http://www.tarleton.edu/team/ “Fruity” Math (with a Few Veggies ) By Dr. Pam Littleton [email protected] Dr. Beth Riggs [email protected] Rose Ann Jackson [email protected]
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http://www.tarleton.edu/team/
“Fruity” Math
(with a Few
Veggies )
By
Dr. Pam [email protected]
Dr. Beth [email protected]
Rose Ann [email protected]
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Shape
C
O
M
P
R
I
S
O
N
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As teachers, it is important that we help our students develop a strong
conceptual understanding of weight and mass. Here are some ideas for us to
think about as we address these topics.
When
are
our
students
expected
to
know
the
difference
between
weight
and
mass?
The difference between weight and mass is specified in the TEKS for 4th
grade.
(See 4.11E.) The actual knowledge and skills statement and student expectation
is stated as follows:
(4.11) Measurement. The student applies measurement concepts. The student
is expected to estimate and measure to solve problems involving length (including
perimeter) and area. The student uses measurement tools to measure
capacity/volume and weight/mass.
The student is expected to:
(E) explain the difference between weight and mass.
Why are the terms sometimes separated as “weight” and “mass” but other
other
times
the
term
is
“weight/mass?”
Up until 4th
grade, the mathematics TEKS do not make a distinction between
weight and
mass
since
all
of
our
measurements
are
being
taken
in
the
same
location – on the Earth! Even though we as teachers know that weight and mass
are distinct attributes, the attributes are bundled together as weight/mass in the
TEKS for Kindergarten through 3rd
grade. Beginning in 4th
grade, the distinction
between these attributes becomes “official” in the mathematics TEKS.
Weight
and
ass
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If
I
am
teaching
Kindergarten,
1st ,
2nd ,
or
3rd
grade,
why
should
I
even
worry
about the distinction between weight and mass? My students won’t be
expected to explain the difference until 4th
grade!
Vocabulary and
early
conceptual
development
related
to
measurement
of
weight
and mass is HUGE! Even though the TEKS bundle the attributes of weight and
mass as weight/mass in K‐3, teachers in these grade levels must pay close
attention to vocabulary development, tools, and so forth so that the students
won’t have to “unlearn” anything when they get to 4th
grade. For example,
grams is a unit used to measure mass, not weight! Teachers should say
something like, “Let’s determine the mass of this orange in grams” – not “Let’s
weigh the orange in grams.”
So what are some areas of vocabulary and early conceptual development that I
should
be
aware
of
as
a
teacher?
Some of the most important areas to pay attention to are the following: Units,
tools, and the actual distinction between weight and mass. These ideas are
summarized on the following chart.
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Weight M
Units
Metric System: Typical unit for weight is the
Newton.
Customary
System: Typical units for weight are the
ounce and the pound.
Metric System: Typica
milligram, gram, and k
Customary
System: A
the dram, and the grai
common though becau
cumbersome. The uni
very often.
Note: Some students are under the misconception that “mass” is metric wh
however, this line of thinking is not correct. Mass is an attribute, and there
customary units that can be used to measure mass. Similarly, weight is an a
metric units and customary units that can be used to measure weight. Grant
common
than
others,
but
just
because
we
don’t
use
a
unit
frequently
doesn
Tools
Spring Scale
Platform Scale
Scale
Pan Balance
Balance
Distinction
A measure of the gravitational force exerted on an
object. Weight depends on location. For example,
an object will have less weight on the Moon than it
will have on Earth since the force of gravity is less on
the Moon.
The amount of matter
constant, regardless of
Note: Even
though
weight
and
mass
are
distinct
attributes,
they
are
proportio
the mass of another object will weigh twice as much too (as long as both obje
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What
is
expected
and
appropriate
with
regard
to
weight/mass
at
the
Kindergarten level?
At the Kindergarten level, the students are making direct comparisons between
two objects for weight/mass. (See K.10D.) As teachers, we should ask questions
that will elicit the comparative language as mentioned in part D of the TEKS.
Which object feels heavier? Which object feels lighter?
What
is
expected
and
appropriate
with
regards
to
weight/mass
at
the
1st
grade
level?
At the 1st grade level, the students still are making direct comparisons for
weight/mass. The number of objects is now “two or more” instead of just two
objects at
a time
as
in
Kindergarten,
and
the
students
put
the
objects
in
order
according to weight/mass. (See 1.7F.)
I’m detecting a trend in Kindergarten and 1st
grade with the direct
comparisons!
What
should
direct
comparison
of
weight/mass
look
like in the Kindergarten and 1st
grade classrooms?
Students should place the items in their hands first (one item in each hand) and
make a prediction
concerning
which
object
feels
heavier,
lighter,
or
if the
items
feel about the same (about equal to each other in weight/mass). This experience
leads nicely into using a pan balance!
