fruity math with a few veggies handout

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 http://www.tarleton.edu/team/  “Fruity” Math (with a Few Veggies )  By  Dr. Pam Littleton [email protected]  Dr. Beth Riggs [email protected] Rose Ann Jackson [email protected]

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Page 1: Fruity Math With a Few Veggies Handout

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http://www.tarleton.edu/team/ 

“Fruity” Math

(with a Few

Veggies )

 By

 Dr. Pam [email protected]

 Dr. Beth [email protected]

Rose Ann [email protected]

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Shape

C

O

M

P

R

I

S

O

N

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As teachers, it is important that we help our students develop a strong 

conceptual understanding of  weight and mass.  Here are some ideas for us to 

think about as we address these topics. 

When 

are 

our  

students 

expected  

to 

know  

the 

difference 

between 

weight  

and  

mass?  

The difference between weight and mass is specified in the TEKS for 4th

 grade. 

(See 4.11E.)  The actual knowledge and skills statement and student expectation 

is stated as follows: 

(4.11)  Measurement.  The student applies measurement concepts.  The student 

is expected to estimate and measure to solve problems involving length (including 

perimeter) and area.  The student uses measurement tools to measure 

capacity/volume and weight/mass. 

The student is expected to: 

(E)  explain the difference between weight and mass. 

Why  are the terms sometimes separated  as “weight”  and  “mass”  but  other  

other  

times 

the 

term 

is 

“weight/mass?”  

Up until 4th

 grade, the mathematics TEKS do not make a distinction between 

weight and

 mass

 since

 all

 of 

 our

 measurements

 are

 being

 taken

 in

 the

 same

 

location  – on the Earth!  Even though we as teachers know that weight and mass 

are distinct attributes, the attributes are bundled together as weight/mass in the 

TEKS for Kindergarten through 3rd

 grade.  Beginning in 4th

 grade, the distinction 

between these attributes becomes “official” in the mathematics TEKS. 

Weight

and

  ass

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If  

I  

am 

teaching 

Kindergarten, 

1st  , 

2nd  , 

or  

3rd 

 

grade, 

why  

should  

I  

even 

worry  

about  the distinction between weight  and  mass?   My  students won’t  be 

expected  to explain the difference until  4th

 grade!  

Vocabulary and

 early

 conceptual

 development

 related

 to

 measurement

 of 

 weight

 

and mass is HUGE!  Even though the TEKS bundle the attributes of  weight and 

mass as weight/mass in K‐3, teachers in these grade levels must pay close 

attention to vocabulary development, tools, and so forth so that the students 

won’t have to “unlearn” anything when they get to 4th

 grade.  For example, 

grams is a unit used to measure mass, not weight!  Teachers should say 

something like, “Let’s determine the mass of  this orange in grams”  – not “Let’s 

weigh the orange in grams.” 

So what  are some areas of  vocabulary  and  early  conceptual  development  that  I  

should  

be 

aware 

of  

as 

teacher?  

Some of  the most important areas to pay attention to are the following:  Units, 

tools, and the actual distinction between weight and mass.  These ideas are 

summarized on the following chart. 

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Weight M

Units 

Metric System:  Typical unit for weight is the 

Newton. 

Customary 

System:  Typical units for weight are the 

ounce and the pound. 

Metric System:  Typica

milligram, gram, and k

Customary 

System:  A

the dram, and the grai

common though becau

cumbersome.  The uni

very often. 

Note:  Some students are under the misconception that “mass” is metric wh

however, this line of  thinking is not correct.  Mass is an attribute, and there 

customary units that can be used to measure mass.  Similarly, weight is an a

metric units and customary units that can be used to measure weight.  Grant

common 

than 

others, 

but 

 just 

because 

we 

don’t 

use 

unit 

frequently 

doesn 

Tools 

Spring Scale 

Platform Scale 

Scale 

Pan Balance 

Balance 

Distinction 

A measure of  the gravitational force exerted on an 

object. Weight depends on location.  For example, 

an object will have less weight on the Moon than it 

will have on Earth since the force of  gravity is less on 

the Moon. 

The amount of  matter 

constant, regardless of

Note: Even

 though

 weight

 and

 mass

 are

 distinct

 attributes,

 they

 are

 proportio

the mass of  another object will weigh twice as much too (as long as both obje

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What  

is 

expected  

and  

appropriate 

with 

regard  

to 

weight/mass 

at  

the 

Kindergarten level?  

At the Kindergarten level, the students are making direct comparisons between 

two objects for weight/mass.  (See K.10D.)  As teachers, we should ask questions 

that will elicit the comparative language as mentioned in part D of  the TEKS. 

Which object feels heavier? Which object feels lighter? 

What  

is 

expected  

and  

appropriate 

with 

regards 

to 

weight/mass 

at  

the 

1st 

 

grade 

level?  

At the 1st grade level, the students still are making direct comparisons for 

weight/mass.  The number of  objects is now “two or more” instead of   just two 

objects at

 a time

 as

 in

 Kindergarten,

 and

 the

 students

 put

 the

 objects

 in

 order

 

according to weight/mass.  (See 1.7F.) 

