Math Literature Connection

Transcription

1 Math Literature Connection The Doorbell Rang By Pat Hutchins About the book: Ma makes a batch of a dozen chocolate chip cookies for her children Victoria and Sam. Each child has six cookies. But when the doorbell rings and friends drop by, the cookies must be shared. The doorbell rings again, and again, and again...until there is only one cookie for each child. What happens if the doorbell rings again? Will the cookies be divided? Will Ma make more cookies? Or will a special visitor surprise everyone? Lesson Day 1: Materials: book The Doorbell Rang, large cutout cookies for use during the simulation (collect after the lesson for use in Lesson Day 2), small cutout cookies for partner activity, The Doorbell Rang activity sheet Set the Purpose: Students will investigate division situations in which no remainders are considered. 1. Read The Doorbell Rang once through for students to appreciate the pattern of the story. Make note of how Victoria, Sam, and Ma s moods change from page to page and what may be causing the change. 2. Assign 12 students the role of a child character in the book (Victoria, Sam, Tom, Hannah, Peter, Little Brother, Joy, Simon, Cousin 1, Cousin 2, Cousin 3, and Cousin 4). Reread the story with the students acting out the situation in front of the class. Use the large cutout cookies as props with the audience providing the sound of the doorbell. 3. As each new group enters the kitchen have the role players redistribute the cookies as described in the book. 4. Hand out The Doorbell Rang activity sheet to each student along with a set of 12 small cutout cookies per pair of students. Ask students to complete the middle column with a drawing to show the Number of Cookies for Each and an equation in the column labeled Division Problem. Students will use the cutout cookies to model the division situations. 5. When students have completed the activity sheet, have volunteers show some of the drawings from the middle column on the chalkboard. Also review the division problems that students wrote in the third column. Ask students for a multiplication equation that may be used to check the division problem. 6. Close the lesson with a discussion of the following questions: (At this point, all of the answers below presume that all cookies remain whole. Fractional parts of cookies will be addressed in Lesson Day 2.) Why did the author choose that particular number of children arriving at the door each time? (possible response: The numbers 2, 4, 6, and 12 all divided evenly into 12 cookies. They didn t have any leftovers.) Are there any other numbers of children that would have resulted in no leftovers? (1 child or 3 children) At the end of the story, Grandma arrived with more cookies. How many cookies could Grandma have brought so that the 12 children could share equally with no leftovers? (12, 24, 36, 48 ) Students may need to act out these division situations with cutout cookies to check their conjectures. Indianapolis Public Schools

2 Lesson Day 2: Materials: book The Doorbell Rang, large cutout cookies, Cookie Fair Share recording sheet, glue or paste Set the Purpose: Students will continue to investigate division situations in which the remainder is recorded as a fraction. 1. Show the students the paper cookies that they will be using for the activity. Explain that today they will be sharing cookies again, but that this time cookies may be cut as long as each child receives the same amount of cookies. 2. Remind students of fractional notation by drawing a circle divided into fourths on the board. Shade in 3 of the 4 sections and ask the students: How much is shaded? Explain to students that the 3 indicates the number of parts shaded while the 4 tells the total parts needed to make one whole. Ask a student to write three-fourths as a fraction on the board. Repeat for ½ and 1½. 3. To help students think about dividing cookies into equal shares, ask: Suppose a group of four children had four cookies. How many would each person get if they shared the cookies equally? The answer may be obvious to the children, but it will be a good opportunity to discuss the concept of sharing equally. 4. Explain that they ll work in groups of four and solve several problems, first sharing six cookies, then five cookies, three cookies, two cookies, and one cookie. Show students the Cookie Fair Share recording sheet and explain that they should first write each student s name at the top of the page and one name in each box. For groups of less than four students, have them come up with imaginary partners whose names will go in the unfilled boxes so they can compare their results with the others in the class. Students will also fill in the number of cookies they will be sharing. 5. Then take the number of paper cookies they need, divide them up and glue each person s share in one box on the recording sheet. Finally, they answer the question at the bottom of the page: How much did each person get? 6. Explain that after solving the first problem of sharing six cookies, the group should check with you before continuing. Once you ve checked the group s first solution, the group can continue with the other problems of sharing five cookies, three cookies, two cookies, and one cookie. Remind students that they should use a new recording sheet for each new problem. 7. Allow the students to work on the investigation providing prompts and guiding questions only as necessary. Continue to remind students that cookie shares must be divided evenly in each case. Provide enough extra paper cookies to replace mistakes. 8. Collect all materials to continue in Lesson Day 3. Indianapolis Public Schools

3 Lesson Day 3: Materials: book The Doorbell Rang, large cutout cookies, Cookie Fair Share recording sheet, glue or paste Set the Purpose: Students will continue to investigate division situations in which the remainder is recorded as a fraction. 1. Continue the investigation from Lesson Day 2. Before having students return to their groups, discuss and correct any major misconceptions from the previous lesson. Misconceptions may include writing the correct numerator and denominator, writing a mixed number, dividing cookies into equal parts, etc. 2. When most groups have had an opportunity to complete all of the problems from Lesson Day 2, begin debriefing by taping all recording sheets for one problem (for instance Sharing 6 Cookies) on the chalkboard. Compare and contrast solutions to the problem while having individual students explain their group s work. 3. See sample student work below. Indianapolis Public Schools

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9 Names of Group Members: Cookie Fair Share Share cookies equally among 4 people. Glue each person s share in a box. How much did each person get? Indianapolis Public Schools