SIZING UP THE
GINGERBREAD
SIZING UP THE
GINGERBREAD
MAN
This activity is from an AIMS Education Foundation book (1991).
Materials:
* Large drawing of the gingerbread man. One for large
chart as a model. Copy the same pattern on 8 1/2 x 11"
paper for each student.
* Rulers
Directions:
1. On the large gingerbread man poster and student copy write the words "estimate" and "actual" under the following body parts of the drawing:
a. arms - arm span measured
b. height
c. legs - leg span measured.
2. Students estimate the measurement first. Then measure each area indicated on the drawing. Write the prediction/estimate and actual measurement found with a ruler.
3. Compare the student answers with the measurements on the large poster which you measure together. I also use this as a center. Each group estimates the measurements of the poster and writes down their findings. At the end of the day, we compare the estimated figures with actual measurements.
ADDITIONAL ACTIVITIES FOR MEASUREMENT:
1. Copy small gingerbread men on copy paper. Place about 8 on each page.
2. Copy the pattern on brown construction paper. (I use a Rizo machine)
3. Have the students cut out the gingerbread men patterns. Place in a zip-lock bag. I give each student about 12 gingerbread men.
4. Have students write their name or initials on the back of each gingerbread man pattern that they cut out.
5. Students can work with partners to measure different objects or distances.
6. On chart paper - I use this as a math work station - write the activities or things the students are going to measure in the station. Use pictures whenever possible for nonreaders or ESL students. Examples may include:
a. How many gingerbread men do you need to go from the teacher's desk to the door?
b. How many gingerbread men do you need to cover the length of your desk/table?
c. How many gingerbread men do you need to cover the length of this chart paper?
d. How many gingerbread men do you need to cover a pencil.
7. The measurements can be converted to measured lengths as the lesson when all students have made their estimations.
8. Graph the responses.
MATH STORY PROBLEMS:
This activity can be done as a center, seatwork, or interactive writing.
For interactive writing, I begin with an invented storyline about a group of gingerbread men. This can be done with gingerbread men for place value, addition and subtraction. The following is an example of a place value activity.
1. Write numbers on the gingerbread men. (for second grade I also include hundreds).
2. Make a place value chart using the number of values you wish to use in the lesson. For the number 33:
| TENS | ONES |
3 |
3 |
As interactive writing, I invent story problems. Using gingerbread men on a flannel board to manipulate the concepts. Then, students can write about the problem on a story chart with the teacher. "There were five gingerbread men. ___________ (student's name) ate three of them. How many do we have now?" Students can write: We have two gingerbread men to eat?
Graphing:
1. Use the same gingerbread boy patterns on construction paper. This time copy the gingerbread men on different colored paper. Have students group by color. Then graph how many of each color. Make sure you vary the number of gingerbread men in each color.
2. Take a survey and graph: How many like gingerbread men with icing, raisins, plain, etc.