I’m detecting a trend  in Kindergarten and  1st 

 grade with the direct  

comparisons!  

What  

should  

direct  

comparison 

of  

weight/mass 

look  

like in the Kindergarten and  1st 

 grade classrooms?  

Students should place the items in their hands first (one item in each hand) and 

make a prediction

 concerning

 which

 object

 feels

 heavier,

 lighter,

 or

 if  the

 items

 feel about the same (about equal to each other in weight/mass).  This experience 

leads nicely into using a pan balance! 

After making a prediction, students can use a pan balance to directly compare the 

weight/mass of  the items.  The pan that “goes down” holds the object that has 

more mass.  That object feels heavier when you directly compare them in your 

hands.  At the direct comparison level for Kindergarten and 1st grade, the students 

are not quantifying the weight/mass with any kind of  unit. 

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What  

is 

expected  

and  

appropriate 

with 

regards 

to 

weight/mass 

at  

the 

2nd 

 grade level?  

In 2nd

 grade, the direct comparison of  objects with regard to weight/mass 

remains.  The comparative language remains as well.  The difference is that in 2nd

 

grade, the students are now expected to extend their work with weight/mass by 

selecting and using a nonstandard unit to determine the weight/mass of  a given 

object.  Students should also begin to recognize and use models that approximate 

standard units for weight/mass.  (See 2.9D.) 

So 

what  

might  

weight/mass 

activities 

look  

like 

in 

the 

2nd 

 

grade 

classroom?  

As an

 example,

 you

 might

 have

 your

 students

 use

 a pan

 balance

 to

 determine

 

how many beans it takes to balance an object.  The students are basically finding 

the amount of  beans that have the equivalent weight/mass as the given object. 

Students need practice measuring the weight/mass of  objects and reporting how 

many units as they quantify the weight/mass of  the object.  In addition, the 

knowledge and skills statement mentions that the students should recognize and 

use models that approximate standard units.  For example, you might say to your 

students that a centimeter cube has a mass of  about 1 gram.  Then you could ask 

the students

 how

 many

 centimeter

 cubes

 it

 would

 take

 to

 balance

 the

 object

 in

 

question.  Other items that could be used to approximate standard units for 

weight/mass include the following: 

 

Centimeter cubes (about 1 gram) 

 

Nickel (about 5 grams) 

 

Large paperclip (about 1 gram) 

  Milk lid (about 2 grams) 

 

Beans 

(about 

gram 

 – 

but 

not 

consistent) 

 

Bags of  sugar, flour, etc… 

(available in 1 pound, 4 pounds, 5 

pounds, etc…) 

 

Fishing equipment like sinkers 

(various ounces  – check the label) 

 

Cheese (available in 1 pound 

blocks) 

 

Small 

 jars 

of  

cooking 

spices 

(various ounces  – check the label) 

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What  

is 

expected  

and  

appropriate 

with 

regards 

to 

weight/mass 

at  

the 

3rd 

 grade level?  

Direct comparisons and comparative language remain in the TEKS through 3rd

 

grade.  The difference now is that students are using standard units for 

weight/mass, with an emphasis still on concrete models.  (See 3.11D.) 

What  might  activities  for  weight/mass look  like in the 3rd 

 grade 

classroom?  

The students might use a pan balance and gram stackers or pieces from a brass 

mass set to determine the mass of  the object.  It is also important for the 

students to continue to build and develop mental benchmarks for standard units 

of  weight/mass.

 The

 benchmarks

 will

 be

 more

 effective

 for

 the

 students

 if  they

 

include everyday objects with which the students are familiar.  The students could 

collect items from home or from around the school to bring to class as 

benchmarks are developed.  Activities such as these will help students to identify 

concrete models that approximate standard units of  weight/mass. 

4th 

grade 

is 

where 

the 

distinction 

between 

weight  

and  

mass 

is 

acknowledged  in the TEKS.  Are there other  things I  should  think  about  

 for  

4th

 

grade?  

The TEKS do not mention direct comparison for weight/mass at the 4th

 grade 

level.  The omission of  the direct comparisons implies that mastery of  this concept 

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is expected by the end of  3rd

 grade.  In addition, 4th

 grade students will be 

expected to estimate and use measurement tools for weight/mass using standard 

units in the metric and customary systems.  Students most likely will be familiar 

with the pan balance (tool used to measure mass).  Students can use a platform 

scale or

 a spring

 scale

 to

 measure

 weight.

 Simple

 conversions

 between

 different

 

units of  weight within the customary measurement system are also addressed in 

4th

 grade.  (See 4.11ABE.) 

What  

might  

weight  

and  

mass 

activities 

look  

like 

in 

the 

4th

 

grade 

classroom?  

Students should have many opportunities to reinforce their mental benchmarks 

for standard

 units

 for

 weight

 and

 mass

 that

 they

 have

 been

 developing

 since

 3rd

 

grade as they estimate the weight or the mass of  an object.  The students may 

want to use direct comparisons here (even though direct comparisons are not 

specifically mentioned in the TEKS).  Holding a referent for a standard unit in one 

hand and holding the object to be measured in the other hand can assist the 

students in making a good estimate for weight or mass.  After making the 

estimate, the students will need hands‐on practice using balances and scales to 

confirm their predictions.  Remember that balances measure mass, while scales 

measure weight!  For the conversions in the TEKS, the students need practice 

reporting weights using different units.  For example, after measuring the weight 

of  an object in pounds, have the students report the weight in ounces as well. 

