In this activity students will explore the how to collect and graph discrete data.

Materials:   Chart Paper, Markers

 Instructions:

1. In the classroom, section off 4 distinct areas. Using corners of the classroom is the easiest way to do this.
2. Ask the students: “What is your favorite dessert? If you like cake, go to Corner #1; if you like cookies, go to Corner #2; if you like ice cream, go to Corner #3; if you like candy, go to Corner #4.
3. Allow time for students to decide which dessert they prefer and then record the number of students in each corner.
4. On the chart paper, have 4 columns, one for each dessert option. Write the number of students in the corresponding column.
5. Explain to the class that they just collected data on the type of dessert their classmates like. You may consider saying, “Data can be in the form of numbers or words, and in this case, we determined how many of you like each type of dessert. Next, we are going to do a graph, which is similar to a picture, showing the data we just collected.”
6. Create the axis of the graph, labeling the number of students on the vertical axis (y-axis) and the type of dessert on the horizontal axis (x-axis).
7. Mark the y-axis according to provide enough numbers to represent the numbers of students in each category. Draw in the bars to the corresponding number for each dessert type. For younger students, consider using stickers to represent the bars of the graph and have each student place a sticker in the dessert column they prefer.

Additional Graphing Resources:

Graphing is essential to building scientific knowledge and understanding as well as Math comprehension. For more interesting graphing activities, visit:

• http://classroom.jc-schools.net/basic/math-graph.html
• https://www.teachingchannel.org/videos/3rd-grade-graphing-lesson

And for more of our Fun Learning Math Games, you can visit here:

math-lessons.ca/activities/index.html

math-lessons.ca/activities/FractionsBoard5.html

math-lessons.ca/activities/Geometry.html

http://www.literature-enrichment.com/

Preparation: You will need a large box (large enough for a student to sit inside of it). Most appliance stores or big box stores will be happy to donate one. You can have the class decorate it (as a recess or free time activity) or you may choose to decorate it yourself. Turn the box upside down and cut out a “doorway” on one side of the box. Then cut two openings (similar to mailbox slots) on the front of the box and identify them as “in” and “out” slots. Once the “Magic Function Machine” is created, it can be used year after year.

Activity:

1)     Have a student sit inside the Magic Function Machine with all needed materials. You can use a variety of items such as counters, dry-erase boards, paper and pencil, craft sticks or any other item you can think of.

2)    The Teacher introduces the rule for the function machine. “This Magic Function Machine is so smart; it always adds 5 to any number you tell it. Who wants to try it out?”

3)    Choose a volunteer to come to the machine and input a number. They can write in on paper, write it on a whiteboard, count out the correct number of counters, etc. They put this number into the “in” slot in the machine and announce to the class what number they gave the machine (“I am putting in 6 craft sticks.”)

4)    Students at their desks figure out what the machine should output while the student in the box does the same.

5)    Give the students time to complete the problem. Then, ask the machine to send the output. “I think we are ready. What is the answer Magic Function Machine?”

6)    The student inside the box sends the answer through the “out” slot. The student outside the box announces the results to the class. (“I put 6 craft sticks in, and the magic machine gave me 11 craft sticks back.”)

Variations:

1)    As students become more proficient, they can create the rule they would like the machine to follow.

2)    Practice missing addends (an important algebraic concept). Have the students figure out the rule rather than the output. (“I put in 7 and 10 came out. What rule is the magic machine using?”)

3)    The complexity of the problems can change based on the abilities of your students. It is simple to individualize this activity.

4)    The problems can vary based on concepts students are practicing (addition, subtraction, multiplication, division, 2-step problems, negative numbers, fractions, etc.)

For more fun and interesting Learning Math Games, you can visit us here:
http://math-lessons.ca/activities/FractionsBoard5.html
http://math-lessons.ca/timestables/times-tables.html
http://math-lessons.ca/activities/FractionsBoard4.html
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We find that it is easiest to set the desks up in a circle so that students can move clockwise and there is no confusion as to where to move next. Use large index cards to number the problems and describe the task the student must complete while at that desk. A different problem is presented at each desk. Use a numbered index card to clearly indicate the problem number. (See Figure 1 for an example.)

Figure 1          Task 7

Record The Value of The Five Coins

Students start at their own desk, recording the answer for that problem. All students will start on a different number. It may be helpful to provide young students a numbered table to record their answers. I find it is helpful to have students put a star on the number problem that is set up at their desk so they start recording answers in the correct box. (See figure 2 for an example).

