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Fairytale Math Unit Plan MacLaren & Guggenheim 1

Fairytale Math Unit PlanFirst Grade

Measurement and DataStephanie MacLaren

&Kelsey Guggenheim


Fairytale Math Unit PlanDomain and Standards:

We chose the first grade domain of measurement and data to focus on for our unit plan.

Within this content area, children should be able to master four different content standards. The

first standard, CCSS.Math.Content.1.MD.A.1, is in regards to the child’s ability to order three

objects by length and also compare the lengths of two objects indirectly by using a third object.

The second standard, CCSS.Math.Content.1.MD.A.2, measures a child’s ability to express the

length of an object as a whole number of length units, by laying multiple copies of a shorter

object (the length unit) end to end. The student also needs to master the understanding that the

length measurement of an object is the number of same-size length units that span it with no gaps

or overlaps. The third standard, CCSS.Math.Content.1.MD.B.3, measures the child’s ability to

tell and write time in hours and half-hours using analog and digital clocks. The last standard that

needs to be met in this unit is CCSS.Math.Content.1.MD.C.4. This fourth standard assesses

whether first grade students are able to organize, represent, and interpret data with up to three

categories; ask and answer questions about the total number of data points, how many in each

category, and how many more or less are in one category than in another.

Young children are continually using the concepts of measuring how tall, how far, how

much, and how long in everyday experiences. Early on, children encounter measurement on a

daily basis in many different contexts as they explore and try to make sense of their environment.

Before first grade, students are able to directly compare objects and identify specific

measurement attributes such as length and time. Copley states that measurement is not a focal

point in first grade and instead teachers should incorporate measurement activities into the study

of number and operations even though the Common Core Standards includes a domain for

measurement in the first grade curriculum. Children begin to develop an understanding of


measurement by observing, touching, and directly comparing objects. Teachers should provide a

variety of experiences in their classroom so that children are making constant connections to

specific measurement vocabulary. In turn children will have the ability to effectively ask and

answer questions regarding their understanding of measurement. By the end of first grade,

children should have met four out of the five steps for comprehending measurement that were

discussed in Chapter 7 of Copley. By the end of the year, first graders will be able to recognize

that objects have measurable properties, and will effectively make comparisons between objects,

as well as determine and use the appropriate standard units for the required measurement

process.

To create a foundation of knowledge regarding measurement, teachers should involve

young children in a variety of different comparisons. Copley believes that comparison is the

focal concept that allows children to follow a path to become children with fully developed

understandings of the use of measurement. By first grade children should have already had

experiences comparing two objects to one another, and now they are ready to compare three

objects regarding length and time within the measurement and data domain. When children

compare objects, they begin by using nonstandard units and proper iteration techniques that must

be modeled by the teacher. Linear measurements usually receive the most attention in the early

grades as reflected in the Common Core Standards.

Teachers do not often emphasize the measurement of time in early childhood because the

concept of time and the measurement of time are very difficult to grasp. This struggle may be

due in part to adults frequently using time words in an imprecise or nonmathematical way. I

know that many times I have told a child that I would be with them in “one minute” to help

answer a question while I was assisting another student. However, sometimes teachers forget and


do not go to see that child in exactly sixty seconds and the child may form an idea of a minute

that it not correct. It is critical to have consistency in the measurement tool being used or else a

child may not acutely measure an object or time. Some young children only consider how many

units it takes to measure something while neglecting the concept of having consistency in the

size of the measuring units or the process of using the units end to end with no gaps to measure.

This is a skill that will hopefully be perfected by the end of first grade so that by the time the

children reach second grade they can begin to use standard measuring tools.

In almost every early childhood classroom you can find evidence of children collecting,

displaying, and analyzing data. The primary focus of data analysis in early grades is informal

experiences with the collection and organization of data. Copley states that data analysis should

not be emphasized until after second grade. It is important for teachers to connect data analysis

to content areas such as problem solving, reasoning, and representation, all of which are

important mathematical processes. Every elementary classroom is filled with data that children

can count, sort, organize, represent, and analyze. A teacher has the job of explaining how graphs

and other visual representations of organized data help other people read and easily understand

information that is being presented. By first grade, children have already used concrete objects to

represent data but now they will begin to utilize representational and abstract symbols to collect

data. Once the data is collected, children must figure out how to describe, compare, and interpret

their data. To help children develop their skills, teachers can ask questions that require children

to make comparisons, predictions, and inferences based on information depicted in their graph.

Once children have had the ability to collect data from their classroom and peers it will only be a

short matter of time before they are interested in the same concepts at home. So, data analysis

lessons create a natural relationship between home and the classroom.


Unit Plan Overview:

We decided to incorporate the first grade domain of measurement and data into our

overall unit theme of fairytales. Variations of fairytales can be found in many different cultures

and we felt as though each of the children in our classroom would be able to connect and enjoy

mathematical content if we could relate it back to their favorite stories. The first lesson plan

related the story of the Three Little Pigs to the concept of ordering three objects by length while

also comparing the lengths of two objects indirectly by using a third object

(CCSS.Math.Content.1.MD.A.1). The second lesson incorporates the standard regarding the

expression of length of an object as a whole number of length units by laying multiple copies of

same-length shorter objects end to end with no gaps or overlaps (CCSS.Math.Content.1.MD.A.2).