After making a prediction, students can use a pan balance to directly compare the
weight/mass of the items. The pan that “goes down” holds the object that has
more mass. That object feels heavier when you directly compare them in your
hands. At the direct comparison level for Kindergarten and 1st grade, the students
are not quantifying the weight/mass with any kind of unit.
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What
is
expected
and
appropriate
with
regards
to
weight/mass
at
the
2nd
grade level?
In 2nd
grade, the direct comparison of objects with regard to weight/mass
remains. The comparative language remains as well. The difference is that in 2nd
grade, the students are now expected to extend their work with weight/mass by
selecting and using a nonstandard unit to determine the weight/mass of a given
object. Students should also begin to recognize and use models that approximate
standard units for weight/mass. (See 2.9D.)
So
what
might
weight/mass
activities
look
like
in
the
2nd
grade
classroom?
As an
example,
you
might
have
your
students
use
a pan
balance
to
determine
how many beans it takes to balance an object. The students are basically finding
the amount of beans that have the equivalent weight/mass as the given object.
Students need practice measuring the weight/mass of objects and reporting how
many units as they quantify the weight/mass of the object. In addition, the
knowledge and skills statement mentions that the students should recognize and
use models that approximate standard units. For example, you might say to your
students that a centimeter cube has a mass of about 1 gram. Then you could ask
the students
how
many
centimeter
cubes
it
would
take
to
balance
the
object
in
question. Other items that could be used to approximate standard units for
weight/mass include the following:
Centimeter cubes (about 1 gram)
Nickel (about 5 grams)
Large paperclip (about 1 gram)
Milk lid (about 2 grams)
Beans
(about
1
gram
–
but
not
consistent)
Bags of sugar, flour, etc…
(available in 1 pound, 4 pounds, 5
pounds, etc…)
Fishing equipment like sinkers
(various ounces – check the label)
Cheese (available in 1 pound
blocks)
Small
jars
of
cooking
spices
(various ounces – check the label)
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What
is
expected
and
appropriate
with
regards
to
weight/mass
at
the
3rd
grade level?
Direct comparisons and comparative language remain in the TEKS through 3rd
grade. The difference now is that students are using standard units for
weight/mass, with an emphasis still on concrete models. (See 3.11D.)
What might activities for weight/mass look like in the 3rd
grade
classroom?
The students might use a pan balance and gram stackers or pieces from a brass
mass set to determine the mass of the object. It is also important for the
students to continue to build and develop mental benchmarks for standard units
of weight/mass.
The
benchmarks
will
be
more
effective
for
the
students
if they
include everyday objects with which the students are familiar. The students could
collect items from home or from around the school to bring to class as
benchmarks are developed. Activities such as these will help students to identify
concrete models that approximate standard units of weight/mass.
4th
grade
is
where
the
distinction
between
weight
and
mass
is
acknowledged in the TEKS. Are there other things I should think about
for
4th
grade?
The TEKS do not mention direct comparison for weight/mass at the 4th
grade
level. The omission of the direct comparisons implies that mastery of this concept
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is expected by the end of 3rd
grade. In addition, 4th
grade students will be
expected to estimate and use measurement tools for weight/mass using standard
units in the metric and customary systems. Students most likely will be familiar
with the pan balance (tool used to measure mass). Students can use a platform
scale or
a spring
scale
to
measure
weight.
Simple
conversions
between
different
units of weight within the customary measurement system are also addressed in
4th
grade. (See 4.11ABE.)
What
might
weight
and
mass
activities
look
like
in
the
4th
grade
classroom?
Students should have many opportunities to reinforce their mental benchmarks
for standard
units
for
weight
and
mass
that
they
have
been
developing
since
3rd
grade as they estimate the weight or the mass of an object. The students may
want to use direct comparisons here (even though direct comparisons are not
specifically mentioned in the TEKS). Holding a referent for a standard unit in one
hand and holding the object to be measured in the other hand can assist the
students in making a good estimate for weight or mass. After making the
estimate, the students will need hands‐on practice using balances and scales to
confirm their predictions. Remember that balances measure mass, while scales
measure weight! For the conversions in the TEKS, the students need practice
reporting weights using different units. For example, after measuring the weight
of an object in pounds, have the students report the weight in ounces as well.
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What
is
expected
and
appropriate
at
the
5th
and
6th
grade
levels
for
weight/mass concepts?
In 5th
grade, weight/mass is mentioned in the knowledge and skills statement, but
not specifically mentioned in the student expectations. However, student
expectation (A) states that students perform simple conversions within the same
system, implying that students continue to reinforce their knowledge of simple
conversions for weight/mass that began in 4th
grade. (See 5.10A.)
