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Focus Strategy: After reading How Many Seeds in a Pumpkin by Margaret McNamara, students
will use pumpkin seeds to practice grouping with multiplication.
Grade: 3
Materials Needed: How Many Seeds in a Pumpkin, pumpkin seeds, pumpkin seed activity
sheets
Instructional Goals/Problem Solving Task: Like the children in the book, students will each
receive a different number of pumpkin seeds and be instructed to group the seeds and practice
their multiplication skills. They will first make a hypothesis about who has the most seeds, and
then use grouping to determine who has the most pumpkin seeds.
Common Core State Standard:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can
be expressed as 5 7.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
Procedure
Introduction: Introduce the story. Explain that seeds come from the inside of a pumpkin, and
ask kids which pumpkin they think will have the most seeds. We will work together to make
predictions.
Reading: We will read How Many Seeds in a Pumpkin? We will stop to make predictions,
clarify vocabulary, and talk about grouping.
Closure: At the end of the book, the author includes Charlies Pumpkin Facts which reinforces
main ideas of the book. What do children think the main ideas of the book are?
Problem Solving Tasks: The children will be asked to predict how many pumpkin seeds they
have, just like the kids in the book. They will then use grouping to multiply and count how many
seeds they actually have.
Students will decide on a number (2, 5, or 10) that they will group the pumpkin
seeds with.
They will count and group carefully.
They will work with one another to see whose prediction was correct.
Assessment:
1. Who has the most pumpkin seeds?
2. Did the size of the seeds effect the number of seeds students thought they had?
3. Can students show how they were able to multiply their seeds?