The children will learn how to effectively iterate items in regards the towering bean stalk from

the tale of Jack and the Beanstalk. In the third lesson, the children will relate the tale of

Cinderella to the standard of telling and writing time in hours and half-hours while using both

analog and digital clocks (CCSS.Math.Content.1.MD.B.3). For the last lesson, the children will

vote and decide which of the previous three fairytales is their favorite and through their data

collection and representation they will also learn to organize and interpret the three categories of

data as well as ask and answer questions about the data in each category

(CCSS.Math.Content.1.MD.C.4) .


Eastern Connecticut State University Lesson Plan Format

Adopted from the Connecticut State Department of Education

Student Teacher: Kelsey Guggenheim Grade Level: 1st

Stephanie MacLaren

Date of Lesson: Fall 2013

Institution: E.C.S.U Length of Lesson: 1 week 20- 30 a day

Title of Lesson: The Three Little Pigs

Content Standards:

CCSS. Math. Contents. 1.MD. A. 1 Order three objects by length; compare the lengths of two

objects, indirectly by using a third.

Prior Knowledge/ Connections:

Children will have begun to describe and compare objects using size descriptions, such as small,

large, bigger, tiny, smallest, smaller, biggest, largest or in the middle. They have begun to use

these terms to sort objects based upon their sizes. We have just begun to describe and introduce

the concept of length, and have begun to discuss and demonstrate what it means for something to

be longer longest, shorter, or shortest. Children have begun discussing fairy tales and some of the

qualities or characteristics that are prevalent throughout them.


Student Learning Objectives

1. Students will be able to compare and contrast the lengths of three objects.

2. Students will use descriptive words to describe their observations regarding length.

3. Students will be able to order three objects in regards to their length. For example largest

to smallest.

Vocabulary

Length

Descriptions of size: long, longer, longest, short, shorter, shortest.

Compare

Contrast

Fairy tale

Mortar

Bricks, Straw, Wood

Strength

Similar

Different

Assessment

This will be formative assessment. Children will be assessed using anecdotal records and

observations, these will be used to assess and analyze their understanding of length, and

comparison. Children will be expected to order and compare three objects by using a third

outside object. Children will work in groups to create a grouped tracing of their wolf or pig tails,

these pictures will demonstrate the length of the object, the order it is in and should be described


using size descriptions such as largest or smallest. This will be collected as a means to assess

their comprehension.

Materials/ Resources:

The Three Little Pigs: Building Fluency through Reader’s Theater by Dona Herweck

Rice

The Three Little Pigs By James Marshall

The True Story of the Three Little Pigs by Jon Scieszka

Chart Paper

Markers

Pictures of different homes from various cultures

Straw

Sticks

Building blocks (preferably designed to look like bricks)

Refrigerator boxes

Materials to make Pig’s houses

o Paint

o Markers

o Crayons

o Glue

o Glitter

o Paint brushes

o Tissue paper

o Toilet paper rolls


o Paper towel rolls

o Construction paper

o Straw

o Twigs and sticks

Materials to make Tails

o Black, white, gray and brown boas

o Pink pipe cleaners

o String

o Map

Technological Resources:

Music may be used throughout this lesson plan, in order to keep children engaged . Books on

tape of the Three Little Pigs may also be included. Otherwise technological resources will not be

applicable.

Learning Activities

Instructional Strategies

Scaffolding as well as modeling will be some of the primary forms of instructional strategies

employed in this lesson plan. While as a group, the children will be participating collectively to

order the various building materials that the pigs use to build their homes. We will do various

sets of these, ordering just the straw, ordering just the wood, ordering just the blocks and then

ordering a combination of the three. (Please note that the materials will be purposefully designed

to be different lengths, they will be pre cut and prepared prior to this lesson.) While this is

ongoing the teacher will scaffold the children with techniques such as think aloud, as well as

modeling. They can ask question such as, why do you think this one is the biggest? Are you sure


this is the smallest? Or I notice that this one goes past this one! Teachers should at all times try to

demonstrate the necessary vocabulary for describing lengths. As this is a whole group interaction

children can also model and scaffold for one another.

Grouping Strategies

The reading portion as well as the initial sorting activity with the building materials would be

most effective if done in a whole group setting. This will allow for children to interact with the

story in an engaged manner as well as benefit from the thoughts, and actions of their peers. For

children for whom this concept of length and ordering may be a challenge, they can benefit from

having this initial practice as a whole group, they will be able to observe and then imitate in later

portions of the lesson. In regards to this later portion children will be grouped in groups of three

Initiation

To initiate this lesson the children will participate in a group reading of The Three Little Pigs. At

certain parts of the story the children will be asked to make predictions as to which house the feel

will be the strongest. These predictions will be written on a bar graph and will be discussed after

the storybook has ended. After this discussion the teacher will pose the question what do you

think homes look like and are built out of in different countries, a shared writing experience will

be used to write down these predictions. The teacher will then produce pictures of various homes

from different cultures children will discuss their observations, and compare if any of these

buildings were made of similar materials. The children will discuss what it means to compare,

are things similar or different, this understanding of comparison will be crucial to children’s

ability to order materials based off of length.