In 6th
grade, students are continuing to estimate measurements, select and use
appropriate units and tools, and convert measures within the same measurement
system. (See 6.8ABD.)
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It isn’t until 8th
grade that we formally teach surface area; however, as educators we can lay the
foundation
for
that
concept
at
a
very
early
age.
I
like
to
use
stickers
as
a
non‐
standard
way
to
begin the concept of teaching surface area; certainly later on they will learn that surface area is
measured in square units rather than stickers. I have the students estimate how many stickers
it will take to cover the outside of whatever fruit or vegetable that we are using. I am really just
trying to get the students to understand that the outside of a 3‐dimensional figure is its
surface area. They will formally begin learning about volume in 4th
grade. However, many of
our students get so confused with all the formulas and when to use each one, but when they
have done many of these activities at a early age, there is much less confusion on the difference
between surface area and volume.
Suggestions for
Classroom
Use:
First, we will predict how many stickers will cover the outside of our item. I am not real picky
about how close their stickers are ‐‐‐‐ I just tell them to try and cover all the skin as best as they
can and it is okay to overlap stickers.
Secondly, we cover the item in stickers. I have found it easier if they number them as they go
rather than count them after placing them on the object.
Third, we check our predictions/estimations. How close was our estimate?
Fourth, we compare with other groups in the room and discuss why our numbers might be
different or why they are almost the same. Of course they could be different because one item
is larger or smaller than the other or one group put their stickers closer together than another
group.
Be sure and have the students record all of this information on a recording sheet.
Surface
rea
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It isn’t until 6th
grade that we formally teach circumference; however, as educators we can lay the
foundation for that concept at a very early age just as we have done with previous concepts in this
unit.
Students
just
love
the
word
“Circumference”;
it
is
like
a
million
dollar
word
to
them.
As
math
teachers we need to be diligent in using the correct math vocabulary with our students. Some people
believe we should wait until the concept is formally introduced to give them the correct vocabulary.
I, however, disagree with this principle because it takes too long to unteach the wrong vocabulary.
Why not teach it correctly the first time? Remember in this activity we are just trying to get the
students to understand that circumference is the distance around something.
Suggestions for Classroom Use:
First, we will predict/estimate the circumference of our item. As a teacher you must decide whether
to
use
the
English
or
Metric
scale
of
measurement.
I
typically
use
both.
I
don’t
teach
conversion,
but
I
want them to have a good base line with both measurement systems.
Secondly, we either use a tape measure or a piece of string/ribbon to measure the circumference of
the item. If we have used a string/ribbon, we will need to then measure that length with a ruler. It is
hard to wrap the string/ribbon around the item and hold the item. I have found that this activity
works best in pairs.
Third, we will check our predictions/estimations. How close were our estimates? As the year
progresses, your students’ estimations will most likely get closer and closer to their actual
measurements.
Fourth, we compare with other groups in the room and discuss why our numbers might be different
or
why
they
are
almost
the
same.
Of
course
they
could
be
different
if
the
items
are
a
different
size
or
if we are using a different measurement scale.
Again, be sure and have the students record all of this information on a recording sheet.
ircumference
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For older students, this is a great time to introduce pi (). After they have determined their
circumference, have the students find the diameter of their object. (For some objects, this is easier
than others.
For
instance,
you
can
cut
an
orange
or
apple
across
and
measure
the
diameter
more
easily.) After students have found both the circumference and diameter, have them divide the
circumference by the diameter. Depending on how well they have measured, the result of the
division should be close to pi () 3.14…….. That is when you can experiment with many other objects
and see if each time you divide the circumference by the diameter you will get . Students are
usually very impressed with this and want to try numerous objects to test the hypothesis.
Another really fun thing to show students is to have them cut a piece of ribbon or paper tape that is
the same length as the circumference of the object. Then have them measure the ribbon across the
diameter ‐‐‐‐ it should go across the diameter 3 times with a little left over (again representing the
3.14). Now take that little bit that is left over (.14) and use it as a guide to crease the ribbon into
parts.
If you measured everything correctly you will end up 22 parts. The first 21 parts represent the three
diameters and the left over part (.14) will be
; therefore the circumference strip now shows
3.14 . This is a wonderful way to show that can be approximated by
.
ircumference II
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An important concept in understanding the relationship between volume and
capacity is that an object submerged in water will displace a volume of water
equal to the volume of the object that was submerged.
Some students are under the misconception that an object doesn’t have volume
unless a volume formula exists for them to use! By using common fruits or
vegetables (many of which are irregularly shaped objects for which no volume
formula exists), students can strengthen their understanding of volume by using
the relationship between the volume of a centimeter cube (1 cubic centimeter)
and the amount of water displaced when the cube is submerged in water (1
milliliter). Another outcome from this activity is that students will develop and
refine their familiarity with the milliliter – one of the commonly encountered
standard units
for
capacity
in
the
metric
system.
