NLAGB: Nothing Like A Good Book… read aloud! It’s great when you can make Math connections to wonderful, fun literature and not just E.L.A.R. connections.

Math fun for Bear Stays Up for Christmas! This is one of my holiday favorites to share with the kiddos is written by Karma Wilson. The books contain marvelous illustrations from Jane Chapman. Here are Math (Geometry and Data Collection/Analysis) activities for NLAGB: Karma Wilson’s Bear Stays Up for Christmas.

Math Fun with Bear Overview

• Vocabulary and Shape Cards
• Detailed Directions to design a quilt for Bear using Pattern Blocks
• Analyzing Data
• Writing Prompts

Math Fun: Vocabulary Cards Samples

There are 25 vocabulary cards and 6 shape cards are in color or blackline. Here are a few examples of the cards.

Math Fun: Bear’s quilt

Possibility, that the word “quilt” is new for a few kiddos. Some kiddos will share that they have a quilt or have seen quilts. Here’s a chance for them to design a quilt for Bear. This Geometry based activity is aligned to the TEKS (Texas Essential Knowledge and Skills).

Kindergarten will: 

K.6A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles. 

K.6D Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. 

K.6F Create two-dimensional shapes using a variety of materials and drawings.

First Grade will: 

1.6C Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons.

1.6D Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language. 

1.6F Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible.

Second Grade will: 

2.8C Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices. 

2.8D Compose two-dimensional shapes and three-dimensional solids with given properties or attributes.

Third Grade will: 

3.6B Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories.

There are two options for making a quilt. Version 1 has an open-ended design space. The kiddos can either draw shapes in a design pattern. Or use pattern blocks (real or paper pieces) to build and record by tracing the shapes. If you’re easy going, the kiddos can glue pattern block shapes as they build.

Version 2 has a shape grid design space. I prefer to use pattern blocks to build a design. The kiddos can color as they build. Some kiddos preferred to build the entire design then record the colors of the pattern blocks. If you’re up for a challenge, your kiddos can use paper pieces to glue to record their design.

Once the pattern block design has been built and recorded. The kiddos can describe their design by completing either of the Response Forms. There are three choices to discuss the number, names, and colors of shapes used.

Choice 3
In a Math Journal, kiddos can also freely answer the prompts to describe their design:

• How many of each two-dimensional shape did they use in their design?
• How many vertices are in their design?
• How many sides within their design? 
  

Math Fun Fruitcake

This suggestion is just plain fun and a nice way to bring Math to the real world. Data collecting and graphing for the survey question: Have you ever eaten fruitcake?

You will need to gather or make:

• pictures of fruitcake (drawings, photographs)
• anchor chart paper for the T-Chart
• post-its (glue stick, just in case)
• videos

Believe it or not, there are many videos sharing how to make a fruit cake. If you like an English accent and measurements then watch. Or if you prefer an American accent and measurements then watch.

Traditional fruit cake ingredients are fruit.

• dried or candied cherries
• lemon peel
• citron
• orange peel
• cranberries
• raisins
• mangoes
• pineapples
• apricots
• nuts (pecans or almonds)

Math Fun Collecting the Data

In response to the survey question, kiddos write their names on post-its. Then they place their post-its in their answer spot on the chart. I think the perfect size paper is the Pacon’s half size chart tablet.

Math Fun Analyzing the Data

This Data Analysis Activity is aligned to the TEKS (Texas Essential Knowledge and Skills).

Kindergarten will:
K.8A Collect, sort, and organize data into two or three categories.
K.8C Draw conclusions from real-object and picture graphs.

First Grade will:
1.8A Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts.
1.8C Draw conclusions and generate and answer questions using information from picture and bar-type graphs.
1.2G Represent the comparison of two numbers to 100 using the symbols >, <, or =.

Second Grade will: 
2.10B Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more.
2.10D Draw conclusions and make predictions from information in a graph.
2.2D Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =).

Third Grade will:
3.8A Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Once everyone has added their name to the T-Chart, tally or record the results. Then use your findings to answer the questions to discuss your result. This can be done either in a whole group setting, in small groups, or have kiddos answer independently:
1. How many students have eaten fruitcake?
2. How many students have not eaten fruitcake?
3. ___ is more than ___?
i.e. 22 is more than 3  or   22 > 3
4. ___ is less than ____?
i.e. 3 is less than 22    or    3 < 22
5. How many more students have ____ than _____? (depending on results)
6. How many less students have ____ than ____?

Strive for the kiddos to answer in full sentences, not just the numbers, either orally and in written form. Here are possible sentence frames for your kiddos:
____ students have eaten fruitcake.
____ students have not eaten fruitcake.

Math Fun Extension…

If dietary restrictions allow, bring in fruitcake. Make predictions about whether the kiddos will like it or not. Enjoy small samples of fruitcake. 😉 Then repeat the T-Chart responding activity with the second survey question: Did you like the fruitcake?
Afterwards, answer the discussions questions to analyze your results using the Response Forms.

As always, I hope you find something you can use with your kiddos. Click to purchase your copy!
Until next time, happy designing and graphing,