It’s great when you can make Math connections to wonderful, fun literature and not just E.L.A.R. connections.
This is one of my holiday favorites to share with the kiddos. Here are Math (Geometry and Data Collection/Analysis) activities for NLAGB: Karma Wilson’s Bear Stays Up for Christmas.
Making a Quilt for Bear
I’m sure as you read the story, a few kiddos may chime in 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 following Texas Essential Knowledge and Skills ~ TEKS:
Kindergarten:
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:
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:
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:
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.
In the product are two options for making a quilt. Version 1 has an open-ended design space. Based on the TEKS I wanted to address, in Version 1 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 or you can use glue for the paper option.
Version 2 has a shape grid design space. Version 2 can be colored according to your own color choices and design. I prefer to use pattern blocks to build a design and then record it based on the colors of the pattern blocks. Or you can use paper pieces to glue to record your design.
Once the pattern block design has been built and recorded, the kiddos can describe their design by completing either of the Response Forms: number of shapes used (in two different choices) or sentence frames.
In a Math Journal, kiddos can also freely answer the following 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?
Data Collection, Graphing, and Analyzing
This Data Analysis Activity is aligned to the following Texas Essential Knowledge and Skills ~TEKS:
Kindergarten:
K.8A Collect, sort, and organize data into two or three categories.
K.8C Draw conclusions from real-object and picture graphs.
First Grade:
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:
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:
3.8A Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
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 fruitcakes
*anchor chart paper for the T-Chart
*post-its (glue stick, just in case)
Along with the book’s illustrations, share real pictures of fruitcake with the students to explain what fruitcake is and how it’s made.
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, and apricots) and nuts (pecans or almonds).
Collecting the Data
In response to the survey question, kiddos write their names on post-its and place the post-its in their answer spot on the chart. I think the perfect size paper is the Pacon’s half size chart tablet.
| Have you ever eaten fruitcake? | |
stick post-its with their name | stick post-its with their name |
| Yes, I have eaten fruitcake. | No, I have not eaten fruitcake. |
Graphing to discuss the data collected
What does the data tell me?
Once everyone has added their name to the T-Chart, tally or record the results. Use your findings to answer the following questions 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 22 >3
4. ___ is less than ____? i.e. 3 is less than 22 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 complete sentences, not just the numbers, either orally and in written form. Provide the following sentence frames if necessary for your kiddos.
____ students have eaten fruitcake.
____ students have not eaten fruitcake.
Extention…
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 have found something you can use with your kiddos. Click to purchase your copy!
Until next time, happy designing and graphing,
