Name: __Stacy Keyte___________________________

Date Submitted: _4/12/15___________________

Subject: _Mathematics________Grade:__4_____
Everyday Life__

Title: ____Putting it All Together: Math in

TEKS/Content Standards:
4.2 Number, operation, and quantitative reasoning. The student describes and compares
fractional parts of whole
objects or sets of objects . The student is expected to:
(B) model fraction quantities greater than one using concrete objects and pictorial
models.
4.4 Number, operation, and quantitative reasoning. The student adds and subtracts to solve
meaningful problems
involving whole numbers and decimals. The student is expected to:
(B) represent multiplication and division situations in picture, word, and number form.
4.13 Probability and statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of
data. The student is expected to:
(A) Use concrete objects or pictures to make generalizations about determining all
possible combinations of a given set of data or of objects in a problem situation.
4.14 Underlying processes and mathematical tools. The student applies Grade 4 mathematics
to solve problems
connected to everyday experiences and activities in and outside of school. The student is
expected to:
(A) Identify the mathematics in everyday situations;
(B) solve problems that incorporate understanding the problem, making a plan, carrying
out the plan, and evaluating the solution for reasonableness;
4.15 Underlying processes and mathematical tools. The student communicates about Grade 4
mathematics using
informal language. The student is expected to:
(A) explain and record observations using objects, words, pictures, numbers, and
technology;
4.16 Underlying processes and mathematical tools. The student uses logical reasoning. The
student is expected to:
(B) justify why an answer is reasonable and explain the solution process.
Lesson Objectives:
Students will:
demonstrate knowledge of fractional parts of a whole based on pictorial models.

write fractions based on the data provided.

perform multiplication and use pictures or words to model.
develop strategies to solve problems and evaluate solution for reasonableness.
explain the mathematical process they used with pictures, words and technology.
identify the different types of combinations from provided data.
Prerequisite Skills:
Students must:

already have an understanding of fractional parts of a whole.

know how to write fractions.
knowledge of multiplication and demonstrate in pictures or words.
developing a strategy to solve a problem and evaluating for reasonableness.

use pictures, words and technology to explain mathematical processes.

determine all possible types of combinations with given data.

Materials/Supplies/Technology:
Handouts for: Closet Choices, Pantry Choices, Art Choices, Putting it All Together (provided at
end of lesson plan)
5 different style shirts- (pictures)
5 different style skirts- (pictures)
Pictures of food items- ( match with food item stamps)
Circle stickers- (at least 5 different colors)
Star Stickers -(at least 6 different colors)
Food item stamps and ink pads- (Stickers or other stamps can be used as long as a key is
provided to show what it
represents. Students can also draw items.)
Printed pictures of the following (You can choose more than the recommended number, just
adjust in the activity steps.):
1. 3 nature settings
2. 3 different animals
3. 3 pictures of people (vary it with gender, ages, culture, etc.)
4. 3 different types of plants
Internet
Ladybug or another source to project book video
Link to online reading of story: https://youtu.be/Ughnlcazuy0
iPad
iPad Apps: Tellegami and PicCollage
Lesson Instructional Model (circle appropriate model(s) for the lesson):
Inquiry/5E
Developmental

Literacy Read Aloud

Mathematics

Word Study
Reinforcement
Guided Reading
Practice
Shared Reading
Problem solving
Direct Instruction
Other:
_____________________________
Steps/Sequence of Activities Correlated to Instructional Model: (The Inquiry/5E is
shown in blue throughout.)
(Engage)
We will watch the video on the reading of the book "Marisol McDonald Doesn't Match/Marisol
McDonald no combina" by Monica Brown (10 minutes). This video reads the English and Spanish
words in the book.
Story summary: "Marisol McDonald has flaming red hair and nut-brown skin. Polka dots and
stripes are her favorite combination. She prefers peanut butter and jelly burritos in her lunch
box. To Marisol, these seemingly mismatched things make perfect sense together. Other people
wrinkle their nose in confusion at Marisolcant she just choose one or the other? Try as she
might, in a world where everyone tries to put this biracial, Peruvian-Scottish-American girl into a
box, Marisol McDonald doesnt match. And thats just fine with her."