The children will be given a letter home that includes the survey question, what is your

house made of? They are also invited to send in an email a picture of their home, to be displayed


on a bulletin board that states what my home is made of! * Note children in potential situations

of homelessness or who are unable to answer this question can do this activity with a

provided picture of the school or other important buildings around town.*

Lesson Procedures

1. The following day the students will gather together on the carpet as a whole group. The

teacher will then ask the children to spread their arms our as far as they possibly can to

make the “longest line “ possible, she will then ask them to bend their arms a little bit to

make them into a smaller line, This will continue to progress downwards until the

children are using just their hands to denote the smallest possible. This physical activity

will be the precursor to introducing the length terms that are needed for these activities.

The teacher will then have the students sit back down and ask , When you had your arms

spread out as far as you possibly could what did we call this, ideally the children will

remember if not she can step into help them. She will then write these terms out on the

board and demonstrate the meaning of the word in the size it is written. For example

Longest will be longer than all other terms. Once this is completed children will comment

on their observations.

2. The teacher will then state that we will use these terms to sort and compare some very

interesting materials, She can ask do you remember, what the three little pigs used to

make their houses? The children will then hopefully produce the names of the materials,

the teacher will then bring out these materials and will with the children begin to order

them longest to smallest, for each different material. For example when grouping the

straw the teacher will first ask the children to compare two pieces, which one is longer?

Which is smaller? Once the children have come to their conclusions a third piece will be


introduced. Now that we have this piece, is this one (previously decided upon longer

piece) still the longest? This discussion will go on as children collectively decide the

order of the pieces. This will then be done for bricks and sticks

Closure

To conclude this activity the children will be given three different materials, one of each size and

will be asked to individually group them in order of longest to shortest. After this is completed

the group can come together to discuss and report upon their findings. During this time the

teacher will write anecdotal records and observe the children. We will finish the closure with a

short reading of the book The True story of the Three Little Pigs by Jon Scieszka.

Intervention

For students who may struggle with this activity the teacher will be able to assist in the form of

scaffolding and modeling from both peers and adults. Any signs that have vocabulary on them

can be written in multiple languages for ELL students. Students who may have a difficult time

with comprehension or spatial reasoning can receive some one on one intervention. For children

who may have difficulty attending during circle time they may have a fidget toy or a quiet place

in the classroom where they calm down and collect themselves.

Enrichment

For children who may need more of a challenge they may be able to order more complex or

difficult materials that are closer in length. For children who may need extra curricular

involvement they will be able to create the pigs houses with the proper materials as well as

costumes or tails for wolves or pigs. These can be used to do dramatic retellings of the story, the

teacher can help to scaffold these performances by commenting on the length of tails or the

height of the homes.



Student Teacher: Kelsey Guggenheim Grade Level: 1st Date of Lesson: Fall 2013

Stephanie MacLaren

Institution: E.C.S.U Length of Lesson: 1 week, 20- 30 a day

Title of Lesson: Jack and the Beanstalk

Content Standards:

CCSS. Math. Content. 1. MD. A. 2 Express the length of an object as a whole number of length

units, by laying multiple copies of a shorter object ( the length unit) end to end; understand that

the length measurement of an object is the number of same size length units that span it with no

gaps or overlaps.

CCSS. Math. Content.1. MD.C.4 Organize, represent, and interpret data with up to three



Prior Knowledge/ Connections:

Prior to this unit students have been introduced to the concepts of measurement with a particular

focus on length. They have come to determine what is longer and what is shorter? They have

learned to objectively observe the differences in length and then sort them accordingly by size,

for example largest to shortest. Students have practiced and are well adept at comparing and

contrasting. They have begun to learn about the process of data collection, graphing and

interpreting data off of a graph. This past week children have also begun to investigate and

explore the world of fairy tales, they have become familiar with some of the more common fairy

tale characteristics, and they have been using this knowledge in order to apply these stories to

mathematical concepts


Student Learning Objectives

1. Students will be able to measure the length of an object using iterations or whole units.

Those units being body parts.

2. Students will record and catalogue their data into a bar graph, to draw their own conclusions.

3. Students will use descriptive language to describe their observations.

4. Students will compare and contrast their measurement results with that of the rest of the

class.

Vocabulary

Measure

Beanstalk

Giant

Treasures

Heirlooms

Length

Height

Amount

Data

Graph

Similarities

Differences

Compare

Contrast

Unit


Iterate

Fairy Tale

Assessment

Assessment will be done in a formative manner. Anecdotal records and observations will be

taken throughout the process to observe children’s techniques and ability to use iterations to

measure the length of the beanstalk. Students will be expected to complete a data collection

worksheet while iterating (please see attached); these will be handed in and they should

demonstrate their ability to collect data as well as their comprehension of “units”, such as hands,

feet and whole body. Children will collectively create three bar graphs to display their lengths,

children will be expected to make observations and compare and contrast these.