This activity addresses the TEKS by helping to build a conceptual understanding of
volume. A strong conceptual understanding of volume serves as preparation for
the development and use of volume formulas (of rectangular prisms) in the
5th grade TEKS, and the development and use of volume formulas for other 3‐D
figures in middle school.
Suggestions
for
Classroom
Use:
Give each
group
of
students
a graduated
cylinder
that
is
calibrated
in
milliliters. A small cylinder (around 25 milliliters or 50 milliliters) works
well.
Have them pour some water into the cylinder, filling it from one‐third to
two‐thirds full.
Volume
and
apacity
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Explain how to read the markings on the graduated cylinder. The students
should read the cylinder at eye level. The water will form a “meniscus” – it
will be higher at the sides of the cylinder than it is in the center of the
cylinder. The students should read the marking on the cylinder that is level
with the
bottom
of
the
meniscus.
If
the
reading
from
the
graduated
cylinder falls between two milliliter markings, students should use the
eyedropper to add a small amount of water to the cylinder to raise the
water level to a milliliter marking.
Have students read and record the initial water level in the cylinder.
Ask students to predict what will happen when they drop 1 centimeter
cube into the water. Then, have them drop the centimeter cube into the
water to test their prediction.
Allow the students to experiment long enough to come to the following
conclusion: 1 milliliter
of
water
is
displaced
by
each
centimeter
cube.
Each
centimeter cube has a volume of 1 cubic centimeter. So, a milliliter of
water takes up the same amount of space as a cubic centimeter.
Give each group of students an orange (or another type of fruit or veggie as
long as it doesn’t float in water). In addition, make sure the object will fit
into the graduated cylinder. Students may need to get a larger graduated
cylinder to accommodate their piece of fruit.
Have the students make a prediction for the volume of the piece of fruit
(using cubic centimeters). Remind them that the volume of their object will
be equal
to
the
amount
of
water
displaced
when
the
object
is
submerged
in
water (measured in milliliters in the graduated cylinder).
Finally, have the students measure the volume of their piece of fruit using
the graduated cylinder.
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Estimation is hard for students at all grade levels. Usually as teachers, we just
do not have a lot of time to spend on it, but having something that students
estimate on a regular basis will help develop their estimation skills. I have themestimate jars or bottles full of things each morning, as well as have them always
estimate the number of seeds in any fruit or vegetable that we might have on
hand. The more of these experiments we do, the better the students get at
predicting and estimating.
Suggestions for Classroom Use:
First, always have the students predict the number of seeds in the object. (You
will be surprised by the number of students that do not know that there is onlyone seed/pit in a peach, for instance.)
Second, cut the object open and inspect and count the number of seeds in the
object. (Sometimes it is helpful to suggest that the students group their seeds in
10’s or 100’s depending on the object.)
Third, be sure they record the actual number of seeds on some type of
recording sheet.
Fourth, compare each table or group’s findings with the entire class. This is a
good time to teach some common measures of central tendency (mean,
median, and mode) and range.
Fifth, creating a graph (line, bar, pictograph, stem and leaf, etc.) of the class
data is a fun way to compare and contrast their classroom information.
Seed rediction
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STACKING ORANGES
Grades K-8
Why Do It: To help participants enhance their logical-thinking skills as they first seek hand-
on and then abstract solution patterns for an everyday problem.
Material Needed: A bag of 35 oranges (or balls all of the same size) and 4 pieces of 2” X 2”
X 18” lumber for the base framework (or use heavy books).
Procedure:
1. Tell the participants that for their new math job they will need to stack oranges, like
grocery stores sometimes do. Ask how the orange stacks stay piled up; why don’t theyfall down? Discuss the concept that the stacks are usually in the shape of either
square or triangle based pyramids. Then allow the students to begin helping with the
orange-stacking experiment.
2. As they are sometimes easier to conceptualize, the participants might begin piling and
analyzing patterns when the oranges are stacked as square-based pyramids. Have them
predict and then build the succeeding levels. The top (Level 1) will have, of course, only
1 orange. How many oranges will be required for the next level down (Level 2)? What
about Level 3; discuss possibilities and then build it. How about Level 4? Since therearen’t enough additional oranges to build a still larger base level (Level 5), how might
we figure the number that would be needed?
3. It may be sufficient for young students to predict, build, and develop logical concepts
for dealing with Levels 1 – 4. Older students, however, should likely get into the
business of logically analyzing the orange-stacking progression. Thus, from the top
down, Level 1 = 1 orange; Level 2 = 4 oranges; Level 3 = 9 oranges; Level 4 = 16 oranges;
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Level 5 will require 25 oranges. How many oranges will be needed for Level 6, Level 8,
Level 10, or Level 20? Write a statement or a formula that we can use to tell how many
oranges will be needed at any designated level.
