LESSON PLAN TEMPLATEHeather Schuiling and Mikki FredricksonJanuary 23, 2007 TITLE: Math Bingo CONTENT AREAS (What areas of mathematics does this lesson cover?): Whole numbers, “greater than”, “less than”, “equal to”, and addition.GRADE LEVEL: 3rd GradeMATERIALS NEEDED: Pre-made bingo boards with “>”, “<”, “=” signs in random order on different boards, some type of marking device (buttons, small pieces of paper, beads), pre-made cards comparing two numbers but with the sign missing.KEY CONCEPTS: Comparing whole numbers and addition.EALR'S and GLE'S (Make the connections clear and specific) EALR 1: The student understands and applies the concepts and procedures of mathematics. Component 1.1: Understand and apply concepts and procedures from number sense. GLE 1.1.2. Understand the relative values of whole numbers. W- Compare whole number values to at least 10,000 using the symbols for "greater than," "less than," and “equal to".- Order three or more numbers to at least 10,000 from smallest to largest. [CU]- Compare combined quantities (e.g., 50 + 3 is greater than 40 + 9). [RL]Learning Goals: (What do you expect students to learn and be able to do from this lesson.) Students will be able to understand the relationship of whole numbers to those of greater, lesser, or the same value. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Preassessment (Do some activity to see what your students know.) Activating Prior Knowledge: Ask for help in remembering the definition of a whole number. Reintroduce concept of “greater than”, “less than”, or “equal to”, think, pair, share, to recall the symbols used to represent these ideas.Introduce Bingo game (ask for familiarity.) Ask students what kind of bingo game they want to play (five in a row, blackout…)- Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) Disequalibrium and elaboration:Take a blank bingo sheet and put < > and = signs in different squares of the card. Then make up equations to put on cards. Some ideas are 100____88(<) or 1002____102(>). Make sure you make about 30 of these cards with some of each equation anywhere. Then let the children playing decide what kind of bingo is needed to win that game. Some examples are postage stamp or all four corners or the whole board needs to be filled. The children will love this game and all the children playing get to look at the problem and figure out if it is < , > , or = to. By Debbie Haren, via LessonPlansPage.com- Closure Crystallization: Have students reflect in their math journals for five minutes on the concept of whole numbers in relation to other numbers, and the game of Bingo.Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text. 1.race/ethnicity- Bingo originated in Italy in the 1530s and spread across Europe before becoming popular in the U.S. as a country fair game in the 1930s (see Bingo History below.)2.language- If I have English language learners (ell) I will work out a plan to help tutors and ell class teachers understand the lesson and be able to translate for them.3.gender- Try to call on students of both genders equally, use examples using both genders, and in general be sensitive to overly aggressive boys and passive girls if that happens.4.class- All students will be treated fairly and with respect regardless of SES status.POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) Have each student write their own math problem comparing numbers using “>”, “<”, “=” operators, pair, and share. TEACHER REFLECTION (What went well, what would you do differently?)Hand out teaching and learning checklist, and self-reflect. The History of Bingo By Mary Bellis In the U.S., bingo was originally called "beano". It was a country fair game where a dealer would select numbered discs from a cigar box and players would mark their cards with beans. They yelled "beano" if they won. The game's history can be traced back to 1530, to an Italian lottery called "Lo Giuocodel Lotto D'Italia," which is still played every Saturday in Italy. From Italy the game was introduced to France in the late 1770s, where it was called "Le Lotto", a game played among wealthy Frenchmen. The Germans also played a version of the game inthe 1800s, but they used it as a child's game to help students learn math, spelling and history. When the game reached North America in 1929, it became known as "beano". It was first played at a carnival near Atlanta, Georgia. New York toy salesman Edwin S. Lowerenamed it "bingo" after he overheard someone accidentally yell "bingo" instead of "beano". He hired a Columbia University math professor, Carl Leffler, to help him increase the number of combinations in bingo cards. By 1930, Leffler had invented 6,000 different bingo cards. [It is said that Leffler then went insane.] A Catholic priest from Pennsylvania approached Lowe about using bingo as a means of raising church funds. When bingo started being played in churches it became increasingly popular. By 1934, an estimated 10,000 bingo games were played weekly, and today more than $90 million dollars are spent on bingo each week in North America
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