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What  

is 

expected  

and  

appropriate 

at  

the 

5th

 

and  

6th

 

grade 

levels 

 for  

weight/mass concepts?  

In 5th

 grade, weight/mass is mentioned in the knowledge and skills statement, but 

not specifically mentioned in the student expectations.  However, student 

expectation (A) states that students perform simple conversions within the same 

system, implying that students continue to reinforce their knowledge of  simple 

conversions for weight/mass that began in 4th

 grade.  (See 5.10A.) 

In 6th

 grade, students are continuing to estimate measurements, select and use 

appropriate units and tools, and convert measures within the same measurement 

system.  (See 6.8ABD.) 

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It isn’t until 8th

 grade that we formally teach surface area; however, as educators we can lay the 

foundation 

for 

that 

concept 

at 

very 

early 

age. 

like 

to 

use 

stickers 

as 

non‐

standard 

way 

to 

begin the concept of  teaching surface area; certainly later on they will learn that surface area is 

measured in square units rather than stickers. I have the students estimate how many stickers 

it will take to cover the outside of  whatever fruit or vegetable that we are using. I am really  just 

trying to get the students to understand that the outside of  a 3‐dimensional figure is its 

surface area.  They will formally begin learning about volume in 4th

 grade.  However, many of  

our students get so confused with all the formulas and when to use each one, but when they 

have done many of  these activities at a early age, there is much less confusion on the difference 

between surface area and volume. 

Suggestions for

 Classroom

 Use:

 

First, we will predict how many stickers will cover the outside of  our item. I am not real picky 

about how close their stickers are ‐‐‐‐ I  just tell them to try and cover all the skin as best as they 

can and it is okay to overlap stickers. 

Secondly, we cover the item in stickers. I have found it easier if  they number them as they go 

rather than count them after placing them on the object. 

Third, we check our predictions/estimations. How close was our estimate? 

Fourth, we compare with other groups in the room and discuss why our numbers might be 

different or why they are almost the same.  Of  course they could be different because one item 

is larger or smaller than the other or one group put their stickers closer together than another 

group. 

Be sure and have the students record all of  this information on a recording sheet. 

Surface

rea

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It isn’t until 6th

 grade that we formally teach circumference; however, as educators we can lay the 

foundation for that concept at a very early age  just as we have done with previous concepts in this 

unit. 

Students 

 just 

love 

the 

word 

“Circumference”; 

it 

is 

like 

million 

dollar 

word 

to 

them. 

As 

math 

teachers we need to be diligent in using the correct math vocabulary with our students. Some people 

believe we should wait until the concept is formally introduced to give them the correct vocabulary. 

I, however, disagree with this principle because it takes too long to unteach the wrong vocabulary. 

Why not teach it correctly the first time?  Remember in this activity we are  just trying to get the 

students to understand that circumference is the distance around something. 

Suggestions for Classroom Use: 

First, we will predict/estimate the circumference of  our item. As a teacher you must decide whether 

to 

use 

the 

English 

or 

Metric 

scale 

of  

measurement. 

typically 

use 

both. 

don’t 

teach 

conversion, 

but 

want them to have a good base line with both measurement systems. 

Secondly, we either use a tape measure or a piece of  string/ribbon to measure the circumference of  

the item. If  we have used a string/ribbon, we will need to then measure that length with a ruler.  It is 

hard to wrap the string/ribbon around the item and hold the item.  I have found that this activity 

works best in pairs. 

Third, we will check our predictions/estimations. How close were our estimates? As the year 

progresses, your students’ estimations will most likely get closer and closer to their actual 

measurements. 

Fourth, we compare with other groups in the room and discuss why our numbers might be different 

or 

why 

they 

are 

almost 

the 

same. 

Of  

course 

they 

could 

be 

different 

if  

the 

items 

are 

different 

size 

or 

if  we are using a different measurement scale. 

Again, be sure and have the students record all of  this information on a recording sheet. 

ircumference

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For older students, this is a great time to introduce pi ().  After they have determined their 

circumference, have the students find the diameter of  their object. (For some objects, this is easier 

than others.

 For

 instance,

 you

 can

 cut

 an

 orange

 or

 apple

 across

 and

 measure

 the

 diameter

 more

 

easily.)  After students have found both the circumference and diameter, have them divide the 

circumference by the diameter. Depending on how well they have measured, the result of  the 

division should be close to pi () 3.14…….. That is when you can experiment with many other objects 

and see if  each time you divide the circumference by the diameter you will get  .  Students are 

usually very impressed with this and want to try numerous objects to test the hypothesis. 

Another really fun thing to show students is to have them cut a piece of  ribbon or paper tape that is 

the same length as the circumference of  the object. Then have them measure the ribbon across the 

diameter ‐‐‐‐ it should go across the diameter 3 times with a little left over (again representing the 

3.14). Now take that little bit that is left over (.14) and use it as a guide to crease the ribbon into 

parts. 