4. When ready, students might also be challenged with stacking oranges as triangular-
based pyramids. With 35 oranges the participants will be able to predict, build, and
analyze Levels 1 - 5 . Then, how many oranges will be needed for Level 6, Level 8, etc.?
As before, write a statement or a formula that we can use to tell how many oranges
will be needed at any designated level.
Extensions:
1. When finished with the orange-stacking experiments, the participants may, after
washing their hands, be allowed to eat the oranges. (Note: Be certain that no one is
allergic to oranges.)
2. The findings from both the square and triangular orange-stacking experiments
might be set forth as bar graphs and then analyzed, compared and contrasted.
3. Advanced students might be challenged to try orange stacks with bases of other
shapes. What if the base was a rectangle using 8 oranges as the length and have a
5-orange width, etc. In another situation¸ if 7 oranges formed a hexagon base, how
many oranges would need to be in the level above it; how many would be needed to
form a new base under it, etc.?
Solutions:
1. At first , participants will often notice that Level 2 has 3 more oranges than
Level 1, Level 3 has 5 more oranges than Level 2¸Level 4 has 7 more oranges,
etc. This realization will allow them to figure out the number of oranges needed
at any level, but the required computation will be cumbersome!
2. A more efficient method occurs when the participants realize that all of the
Levels are square numbers. That is, Level 1 = 12 = 1 orange,; Level 2 = 22 = 4
oranges; Level 3 = 32 = 9, etc.
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Cool Facts from Sunkist for Kids
1.
You’d have to eat 7 cups of corn flakes to get the same amount of fiber as
one medium orange.
2.
Navel oranges are named that because of the belly-button formation
opposite the stem end.
Hint: The bigger the navel in an orange, the sweeter the orange.
3.
When is an orange green? When it is a Valencia!
4.
After chocolate and vanilla, orange is the world’s favorite flavor.
5.
Christopher Columbus brought the first orange seeds and seedlings to the
New World on his second voyage in 1493.
Sunkist offers games, experiments, and recipes at their website for teachers
and students.
www.sunkist.com/kids/facts/oranges.asp
Orange Juice Cake
Ingredients:
1 – 3.5 package instant vanilla pudding
1 – 18.25 ounce package yellow cake mix
4 eggs
½ cup vegetable oil
1 cup cold water
½ cup of butter
¾ cup white sugar
¾ cup orange juice
Directions:
1. Preheat
oven
to
350
degrees.
Grease
a
large
Bundt
pan.
2. Combine the cake mix, pudding mix, water, oil, and eggs together. Mix with an electric mixer on
medium speed for 2 minutes. Pour batter into Bundt pan.
3. Bake for 30 minutes, or until knife inserted in cake comes out clean.
4. Combine the butter, sugar, and orange juice in a saucepan. Boil this mixture for about 2 minutes.
White still warm, poke holes in the top of the cake with a fork. Pour orange juice mixture over cake.
When the cake is saturated place it on a plant, and just top with confectioners’ sugar.
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Pumpkin Math
1.
Does the size of the pumpkin make any difference in
the number of seeds inside the pumpkin?
2. Do the number of rib lines relate to the number of
seeds inside?
3. Do the number of rib lines relate to the size of the
pumpkin?
4. Estimate the weight of the pumpkin, then weigh it.
How close was your estimate?
5.
Estimate the circumference (the total distance around
it) of your pumpkin, then measure it. How close was
your estimate?
6. Estimate the surface area of your pumpkin in
stickers. How close was your estimate?
7. Estimate the number or seeds in the pumpkin, then
dig them all out and count them. Hint: group them in
10’s or 100’s. How close was your estimate.
8.
Which estimate did you predict the best? Why?
