Name: Michelle Loomis

Childhood/Early Childhood Department

Lesson Plan

Date of Lesson __11/13/08__ Time _9:00am-9:40 am Length of lesson 35-40 minutes

Curriculum Area Mathematics Content Area:

Title of Lesson: Gina’s Necklace

Age/Grade level 3^rd Grade

Differentiation of activity is to be provided throughout the lesson plan to ensure that children’s individual learning needs are met.

1. Learning Objectives

Students will be able to create a necklace in a pattern that meets specific criteria,

based on prior activities.

Students will also need to understand the use of money to receive a total.

Student will acknowledge that there is more than one possible answer to the problem.

2. Assessment

(a) Learning outcomes of previous lesson related to this topic:

Student will have previously worked on developing patterns with given directions. Students will also have worked on adding up money to receive a certain total.

(b) Focus of assessment in this lesson:

The students will use their prior knowledge to create a necklace based on specific directions. They will need to create this necklace so that it equals a given sum of money. The students will also recognize that there is more than one possible answer to the problem they are answering.

(c) Method of assessment used in this lesson:

The students work will be assessed by collecting their end results. Since there are more than one possible answer the students work will be assessed on whether or not their answer follows the criteria given. Also, informal assessment will take place as the teacher observes the students as they work on the problem. I will observe to see if the students are on task, whether they are confused or not, and how many answers they are coming up with. I will also observe the different ways students are doing the problem, specifically whether they use the manipulatives or not.

(d) Differentiation:

Adaptations will be made for learners in which they will be able to create full necklaces and use real money to see how to come up with the sum.

3. New York State Learning Standards

3.RP.1 – Use representations to support mathematical ideas

Key Idea: students will use manipulatives to show their solution to the problem.

Performance Indicator: students will use real beads and also have the option to use real money to figure out the answer.

3. PS.12 – Use physical objects to model problems

Key Idea: using representations will help students understand how to obtain an answer to the program.

Performance Indicator: the students will use manipulatives to figure out a solution to how many of each kind of bead can be used.

3.CN.6 – Recognize the presence of mathematics in their daily lives

Key idea: Students will see that if they wanted to make a necklace for someone they could use these strategies to come up with a solution

Performance Indicator: the students will be able to use real life objects to solve the problem. This will be done through using real money and real beads!

4. Materials

· Copies of the problem for every student

5. Lesson Process

(a) Introduction (5 min.)

Students have previously worked on making patterns according to guidelines. Students have also worked on adding money up to reach a certain sum. This lesson will be introduced by reading the situation to the students.

“Today we are going to work on making patters. We have been working on this for the past few weeks, but this one is going to be more challenging. This problem has you dealing with beads that each cost a certain amount. Here is the situation:”

The situation will be read to the students and every student will have a copy to follow along.

“"Will you take my teacher shopping, Aunty?" Asked Gina the last time she visited me.

"Teacher shopping? What? I thought you all liked your teacher. Why would you want to get a new one? And where do you think you could buy one anyway?" I asked.

"No, silly" said Gina. "I don't want to buy a teacher! I have been saving my money and I want to want to buy a Christmas present for my teacher! Will you take me?"

"Well, I guess I could do that," I said, "but you do know that the presents teachers like best are those that come from the heart, not the store."

"What do you mean Aunt Mathilda?" asked Gina.

"Well, Gina," I explained. "Something that shows you really care - like a nice card that you made yourself, or something you helped bake. Those were always my favorite presents from my students."

"I know what I could do!" exclaimed Gina. I went to a bead store last week and saw lots of fancy beads. Could I use some of my money to buy beads to make a necklace?" Asked Gina.

"What a great idea, Gina!" I agreed. "I have been wanting to try my hand at that myself."

Soon we were at the local "String em Along" bead store. There were hundreds of beads to choose from, but soon Gina had a plan for her necklace. I agreed to pay for the wire and the clasp, so that she could spend all her money on beads.

"I have saved $3.00, said Gina. The 3 types of beads I would like to use cost, 15¢, 10¢ and 5¢ each.”

I want to use all my money, with none left over. I want my necklace to have a repeating pattern, beginning and ending with a pink bead and I want mostly purple beads – my teacher's favorite color. I also want to use some of all three kinds of beads in my necklace."

Is it possible for Gina to do this? Can you design a necklace following all these rules?

b) Learning procedures relating to objectives (15 min.):

Students will then be given manipulatives that represent the above beads. They will be told to create a pattern that will use all of Gina’s money. The teacher will remind the students that they need to use more purple beads then the other beads. The students then will be told to work in pairs to solve this problem.

“Now, we are going to figure out a way to make the necklace for Gina’s teacher. Please work with your partner to figure out a possible answer or answers. Each group has been given beads and money to help you along. Remember, you need to have a sum of $3.00 with a pink bead starting and a pink bead ending. Also, remember that the majority of the beads have to be purple.”

The students will begin the activity

Throughout the problem possible questions could be:

· I can do it more than one way. Am I doing it wrong?

o Explain that there are many ways to do this problem. See if they can come up with more than one.

· Do I have to use a certain amount of beads?

o Explain that they can use any combination of beads as long as it equals $3.00 and there are more purple beads than any other bead.

· Do I have to use each type of bead?

o Yes, the directions explained this.

(c) Conclusion (5-10 min.)

The lesson will end by having the students first share their answers with people around them.

“Now, can you please turn to another group and share your answers with one another. Try and see if you have different answers then the group you are sharing with.”

The class will then be brought back together and volunteers to share their answer will be asked.

“Would anyone like to share some of their answers with the whole class?”

It is important to know that in order for this problem to work, there must be 16 purple beads, eight pink beads and 4 blue beads. The students will likely have different orders that they put the beads in.

Time will affect the number of students that can share their answers. The student’s answers will be collected for assessment.

“Today, we learned that there is not always one right answer. All of you followed the directions, and not all of you had the same answers. We also learned a valuable skill that you can use outside of the classroom. When you go to the store next time, and you only have a certain amount of money try to think of all the combinations of things you can get with that money. Tomorrow, we will work on this more.”

6. “If time”/ extensions

Students will be given two other problems to work on.

If the white beads cost 5¢ each and the green beads cost 7¢ each, how much did the beads in this necklace cost altogether? How can you change the pattern so that the necklace would cost less, but use the same number of beads?

Working on Unknowns

These beads cost 78¢. The circle beads cost 20¢ each. How much did the octagon bead cost? (adjust the numbers to fit the level of your children.)

7. References

Aunty Math. “A Present For Teachers”. http://www.dupagechildrensmuseum.org/aunty/tips.html (11/10/08).