If  you measured everything correctly you will end up 22 parts.  The first 21 parts represent the three 

diameters   and the left over part (.14) will be 

; therefore the circumference strip now shows 

  3.14 .  This is a wonderful way to show that   can be approximated by 

 . 

ircumference II

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An important concept in understanding the relationship between volume and 

capacity is that an object submerged in water will displace a volume of  water 

equal to the volume of  the object that was submerged. 

Some students are under the misconception that an object doesn’t have volume 

unless a volume formula exists for them to use!  By using common fruits or 

vegetables (many of  which are irregularly shaped objects for which no volume 

formula exists), students can strengthen their understanding of  volume by using 

the relationship between the volume of  a centimeter cube (1 cubic centimeter) 

and the amount of  water displaced when the cube is submerged in water (1 

milliliter).  Another outcome from this activity is that students will develop and 

refine their familiarity with the milliliter  – one of  the commonly encountered 

standard units

 for

 capacity

 in

 the

 metric

 system.

 

This activity addresses the TEKS by helping to build a conceptual understanding of  

volume. A strong conceptual understanding of  volume serves as preparation for 

the development and use of  volume formulas (of  rectangular prisms) in the 

5th grade TEKS, and the development and use of  volume formulas for other 3‐D 

figures in middle school. 

Suggestions 

for 

Classroom 

Use: 

 

Give each

 group

 of 

 students

 a graduated

 cylinder

 that

 is

 calibrated

 in

 

milliliters.  A small cylinder (around 25 milliliters or 50 milliliters) works 

well. 

  Have them pour some water into the cylinder, filling it from one‐third to 

two‐thirds full. 

Volume

and

apacity

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Explain how to read the markings on the graduated cylinder.  The students 

should read the cylinder at eye level.  The water will form a “meniscus”  – it 

will be higher at the sides of  the cylinder than it is in the center of  the 

cylinder.  The students should read the marking on the cylinder that is level 

with the

 bottom

 of 

 the

 meniscus.

 If 

 the

 reading

 from

 the

 graduated

 cylinder falls between two milliliter markings, students should use the 

eyedropper to add a small amount of  water to the cylinder to raise the 

water level to a milliliter marking. 

 

Have students read and record the initial water level in the cylinder. 

 

Ask students to predict what will happen when they drop 1 centimeter 

cube into the water.  Then, have them drop the centimeter cube into the 

water to test their prediction. 

  Allow the students to experiment long enough to come to the following 

conclusion: 1 milliliter

 of 

 water

 is

 displaced

 by

 each

 centimeter

 cube.

 Each

 

centimeter cube has a volume of  1 cubic centimeter.  So, a milliliter of  

water takes up the same amount of  space as a cubic centimeter. 

 

Give each group of  students an orange (or another type of  fruit or veggie as 

long as it doesn’t float in water).  In addition, make sure the object will fit 

into the graduated cylinder.  Students may need to get a larger graduated 

cylinder to accommodate their piece of  fruit. 

  Have the students make a prediction for the volume of  the piece of  fruit 

(using cubic centimeters).  Remind them that the volume of  their object will 

be equal

 to

 the

 amount

 of 

 water

 displaced

 when

 the

 object

 is

 submerged

 in

 

water (measured in milliliters in the graduated cylinder). 

 

Finally, have the students measure the volume of  their piece of  fruit using 

the graduated cylinder. 

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Estimation is hard for students at all grade levels. Usually as teachers, we just

do not have a lot of time to spend on it, but having something that students

estimate on a regular basis will help develop their estimation skills. I have themestimate jars or bottles full of things each morning, as well as have them always

estimate the number of seeds in any fruit or vegetable that we might have on

hand. The more of these experiments we do, the better the students get at

predicting and estimating.

Suggestions for Classroom Use:

First, always have the students predict the number of seeds in the object. (You

will be surprised by the number of students that do not know that there is onlyone seed/pit in a peach, for instance.)

Second, cut the object open and inspect and count the number of seeds in the

object. (Sometimes it is helpful to suggest that the students group their seeds in

10’s or 100’s depending on the object.)

Third, be sure they record the actual number of seeds on some type of

recording sheet.

Fourth, compare each table or group’s findings with the entire class. This is a

good time to teach some common measures of central tendency (mean,

median, and mode) and range.

Fifth, creating a graph (line, bar, pictograph, stem and leaf, etc.) of the class

data is a fun way to compare and contrast their classroom information.

Seed rediction

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STACKING ORANGES

Grades K-8

Why Do It: To help participants enhance their logical-thinking skills as they first seek hand-

on and then abstract solution patterns for an everyday problem.

Material Needed: A bag of 35 oranges (or balls all of the same size) and 4 pieces of 2” X 2”

X 18” lumber for the base framework (or use heavy books).

Procedure:

1.  Tell the participants that for their new math job they will need to stack oranges, like

grocery stores sometimes do. Ask how the orange stacks stay piled up; why don’t theyfall down? Discuss the concept that the stacks are usually in the shape of either

square or triangle based pyramids. Then allow the students to begin helping with the

orange-stacking experiment.

