Grade level: 3rd
Theme: The Five Ring Circus.
Teacher is the “ringmaster” and costuming is encouraged.Math Clowns
Papers, pencils, prepared problems, adult-size clothing (pants, shirts, shoes, hats), two desks. (optional)
Area: open area.
Introduction: A clown got caught up in the cotton candy line and is running late! He needs to rush to get his costume on! Explain to the students the game and tell them to encourage their teammates!
1) Relay Race. The students stand in two lines. When the teacher says go, the first students in line run to the ringmaster. She gives them problems they work out on the paper. When she says that it is correct, they put on the clown costumes and then run back to the line. When they get to the line, they take off the costume and give it to the next person in line. They put on the costume and run to the teacher, work out a problem take off their costume and run back to the next person in line and tag them. Have the students go to the back of the line and sit down. Continue this until all students have had a turn. If time allows, have the students mix up their lines. (1) (3)
1) Have students work as a team to dress up the teacher. They still take turns running to the teacher, but for this variation, the students takes a paper with a problem on it, take it back to the group, the group works out the problem and then submits it to the teacher. If they get the problem right, they get to pick a piece of costume for the teacher to wear.
2) Give the students more of an obstacle course rather than just having them running back and forth. For example give them scooters and have them weave in and out of cones.
3) Let all of the students demonstrate the problem. This would be best for word problems. For example if there are three clowns and two go on stage, how many stay in the green room? The students would demonstrate that problem. They all have the option of dressing up and there will be plenty of props.
TEKSMath 3:A, 5:A, 6:A, 6:B 6:C, 7:APE 1:A, 3:A, 6:A, 6:B Materials needed: Two different sets of colored cones, paper with problems, paper with answers Area: gym Introduction: The clowns have messed up again! They have misplaced all of their props! Please help them by putting all of their props back together. Explain to them the game. ActivityTwo different sets of colored cones (for example red and yellow) are placed randomly around the playing area of the gym. In the red cones, a set of problems, in the yellow cones are the answers. The students will be split into three teams. One student from each team will be picked to collect as many cones they can get within the time limit. They will go look at the problems in the red cones and than match it to the answers in the yellow cones. The team with the most pairs wins. The teams will be split up as equally as possible based on skill level. (2) (6)(10) Variations:1) Make this more of a memory game. The students aren’t split into teams but each student takes a turn of picking a red cone and then a yellow cone. If they find a match they get to keep it. If they did not find a match, they have to put the cones back.
2) Put similar movements on the red cone and yellow cones. For example if the red cone’s problem is 2+2= ? the movement would be “this animal is slow and has a shell.” The match would be a yellow cone that says four on it and the movement would say “walk like a turtle.”
3) Have the class go at once. This could potentially have children fighting so it would be ideal for a small class.
Math: 3:A, 5:A, 6:A, 6:B 6:C, 7:A
PE: 1:A, 3:A, 6:A, 6:B
Finite decimal division is dividing numbers with decimals that are non-repeating. This lesson is for fifth grade. The students will need to know how to divide numbers without decimals before they can divide numbers with decimals. Students will also need to know place values to be able to perform finite decimal division. They should also be familiar with converting decimals to fractions and fractions to decimals. The grade five TEKS used in this standard are: 111. A.b.1.A; 111. A.b.1.B; A.b.1. B; and 111. A.b.3.111. A.b.1 states ‘Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals.’ The TEKS apply to this lesson because the students will need to know place values in order to move the decimal in the right location. Also they will understand the importance of place values, otherwise they will not come up with the right answer. 111.A.b.1.b states ‘The student is expected to use place value to read, write, compare, and order decimals through the thousandths place.’ This is a TEKS for this lesson because the students will use decimals while dividing numbers. The numbers in the problem will not have long decimals because the students are not able to do long division without calculators. 111.A.b.3 states ‘Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems.’ This is a TEKS for this lesson because the students will divide to solve problems. They will work together for a common goal, which is figuring out the answer to the riddle. The teacher will start off the lesson by reviewing dividing basic numbers with whole numbers. Then he/she will review decimals and place value. The teacher will make sure the students will understand this before moving on to finite decimal division. The teacher will give the steps to dividing decimals. They are 1) set up the division problem 2) move the decimal point in both the divisor and the dividend however many places necessary so that the divisor becomes an integer 3) bring the decimal up to the same place value in the quotient that is in the dividend. 3) divide. The teacher will emphasize the importance of moving the decimal over in both the divisor and dividend by giving a few examples of how hard it is to make a mistake when the decimal isn’t moved over. He/she will then demonstrate a couple of problems on the board and then have the class do some together. They will then get with a partner and solve answers on worksheets the teacher provides to make sure there is no confusion. The teacher will then explain that this is not graded, just an evaluation and read the answers off. If the students seem confused the teacher will then re-teach parts of the lesson the students are struggling with. This is a good way to make sure that the students understand the lesson and are not saying anything because they are too embarrassed. If the majority of the students seem to understand the lesson, the teacher then can proceed with the activity. The activity is called “Devising Detectives.” Each answer to a problem represents a letter. If they get the problem right, they will be able to find the correct letter, if they get it wrong, they will see that the option for their number is not on there and they need to try again. Once they solve all of the problems, the students will take the letters they found and make it into a word that answers a riddle. This activity could either be with individuals or a group. If this is the first time this concept is introduced, it would be best to do it in a group so students have a chance to teach other students who are struggling. To make this activity more challenging, add numbers that are answers to the problems. The answer to the riddle could also be a clue for a quick treasure hunt in the classroom. Each group’s worksheet has a different clue for different prizes. Another variation is it could be a class treasure hunt and each group solves the riddle. Each group will be numbered. The first group will have the first clue; the second group will have the second clue, etc… The different clues send them to collect puzzle pieces all around the school, or open space to solve what clue they will have. Costumes are optional for this activity to give it more life.