The Bruins I.C.E. School Math Curriculum Materials Lesson 1: Number Sequence Lesson 2: Odd/Even Numbers Lesson 3: Comparing Numbers Using <,> and = Symbols Lesson 4: Classifying Angles Lesson 5: Decimals Worksheets Included: Bruins Jersey Card Master How Blades Became a Bruin: This Bear s Tale Odd/Even Hockey Game Board Comparison Worksheet Player Number Scavenger Hunt Player Number Graph Worksheet Please see each lesson for frameworks applied to that lesson.
Lesson 1: Number Sequence Concept/Topic to Teach: Students create Bruins Jersey Cards and sequence according to number. Standards Addressed: 2.N.1 Name and write (in numerals) whole numbers to1000, identify the place values of the digits, and order the numbers General Goal(s) Expected Outcome Students will use the Bruin s player numbers to demonstrate their understanding of number sequence. Specific Objectives: Students will sequence a series of numbers in order from smallest to largest. Required Materials: Bruin s Jersey Card Master Printed on stock or construction paper Story of Blades Boston Bruins Roster Large number line or 100 chart. Lined paper Introduction Ask students what they know about hockey and the Bruins. Read Story of Blades. Show picture of Blades wearing the jersey 00 and talk about how each player has a number on their jersey. Expand the Story: o Blades loves being with the Bruins and he loves helping out. o One day he saw all the players jerseys were mixed up in a pile. o He wanted to put them in order, but he didn t know how.
Modeling/Explanation Ask the students to give ideas on how Blades can put the jerseys in order. Guide the discussion to number sequence. Using a number line or 100 chart, model how the numbers are sequenced. Give each student a player name and number and have them put the name and number on Bruins Jersey Card master and color and cut out jersey. o This card can be saved and used with the other ICE School lessons. Independent Practice Once the cards are complete, have groups of 4-5 students work together to sequence their cards in order from smallest to largest. Then have groups get together to create a longer sequence until the class set is in sequence. Have students collect their Bruins Jersey Card and line up in sequence Practice scrambling and lining up in sequence, as time allows. Accommodations: Adaptations (For Students with Learning Disabilities) Provide individual 100 charts to support student s sequencing. Extensions (For Gifted Students) Provide opportunities for these to sequence larger 3 and 4 digit numbers. Check for Understanding As students work monitor and correct as needed. Ask student to discuss what they know about the numbers and why they know their sequence is right. Closure/Wrap-Up Collect cards and save them for future lessons. Ask to write a note to Blades explaining how to put the jerseys in order. Evaluation Observe students work during sequencing activity. Review the students writing for evidence of understanding how to sequence numbers.
Lesson 2: Odd/Even Numbers Concept/Topic to Teach: Students use the Bruin s Jersey Cards to identify odd and even numbers. Standards Addressed 2.N.5 Identify odd and even numbers and determine whether a set of objects has an odd or even number of elements. General Goal(s) Expected Outcome Students will use the Bruin s player numbers to demonstrate their understanding of odd and even numbers. Specific Objectives Students will identify odd and even numbers. Required Materials: Bruin s Jersey Card Master Printed on card stock or construction paper. Large 100 chart or number line Odd/ Even Hockey Game Board Counters, dice or number cards Piece of blank paper Introduction Start with the Story of Blades. Blades is helping the Bruins get ready to go on a road trip. The Chief asks him to pack the team jerseys. He has two bags. Blades thinks it would be a great to pack the jerseys according to the numbers. But can t figure out a way to sort them in to two sets. Ask: Can you think of a way help Blades? Discuss students ideas. Modeling/Explanation Introduce concept of odd and even numbers. Demonstrate how even numbers can be divided equally into two groups and odd numbers cannot.
Using the 100 chart, mark off odd and even numbers to lead students to understand even numbers are the same as counting by two numbers and always end in 2,4,6,8,0 Give each student a Bruins player name and number and have them put the name and number on Bruins Jersey Card master, then have students color and cut out jersey. o This card can be saved and used with the other ICE School lessons. Have students with all odd player numbers to stand and hold up their Bruins Jersey Card. Have them swap cards Ask even numbers to stand. Continue as time allows. Collect the Bruins Jersey Cards by having the students pack their card in either odd or even pile. Independent Practice Have partners play Odd/Even Hockey Game Partners use the Odd/Even Hockey Game Board and choose to be the even goal or odd goal. Partners take turns rolling a die or turning over a number card. If they get a number to match their goal (example they are even and they get a 6) they score and can put a counter in their goal. The first player to get 5 goals wins. Accommodations: Adaptations (For Students with Learning Disabilities) Provide an individual 100 chart with even numbers marked off to support students identification of odd and even numbers. Provide opportunities for students to divide even and odd sets of counters to help build and reinforce the concept. Extensions (For Gifted Students) Challenge students to explore even, odd addition patterns. Check for Understanding Observe students during sorting and game activity, clarifying where necessary.