2.  As they are sometimes easier to conceptualize, the participants might begin piling and

analyzing patterns when the oranges are stacked as square-based pyramids. Have them

predict and then build the succeeding levels. The top (Level 1) will have, of course, only

1 orange. How many oranges will be required for the next level down (Level 2)? What

about Level 3; discuss possibilities and then build it. How about Level 4? Since therearen’t enough additional oranges to build a still larger base level (Level 5), how might

we figure the number that would be needed?

3.  It may be sufficient for young students to predict, build, and develop logical concepts

for dealing with Levels 1 – 4. Older students, however, should likely get into the

business of logically analyzing the orange-stacking progression. Thus, from the top

down, Level 1 = 1 orange; Level 2 = 4 oranges; Level 3 = 9 oranges; Level 4 = 16 oranges;

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Level 5 will require 25 oranges. How many oranges will be needed for Level 6, Level 8,

Level 10, or Level 20? Write a statement or a formula that we can use to tell how many

oranges will be needed at any designated level.

4.  When ready, students might also be challenged with stacking oranges as triangular-

based pyramids. With 35 oranges the participants will be able to predict, build, and

analyze Levels 1 - 5 . Then, how many oranges will be needed for Level 6, Level 8, etc.?

As before, write a statement or a formula that we can use to tell how many oranges

will be needed at any designated level.

Extensions:

1.  When finished with the orange-stacking experiments, the participants may, after

washing their hands, be allowed to eat the oranges. (Note: Be certain that no one is

allergic to oranges.)

2.  The findings from both the square and triangular orange-stacking experiments

might be set forth as bar graphs and then analyzed, compared and contrasted.

3.  Advanced students might be challenged to try orange stacks with bases of other

shapes. What if the base was a rectangle using 8 oranges as the length and have a

5-orange width, etc. In another situation¸ if 7 oranges formed a hexagon base, how

many oranges would need to be in the level above it; how many would be needed to

form a new base under it, etc.?

Solutions:

1.  At first , participants will often notice that Level 2 has 3 more oranges than

Level 1, Level 3 has 5 more oranges than Level 2¸Level 4 has 7 more oranges,

etc. This realization will allow them to figure out the number of oranges needed

at any level, but the required computation will be cumbersome!

2.  A more efficient method occurs when the participants realize that all of the

Levels are square numbers. That is, Level 1 = 12 = 1 orange,; Level 2 = 22 = 4

oranges; Level 3 = 32 = 9, etc.

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Cool Facts from Sunkist for Kids

1. 

You’d have to eat 7 cups of corn flakes to get the same amount of fiber as

one medium orange.

2. 

Navel oranges are named that because of the belly-button formation

opposite the stem end.

Hint: The bigger the navel in an orange, the sweeter the orange.

3. 

When is an orange green? When it is a Valencia!

4. 

After chocolate and vanilla, orange is the world’s favorite flavor.

5. 

Christopher Columbus brought the first orange seeds and seedlings to the

New World on his second voyage in 1493.

Sunkist offers games, experiments, and recipes at their website for teachers

and students.

www.sunkist.com/kids/facts/oranges.asp 

Orange Juice Cake 

Ingredients: 

1  – 3.5 package instant vanilla pudding 

1  – 18.25 ounce package yellow cake mix 

4 eggs 

½ cup vegetable oil 

1 cup cold water 

½ cup of  butter 

¾ cup white sugar 

¾ cup orange  juice 

Directions: 

1.  Preheat 

oven 

to 

350 

degrees. 

Grease 

large 

Bundt 

pan. 

2.  Combine the cake mix, pudding mix, water, oil, and eggs together. Mix with an electric mixer on 

medium speed for 2 minutes. Pour batter into Bundt pan. 

3.  Bake for 30 minutes, or until knife inserted in cake comes out clean. 

4.  Combine the butter, sugar, and orange  juice in a saucepan. Boil this mixture for about 2 minutes. 

White still warm, poke holes in the top of  the cake with a fork. Pour orange  juice mixture over cake. 

When the cake is saturated place it on a plant, and  just top with confectioners’ sugar. 

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Pumpkin Math

1. 

Does the size of the pumpkin make any difference in

the number of seeds inside the pumpkin?

2. Do the number of rib lines relate to the number of

seeds inside?

3. Do the number of rib lines relate to the size of the

pumpkin?

4. Estimate the weight of the pumpkin, then weigh it.

How close was your estimate?

5. 

Estimate the circumference (the total distance around

it) of your pumpkin, then measure it. How close was

your estimate?

6. Estimate the surface area of your pumpkin in

stickers. How close was your estimate?

7. Estimate the number or seeds in the pumpkin, then

dig them all out and count them. Hint: group them in

10’s or 100’s. How close was your estimate.

8. 

Which estimate did you predict the best? Why?