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Jack o Lantern Glyph
Materials needed:
PencilCrayons, pencil colors, and/or markers
Assembly instructions:
Rib Lines
Draw a line for each year you are oldEye Shape
Circles - if there are 2 people in your family
riangles - if there are 3 people in your familySquares - if there are 4 people in your familyPentagons - if there are 5 people in your familyHexagon - for 6 or more people in your family
Eye Color
Black - if you like bugs and snakes Yellow - if you do not like bugs and snakesGreen - if you like bugs but not snakesBlue - if you like snakes but not bugs
Nose Shape
Rectangular - if you have a petHeart shaped - if you do not have a pet
Mouth Shape
Smile- if you will wear a friendly costumeFrown - if you will wear a scary costumeSmile with teeth - if you will not wear acostume
Stem Color Yellow - if you like suckers the bestBrown - if you like chocolate candy the testGreen - if you like all kinds of candyBlack - if you don't like candy at all
Eyebrow Shape Smooth - if you are a girl Jagged - if you are a boy
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9
8
7
6
5
4
3
2
1
A B C D E F G H I
Jack-0-Lantern
Name: Date:
Jack-o-Lantern 1 [email protected]
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Jack-0-Lantern
O = orange YB = brownW = whiteB W
Y O
Y = yellowO = orange
O W
W = whiteO = orange
Y O
Y = yellowO = orange
= yellow
C7
D7
E7
F7
G7
B7
B6
C6
D6
O
O
O
O
W O
W O
O
O
E6
F6
G6
B5
C5
D5
E5
F5
G5
Y O
Y
O
B4C4
D4E4
F4G4
B3
C3
D3
E3
F3
G3
O
O
Y O
Y O
Y
Y
C2
D2
E2
F2
B2
G2
D8
E8
O
O
O
O
0 W
O W
B W
W B
O
Y
O
O Y
O
O
O
O
O
O
O
O
Jack-o-Lantern 2 [email protected]
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9
8
7
6
5
4
3
2
1
A B C D E F G H I
Jack-0-Lantern
Name: Answer Key
Jack-o-Lantern 3 [email protected]
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Toasted Pumpkin Seeds Recipe
INGREDIENTS
One medium sized pumpkin
Salt
Olive oil
METHOD
1 Preheat oven to 400°F. Cut open the pumpkin and use a strong metal spoon to scoop out the
insides. Separate the seeds from the stringy core. Rinse the seeds.
2 In a small saucepan, add the seeds to water, about 2 cups of water to every half cup of seeds. Add
a half tablespoon of salt for every cup of water (more if you like your seeds saltier). Bring to a boil.
Let simmer for 10 minutes. Remove from heat and drain.
3 Spread about a tablespoon of olive oil over the bottom of a roasting pan. Spread the seeds out over
the roasting pan, all in one layer. Bake on the top rack until the seeds begin to brown, 10-20 minutes.
When browned to your satisfaction, remove from the oven and let the pan cool on a rack. Let the
seeds cool all the way down before eating. Either crack to remove the inner seed (a lot of work and in
my opinion, unnecessary) or eat whole.
Yummy Pumpkin Seeds
Ingredients
1 1/2 cups raw whole pumpkin seeds
2 teaspoons butter, melted
1 pinch salt
Directions
1. Preheat oven to 300 degrees F (150 degrees C).
2. Toss seeds in a bowl with the melted butter and salt. Spread the seeds in a
single layer on a baking sheet and bake for about 45 minutes or until golden
brown; stir occasionally.
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EASY PUMPKIN PIEINGREDIENTS:
¾ cup sugar1 ½ teaspoons pumpkin pie spice½ teaspoon salt1 can (15 oz) pumpkin (not pumpkin pie mix)1 ¼ cups evaporated milk or half and half2 eggs, beaten
1 Pillsbury® Pet-Ritz® frozen deep-dish pie crust
DIRECTIONS:
Heat oven to 425°F. In large bowl, mix filling ingredients. Pour into pie crust. Bake 15 minutes. Reduce oven temperature to 350°F; bake 40 to 50 minutes
longer or until knife inserted near center comes out clean. Cool 2 hours. Serve orrefrigerate until serving time. Store in refrigerator.
ROASTED PUMPKIN SEEDS
Pumpkin seeds2 tbsp. butter1/2-1 tsp. Worcestershire sauce to taste1/2 tsp. garlic powder or to taste1/2 tsp. onion powder or to tasteLittle saltTake seeds out of pumpkin. Wash seeds thoroughly. Lay onparchment paper to dry (overnight is best).
In a saucepan, melt butter. Take off heat, mix in all other ingredients.
Stir together with seeds until all seeds are well covered. Lay out singlelayer on a cookie sheet. Bake at 250°F for 2 hours.
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Watermelon Math
Estimate how much the watermelon weighs.
Will the watermelon sink or float?
Guess how many seeds are in a watermelon.
Estimate circumference of a watermelon.
Watermelon Math Center
Make 10 green rinds and write a number word on them.
Make 10 red watermelon parts and place seeds on them.
Students match the rind to the watermelon.
Here is a baggie center I made. The student matched the rind to the correct watermelon.
Watermelon Fractions
Make fractions using paper watermelons (halves, quarters, thirds...)
Watermelon Dice Game
For each game: Cutout a large watermelon from cardstock. Cut out 40 watermelon seeds.
To play: students play in twos. Each student gets 20 watermelon seeds and one die. Students
take turns rolling the die. First to get all their seeds on the watermelon wins
Watermelon Seed Math Game
Prepare a set of watermelon cards with numbers 1-9. Place cards face down. Student draws
two cards and adds them together to find the sum.