Closure/Wrap-Up Ask students to discuss what they have learned about odd/even numbers. Ask students to write and label three odd numbers they know and three even numbers they know. Evaluation Observations made during lesson. Review wrap-up written assignment to assess if they correctly labeled the three odd and three even numbers.
Lesson 3: Comparing Numbers using <, > and = Symbols Concept/Topic to Teach: Students use the Bruin s Jersey Cards to compare numbers using <, >, and = symbols. Standards Addressed 2.N.4 Compare whole numbers using terms and symbols, e.g., less than, equal to, greater than (<, =, >). General Goal(s) Expected Outcome Students will compare the Bruin s playing numbers using the < and > symbols. (Since no two players have the same number students will not be comparing using =.) Specific Objectives Students will compare numbers using <, >, and = symbols Required Materials Bruin s Jersey Card Master Printed on card stock or construction paper Comparison Worksheet (copy comparison worksheet for each student) Index cards with large <,>,= symbols on them Introduction Start with the story of Blades. One day Blades is straightening up the Bruins locker room. He started thinking about the numbers on the players jerseys. He held up two shirts. He wondered how he could compare them.
Modeling/Explanation Write two numbers on the board and ask students to compare the numbers. Record the responses guiding the discussion to the mathematical language greater than and less than Explain to students that the symbol > means greater than and < means less than and = means equal to. Demonstrate writing numerical sentences with these symbols on the board. Emphasize the wide side of the symbol is always toward the larger number. Give each student a player name and number and have them put the name and number on Bruins Jersey Card master and color and cut out jersey. o This card can be saved and used with the other ICE School lessons. Have two children display their cards and a third student select the appropriate symbol. Repeat several times. Independent Practice Give each student a Comparison Worksheet Students record their jersey number down one side of the worksheet They move around the room finding a classmate and record the jersey number on the other side using the correct symbol between the two numbers. Students repeat until the worksheet is complete Accommodations: Adaptations (For Students with Learning Disabilities) Provide a number line or 100 chart for students having difficulty identifying which number is greater. Provide a visual of the symbols and what they mean for reference Extensions (For Gifted Students) Challenge students to add the numbers from two shirts and compare this sum to the sum from two other shirts. Challenge them to find a combination of shirts that would use the = symbol. Check for Understanding While the whole group is doing the activity, observe if students are choosing the correct symbol confidently.
Closure/Wrap-Up Review the symbols and their use. Ask students to explain how they decide which symbol to use. Evaluation Observe student during independent practice Assess student success with comparison worksheet.
Lesson 4: Place Value Tens and Ones Concept/Topic to Teach: Students will model players numbers with manipulative and identify tens and ones place. Standards Addressed 2.N.1 Name and write (in numerals) whole numbers to1000; identify the place values of the digits, and order the numbers. General Goal(s) Expected Outcome Students will model player numbers using tens blocks. Specific Objectives Students will use manipulative to model place value of two digit numbers. Required Materials Bruin s Jersey Card Master Printed on Card Stock or construction paper Tens blocks or other appropriate manipulative that show tens and ones Large 100s Chart Player Number Scavenger Hunt (Copy a Player Number Scavenger Hunt for each student) Introduction Start with the story about Blades. Blades was having fun learning about numbers. Blades wanted to keep learning. He noticed that some numbers had only one digit like: 6 and other had two like: 12. He wondered why. Modeling/Explanation Write the numbers on the board and discuss the meaning of digit and ask students what they know about each number. Use this discussion to guide students to concept of ones and tens place. Demonstrate on the 100s chart the 9 single digit numbers and the pattern of tens and ones. Model each number with12 blocks, showing a long block for the tens place and two individual cubes for the ones place.
Emphasize the order of the tens place and ones place from left to right. Model several examples of numbers. Give each student a player name and number and have them put the name and number on Bruins Jersey Card master and color and cut out jersey. o This card can be saved and used with the other ICE School lessons. Have students share their models Independent Practice Pass out a Scavenger Hunt Worksheet to each student Students circulate around the room looking at the models of the different player numbers to find numbers that answer the questions on their Scavenger Hunt Worksheet Accommodations: Adaptations (For Students with Learning Disabilities) Provide extended opportunities to practice modeling numbers with tens blocks. Extensions (For Gifted Students) Ask students to write riddles based on place value of player numbers for others to solve. Example: What player number has one fewer tens than ones? Check for Understanding Observe how students verbalize how many tens or ones a given number has. Observe students during scavenger hunt and clarify as needed. Closure/Wrap-Up Review key concepts of modeling numbers with tens blocks. Review meaning of digits Ask students to explain how they can use long blocks and cubes to show numbers. Evaluation Observation of student modeling with blocks. Observation of students during independent practice Assess student success with Scavenger Hunt Activity.