Students will be placed into three separate groups to rotate through the areas that I have set up.
The three different areas are: 1) Closet; 2) Pantry; 3) Art Room. (Distribute handouts.)
Guidelines for activity will be displayed on the projector and reviewed with the class prior to
starting.
(Explore)
Here are the steps for the activities based on the 3 different stations. Students are encouraged
to be creative with how they use materials at each of these stations.
Closet Station:
1. There are 5 pictures of different shirts with either polka dots or stripes hanging on the wall.
A key that shows which circle stickers go with which shirts is also hung up in the event the
stickers are moved around. Use a clip to attach the circle sticker sheets to the bottom of
each shirt picture. These are the colors for the circle stickers: green, yellow, orange, blue,
and red.
2. There are 5 pictures of different skirts with either polka dots or stripes hanging on the wall.
A key that shows which star stickers go with which shirts is also hung up in the event the
stickers are moved around. Use a clip to attach the star sticker sheets to the bottom of
each shirt picture. These are the colors for the star stickers: red, orange, yellow, green,
blue, and purple.
3. Students may place the stickers in the box on the Closet Choice sheet to create different
outfits for Marisol. Students may place labels if they feel it helps to explain their process.
It is up to the student if they decide to do this. Students will show any work that they do
to calculate an answer and write an explanation to justify their solution.
4. Students will use the iPad to take a picture of their Closet Choices Handout when it is
complete.
Pantry Station:
1. There are 25 different food stamps and 24 fruit and vegetable stamps (12 fruits and 12
vegetables) with ink pads at this station. The picture of the food is on the back of the
stamp. A list of the foods that are available will be posted on the wall at the station.
2. Students may place stamps of the foods in 'snack groups' in the provided box on the
Pantry Choices handout. Students may place labels by snacks to help explain their
process. It is up to the student if they decide to do this. Students will show any work that
they do to calculate an answer and write an explanation to justify their answer.
3. Students will use the iPad to take a picture of their Pantry Choices Handout when it is
complete.
Art Station:
1. Students will create art like Marisol did in the story and choose from the provided list of
what to include in the picture.
2. There are 4 categories with 3 choices in each one: 3 settings, 3 animals, 3 people (vary by
age, gender, culture), and 3 plants. Each of these categories will be typed on its own
sheet of paper with the 3 options listed on it. No pictures provided so that students can be
creative.
3. Each picture must contain one item from each category. For example, the setting may be a
river, a mountain, and a field. The student will select a setting, one animal, one person
and one plant.
4. Students will determine how many different pictures they can create with the items listed
in these categories. Students are encouraged to place grid lines in the large box on their
Art Choices handout to demonstrate the number of different pictures. Students may draw
these pictures into each box if they choose.
4. Students will use the iPad to take a picture of their Art Choices Handout when it is
complete.

(Explain)
Students will perform the following activities with the iPad.
Tellegami App:
1. Students will use Tellegami to justify their solutions on the each of the handouts.
2. Students can be creative with the 'gami' that they create.
3. Students will record their voice or can type their text explaining how and why they came
to the solutions that they did for the 3 handouts. Students are given 30 seconds of record
time to do this.
4. Students will save their Tellegami to share later and can also email directly from the app to
the teacher without needing an email account.
PicCollage App:
1. Students will create a PicCollage that contains pictures of all their 'Choices Handouts'.
There should be 3 pictures.
2. Students will add text to the PicCollage that states 3 fraction facts based on their findings
for Closet Choices, Pantry Choices, and Art Choices. Students can be creative with the
kind of fraction that they create. For example, for the Closet Choices text box students
could state that 3/5 of their outfits contained polka dots. There should be 3 different text
boxes that are added to the collage.
3. Students will save the PicCollage to their library to present later.
(Elaborate)
Several students will be selected to present their PicCollage along with explanations of what they
did and why with the class. A different set of students will have an opportunity to play their
Tellegami for the class. The rest of the class can asks questions or comment on the strategies
used. I will guide the discussion and ask guiding questions as needed to further the interaction.
(Evaluate)
Students will complete an exit card that lists the following items (handout exit cards):
A. Could you relate to Marisol and how?
B. How do you feel about the story?
C. Can you think of something else similar from your everyday life that can involve
hidden math?
D. What did you learn by doing the activities?

Name: _____________________________________

Date: _____________

Closet Choices
Visit the closet to see how many different outfits that you can create for Marisol to wear and label
as needed. Show all work below and use the back of this sheet if extra space is needed. Provide
an explanation to support your answer.

Name: _____________________________________

Date: _____________

Pantry Choices
Visit the pantry to see how many different snacks you can create for Marisol to eat and label as
needed. Show all work below and use the back of this sheet if extra space is needed. Provide an
explanation to support your answer.

Name: _____________________________________

Date: _____________

Art Choices
Visit the art room to see how many different pictures you can create that are similar to the kind
Marisol drew in the story. Show all work below and use the back of this sheet if extra space is
needed. Provide an explanation to support your answer. Suggestion: Make the big square into a
grid by drawing lines where you need them and draw multiple scenes in each block.

Name: _____________________________________

Date: _____________

Putting it All Together

There is math involved in our everyday activities, we just don't always take the time to stop and
realize it. Answer the questions below to put the different ways together that we use math in our
day. Show all work below and use the back of this sheet if extra space is needed.

1) Look at the information from the Closet Choice handout. What fraction can you create from
the data? Justify your answer.

2) If Jane ate 3 snacks a day from the pantry, how many days could she go without eating the
same snack a second time? Justify your answer.

3) What fraction describes the number of outfits that have the same color in the shirt and skirt
worn together? Justify your answer.

Pictures of Materials
These are the items that I will provide for students to use on their worksheets. I will also display
a key in each area that I set up in the classroom.

References
Circle Stickers
Food Stamps
Star Stickers