Materials/ Resources:

Jack and the Beanstalk by William Stobbs

Jim and the Beanstalk by Raymond Briggs

Jack the Giant- Killer Jack’s by Beatrice Schenk de Regniers

Chart Paper

Markers

Visual representations of iterations (to be used for bar graphs)

o Hands

o Feet

o Bodies/ People

Data collection worksheets (enough for each student)

Pens, Pencils, crayons (enough for each student)

Clipboards (enough for each student)


Colorful masking tape

Materials for creating Beanstalk

o Bulletin Paper

o Tissue paper

o Toilet paper rolls

o Paper towel rolls

o Construction paper

o Twigs and branches

o Leaves (fake or real)

o Paint

o Markers

o Crayons

o Glue

o Glitter

o Paint brushes

Treasure Chest

Chart that demonstrates units

Felt board

o Characters: Jack, Giant, Witch, Mother, Milky White

o Beanstalk

o Treasure, Golden egg, golden coins, golden harp

o Jack’s Home


Learning Activities

Instructional Strategies

One of the instructional strategies that will be implemented quite often throughout the course of

this activity will be modeling. As the story of Jack and the Beanstalk is being read a felt board

with a beanstalk will be used to enact the story. Every time that Jack climbs up the beanstalk to

the Giant’s layer we will count how many “hands” feet and bodies it takes for Jack to get up the

beanstalk. I will also model iterating after the creation of the beanstalk; with the children’s

assistance I will collect my own data for measuring. This will allow the children to understand

that in order to measure with smaller units, there can be no breaks, or gaps from one to the next.

Charts, will be posted up around the room to remind children which unit of measurement that we

will currently be working on such as hands, feet or body, this visual representation will be

replicated in the children’s data collection bar graphs and charts. Peer Scaffolding will also be

key as the children will work collectively to create the beanstalk, and in pairs to collect the

measurement data. I will be able to scaffold and assist children who may be struggling

throughout this activity.

Grouping Strategies

The reading portion of this activity will be done as a whole group activity, this will allow for all

children to see and participate in the interactive story as well as the modeling of measurement.

The creation of the beanstalk will function best in small groups of three to four children,

throughout the day children will be able to go over to the art center to add their own personal

touches to the beanstalk. This will work best with small groups as the materials are often messy,

too many children could result in spills or accidents, as well as potential arguments over

materials. Students will be rotated in and out of this activity. The actual measurement of the


beanstalk will be done with four children at a time, in pairs of two, on either side of the

beanstalk. This will be effective, as too many children will result in physical overlap or

disruption of one’s data collection. Pairs of children will allow for students to scaffold one

another as well as assisting their partner with iterating ensuring that no gaps exist. Children will

be rotated through this as well.

Initiation

To initiate this lesson children will gather around for a whole group reading of Jack and the

Beanstalk. Children will be asked at the beginning of the story if they had ever heard of the story

before, and or if they have any predictions for what it is about. While reading the story will be

enacted with felt board characters and pieces, this will help to further engage children in the

story telling as well as the story elements. Every time that Jack goes up the beanstalk the children

will help to assist in counting how many hands, feet and bodies it takes for Jack to complete his

journey and to measure how long the beanstalk is. At the conclusion of the story they children

will assist in creating a large bar graph on bulletin paper demonstrating these units. It will be

labeled The Height of Jack’s Beanstalk. I will then explain to the class that while going to the

store the other evening I stumbled upon some “magic” beans. I explain to them that we are going

to plant our beans, today and overnight they will grow into one giant beanstalk, that we will have

to decorate and create. The children will be transitioned out of the circle time to go and plant

their seeds, in premade cups with soil, to a Jack and the Beanstalk song (please see attached).

Lesson Procedures

1. The following day during center times children will be rotated in groups of three and

four, to work to create the beanstalk. A large piece of bulletin paper will have been pre

cut out and children can choose how to decorate it. They can used a variety of mixed


media materials, each group will have ten to fifteen minutes to work on the beanstalk,

and they will be rotated through throughout the course of the day. During a meeting time

the children will discuss the treasures that Jack brought down from the beanstalk, a

shared writing experience will be used to ask the children what their most “treasured”

item is. A letter will be sent home to families asking them to bring in an item, that is

particularly special or meaningful to them to be added to the treasure chest, which will be

used for dramatic retellings of the story throughout the week.

*Note children who may have difficulty grasping pencils, or other fine motor delays will be

provided with assistance as well as assistive technology. Such as pencils with grips, larger

paint brushes or pencils, or adaptive scissors.

2. The following day, once the beanstalk has had adequate time to dry, it will be laid out

along the floor in the open area (preferably carpeted) children will assist as I model how

we will iterate the length of the beanstalk. We will begin with whole body, the children

will mark the end point with a piece of tape, which will then be used to mark the starting

point for the next unit. One child will be elected data recorder and will record this

information. This will be repeated for feet and then hands. We will then as a class make a

graph to depict how many, bodies, feet, or hands it would take for me to climb the

beanstalk. We will discuss the differences, which was the longest, shortest and in the

middle based upon the length of the bar graph, as well as the number of visual

representations.

*Note All bar graphs will be made with visual representations for hands, feet and bodies, a

construction cut out will be used to represent one whole unit. For example three hand

iterations would be represented with three hands, and so on.


3. The following day children will work in pairs of two, one pair for each side of the beanstalk at

a time (four children total). They will be given data collection sheets (please see attached) as

well as clipboards. They will go through the same process as they did the day before first whole

body, then feet then hands. They will switch and do the same for their partner. Once this is

complete they will be rotated out and another pair will complete the activity.

*Note for children who have physical disabilities accommodations can be made to suit their

needs. For example for students who may be in a wheel chair they can measure the number

of wheel chair lengths it would take to reach the top of the beanstalk.