Here is an example of the types of problems that can be used in this assessment. The materials needed at each desk are indicated in the parentheses.

Desk 1 – (coins) Record the value of the five coins.

Desk 2 – (clock) Record the time shown on the clock.

Desk 3 – (pencil, ruler) Measure the length of a pencil to the nearest half-inch.

Desk 4 – (calendar) Record the date of the second Wednesday in March.

Desk 5 – (apple, scale, gram weights) Find the weight of the apple to the nearest gram.

Desk 6 – (clock) Identify the time on the clock. What time was it 15 minutes earlier?

Desk 7 – (calendar) Today’s date is highlighted on the calendar. Marie’s birthday is in 12 days. What is the date of Marie’s birthday?

Desk 8 – (blackboard eraser, ruler) Measure the length of the eraser to the nearest centimeter.

Desk 9 – (clock) Charles started his homework at 3:45. He worked for 20 minutes. What time was it when he finished his homework?

Desk 10 – (1-inch squares and an outline of a large rectangle) Lay the squares on the rectangle to determine the area of the rectangle. Remember to label your answer with square inches.

For more fun and interesting Learning Math Games, you can visit us here:
http://math-lessons.ca/activities/FractionsBoard5.html
http://math-lessons.ca/timestables/times-tables.html
http://math-lessons.ca/activities/FractionsBoard4.html
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Typically, students are taught that when you multiply two numbers, the product is always larger. When you divide two numbers, the quotient is always smaller. However, these rules apply to whole numbers, not fractions. When you multiply two fractions, the resulting product may be smaller! When you divide two fractions, the quotient may be larger!  Many students become frustrated, confused and give up on math. As teachers, we need to make sure our students understand concepts, not just memorize rules about them. Students need time to explore and discuss real life examples of the concepts we are teaching. Below are some high-level tasks that allow students to explore number theory and fraction concepts. As with all tasks, students should represent their work in numbers, pictures and/or words. They should have time to communicate their thoughts and findings with others.

Topic: Factors and Multiples

Task: Max is making table favors for a party. The candles come in boxes of 15 and the candleholders come in boxes of 9. Max does not want any leftover candles or holders. What is the fewest number of candles and candleholders he needs without any leftover? How many boxes of each should he buy? Task: At a day camp, there are 12 girls and 18 boys. The camp counselors would like to split the campers into teams. However, they must follow these rules: 1) All campers must be on a team; nobody can be left out, 2) all teams must have the same number of campers, and 3) each team can only have all boys or all girls; no boys and girls can be on the same team. What is the greatest number of camperseach team could have?

Topic: Understanding Fractions

Task: In Penny’s Pet Shop,  of the pets were dogs,  of the pets were cats,  of the pets were birds and the rest were gerbils. There were 48 pets in all. How many of each type of pet were there? Task: Ms. Kinny has  tank of gas in her Volkswagen Beetle. Miss Jamison has  tank of gas in her Ford Mustang. Dr. Beck has  tank of gas in her Honda Accord. Mrs. Hughey has  tank of gas in her Toyota Prius. Without finding common denominators, list the women in order from the person who has the least amount of gas in her car to the person who has the greatest amount of gas in her car.

And for more of our Fun Learning Math Games, you can visit here:

http://math-lessons.ca/activities/index.html

http://math-lessons.ca/activities/FractionsBoard5.html

http://math-lessons.ca/activities/Geometry.html

Too often, we rely on worksheets to help our students learn. Students need to be active participants in their learning. They need to explore, communicate and problem solve. Here is a fun activity appropriate for second and third graders to complete during your measurement unit. Not only does it help them practice measurement skills (weighing items and counting money), but it also facilitates math process skills such as communication and problem solving.

Materials: scales, envelopes, coins, student directions and recording sheets (attached). Note – you will have to weigh the envelopes you choose to use (the ones I used weighed 3 grams).

Overview: Students work together to determine the amount of money contained in an envelope through problem solving and application of math concepts. If students can successfully determine the amount of money within the envelopes, they are given “credit” to shop for items (erasers, pens, colored pencils, etc.) in their class store.

Class Store

It is your lucky day! Your teacher said she will give you money to shop in the class store. However, there is a catch. She will not tell you how much money you will receive. Instead you need to figure it out. You will be given four different envelopes. Each envelope holds a different type of coin (quarters, dimes, nickels or pennies) which is written on the envelope. No envelopes hold a combination of coins. You must figure out how many coins are in each envelope, how much those coins are worth, and determine how much money you have altogether. Hints are given below.

