Egg Citing Math
published on: 6/5/2006
Contributing Teacher(s): Mea Childers
Subject Area:
Math/Number Sense- Add, Subtract, Multiply, Divide, Estimate, Algebra Grade Range: Lower Elementary (K-3) Materials Needed:
Objective:
Instructional Strategy: Evaluating Student Understanding
Process Standards:
- Goal 1.6 discover and evaluate patterns and relationships in information, ideas and structures
Content Standards:
- Mathematics 1. Addition, subtraction, multiplication and division; other number sense, including numeration and esti...
G.L.E.:
- Ma - NO - 2 - A - 01
(Number and Operations, Grade 1.)Time Allowance: 30 minutes
Description: Students hide and find Easter eggs containing math problems.
Classroom Component:
The number of eggs that you will use will depend upon how long you want the activity to last. I did this activity during learning center time. Four students could be in the center at a time.
Label each egg half with a number depending on how high your students can add.
For example: with a marker write a number 2 on one egg half and the number 3 on the other egg half. This will create the problem, 2 + 3. Inside the egg the answer will be written on a strip of paper by the teacher. Finish writing numbers on the rest of the egg halves and match up the egg halves with the correct answer inside. This activity is self-checking for students. You can also use this for subtraction problems.
Two students are sent into the hallway or another classroom while the remaining two students in the center use the Easter baskets to hide the eggs around the classroom. The two students who return from the hallway are given the two Easter baskets and are told how many eggs are hidden. After the students find the eggs, they go back to their seat with a clipboard with a paper attached. They are to write the problems on the piece of paper. After problems are solved, the students will open the eggs to check their answers. If students are just beginning addition, they can use jelly beans as manipulatives to help them add or subtract.
Papers are then given to the teacher to check. For every correct solution, the children are given that number of jelly beans. If your school does not allow candy, baby carrots could be given out as a treat.
Modification: If students are just beginning to add and/or subtract, the lines could be reproduced on the clipboard papers for the students to fill in the problems. For example: ___ + ___ = ___
What do you think of this lesson? SuccessLink needs to know. Click HERE.
The number of eggs that you will use will depend upon how long you want the activity to last. I did this activity during learning center time. Four students could be in the center at a time.
Label each egg half with a number depending on how high your students can add.
For example: with a marker write a number 2 on one egg half and the number 3 on the other egg half. This will create the problem, 2 + 3. Inside the egg the answer will be written on a strip of paper by the teacher. Finish writing numbers on the rest of the egg halves and match up the egg halves with the correct answer inside. This activity is self-checking for students. You can also use this for subtraction problems.
Two students are sent into the hallway or another classroom while the remaining two students in the center use the Easter baskets to hide the eggs around the classroom. The two students who return from the hallway are given the two Easter baskets and are told how many eggs are hidden. After the students find the eggs, they go back to their seat with a clipboard with a paper attached. They are to write the problems on the piece of paper. After problems are solved, the students will open the eggs to check their answers. If students are just beginning addition, they can use jelly beans as manipulatives to help them add or subtract.
Papers are then given to the teacher to check. For every correct solution, the children are given that number of jelly beans. If your school does not allow candy, baby carrots could be given out as a treat.
Modification: If students are just beginning to add and/or subtract, the lines could be reproduced on the clipboard papers for the students to fill in the problems. For example: ___ + ___ = ___
What do you think of this lesson? SuccessLink needs to know. Click HERE.
For additional information contact :
Mea Childers
Espy Elem.
Nixa R-II
(417) 725-7440
EMAIL: mchilders@mail.nixa.k12.mo.us
- Ma - NO - 2 - A - 01
