Five Little Monkeys Jumping on the Bed



Five Little Monkeys Jumping on the Bed

(Lesson by Trenda Collins EC-4 Generalist)

Grade level: Grade 1

Subject: Math / Language Arts/Technology

TEKS:

§111 .12. Mathematics, Grade 1

1.3 Number, operation, and quantitative reasoning.

(A) The student is expected to model and create addition and

subtraction problems in real situations with concrete

objects and write corresponding number sentences.

1.4 Patterns, relationships, and algebraic thinking.

(A) The student is expected to identify, describe, and extend

concrete and pictorial patterns in order to make predictions and solve problems.

1.13 Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology;

§110.2. English Language Arts and Reading, Grade 1

1.13 Reading/Literary Response

(C) Student responds through talk, movement, music, art, drama, and writing to a variety of stories, poems in ways that reflect understanding and interpretation. (K-1)

§126.2. Technology Applications, Kindergarten-Grade 2.

1.7 Solving Problems

(A) The student is expected to use software programs with audio, video, and graphics to enhance learning experiences;

Objective: The learner will learn about patterns, number operation, and quantitative reasoning while engaging in the story.

Students learn concretely and will the transfer the information onto their own paper pictorially.

Blooms The cognitive domain reflected here is application.

Taxonomy The students will use some prior knowledge of addition and subtraction facts and demonstrate their comprehension by making an application using a pictorial drawing. Note the extension that involves writing the fact family for five is application.

Materials: Music/ book: Five Little Monkeys Jumping on the Bed Props: Monkey ears, wig, stethoscope, and bandages.

Supplies - Manila paper, pencils, and colored pencils.

Context: The learner will have practiced simple addition and subtraction problems using manipulative prior to this

lesson.

Modifications:

Special Ed: Concrete objects will be given to those students in special education and to other students who may need them.

ELL: Concrete objects and/or copy of book to follow story.

Anticipatory

Focusing: Teacher will “set the stage” by playing the video, Five Little Monkeys Jumping on the Bed from You Tube.

Teacher will then read the book to the class. Students will act out story.

Setting

Expectations: Seven students come up to the front of the classroom and act out the story. (Class draws from a cup to see who gets a part.) The rest of the class helps with repetitive phrases in the story. A few simple props will be given to make it fun such as monkey ears, a wig and/or phone for mama and a stethoscope for the doctor. Also, simple bandages will be given to the monkeys that fall off of the bed. During the course of the story, the teacher will help students recognize patterns, such as one monkey falling off each time. Also, cause and affect, what happens when a monkey falls off the bed each time? Teacher will guide students to model addition and subtraction in the story.

Input: Teacher incorporates visual technology and performance to help students understand mathematical concepts. One example of hyper or multimedia to interest the students and help teach the objective is the Five Little Monkeys video on the following You Tube hyperlink:

watch?v=ZhODBFQ2-bQ

An example of a software program that could be used to teach the objective and extension is from Please click on hyperlink and scroll to see many ideas on teaching addition and subtraction. I liked shake the bean.

helps teachers and students because it allows students to learn math in fun and interesting ways. Math becomes relevant to the students. Students can use this software program too! They just click on this link and then click on the cat to enter.

Modeling: Students will act out the book. The teacher will model

and demonstrate addition and subtraction math problems during the performance.

Checking for

Understanding: Teacher will ask questions to check understanding.

Example: If five monkeys were on the bed and one fell off how many are still on the bed? How did you come up with your answer? 5 – 1 = 4

Guided Practice: Work with a partner to find two numbers that when added together equal five. Then use the numbers to make a subtraction problem. * May use manipulative.

Reteach: Check for understanding. Teach again to learners that experience difficulty understanding the concept of the lesson.

Independent

Practice: The students will draw a picture on their own paper

that represents a math fact taken from the story. One example might be a picture of two hurt monkeys plus three jumping on the bed equals five monkeys. Another

student may draw a picture of five monkeys jumping with one falling off. Then the student would write the numbers 5 – 1 = 4. Teacher will then display work of students for everyone to see.

Mastery Check: The learner will be successful if he can represent a math fact correctly using a pictorial drawing.

Class Extension: The learner will be introduced to the concept of fact families using the number five. Worksheet provided.

Bean Activity can also be used for extension.

Special Needs: This lesson could be reinforced and extended for a child with Autism by allowing them to practice addition and subtraction on software such as Arthur’s Math Games.

The computer would allow them “reward time” and also give them a break from the group. Children with Autism can get over stimulated and need down time by themselves. I would provide head phones for the computer for these children. See link below for information and how to purchase Arthur’s Math Games.



Closure: Today we learned more about addition and subtraction. We first looked at objects concretely to understand addition and subtraction. Then we drew a picture to illustrate our fact pictorially. Finally you formed groups to play shake the bean and to complete your fact family of five.

Reflection: The teacher will evaluate the lesson and determine if the lesson was effective. The teacher will note the reaction and behavior of the class during the lesson. The teacher will determine the number of students who were successful in moving from concrete to pictorial.

** I actually taught this lesson to a group of my peers for a Math concepts class at TWU. (At that time it was very scaled down version of this lesson plan without the use of any technology). Everyone really liked it. I think the lesson will be even better because children will love the video from You Tube. It will spark their attention. In addition, the shake the bean activity on will also help all children understand fact families. I learned that you can take a simple lesson plan in one content area such as math and enhance it with technology and literature (a book) and cover three content areas and many TEKS! I had a lot of fun researching videos and software to help meet the criteria for this lesson plan. I gained valuable knowledge and practicum experience by creating and enhancing my own lesson plan.

Shake the Beans

I do an activity with my 1st graders called "Shake the Beans". You need the following:

1-2 bag(s) of large lima beans

1 can of green spray paint

1 can of orange spray paint

1 box of quart sized ziploc bags

Spray the beans with green on one side and orange on the other side. After they are dry, put about 20-30 beans in each ziploc bag. Make enough bags so each student has his/her own bag.

Activity:

1. Each student takes out a set number of beans that you are working on. For example, if you are wanting to find all the number combinations for 7, they would take 7 beans (only) out of their bag. Then zip the bag up and put in their desks or just somewhere away from where they are working.

2. Students will shake the beans gently in their hands and then gently let them out on their desk.

3. They put the green together on one side of their desk and the orange together on the other side of their desk.

4. Next, they are to record their results. There are several ways they can do this. They can make a table to record their info.

For example,

Green. 2 6

Orange 5 1

Total. 7 7

etc.

They can draw pictures of the beans. They would draw the number of green beans with a green crayon and then the number of orange beans with an orange crayon. Then they can write the number under each set.

I also have a worksheet that has beans drawn on them.

They continue shaking the beans to find all the number combinations for the sum they are working on.

***This idea was found on in the Addition and Subtraction Idea Bank

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