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Jack o Lantern Glyph

Materials needed:

PencilCrayons, pencil colors, and/or markers

Assembly instructions:

Rib Lines

 Draw a line for each year you are oldEye Shape

Circles - if there are 2 people in your family

riangles - if there are 3 people in your familySquares - if there are 4 people in your familyPentagons - if there are 5 people in your familyHexagon - for 6 or more people in your family

Eye Color

Black - if you like bugs and snakes Yellow - if you do not like bugs and snakesGreen - if you like bugs but not snakesBlue - if you like snakes but not bugs

Nose Shape

Rectangular - if you have a petHeart shaped - if you do not have a pet

Mouth Shape

Smile- if you will wear a friendly costumeFrown - if you will wear a scary costumeSmile with teeth - if you will not wear acostume

Stem Color  Yellow - if you like suckers the bestBrown - if you like chocolate candy the testGreen - if you like all kinds of candyBlack - if you don't like candy at all

Eyebrow Shape Smooth - if you are a girl Jagged - if you are a boy

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9

8

7

6

5

4

3

2

1

 A B C D E F G H I

Jack-0-Lantern

Name: Date:

Jack-o-Lantern 1 [email protected]

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Jack-0-Lantern

O = orange YB = brownW = whiteB W

 Y O 

Y = yellowO = orange

O W 

W = whiteO = orange

 Y O 

Y = yellowO = orange

= yellow

C7

D7

E7

F7

G7

B7

B6

C6

D6

O

O

O

O

W O 

W O 

O

O

E6

F6

G6

B5

C5

D5

E5

F5

G5

 Y O 

 Y

B4C4 

D4E4

F4G4

B3

C3

D3

E3

F3

G3

O

O

 Y O 

 Y O 

Y

Y

C2

D2

E2

F2

B2

G2

D8

E8

O

O

O

O

0 W 

O W 

B W

W B

      O

 Y

O

O  Y 

O

O

O

O

O

O

O

O

Jack-o-Lantern 2 [email protected]

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9

8

7

6

5

4

3

2

1

 A B C D E F G H I

Jack-0-Lantern

Name: Answer Key 

Jack-o-Lantern 3 [email protected]

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Toasted Pumpkin Seeds Recipe

INGREDIENTS

  One medium sized pumpkin

  Salt

  Olive oil

METHOD

1 Preheat oven to 400°F. Cut open the pumpkin and use a strong metal spoon to scoop out the

insides. Separate the seeds from the stringy core. Rinse the seeds.

2 In a small saucepan, add the seeds to water, about 2 cups of water to every half cup of seeds. Add

a half tablespoon of salt for every cup of water (more if you like your seeds saltier). Bring to a boil.

Let simmer for 10 minutes. Remove from heat and drain.

3 Spread about a tablespoon of olive oil over the bottom of a roasting pan. Spread the seeds out over

the roasting pan, all in one layer. Bake on the top rack until the seeds begin to brown, 10-20 minutes.

When browned to your satisfaction, remove from the oven and let the pan cool on a rack. Let the

seeds cool all the way down before eating. Either crack to remove the inner seed (a lot of work and in

my opinion, unnecessary) or eat whole.

 Yummy Pumpkin Seeds

Ingredients

  1 1/2 cups raw whole pumpkin seeds

  2 teaspoons butter, melted

  1 pinch salt

Directions

1.  Preheat oven to 300 degrees F (150 degrees C).

2.  Toss seeds in a bowl with the melted butter and salt. Spread the seeds in a

single layer on a baking sheet and bake for about 45 minutes or until golden

brown; stir occasionally.

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EASY PUMPKIN PIEINGREDIENTS:

¾ cup sugar1 ½ teaspoons pumpkin pie spice½ teaspoon salt1 can (15 oz) pumpkin (not pumpkin pie mix)1 ¼ cups evaporated milk or half and half2 eggs, beaten

1 Pillsbury® Pet-Ritz® frozen deep-dish pie crust

DIRECTIONS:

  Heat oven to 425°F. In large bowl, mix filling ingredients. Pour into pie crust.  Bake 15 minutes. Reduce oven temperature to 350°F; bake 40 to 50 minutes

longer or until knife inserted near center comes out clean. Cool 2 hours. Serve orrefrigerate until serving time. Store in refrigerator. 

ROASTED PUMPKIN SEEDS

Pumpkin seeds2 tbsp. butter1/2-1 tsp. Worcestershire sauce to taste1/2 tsp. garlic powder or to taste1/2 tsp. onion powder or to tasteLittle saltTake seeds out of pumpkin. Wash seeds thoroughly. Lay onparchment paper to dry (overnight is best).

In a saucepan, melt butter. Take off heat, mix in all other ingredients.

Stir together with seeds until all seeds are well covered. Lay out singlelayer on a cookie sheet. Bake at 250°F for 2 hours.

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Watermelon Math 

Estimate how much the watermelon weighs.

Will the watermelon sink or float?

Guess how many seeds are in a watermelon.

Estimate circumference of a watermelon.

 

Watermelon Math Center 

Make 10 green rinds and write a number word on them.

Make 10 red watermelon parts and place seeds on them.

Students match the rind to the watermelon.

 

Here is a baggie center I made. The student matched the rind to the correct watermelon.

Watermelon Fractions 

Make fractions using paper watermelons (halves, quarters, thirds...)

