COMP Elementary – Summer2016Day 2

Chickens and Eggs

If 1½ chickens can make 1½ eggs in 1½ days then how long would it take 6 chickens to make a dozen eggs?

One of the mathematics content area’s we see in the old standards and the CCSSM is measurement involving non-standard units.

Pick three different objects to measure in paper clips and snap cubes. When completed find the difference for each.

Estimate and Measure
Object / Measure in Paper Clips / Measure in Snap Cubes / Difference?

What kinds of mathematical questions might we engage students in at this point? Let’s make a list.


How many ways can you divide a Geoboard into four equal sections?


How many ways can you divide a Geoboard into four equal sections?


Without measuring divide the paper strips into the following equal amounts:

2 equal amounts

3 equal amounts

4 equal amounts

5 equal amounts

6 equal amounts

If we think of each fraction strip as representing one whole then use your findings from the paper strips to mark where fractions should be on the number line below. Lay your paper strip below the number line

After you have marked your fractions on the number line, what kinds of things might we notice?

What kinds of questions might be explored or entertained by our students?

Coca Cola Task

What is the relationship between the large, medium, and small cup? You may represent the relationship in any way you choose but you must be precise in your comparison. You may use any of the manipulatives, water, or Coca Cola.

Use fraction tiles to find different ways make a ½. For this exploration find which unit fractions can be used to make a half and which cannot and develop an explanation for why.

Extension: Create a fraction tile drawing of a way to make ½ with a unit fraction that is not in the fraction tile kit.

Extending Children’s Mathematics

  1. Jeremy is making cupcakes. He wants to put ½ cup of frosting on each cupcake. If he makes 4 cupcakes for his birthday party, how much frosting will he use to frost all of the cupcakes?
  1. 3 children want to share 5 candy bars so that each person gets the same amount. The candy bars are the same size. How much can each child have?

TASK DISCUSSION QUESTIONS:

  1. How do the problems compare?
  1. What thinking and strategies did you use to solve each of them?
  1. Were your strategies the same?

NAME:

Take a few moments to reflect on SMP’s connected to the content tasks we did today:

Name of the task and related SMP’s / Evidence for the chosen SMP’s

Jot down how you contributed to our shared community of professionals and what mathematical and/or pedagogical knowledge you are taking away from today:

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