Lesson 5: Graphing Data and Analyzing Data Concept/Topic to Teach: Students create a graph sorting player numbers by the number of tens in the number. Standards Addressed 2.D.1 Use interviews, surveys, and observations to gather data about themselves and their surroundings. 2.D.2 Organize, classify, represent, and interpret data using tallies, charts, tables, bar graphs, pictographs, and Venn diagrams; interpret the representations. General Goal(s) Expected Outcome Students will create a graph after sorting player numbers by tens place and answer questions about the graph. Specific Objectives: Students will create a graph and analyze the data Required Materials: Bruin s Jersey Card Master Printed on card stock or construction paper Player Number Graph Worksheet Introduction Start with a short story about Blades. Blades was looking for a new way to sort the tem jerseys. Blades had to put the jerseys in order by their number and sorted them by even and odd numbers. Can you think of another way Blades can sort the jerseys? Modeling/Explanation Ask the students to suggest ways to sort the jerseys. Guide the discussion to looking at the digits in the tens place. Give each student a player name and number and have them put the name and number on Bruins Jersey Card master and color and cut out jersey. o This card can be saved and used with the other ICE School lessons. Have class sort jerseys by the tens place. Tally the number of jerseys for each tens place and discuss the results.
Independent Practice Pass out Player Number Graph Worksheet. Have students fill in the bar graph based on data gathered during the sorting activity and answer the questions about the graph. Accommodations: Adaptations (For Students with Learning Disabilities) Have students who need support work with a partner. Extensions (For Gifted Students) Have students re-sort numbers by ones place and create a new graph. Have students compare the two graphs. Check for Understanding Check to make sure students are filling in the bar graph correctly. Check that students are able to read the graph by comparing different bars accurately. Closure/Wrap-Up Review the meaning of tens and ones and relate it to how jerseys were sorted. Have students discuss there observations on the graph. Evaluation Observe students ability to create graph accurately Observe students ability to discuss graph orally. Assess students success with Player Number Graph Worksheet Additional Teacher Resources Z is for Zamboni : a Hockey Alphabet Matt Napier, Melanie Rose o A fun book about Hockey with a lot of information.
Bruins Jersey Master
Once, there was a bear -- a very special bear. He was not special because he was very big. Most bears are big, after all. How Blades Became a Bruin: This Bear's Tale He was not special because he was brown. Most bears are brown. No, by all accounts, our bear was special because of one trait. He could not, or would not, hibernate. When the weather got cold, and the other bears went to sleep for the winter, our bear stayed awake. And why did our bear not hibernate? He loved hockey. Having stumbled upon the game while searching for food late one very cold fall (bears eat a lot before they go to sleep for the season, after all), he noticed a group of people playing a fantastic game with sticks and a puck on a frozen pond. The players, especially the children, glided along the ice, sometimes moving very fast, sometimes tumbling into each other, sometimes celebrating when the puck went into the goal. One of the players, who was a very good hockey player, was very kind to the children, and often stopped to help them with their sticks or with their skate laces or just to laugh. And boy, that nice man could laugh! He wore a snazzy jersey colored Black & Gold. It was decorated with a big B and a number '9' on it and everyone called him 'Chief.' The players came back every Sunday and the bear could not bear to miss any of the games at the frozen pond so he decided he would stay awake so he could see more games on the frozen pond.
Besides which, he wasn't sleepy -- not at all. But it got cold and our bear started to wonder if he had made a mistake. Should he have gone to sleep like the other bears? However, the following Sunday, the man named Chief was talking and laughing with the children and playing hockey on the frozen pond, so the bear snuck into the back of Chief's truck. After all, Blades wanted to know where the nice hockey player lived. But Chief was not going to his home; he was going to the Garden for a Boston Bruins game. Oh, what a surprise for the Chief when a large bear jumped out of his truck. But Chief, being the Chief, was not scared and realized that the nice animal was hungry and not a bit scary. So Chief went to the concession stand to get some pizza, some hot dogs, some popcorn and pop for his new friend. While the bear munched, Chief decided that the bear needed a name. So he went to the stands and asked some of the young fans what they should name the bear. One young girl from Winthrop named Jillian Dempsey, who was a hockey player herself, suggested 'Blades.' Chief liked the name immediately. "Ok, we'll call you Blades," said Chief who then asked the nice bear, "Do you want to stay here with all the other Bruins?" Blades, thinking that there were other bears in the Garden, shook his head yes and Chief led him inside to the Bruins locker room. To Blades surprise, there were lots of Bruins in the locker room -- but no bears. And they all wore the beautiful Black & Gold jersey.
The Bruins players welcomed their new mascot and gave him his own XXXL jersey, some size 13 wide skates and a new hockey stick. Blades has been a fixture in the Garden ever since. The End *from the Bruins website
Odd / Even Hockey Game Board
Player Number Scavenger Hunt Find a number with 2 ones. Find a number with 7 tens. Find a number with zero ones Find a number with the same number of tens as ones. Find a number with more tens than ones. Find a number with more ones than tens
Comparison Worksheet Use >, < and = to compare your jersey number to a friend s jersey number.
Player Number Graph 10 9 Number of Jerseys 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 Number of tens in the Player Number Directions: Fill in the graph and answer the questions. 1. Which number of tens is the most? 2. Which number of tens is the least? 3. How many player numbers have 6 tens? 4. Which has more player numbers with 5 tens or player numbers with 4 tens? How much more? 5. Write something you know by reading this graph.