Fill in the chart completely. If you determine the right amount, your group will be able to spend it in the school store.

Hints:

1 envelope = 3 grams

4 quarters = 23 grams

5 dimes = 11 grams

4 nickels = 20 grams

4 pennies = 10 grams

Complete the chart:

Work Space:

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http://math-lessons.ca/activities/FractionsBoard5.html
http://math-lessons.ca/timestables/times-tables.html
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 1)    Allow students to create patterns in a variety of ways – Have students create patterns for one another. One student acts out the pattern and chooses a classmate to complete it. If the classmate can correctly continue the pattern, she makes a new one for someone else to continue. Encourage students to be creative using different instruments, movements, etc.

2)    Manipulatives – Pattern Blocks, Attribute Blocks and Color Cubes are all wonderful math manipulatives to use to practice patterning. But don’t limit yourself to these products. Use everyday items such as buttons, crayons, pencils, erasers, stickers and anything else you can imagine.

3)    Problem Solving Activities – One problem solving strategy young students often use involves determining patterns. Here are some examples that can be solved by using patterns.

A)   In a video game, the first score was worth 10 points. The second score was worth 20 points. The third score was worth 30 points. How much was the sixth score worth? Show and describe the pattern that helped you solve this problem.

B)   At the carnival, there was a prize wheel. Each student got to spin one time to see if he or she won a prize. Spinning a “1” won a prize. Spinning a “2” or a “3” did not win a prize. Spinning a “4” won a prize. Spinning a “5” or a “6” did not win a prize. Rita spun a “12.” Did she win a prize? Show and describe the pattern that helped you solve this problem.

C)   Katie’s gym teacher was trying to get them in shape. On the first day, the kids ran 1 lap. On the second day, they ran 3 laps. On the third day, they ran 5 laps. On the fourth day, they ran 7 laps. How many laps did they run on the tenth day? Show and describe the pattern.

D)   The students in the class were lining up for the music concert. The teacher lined them up 1girl, 2 boys, 1 girl, 2 boys. If the teacher continued with this pattern, would the 10th child in line be a boy or a girl? Show and describe the pattern that helped you figure out the problem.

For more fun and interesting Learning Math Games, you can visit us here:
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Preparation:

1)    Before class, create numbered index cards with the problems you want the students to solve (see figure 1). Create one card for each student in your class.

Figure 1 

2)    Set up the classroom. I find that it is easiest to set the desks up in a circle so that students pass the cards clockwise and there is no confusion about who to pass the card to. Before the game, I also make all the students point to the person to whom they will pass their card.

3)    Prepare the recording sheet. It is extremely helpful to provide students with a numbered table to record their answers. I find it is beneficial to have students put a star on the number problem that they are starting with so they record their answers in the correct box. (See figure 2 for an example).

Figure 2 

How to Play:

1)    Give each student a blank recording sheet. Then distribute the problems to solve. Each student is given a different index card to begin the game. Have the students put a star on the problem they will start with.

2)    Have the students solve the problem in front of them. Once they are done, the teacher says, “Pass” and all the students pass their card to the person next to them. Students then work on the problem on the card they just received, making sure they record it in the correct box.

3)    Continue this way until the students have completed each problem.

4)    Have the students provide the answer for the card they are left holding at the end of the game.

Notes:

1)    This game is not a timed activity, but most students find it more exciting when they have a set amount of time to finish. I tend to supervise the class and when it appears everyone is finished, I start counting down from 5.

2)    Enforce the rule that students are not permitted to pass cards until the teacher says, “Pass.” Otherwise, students end up with more than one card on their desks and end up passing the wrong card.

3)    I have used this game with every subject and grade level ever taught. It is a great way to practice vocabulary, review for an exam, assess student understanding, etc.

For more fun and interesting Learning Math Games, you can visit us here:
http://math-lessons.ca/activities/FractionsBoard5.html
http://math-lessons.ca/timestables/times-tables.html
http://math-lessons.ca/activities/FractionsBoard4.html

There are three steps outlined below. Each step should be introduced separately, practiced and then combined with the steps learned previously.

Step 1 – Use benchmarks – Using benchmarks of 0, 1 and greater than 1 (improper fractions) help students get a general idea of the size of the fraction.

