Deja Pointer

Grade Level: K-1

Content Area: Math
Lesson Title: Pumpkin Patch
TEKS Obj.: Number and operations. The student applies mathematical process
standards to develop an understanding of addition and subtraction situations in
order to solve problems. The student is expected to model the action of joining to
represent addition and the action of separating to represent subtraction
Preparation (teacher): Prior to the activity, the teacher will gather 4 to 5 pumpkins
(different sizes) and cut the tops off so that the children can easily access the
inside. Along with the pumpkin the rest of the materials will be placed on a table for
the children to pick up.
Preparation (students): Students will be in groups, they will need to designate a
person to gather each material.
Modifications: To students with special needs, there can be additional manipulatives
to assist them. Each group of children will be at a circle table which would be
accessible for a child in a wheel chair.
Description: To demonstrate their ability to perform addition (using manipulatives
(pumpkin seeds)). They will also demonstrate their ability to count to gather 20
(may vary) manipulatives each.
Probing questions to think about:
-

Does the biggest pumpkin have the most seeds?

How many seeds do you think your pumpkin has?
How do you think the seeds feel?

Materials for each group (Ex: 4 to a group)

-

Pumpkin (Top will be cut off)

Newspapers
Worksheets
Small Shovel (optional use)/ Sandwhich bag (if pumpkin seeds will be cooked
after)

Instructions for students:

1. The teacher will separate the students into groups based off of the class size.
(aprx. 2 minutes)
2. Each group will designate a person for each material to gather (one person
per group at a time) and bring back to the work station. (aprx. 5 minutes)
3. Dig into the pumpkin and begin solving problems. (aprx. 30 minutes/ varies
with number of problems)
4. Clean up. (aprx. 10 minutes)
5. Reflection (aprx. 15 minutes)

Total time: 1 hour 2 minutes

Closure: Reflect on the enjoyment of the activity, and what they enjoyed about it.
Ask them about any difficulties they may have had, and discuss the answers that
they came up with.
Side note: If planning on baking the seeds after, allow each group to take turns
washing seeds while the rest of the class engages in centers.
Assessment:
A good way for the teacher to perform an assessment of the activity would be to
walk around the class as the students engage in the activity. While walking around
the teacher can listen to conversations that they may have regarding the activity,
and observe difficulties that students may be having whether it be one student or
multiple. At the end the teacher can gather all of the students on the carpet and ask
them to reflect on the activity.
Questions to Provoke Critical Thinking:
-

Outside of school, what might you have to count?

When counting, would you group items together to count them, or would you
just count them all out?
Describe to me a time when you had to count something.

Follow-up Analysis/ Reflection

-

Did they accomplish what they needed to?

What type of difficulties did they have?
Could I have assisted them differently?