##
* *Reflection: Real World Applications
Counting Bugs - Section 2: Sharing Our Findings.

When students returned inside with their bug data, I asked them to find a way to display their data for the rest of the class to see. I asked them how they might share it, and students suggested graphs, pictures, numbers and lines for each bug with numbers on them (a table?).

I put out materials and let each group begin. As I walked around and listened I heard several groups saying things like, "we have so many bugs with legs, how are we going to fit them all on?" And a partner replying, "maybe we should count by tens." One of these groups started putting numbers up the side of a paper and told me that they had over 100 bugs so they were going to count by tens. They drew lines and created a graph by tens.

Another group started drawing bugs with legs across the top of the paper. They had many tally marks on their paper, but only drew 8 bugs. When I asked how they were sharing their data, they replied that each bug was really 10 bugs, and they wrote 10 on the center of each bug. When they had a number such as 27, they labeled the last bug as only 7. They showed me that they had bundles of ten and 7 more.

Students are beginning to internalize bundles of ten and the concept of place value for tens and ones. This is foundational to many of the Common Core standards that rely on place value for adding and subtracting.

*Using What Students Know*

*Real World Applications: Using What Students Know*

# Counting Bugs

Lesson 5 of 18

## Objective: SWBAT use math tools and drawings to count bugs in their natural environment and then represent the findings to share with others.

#### Explaining the Process

*30 min*

I begin the lesson by reminding students that many people use math each day. They will be using math as a scientist would today as they go outside to study the bugs present in a nature area. This will take measurement, counting, tallying, observing and then, when we come back inside, sharing what we have found.

I hold up a yardstick and ask what it is. I ask if anyone knows how big it is? We discuss how it is marked in inches, which is the same as....how many feet? I have a student come and use a ruler to measure the yardstick. I tell students that we will be looking for bugs in a small area that will be 2 yardsticks (how many feet?) long and 2 yardsticks wide. I demonstrate on the floor the other 2 imaginary sides and ask students what shape I have made.

I tell students that they will lay out their 2 yardstick square and then within that they can sit, look under things, look up, etc. and count all the bugs they can find during a 10 minute bug hunt.

We review what that might look like.

Next I share the collection chart with them. I tell them it is a form (for them another form) of a science notebook.

I ask for someone to repeat what we will be doing outside. I place students with partners (to avoid anyone being left out), and then hand each group their tools (a clipboard, collecting form and a yardstick).

We head outside for our observation and walk (allow about 20 minutes). Once outside I again demonstrate how we find our area, then I let each group mark their space and begin observing. I circulate among the groups checking on how they are doing, and moving any groups that are not finding any bugs.

At the end of 20 minutes we head back inside with our tools.

#### Resources

*expand content*

#### Sharing Our Findings.

*30 min*

The ultimate goal of collecting is to give students real data to work with in creating math word problems. Today the goal is for each group to create a graphic display of their findings. These displays can then be used in future lessons to create addition and subtraction problems.

I ask students to sit with their partners. I tell them that today they need to make a display that shows what they found. They may wish to draw pictures, make a graph, make a table, etc. but that their display should show how many of each type of bug they found. Their display should also be large enough for others to see from the other end of the room.

I provide large paper, markers, colored paper, crayons, glue, tape, etc. We discuss how someone looking at the poster should be able to figure out what it is about because of the pictures and labels. I remind them that they will need to count their tally marks and record it on their record sheet before beginning the task.

We review partner rules: listen to my partner, accept their ideas, agree what to do before beginning, both people help with the work, respect one another's ideas, do our best work

Students work in their partner groups. I circulate around the room asking clarifying questions and listening to explanations of work.

Because this has been a long lesson, I do not do a separate closing activity today. I ask students to stop, look and listen. I explain that we will use these projects next time to create our own problems and thoughts about bugs in our area in fall. I ask if anyone has something that they need to tell the group about their findings before we stop.

#### Resources

*expand content*

#### Finishing Up

*5 min*

There is not time today to use the data for adding and subtracting problems. This will be done in the next lesson. Today students had to add the number of tally marks, but really using the data will come next. Closing today was a quick share out from each group about what they have done so far.

*expand content*

*Responding to Cynthia Early*

Cynthia, welcome to the site. It is always expanding. Be sure to check back, even during the summer to see more ideas.

| 2 years ago | Reply

I read about this website in the NEA Today journal. I am so excited to use these ideas. I wish I had seen this before the last week of school. I will use them in the new school year. Thanks so much for sharing your ideas.

| 2 years ago | Reply*Responding to maria rejai*

Maria, I am glad you were able to view the lesson. Are you thinking of purchasing real lady bugs, or do you just want picture references? I do not know of a place for you to get lady bugs for free but the San Diego Zoo site on the internet has wonderful information on all kinds of insects that might work for this lesson. Good luck with it. Beth

| 2 years ago | Reply

Thank you for your lesson. Do you have any website that I can find, for free, lady bugs, so my students can do the chart. I teach in Bahrain. If I buy from the States it will cost a fortune the shipping. Bahrain is a desert island and we hardly have bugs...my children when they find a dead bug or an ant they are really excited. We do not have many flowers or normal natural life like in States. Please assist me. Also if you know other website where I can download some books it will be helpful. I am Maria, from Dover, DE. I teach math and sciences at one of the elementary school in Sar, Bahrain.

| 2 years ago | Reply*Responding to Lee Powell*

Lee, thanks for your feedback on the Bugs lesson. The measurement would be perfect to add, especially as the year progresses and students become more adept at dealing with smaller measurements and comparisons. Beth

| 2 years ago | Reply*Responding to Lee Powell*

Hi Beth - Should have put the questions in quotation marks, these are questions to ask students to get them thinking of the appropriate unit of measure to use...

Ask students, "Would you measure bugs with feet or inches? Meters or centimeters?" (2.MD.A.1)

| 2 years ago | Reply

I love this lesson! What a great way to combine measurement, data, and problem solving in a real world way! You also reinforce the units of measure. Although you are not measuring the bugs, you might also touch on appropriate units of measure. Would you measure bugs with feet or inches, meters or centimeters? which would give you a more accurate measurement of a bug's length - inches or centimeters?

Thanks!

| 2 years ago | Reply*expand comments*

##### Similar Lessons

###### Measurement: The skill of how long, how big, how small, how much?

*Favorites(9)*

*Resources(16)*

Environment: Suburban

###### A Grinchy Christmas

*Favorites(8)*

*Resources(14)*

Environment: Urban

###### The Recipe for a Great Word Problem

*Favorites(62)*

*Resources(14)*

Environment: Rural

- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Let Me Count The Ways to Get An Answer
- LESSON 2: Who Makes Mistakes
- LESSON 3: Counting Up to Solve Problems
- LESSON 4: Counting Backwards Works Too
- LESSON 5: Counting Bugs
- LESSON 6: Taking Apart the Problem
- LESSON 7: Getting Bigger and Smaller
- LESSON 8: Double It
- LESSON 9: Doubles Plus or Minus One
- LESSON 10: Evens and Odds
- LESSON 11: Plus Ten Minus Ten
- LESSON 12: From Tens to Nines
- LESSON 13: Equal Amounts
- LESSON 14: Understanding Subtraction
- LESSON 15: Skip Counting with 5s, 10s and 100s
- LESSON 16: Balancing Equations and Counting Backwards
- LESSON 17: Counting with Tens and Hundreds
- LESSON 18: Assessment