., “first,” “next,” “then,” “finally”) Materials Needed Lost in the Fog booklet reproducible Lost in the Fog sequencing mat Lost in the Fog picture and sentence cards Best-Buy Scissors Lakeshore Glue Sticks Pencils Preparation Make a copy of the Lost in the Fog booklet reproducible, sequencing mat, picture cards and sentence cards for each student. Follow the directions to assemble each booklet. Introduction Give each student a booklet and ask students to follow along as you read the story aloud. Explain that authors use words like “first,” “next,” “then” and “finally” to help readers follow the order of events in a story. Challenge students to listen for these words as you read aloud.
Objectives Students will estimate how many seeds are in a pumpkin and compare their estimates to the actual results. Students will count by twos, fives, and tens. Students will use the greater than, less than and equal symbols to compare numbers. Materials Needed How Many Seeds in a Pumpkin? by Margaret McNamara Pumpkin Knife (for teacher use only) Newspaper 3 index cards Comparing Seeds reproducible Preparation: Purchase a pumpkin from a local grocery store or pumpkin patch. Bring it to school, along with a sharp knife and some old newspaper. Spread out the newspaper to protect your workspace. Then cut out the top of the pumpkin. Leave the top on until instructed to remove it during the lesson. Finally, take the index cards and write the greater than symbol on the first card, the less than symbol on the second card, and the equal sign on the third card. Introduction Display the pumpkin and ask students to tell you what’s inside (seeds). Ask students if they can estimate, or guess, how many seeds there are. Write their guesses on the board or on chart paper. Tell students that you are going to read a story about a class that does the same activity that you will do with students today. Ask students to listen for ideas on how to count the pumpkin seeds. Then read aloud How Many Seeds in a Pumpkin? When you have finished reading, ask students to share their observations about the book, including ways to count the pumpkin seeds.
