512 Ants on Sullivan Street
Andrew Lescht, Andrew Armstrong, Carson Blair, Margret Vandemark
Grade Level: 3
Big Understanding: The students will gain an awareness of what happens when numbers are doubled. Through the reading of the story they will see the numbers increase and pick up on the pattern when it is explored further. Comparison of the sums to 100 and 1000 will increase number awareness and bring subtraction and other operations into play.
Materials Needed:
1. The 512 Ants On Sullivan Street book by Carol A. Losi
2. White paper to record and figure answers out on
3. Something to write with
4. Base 10 blocks to assist students who need a manipulative for addition
Colorado Model Standards and Lesson Objectives:
Mathematics
Standard 1-Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems. To meet this standard, students will:
●Use numbers to count ants
●Use number sense to estimate and justify the reasonableness of solutions to problems involving whole numbers in doubling.
Standard 2- Students use algebraic methods to explore, model, and describe patterns and functions involving numbers . . . in problem-solving situations and communicate the reasoning used in solving these problems. To meet this standard, students will:
●Reproduce, extend, create, and describe patterns and sequences using a variety of material when working with the doubling pattern in the story, and then doubling another number they choose.
●Observe and explain how a change in one quantity can produce a change in another by experimenting with patterns of doubles and their sums.
Standard 6- Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil . . . in problem-solving situations and communicate the reasoning used in solving these problems. To meet this standard, students will:
● Demonstrate understanding of and proficiency with basic addition without the use of a calculator when doubling smaller numbers.
●Construct, use, and explain procedures to compute and estimate with whole numbers when reasoning about numbers closest to 100 and 1000.
●Select and use appropriate methods for computing with whole numbers in problem-solving situations from among mental arithmetic, estimation, and paper-and-pencil, when the numbers to be doubled get increasingly larger.
Language Arts
Standard 1: Students read and understand a variety of materials. To meet this standard, students will:
●Use a full range of strategies to comprehend materials such as directions, nonfiction material, rhymes and poems, as well as stories. Students will do this by connecting the lesson activities with what they already know.
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. To meet this standard, students will:
●Predict and draw conclusions about the number of ants.
●Use reading, writing, speaking, and listening to define and solve problems; such as doubling and reasoning about numbers.
●Use listening skills to understand directions when asked to double the ants, create their own doubling pattern, and then reason about numbers closest to 100 and 1000.
Lesson Objectives:
Engagement:
Read the book The 512 Ants on Sullivan Street by Carol Losi to the class. While reading ask the students to join in on the rhymes, and ask the class to predict how many ants will come next (do not correct wrong answers). This can also be used as a preassessment to see how well the class can pick up on the doubling pattern, and how high they can add in their heads.
Investigation:
The teacher should revisit the story, but this time write down the doubling addition equation with answers on the board for each set of ants up to sixteen (1+1=2, 2+2=4, ect). Ask the class what 16 + 16 will equal, have them discuss their answers with a classmate before discussing how they came to their answer with the entire class. Continue this pattern of instruction (equation, partner discussion, group explanation.) until the class reaches 512+512=1,024. Once reaching the sum of 1,024 ask the class to compare the various sums of this number pattern to the two friendly numbers – 100 and 1,000. Ask students what number is closest to 100 (128). Once the answer is found ask students to explain why 128 and not 64 is closest to 100 (excellent assessment of subtraction comprehension). Continue by asking the class to find the number closest to 1,000, and have them explain this answer as well. Both of these exercises prepare the students for their own individual assignments.
Explain and Clarify:
In order for the students to be able to process the concept of doubling we will ask them to do a number of tasks. Firstly, we will go through the doubling pattern presented in the reading, presenting the addition problem and then posing that problem to the students to answer. Once the chart is filled to first number equaling or past 1000, we will have the students analyze the numbers and employ subtraction by determining which numbers are closest to 100 and 1000. Secondly we will display the numbers 1-10, eliminate the patterns already covered, then ask the students, in their groups and individually, to work out the doubling pattern for the numbers 3, 5, 6, 7, 9 or 10, noting that 3 and 6 and 5 and 10 will be the same patterns. They will uncover the pattern up to the first number equaling or past 1000. They will be given the task, then, to repeat the earlier problem of determining which numbers are closets to 100 and 1000.
During these activities we will be continually encouraging the children to explain how they arrived to the answers they did as well as to find other alternatives to solving the problem. They will also be presented with a number of more difficult problems to challenge the quicker learners.
Lesson Closure:
The lesson will be concluded by reemphasizing the concept of doubling, homework assignments.
Teacher Notes:
Encourage doubling to be practiced ask the student to try more difficult number. In addition supply the students with problems that contain doubling to help them continue to practice.
Meeting The Needs of All Students:
Students will be grouped by varying ability levels together, ELL will be grouped with native speaking students, and special needs students will be paired with students that are willing and able to assist them.
Students who get done quickly with creating their own doubles list will be asked to try a different number.
Gifted students will be challenged by doubling a difficult number also the teacher will post a question that contains doubling that is challenging.