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Watermelon Glyph
How old are you - Place seeds on to match age.
Watermelon is your favorite fruit - seeds are round.
Watermelon is not your favorite fruit - seeds are square.
I am a boy - yellow rind
I am a girl - green rind
Which do you like best?
I like watermelon flavored Kool-Aid best - pink watermelon
I like watermelon flavored gum best - red melon
Math or Reading?
1 bite mark - I prefer math
2 bites - I prefer reading
Watermelon Cookies
3/4 c. butter or margarine
3/4 c. sugar
1 egg
1/2 t. almond extract
2 1/4 c. all-purpose flour
1/4 t. salt
1/4 t. baking powder
Red and Green food coloringRaisins ( Used to resemble watermelon seeds)
In a mixing bowl, cream butter, sugar, egg, and extract until light and fluffy. Combine flout,
salt, and baking powder; stir into creamed mixture and mix well. Remove 1 cup of dough; set
aside. At low speed, beat in enough red food coloring to tint dough deep red. Roll into a 3
1/2-in.-long tube; wrap in plastic wrap and refrigerate until firm, about 2 hours. Divide 1 cup
of reserved dough into two pieces. To one piece, add enough green food coloring to tint dough
deep green. Do not tint remaining piece of dough. Wrap each piece separately in plastic wrap;
chill until firm. On a floured sheet of waxed paper, roll untinted dough into a 8 1/2-in. x 3
1/2-in. rectangle. Place red dough along short end of rectangle. Roll up and encircle red
dough with untinted dough; set aside. On floured waxed paper, roll the green dough into a10-in. x 3 1/2-in. rectangle. Place tube of red/untinted dough along the short end of green
dough. Roll up and encircle tube with green dough; Cover tightly with plastic wrap; refrigerate
at least 8 hours or overnight. Unwrap dough and cut into 1/8-in. slices, place 1 in. apart on
ungreased baking sheets. Lightly press raisins and sesame seeds into each slice. Bake at 375
for 6-8 min. or until cookies are firm, but not brown. While still warm, cut each cookie in
half or into pie-shaped wedges. Remove to a wire rack to cool.
Makes 3 dozen
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ump With ill
Rockstar Nutritionist “Jump with Jill”
Promotes Watermelon
The "Eat More Watermelon! Jump with JillTour" kicked off National Nutrition Month inMarch. This rock 'n roll nutrition tour sings tothe tasty tune of watermelon throughoutelementary schools nationwide. From
California to New Jersey, and Nebraska toTexas, the tour will run from March throughSeptember 2011 and is expected to reach over 30,000 kids. The show’seducational, movement-inducing tunes are an innovative way to teach kidsthe benefits of enjoying fruit like watermelon over soda or candy.
“Watermelon is naturally sweet and is like eating a multi-vitamin; it’s highin lycopene, Vitamin C, A, and it has Vitamin B6,” says show creator JillJayne, a registered dietitian and musician. “It’s nutritious, and delicious,
and fun to eat. There is no food I’d rather sing about!"
Better known as the Rockstar Nutritionist, Jill Jayne has created areputation of healthy rock since 2006. Her unique approach to nutritionaddresses the childhood obesity crisis in a way that today’s media-savvykids can digest. Using music, dance, and interactive learning, the showimproves retention of healthy habits by using the same tools used by massmedia marketers to sell junk food. Jill teaches entire schools about healthyeating and staying active. Jill’s work has been performed for over 100,000
kids across the United States and has been featured in national mediaoutlets including NPR, PBS, The Washington Post, and industry tradepublications.
To learn more about the Jump with Jill program, and to see if she's comingto a school near you, visit her website at www.jumpwithjill.com or contactStephanie Simek at [email protected].
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Watermelon
Seed Spitting
Another idea for using watermelons in your mathematics
classroom is to hold a seed spitting contest with your
students, and let your kids practice their estimation and
measurement skills for linear measurement.
Many towns in Texas have annual festivals where seed spittin’
contests are held. Students could research these festivals (for
example the Watermelon Thump in Luling, TX, or the Peach
& Melon Festival in De Leon, TX) and also research various
techniques for spitting watermelon seeds before the contest is
held.
By the way…. Did you know that the World Record for
spitting a watermelon seed is ----- 75 feet, 2 inches This
record was set at the 81
st
De Leon Peach & Melon Festival on
August 12, 1995, by Jason Schayot. This feat passed the
previous world record of 68 feet, 9.125 inches set by Lee
Wheelis at the Luling Watermelon Thump in 1989
(http://web.mac.com/jptate/De_Leon_Handbook/World_Re
cord.html).