Example – Put the following fractions in order from least to greatest:

Encourage students to find those fractions that are equivalent to 0, 1 and greater than 1 first. Then identify if any of the fractions are exactly  Compare the numerator and denominators on the remaining fractions to determine if they are less than  or more than  Try to relate the fraction to real life examples. (“If I received 11 out of 12 on a test, did I get more than half the questions correct or fewer than half the questions correct?”)

Provide a simple table for those students who have trouble organizing their work.

Step 2 – Use Common Denominators – Many students think ordering fractions with common denominators is even easier than using benchmarks. Since each fraction will have the same number of parts to make the total, comparing is easy. Again, present fractions in real life situations that allow students to visualize them. For example, if you took a math quiz worth 25 points, who would get more of the quiz correct: the student who gets 24 questions correct (  ) or the student who gets 13 questions correct (  )?

Step 3 – Use Common Numerators – This strategy is a bit more difficult for students to grasp. The use of fraction towers, fraction circles and/or drawings helps students grasp this concept.

When the numerators are the same, you are receiving the same number of pieces of the object. However, since the denominators are different, the whole will be cut into a different amount of pieces. For example, imagine you are eating a candy bar. You receive one piece (the numerator), no matter what. If you are all by yourself, you get the whole candy bar. Now imagine one of your friends comes by. You want to share the candy bar; so you split it into 2 pieces (in half). What happens to the size of your one piece as you share with more and more friends?

For a pie version of this, Birmingham Learning Resources shows us:  http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/fractions/numerators.htm

And: http://www.freemathhelp.com/numerator-denominator.html

And for more of our Fun Learning Math Games, you can visit here:

http://math-lessons.ca/activities/index.html

Materials: Attribute blocks(these are our ingredients) and a hula hoop (this is our pot in which to cook).

How to Play the Game:

1)    Have your students sit around the outside of the hula hoop so that they can all see and reach it. The teacher begins the game by creating a rule for the “soup” (e.g. square soup). Without telling the students the rule, the teacher places one attribute block into the center of the hula hoop, saying “This piece belongs in my soup today.”

2)    The first student in the circle chooses any other piece, places in in the “pot” and asks, “Does this belong in your soup today?” If the piece matches the rule, the teacher says, “Yes it does,” and the student gets another turn. If it does not, the student removes that piece from the center, and her turn is over.

3)    Students continue to take turns going around the circle. A student may guess the rule only during her turn. (e.g. “I think you are making blue soup.”) If the student is wrong, her turn is over. If she is correct, she wins the game.

4)    You can continue to play the game by creating a new rule or allowing the winning student to create a new rule for her classmates to figure out.

Notes:

1)    Attribute blocks are excellent tools for this game because they contain four different attributes (color, shape, size and thickness). When I play with very young students, I choose only one attribute (e.g. red soup or triangle soup). However, when I play with older students, I use several attributes (e.g. thick yellow soup or small red triangle soup).

2)    When allowing students to create the rule and start the game, it is a good idea to have them whisper their “soup recipe” in your ear. They tend to forget their rule and provide false information at times!

3)    I find that continuing around the circle after a game is won keeps students from arguing about whose turn it is and gives everyone a chance to play. For example, if the sixth child in the circle correctly guessed the soup recipe, the next game starts with the seventh child in the circle.

For more fun and interesting Learning Math Games, you can visit us here:
http://math-lessons.ca/activities/FractionsBoard5.html
http://math-lessons.ca/timestables/times-tables.html
http://math-lessons.ca/activities/FractionsBoard4.html
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Start the project by having students take digital pictures of solid figures in their everyday lives. They can either do this at home or (if they do not have a digital camera) at school. The following chart lists the common solids primary students learn about and some everyday items children would be familiar with. Hopefully, your students will find numerous examples of each.

Once students have taken their pictures, visit the computer lab so students can create their “Book of Geometric Solids.” Students can organize their books in a variety of ways. However, each picture should have one to three sentences to serve as a caption. Captions must identify the type of solid the object is and must tell something about that object. For example, the student inserts a picture of a soccer ball. He then writes, “A soccer ball is an example of a sphere. I play soccer every Saturday morning. It is my favorite sport.”

This activity not only allows students to discover math in their everyday lives, but it also helps develop multiple academic skills.

For more fun and interesting Learning Math Games, you can visit us here:
http://math-lessons.ca/activities/FractionsBoard5.html
http://math-lessons.ca/timestables/times-tables.html
http://math-lessons.ca/activities/FractionsBoard4.html
http://math-lessons.ca/index.html