Closure

Once all children have had ample time to complete and collect their data we will reconvene as a

group and will create three class bar graphs. One for hands, feet and bodies. Each child will be

able to come up to the graph and place as many units as it took for each category beside their

name. Once this is completed we will compare and contrast the graphs. Questions that will be

asked are such as who had the longest trip up the beanstalk? Who had the shortest? Did it take us

longer when we used hands or bodies? Why do you think that is? We will finish the closure with

a short book, which is the sequel to Jack in the Beanstalk called Jim and the Beanstalk.

Intervention

For those students who may struggle with this activity, we will be able to assist in the form of

scaffolding and modeling. There will be various signs posted throughout the classroom

reminding children of the steps that need to be taken when measuring, these will include pictures

for students with language delays, they can be written in a different language for those students

who may be ELL and they can also be written in Braille for children who may have visual


impairments. As previously mentioned accommodations will be made for children who may

have fine or gross motor delays.

Enrichment

For children who may require a more challenging activity, they may use various other, smaller

units to do iterations with. These can include fingers, Popsicle sticks or even paper clips. They

can then graph these to compare to their larger body regions.


Attached Documents for Jack and the Beanstalk Lesson Plan

Name____________________________________________ Date _________

(symbol)

1. It took ______________many ___________________________________ to climb up the

beanstalk.

(symbol)

2. It took ______________many ___________________________________ to climb up the

beanstalk.

(symbol)

3.It took ______________many ___________________________________ to climb up the beanstalk.

4.Which was the longest?_______________________________________

5. Which was the shortest? _____________________________________

6. Which was in the middle? ____________________________________


Lyrics to Jack and the Beanstalk Song

Courtesy of Kids Garden Club

http://gardening.afterschooltreats.com/wfdata/frame134-1012/pressrel12.asp

Plant a little seed in the ground

(pretend to plant a seed on your hand)

Sunshine and raindrops all around

(make a circle over your head, then make rain motions)

Little seed in the ground so still

(now be the seed - curl up on the ground)

Will you grow up? Yes . . . I . . . WILL!!!

(uncurl, slowly stand up tall, and spread open your arms)

http://gardening.afterschooltreats.com/wfdata/frame134-1012/pressrel12.asp


Teachers: Stephanie MacLaren and Kelsey Guggenheim Grade Level: First

Date of Lesson: Fall 2013 Institution: ECSU Length of lesson: A week (20 min a day)

Title of Lesson: Cinderella and Time Project

Content Standards:

CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and

digital clocks.

Prior Knowledge:

Earlier in the week children were introduced to the idea of reading both analog and digital

clocks. Since we have a theme of fairytales and rhymes, we decided to introduce the topic of

time by reading Hickory Dickory Dock. After this book was read, we discussed the similarities

and differences between the analog and digital clock faces. We then created foam representations

of both analog and digital clocks to be hung on the wall. Each of these clock’s faces would show

the time for each activity throughout the day such as literacy block, lunch, special, etc. These

will be easily visible to children and can be referenced to at any time throughout the year.

Student Learning Objectives:

1. Students will have the ability to read both analog and digital clocks.

2. Students will write down time in hours and half-hours regarding the Cinderella plotline.

3. Students will recount the Cinderella story by referring to the time that the event took

place.

4. Students will place events of the Cinderella story in order by their times that were

recorded at each center.

Vocabulary:

Time, analog, digital, clock, events, hours, half-hours, minutes, sequence, timeline, clock hands


Assessment:

Prior to this activity, children were assessed on their ability to create and express time in analog

and digital clocks relating to their scheduled day. These clocks were hung on the classroom wall

for easy reference.

After the reading of Cinderella, the whole class created a timeline of the story and noted any

times that were mentioned in the book such as midnight and how that time would be represented

on both an analog and digital clock face.

Children will make predictions on how long it must have taken Cinderella to get ready for the

ball and how long she was dancing with the prince in order for her to have left the ball by

midnight before all of her magical items turned back into their mundane forms.

After the children rotate through the centers, they will have recorded times on a piece of chart

paper. They will be evaluated on their ability to read the clock faces (both analog and digital) and

their ability to place each of the events referenced in the story in order through their creation of a

timeline with illustrations and the exact time collected from the center listed.

Materials/Resources:

- Chart paper

- Copy of a Cinderella fairy tale by Charles Perrault

- 6 analog clock faces

- 6 digital clock faces

- White paper

- Pencils, crayons, markers, colored pencils

- Recoding worksheet

- Pictures of 12 different events in the Cinderella story



Children can practice matching digital and analog clocks before this activity through an applet

called Stop the Clock: http://www.teachingtime.co.uk/draggames/sthec1.html. The applet allows

the children to drag and drop five digital times to the correct analog clock. When you are done

matching, you can press Stop the Clock and it will tell you how long it took to match each of the

pairs. There are varying difficulty levels of the app so it can be differentiated for each student.

Learning Activities:

Instructional Strategies:

The lesson will begin with the children reading Cinderella as a whole group. Throughout the

week different versions of Cinderella from a multitude of cultures will be read and discussed so

that each child will be able to connect on a personal level to the fairytale. Children will be able to

work in pairs to figure out the time displayed on the clock so that they can discuss and determine

the proper way to preserve in finding the correct time at each center. The children can model

their understanding of clocks with one another especially if one child has a better grasp on

analog clocks while the other student easily understands how to read digital clock faces. The

children will rotate clockwise through 12 different centers in order to remind them how an

analog clock works.