 

Watermelon Dice Game 

For each game: Cutout a large watermelon from cardstock. Cut out 40 watermelon seeds.

To play: students play in twos. Each student gets 20 watermelon seeds and one die. Students

take turns rolling the die. First to get all their seeds on the watermelon wins

Watermelon Seed Math Game 

Prepare a set of watermelon cards with numbers 1-9. Place cards face down. Student draws

two cards and adds them together to find the sum. 

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Watermelon Glyph 

How old are you - Place seeds on to match age.

Watermelon is your favorite fruit - seeds are round.

Watermelon is not your favorite fruit - seeds are square.

 

I am a boy - yellow rind

I am a girl - green rind 

Which do you like best?

I like watermelon flavored Kool-Aid best - pink watermelon

I like watermelon flavored gum best - red melon 

Math or Reading?

1 bite mark - I prefer math

2 bites - I prefer reading

 

Watermelon Cookies

3/4 c. butter or margarine

3/4 c. sugar

1 egg

1/2 t. almond extract

2 1/4 c. all-purpose flour

1/4 t. salt

1/4 t. baking powder

Red and Green food coloringRaisins ( Used to resemble watermelon seeds)

In a mixing bowl, cream butter, sugar, egg, and extract until light and fluffy. Combine flout,

salt, and baking powder; stir into creamed mixture and mix well. Remove 1 cup of dough; set

aside. At low speed, beat in enough red food coloring to tint dough deep red. Roll into a 3

1/2-in.-long tube; wrap in plastic wrap and refrigerate until firm, about 2 hours. Divide 1 cup

of reserved dough into two pieces. To one piece, add enough green food coloring to tint dough

deep green. Do not tint remaining piece of dough. Wrap each piece separately in plastic wrap;

chill until firm. On a floured sheet of waxed paper, roll untinted dough into a 8 1/2-in. x 3

1/2-in. rectangle. Place red dough along short end of rectangle. Roll up and encircle red

dough with untinted dough; set aside. On floured waxed paper, roll the green dough into a10-in. x 3 1/2-in. rectangle. Place tube of red/untinted dough along the short end of green

dough. Roll up and encircle tube with green dough; Cover tightly with plastic wrap; refrigerate

at least 8 hours or overnight. Unwrap dough and cut into 1/8-in. slices, place 1 in. apart on

ungreased baking sheets. Lightly press raisins and sesame seeds into each slice. Bake at 375

for 6-8 min. or until cookies are firm, but not brown. While still warm, cut each cookie in

half or into pie-shaped wedges. Remove to a wire rack to cool.

Makes 3 dozen 

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  ump With ill

Rockstar Nutritionist “Jump with Jill”

Promotes Watermelon 

The "Eat More Watermelon! Jump with JillTour" kicked off National Nutrition Month inMarch. This rock 'n roll nutrition tour sings tothe tasty tune of watermelon throughoutelementary schools nationwide. From

California to New Jersey, and Nebraska toTexas, the tour will run from March throughSeptember 2011 and is expected to reach over 30,000 kids. The show’seducational, movement-inducing tunes are an innovative way to teach kidsthe benefits of enjoying fruit like watermelon over soda or candy.

 “Watermelon is naturally sweet and is like eating a multi-vitamin; it’s highin lycopene, Vitamin C, A, and it has Vitamin B6,” says show creator JillJayne, a registered dietitian and musician. “It’s nutritious, and delicious,

and fun to eat. There is no food I’d rather sing about!"

Better known as the Rockstar Nutritionist, Jill Jayne has created areputation of healthy rock since 2006. Her unique approach to nutritionaddresses the childhood obesity crisis in a way that today’s media-savvykids can digest. Using music, dance, and interactive learning, the showimproves retention of healthy habits by using the same tools used by massmedia marketers to sell junk food. Jill teaches entire schools about healthyeating and staying active. Jill’s work has been performed for over 100,000

kids across the United States and has been featured in national mediaoutlets including NPR, PBS, The Washington Post, and industry tradepublications.

To learn more about the Jump with Jill program, and to see if she's comingto a school near you, visit her website at www.jumpwithjill.com or contactStephanie Simek at [email protected].

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Watermelon

Seed Spitting

Another idea for using watermelons in your mathematics

classroom is to hold a seed spitting contest with your

students, and let your kids practice their estimation and

measurement skills for linear measurement.

Many towns in Texas have annual festivals where seed spittin’

contests are held. Students could research these festivals (for

example the Watermelon Thump in Luling, TX, or the Peach

& Melon Festival in De Leon, TX) and also research various

techniques for spitting watermelon seeds before the contest is

held.

By the way…. Did you know that the World Record for

spitting a watermelon seed is ----- 75 feet, 2 inches This

record was set at the 81

st

 De Leon Peach & Melon Festival on

August 12, 1995, by Jason Schayot. This feat passed the

previous world record of 68 feet, 9.125 inches set by Lee

Wheelis at the Luling Watermelon Thump in 1989

(http://web.mac.com/jptate/De_Leon_Handbook/World_Re

cord.html).