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Fruity
Fractionsand more…
Challenge your students to find fractions that occur in nature
or in their world outside of the classroom.
Your students shouldn’t have much trouble finding many
fractions, but “thirds” will most likely be difficult for them to
find. For example, even on highway signs, you don’t ever see
a sign that says that your next exit is 1/3 mile away
A great example of “thirds” in the fruit world is the banana.
When split lengthwise down the center, the banana will always
split into equal thirds Go ahead… try it
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Other Fruits
There are several other fruits that you can do similar exercises/experiments with such as apples,
lemons, limes, grapefruit, kiwi fruit¸ peaches, nectarines, apricots, cantaloupes, etc.
Of course, some
do
not
lend
themselves
to
counting
seeds
(kiwi
fruit,
peaches,
nectarines,
etc.),
and
some
are
better
for one thing than another. As a teacher, you can pick and choose which things you want to teach and
emphasize and what you do
not want to teach.
How can I obtain the fruit? Many schools get commodities from the state, and the lunch‐room ladies
can become your best friend. Many times they are thrilled at getting rid of some of their excess fruit.
Additionally, get to know your local produce manager. Many times a produce manager will give you
free fruit or vegetables if they are going to throw them out, or they will sell them to you at a discount
if they know they are for school learning experiences. Remember to always send them a personalized
thank‐you note signed by all your students.
Always check for allergies that your students have before bringing any fruit or vegetable into your
classroom.
There are many other fruits that can be purchased for classroom use such as star fruit, dragon fruit,
Clementine, jackfruit, kumquat, mango, pineapple, Ugli fruit, and the list goes on. You should always
allow the students to taste the fruit if they so desire. Many students have never tasted anything other
than an apple, banana, orange, and strawberry and that is a unique experience in itself for them to
not only see but to taste something new.
Bottom line
‐‐‐‐HAVE
FUN
‐‐‐MAKE
IT
FUN
‐‐‐AND
IT
WILL
BE
FUN
FOR
ALL!
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We have used some fruit and given you many ideas of how to use other fruits but what about
vegetables? Let look at some ideas:
Radishes: These are good for finding circumference, diameter, mass, weight, and shape
comparison.
Carrots: These are great to use for non‐standard linear measurement, weight, mass, and shape
comparison.
Cucumbers: These are great to use for non‐standard linear measurement and shape comparison.
Celery: Good to use for non‐standard linear measurement.
Potatoes:
You
can
do
everything
we
did
with
the
orange
with
a
potato
except
for
prediction
and
calculation of seeds. (Potatoes are cheap and easy to obtain.)
Green beans: Make wonderful non‐standard linear measurement.
Squash: These are great for weight, mass, and non‐standard linear measurement.
Bell Peppers: I would avoid because the juice/liquid inside has a tendency to burn eyes.
And a Few Veggies
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Literature
Connections
Amend, B. (2003). Your Momma Thinks Square Roots are Vegetables. Kansas City: Andrews McMeel Pu
Burns, M. (1997). Spaghetti and Meatballs for All! A Mathematical Story. New York: Scholastic.
Carpenter, D. H. (2004). Apples to Oregon. New York: Scholastic.
Cook, D. F. (1998). Kids' Pumpkin Projects: Planting & Harvest Fun. Charlotte, VT: Williamson Publishing
Fleming, M. (2003). One Little Pumpkin. New York: Scholastic.
Giganti, P. (1992). Each Orange Had 8 Slices. New York: Greenwillow Books.
Goldstone, B. (2006). Great Estimations. New York: Scholastic.
Hart‐Davis, A. (1998). Amazing Math Puzzles. New York: Sterling Publishing Co., Inc.
Hatchett, M.
A.
(2011).
Find
the
Mathematics...
in
the
Great
Outdoors
of
Texas!
Texas
Mathematics
Tea
Hopkinson, D., & Carpenter, N. (2004). Apples to Oregon. New York: Scholastic.
Kroll, S. (1984). The Biggest Pumpkin Ever. New York: Scholastic.
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Leeming, J. (2008). Fabulous Fun with Puzzles. New York: Time, Inc.
McNamara, M. (2007). How Many Seeds in a Pumpkin? New York: Schwartz & Wade Books.
Murphy, S. J. (1996). Give Me Half! New York: Scholastic.
Murphy, S. J. (1998). Lemonade
for
Sale. New York: Harper Collins.
Pallotta, J. (2002). Apple Fractions. New York: Scholastic.
Weiskopf, C. (2002). Lemon & Ice & Everything Nice. New York: Scholastic.
White, L. (1996). Too Many Pumpkins. New York: Holiday House.
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Name _________________________________ Date ________________
ruity
Math
Recording Sheet
Object to be measured: _______________
Attribute
to
be Measured
Our
Prediction
Our
Measurement