Grouping Strategies:

Children will be grouped in twos and will rotate in their pairs through the 12 different centers.

Students will then work individually on their timeline of events.

Initiation:

The initiation will consist of the teacher reading Cinderella as a while group activity. After the

reading, the children will create a timeline together regarding the major events that occurred in

http://www.teachingtime.co.uk/draggames/sthec1.html


the story. We will review the differences between analog and digital clocks and if any specific

times were mentioned in the story we would draw what the face of both an analog and digital

clock would look like at that specific time. We will make predictions about how long each of the

events that night may have taken in order for her to get to the Prince’s ball on time and dance

with the Prince before the clock struck midnight and she needed to leave.

Lesson Procedure:

1. Children will be split into 12 groups of 2 and given the attached chart to record

information regarding events and time.

2. Each pair of children will start at one of the 12 centers.

3. At each center there will either be a digital or analog clock face with a time at an hour or

half hour increment. There will also be a picture of an event from the story at each center.

The children must record what is happening in the picture as well as the time that is

shown on its corresponding clock face. If an analog clock is shown at the center then they

must write down what the same time would look like on a digital clock and vice versa.

4. The children will be given around five minutes at each station and when those five

minutes are up, the teacher will play ballroom music and the children will know that they

need to move to the next center.

5. 12 centers were created to represent the 12 hours represented on a clock, and the children

will move in a clockwise manner to represent the direction that the hands on the clock

move.

6. Once every set of paired children have visited every center, they can talk to their partners

to determine if both of them came up with the same time for each event. If an agreement

is reached, then they can begin to work on their timeline.


7. The children will place each of the events in order by time. They will show this through

their own creation of the Cinderella story. First they will sequence the events and write

down the time that can be found on their worksheet. They will then illustrate the twelve

events above their corresponding times.

Closure:

Each of the children in the class will tack their completed timeline to a bulletin board. As a class

we can look them over and determine if each of the sequences looks correct. We can then retell

the Cinderella story using the times that were collected and decide if our initial prediction of how

long the process of the Cinderella story took was correct. We will reiterate the differences and

similarities between the analog and digital clock as well as discuss which type of clock may be

easier or more difficult to read and why.

Intervention:

We will be available to aid children who might need added support during this activity. If

children need more assistance in reading clock faces, we will pair them with a child that is

slightly above their level of understanding so that the other child can help explain the hands on a

clock or how to read a digital time. Also, we could provide an example at the top of a child’s

worksheet of an analog and digital clock with the same time so they could use that as a reference

if absolutely needed. For children that do not have well developed fine motor skills, they can tell

a partner what they would like to record and the other child can do that for them, or a teacher can

assist. When it comes to drawing the pictures of the timeline, if the child is unable to effectively

color the picture they can work on their fine motor skills by cutting out copied pictures of the

book to align to each time.

Enrichment:


Children who may need some graded challenges will also benefit from this activity. Children

with higher ability levels will be able to assist their peers in the completion of this activity,

including assisting with writing and drawing their observations and recordings. Children will

also be able to extend their knowledge with the use of other books. If they would like, they could

reference another fairy tale and create a timeline of events with direct inclusion of different times

in different days by showing analog and digital clock faces. We can also make connections to

their personal lives and they can create a schedule of events that may happen after they get home

from school.


Description of Event Time

Cinderella Timeline Chart

Name: ___________________________________


Teachers: Stephanie MacLaren and Kelsey Guggenheim Grade Level: First

Date of Lesson: Fall 2013 Institution: ECSU Length of lesson: A week (20 min a day)

Title of Lesson: Final Data Collection Project

Content Standards:

CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects

indirectly by using a third object.

CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units,

by laying multiple copies of a shorter object (the length unit) end to end; understand that the

length measurement of an object is the number of same-size length units that span it with no gaps

or overlaps.

CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and

digital clocks.

CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three



Prior Knowledge:

Children have previously engaged in activities that involve ordering objects by length through

their The Three Little Pigs Lesson. The students have used iteration to measure the length of

Jack’s Beanstalk. The class has figured out how to read and represent the faces of digital and

analog clocks to represent time. This lesson will incorporate all of these previously acquired

skills as well as incorporate a skill that has been addressed in previous activities from

Kindergarten and First grade. These last skills, the ability to organize, represent, and interpret


data has been utilized in previous morning messages to record if children are excited for snow

and other events. They have compared the results of the data collection to determine how many

children are excited for the event and how many are not eager for something to occur.

Student Learning Objectives:

1. Students will collect data about their class’s favorite fairy tale that was discussed: The

Three Little Pigs, Cinderella, and Jack and the Beanstalk.

2. Each child in the class will decide on their favorite fairytale that they would like to

reenact by placing a marker above one of the three choices.

3. Children will collectively create a bar graph of their favorite fairy tale. While they watch

each child make a vote, they will record it on their own sheet of paper in the proper place.

4. Children will compare the results of the data collection chart.

5. Children will interpret their data and determine the probability of another class having the

same favorite fairytale that they would like to perform.

6. Children will create an invitation for their parents to come see their fairy tale production

and they will provide the time of the performance written in both analog and digital clock

form.

7. The children will create a map with directions on how to get to the theater in the school

from the front door. They will do this by choosing an object to iterate and explain in their

chosen increments how their parents are to find their way to the theater for the

performance.

