Objectives  Identify common ending sounds; generate sounds using consonant blends

Teaching Guide
in alliteration; read and reproduce rhyming words; math terms; compare and contrast; use
picture and context clues Rhyming Tongue-Twisters: Math
Materials  colored chalk or dry-erase markers; graph paper; crayons or colored pencils

30 minutes, Days 1–3

Build Background
Activate Prior Knowledge  Tell children: Today we will learn about math and
how we use it every day. Draw a large circle on the board. Explain to the class that
you are going to present them with a math problem: This is a pizza. How many
times would I need to cut it for everyone in the class to get a slice? Encourage children to
count the number of students in the class to see how many slices are needed.
Ask volunteers to give other examples of how they use math in their daily
lives. For instance: My dad measured how tall I am. I shared half of my candy with my
brother.

Introduce the Focus Skill: Ending Sounds  Explain to the class that
some words have the same ending sound. Ex: big, dig, fig, pig, wig. Turn to p. 9.
Tell the class to find the words with the same ending (speed, need, proceed, succeed,
indeed). Ask children to think of other words with the ending -eed (deed, feed, reed,
seed). Point to plenty and twenty on p. 7 and write the following on the board:
pl + enty = ?; tw + enty = ? Tell the class that these words are written like math
problems: Guide children to solve the math problems and write the complete word.

Acquire New Vocabulary  Point out the bold-faced vocabulary words in the book. Write them on the board. Encourage
children to come up with a way to represent each term through a drawing, a word problem, or an equation. For example, on p. 4,
children could write a simple addition fact to represent adds such as 2+2=4. Have children share and discuss their representations
with the class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. Tell the class that they are
going to read aloud with you. After reading each page, challenge a volunteer to say the tongue-twister as quickly as possible. For the
pages with a math problem, challenge volunteers to come up with an answer. For example, after reading p. 15, ask: What is three plus
four? (seven). Review math terms as a class.

60 minutes, Days 4–5

+= Curricular Enrichment: Math  Tell children that they are going to make bar graphs to show what their favorite
pizza topping is. Ask children to vote for one of the following: cheese, ham, pepperoni, mushroom. Write the list of toppings
MATH
on the board and tally the votes next to each one. Then draw a bar graph using different colors of chalk or dry-erase markers.
Distribute crayons or colored pencils and graph paper to the class. Tell children to make their bar graphs using yours as a
reference. Have them use a different color to represent each topping. Guide them to write the toppings on the bottom of the
paper and the number of votes on the left-hand side. When they have finished their bar graphs, ask the class: How many votes
did cheese get? How many more children voted for ham than for mushroom? Then challenge children to generate their own math questions
about the bar graph, such as: Which topping got the least number of votes? Which topping is the most popular? Discuss how bar graphs
can be used in contexts outside of mathematics.

Home Connection  (Teacher, you may want to photocopy NATIONAL STANDARDS

this activity for children to complete with a family member.)
Talk with your child about what he/she learned this week. Ask
him/her to count the number of steps he/she takes from the
front door to his/her bedroom and from the bedroom to the
bathroom or another room. Then ask: How many steps did it take
to get to the bedroom? To the bathroom? Discuss calculating distances
with your child.
Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12
Mathematics: Numbers PK-2.1—PK-2.3; 3-5.1—3-5.3; Algebra PK-2.1—PK-2.4; 3-5.1,
3-5.3, 3-5.4; Geometry PK-2.1—PK-2.4; Measurement PK-2.1—PK-2.2; Data & Analysis
PK-2.1, PK-2.2; 3-5.1, 3-5.3; Problem-Solving PK-12.1—PK-12.4; Reasoning & Proofing
PK-12.1—PK-12.4; Communication PK-12.1—PK-12.4; Connections PK-12.1—PK-12.3;
Representations PK-12.1—PK-12.3
Science: K-4.1—K-4.7
Social Studies:Economics: K-4.1, K-4.3, K-4.11; Geography PK-12.1, PK-12.2
Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6

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