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Fruity

Fractionsand more… 

Challenge your students to find fractions that occur in nature

or in their world outside of the classroom.

Your students shouldn’t have much trouble finding many

fractions, but “thirds” will most likely be difficult for them to

find. For example, even on highway signs, you don’t ever see

a sign that says that your next exit is 1/3 mile away

A great example of “thirds” in the fruit world is the banana.

When split lengthwise down the center, the banana will always

split into equal thirds Go ahead… try it

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Other Fruits

There are several other fruits that you can do similar exercises/experiments with such as apples, 

lemons, limes, grapefruit, kiwi fruit¸ peaches, nectarines, apricots, cantaloupes, etc. 

Of  course, some 

do 

not 

lend 

themselves 

to 

counting 

seeds 

(kiwi 

fruit, 

peaches, 

nectarines, 

etc.), 

and 

some 

are 

better 

for one thing than another. As a teacher, you can pick and choose which things you want to teach and 

emphasize and what you do 

not want to teach. 

How can I obtain the fruit?  Many schools get commodities from the state, and the lunch‐room ladies 

can become your best friend. Many times they are thrilled at getting rid of  some of  their excess fruit. 

Additionally, get to know your local produce manager.  Many times a produce manager will give you 

free fruit or vegetables if  they are going to throw them out, or they will sell them to you at a discount 

if  they know they are for school learning experiences. Remember to always send them a personalized 

thank‐you note signed by all your students. 

Always check for allergies that your students have before bringing any fruit or vegetable into your 

classroom. 

There are many other fruits that can be purchased for classroom use such as star fruit, dragon fruit, 

Clementine,  jackfruit, kumquat, mango, pineapple, Ugli fruit, and the list goes on.  You should always 

allow the students to taste the fruit if  they so desire.  Many students have never tasted anything other 

than an apple, banana, orange, and strawberry and that is a unique experience in itself  for them to 

not only see but to taste something new. 

Bottom line

 ‐‐‐‐HAVE

 FUN

 ‐‐‐MAKE

 IT

 FUN

 ‐‐‐AND

 IT

 WILL

 BE

 FUN

 FOR

 ALL! 

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We have used some fruit and given you many ideas of  how to use other fruits but what about 

vegetables? Let look at some ideas: 

Radishes: These are good for finding circumference, diameter, mass, weight, and shape 

comparison. 

Carrots: These are great to use for non‐standard linear measurement, weight, mass, and shape 

comparison. 

Cucumbers: These are great to use for non‐standard linear measurement and shape comparison. 

Celery: Good to use for non‐standard linear measurement. 

Potatoes: 

You 

can 

do 

everything 

we 

did 

with 

the 

orange 

with 

potato 

except 

for 

prediction 

and 

calculation of  seeds. (Potatoes are cheap and easy to obtain.) 

Green beans: Make wonderful non‐standard linear measurement. 

Squash: These are great for weight, mass, and non‐standard linear measurement. 

Bell Peppers: I would avoid because the  juice/liquid inside has a tendency to burn eyes. 

And a Few Veggies

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Literature

Connections

Amend, B. (2003). Your  Momma Thinks Square Roots are Vegetables. Kansas City: Andrews McMeel Pu

Burns, M. (1997). Spaghetti  and  Meatballs  for   All!  A Mathematical  Story. New York: Scholastic. 

Carpenter, D. H. (2004).  Apples to Oregon. New York: Scholastic. 

Cook, D. F. (1998). Kids'  Pumpkin Projects: Planting & Harvest  Fun. Charlotte, VT: Williamson Publishing

Fleming, M. (2003). One Little Pumpkin. New York: Scholastic. 

Giganti, P. (1992). Each Orange Had  8 Slices. New York: Greenwillow Books. 

Goldstone, B. (2006). Great  Estimations. New York: Scholastic. 

Hart‐Davis, A. (1998).  Amazing Math Puzzles. New York: Sterling Publishing Co., Inc. 

Hatchett, M.

 A.

 (2011).

 Find

 the

 Mathematics...

 in

 the

 Great

 Outdoors

 of 

 Texas!

 Texas

 

Mathematics 

Tea

Hopkinson, D., & Carpenter, N. (2004).  Apples to Oregon. New York: Scholastic. 

Kroll, S. (1984). The Biggest  Pumpkin Ever. New York: Scholastic. 

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Leeming, J. (2008). Fabulous Fun with Puzzles. New York: Time, Inc. 

McNamara, M. (2007). How  Many  Seeds in a Pumpkin?  New York: Schwartz & Wade Books. 

Murphy, S. J. (1996). Give Me Half! New York: Scholastic. 

Murphy, S. J. (1998). Lemonade 

 for  

Sale. New York: Harper Collins. 

Pallotta, J. (2002).  Apple Fractions. New York: Scholastic. 

Weiskopf, C. (2002). Lemon & Ice & Everything Nice. New York: Scholastic. 

White, L. (1996). Too Many  Pumpkins. New York: Holiday House. 

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Name _________________________________ Date ________________

ruity

Math

 

Recording Sheet

Object to be measured:  _______________

Attribute 

to 

be Measured 

Our 

Prediction 

Our 

Measurement