Vocabulary:


Time, analog, digital, clock, events, hours, half-hours, sequence, timeline, clock hands, data,

comparison, organize, represent, interpret, measurement, length, unit, iteration, span, gap,

overlap, indirect, objects

Assessment:

This will be the summative assessment for the entire measurement and data unit for the first

grade. Children will be evaluated on their correct usage of iterations to measure length as shown

through their ability to create a map for their parents to the theater. Children will be assessed on

their ability to look at the length of the three different columns of data regarding their favorite

fairy tale and their ability to compare them and interpret the data and make predictions on what

another class’s favorite fairy tale would be. Also, they will be assessed on their ability to write

the proper time of the performance in both digital and analog clock forms for their family’s

invitation to the culminating performance.

Materials/Resources:

- Felt board with three columns

- Pictures of three pigs to represent The Three Little Pigs, pictures of glass slippers to

represent Cinderella, pictures of beans to represent Jack and the Beanstalk

- Velcro stickers for the backs of the pictures

- Markers and colored pencils

- Construction paper

- Map of school


If children wish to watch a version of their favorite fairytale while they work on their

projects, then that can be provided.


Also, an applet that allows children to electronically create a bar graph can be used as a

secondary resource to compare the data that has been collected. This applet is called Create a

Graph and it is presented by Kids’ Zone (http://nces.ed.gov/nceskids/createAgraph/) The teacher

and students can enter all of the information and a graph that represents the same data as the

pictograph will be produced.

Learning Activities:

Instructional Strategies:

This lesson will begin with a review of all of the concepts that we have covered in regards to

fairytales. Multiple versions of each of the stories can be passed around for the children to look

at to determine which one was their favorite as well as jog their memory about how each of them

related back to a concept within the unit. We decided to use representational objects and symbols

to collect the data because they have already learned how to do data collection with concrete

objects in previous lessons. The pictures of the objects used in the data collection will help each

child remember what it is what fairytales they are collecting data on. The data that will be

collected will not only be represented on a large felt board, but on the computer software, and on

individual charts so children will have multiple representations of the data that can be referred to

when making connections and interpretations. These activities are all very hands on and will help

engage children that may not be as involved in the activity. Before they collect data they can ask

any questions regarding data collection that come to mind, and if needed, the answers can be

written down on chart paper. Instead of having just one child collect iteration data, each child

will collect their own measurements for directions so each child can recognize that every object

has measurable properties that can be determined though different units of measurements.

Grouping Strategies:

http://nces.ed.gov/nceskids/createAgraph/


In a full group setting, children will, one by one, vote on their favorite fairy tale that has been

discussed in class and then a discussion about the chart will ensue, led by the instructor.

In a small group of three or four, children will be taken out into the hallway to create the

directions to be used in their map of how to get to the theater.

Individually, children will create an invitation for their parents to come see the play.

Initiation:

Children will be shown the felt board chart that will be utilized to collect their data. A question

will be proposed about what their favorite fairy tale was that has been focused on in this math

unit. They will be given a moment to think about this question so that they can weigh the pros

and cons of each story before making their decision. One by one they will be called up to place

an object (shoe, bear, or bean) onto the felt board to represent their vote. As votes are cast, the

children will make markings on their own individual chart for reference and assessment

purposes. Once all of the data has been collected the children will be able to discuss the results in

a full group.

Lesson Procedure:

1. Once every child has cast a vote and the chart has been completed. The children will be

able to make comparisons about the three different fairytales. They can determine which

story was the favorite, which was the least favorite, and which one was in the middle by

relating these terms back to the most votes, least votes, longest bar, shortest bar etc.

2. They can relate the favorite story to having the longest “bar” length and the least favorite

to being shorter than the other two. They should compare the bar lengths to one another.

3. Data from another first grade class will be compared to our class and the children can

make prediction and inferences on what a third class may have for results.


4. Once the favorite fairy tale has been named, the teacher will announce that the children

will be performing this show for their families, and in this performance they will be able

to relate back everything they have learned about data and measurement.

5. Children will need to make a map for their family, so that they will know how to arrive at

the school theater. This map will be created by having the children go out in small groups

and determining an object to iterate to measure how far their parents will need to walk

and when to turn after they have entered the front door of the school. They will draw this

map on a piece of construction paper with directions of how many iterations of whatever

object was picked such as tiles, body lengths etc.

6. Next, the children will need to create an invitation for their family so that they know what

time to arrive for the performance. Children will write down the time of the event by

drawing an analog and digital clock face on the invitations.

Closure:

Once all of the procedural steps have been taken, children can share their maps and invitations to

the class before they will be sent home to the parents. We can discuss all of the different abilities

that they incorporated to their final project that will be presented to their parents.

Intervention:

If children need help creating their own chart, another adult or student will work with them in

order to make sure that they are coloring in the proper column to record data. They can use

different materials such as crayons or markers if a pencil is too difficult for them to grasp

properly. If children need help with making iterations in the hallway, they can work in small

groups to make sure that the measurements they collect are correct based on proper end to end

measurements that may be difficult for children in wheelchairs.


Enrichment:

Children with a firm grasp on the concepts can help the teacher adapt the fairy tale to be

performed to suit their classroom’s needs. They can help decide how the children can incorporate

and express their knowledge of measurement and data into the script. The children will be able to

make the play their own and adapt it to their prior knowledge.


Rubric for Final Assessment in Measurement and Data

Child’s Name _____________________________

Standards 3 2 1Child is able to order

three objects by length and compare the lengths of two

objects by the use of a third object

Child successfully orders three objects by length and can

compare two objects by means of a third

object

Child is able to order three objects by length and can

compare objects with assistance

Child is unable to order three objects or compare the objects even with assistance

Express the length of an object as a whole

number of length units, by laying a

shorter object end to end with no gaps or

overlaps

Student is able to use iterations of a smaller object to measure the

length of a larger object

Student needs assistance with laying the smaller unit end to end without overlaps to measure a larger

object

Student is unable to measure the length of a larger object with the sure of a smaller

object

Tell and write time in hours and half-hours

using analog and digital clocks

Child is effectively able to write and tell

time in hours and half-hour increments

on all clock faces.

With assistance, a child is able to read

either analog or digital clock faces and

tell the time.

Child is unable to read either analog or

digital clocks to tell the time

Organize, represent, and interpret data with up to three categories. Can answer questions about the data points.

Child is able to represent three

different categories of data effectively and

can interpret the data

Child needs assistance in organizing data

with multiple categories as well as answering questions

about the data

Child cannot organize or interpret data from

three different categories

Additional Notes:


Effective Teaching Strategies:

Throughout this lesson plan one of our primary goals was to be as culturally sensitive and

differentiated as possible. We wanted to ensure that our children regardless of socio economic

status, or exceptionalities would be able to not only comprehend, attend and participate, but that

they could thrive in each and every lesson plan. With this in mind we wanted to be certain that

we were employing effective teaching strategies. Some of the most commonly applied strategies

across the lesson plans was modeling and scaffolding. Measurement and data collection, can be

complex concepts for the early childhood student to fully grasp, this is one of the reasons that we

felt strongly that within each lesson plan there should be ample time to model for our students

the desired outcomes for each lesson. This allows for children to observe, and imitate.

Scaffolding and appropriate questioning techniques were also areas that we felt strongly should

be encouraged, but not solely teacher directed but also equally important peer directed

scaffolding. Like Vygotsky we strongly believe that a great deal of learning can occur amongst

children interactions, with this in mind many of our lesson plans were geared toward whole

group or small groupings and pairs, this was so that children could offer support to one another.

This is especially important for children with exceptionalities. to be able to create a well

balanced group where children who need support can receive it from children who already have

a firm grasp of the concept is especially beneficial for both students, particularly those who are

further along because it allows them to expand upon their learning by being able to explain and

defend their answer to another student.

Other strategies that were employed were specific interventions designed for children

with special needs. Some of these examples included assistive technology, such as adapted

pencils or pens that included grips or were enlarged for easier grasp, or adapted scissors that


allow for more fingers, thus making the opening and closing motion much easier. For children

with physical handicaps such as gross motor delays, or being in a wheelchair, special

accommodations were made to ensure that these children were included as well. For example,

while iterating for both the Beanstalk lesson plan and for the family “map to the theater” children

in wheelchairs were able to, with a partner count the wheel chair iterations.

We tried to be culturally responsive and aware as well throughout our lesson plan. One of

the wonderful things about fairytales is that they are, as Carl Jung would have described, part of

our “collective consciousness”. They span across cultures, and languages, race and religion, and

as a result make it easy to relate. We found this to be particularly relevant with the tale of

Cinderella, we found hundreds of variations of the book in every ethnicity imaginable, Korean,

Jewish, Mexican, Caribbean, Chinese and so on and so forth. As a way to demonstrate these

different cultures, throughout that week we would share these stories to the children and broaden

their horizons. We attempted to do this also with the unit on the three little pigs. The story itself

centers on the creation of these homes, we felt that this would be an excellent opportunity to

show the children how people live, what their homes look like in different countries and

continents, and allow them to compare this to their own homes. When discussing homes however

we had to be sure to be sensitive to those children who could potentially be homeless, in which

case we adapted a part of the lesson to allow them to focus on buildings in the town such as

school where they attend.

Curricular Connections:

By centering our math curriculum around the theme of fairytales, we automatically opened

ourselves, and our lesson plans up to an infusion of other curricular content areas that we could

seamlessly blend into our own lesson plans. Fairytales allow for literature, art, music, theater,


dance math and science and this is what we had hoped to do within our unit plan. Some of the

curricular standards from other domains, that we felt applied to this unit included, CCSS.ELA-

Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their

central message or lesson. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major

events in a story, using key details. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a

story to describe its characters, setting, or events. CCSS.ELA-Literacy.RL.1.9 Compare and

contrast the adventures and experiences of characters in stories. These standards all relate to the

various books and stories that were read as precursors to each math unit throughout the entirety

of this unit plan. They allowed us to delve further into the subject because we were engaging the

children, and exciting their interest in the story as well.

We tried to relate our work as well to the Connecticut State Department of Education’s Arts

Curriculum Framework as well. More often than not the arts are neglected in the public school

system due to lack of funding and heavy focus on standardized testing. We feel that the arts

however are a way to help engage, excite and expand our student’s horizons by allowing them to

express themselves, through different mediums. This is especially important as many students

excel in certain, but not all academic areas, as demonstrated by Howard Gardner’s Theory of

multiple intelligences. We tried to incorporate the arts, in the collaborative art project that

became the beanstalk, the opportunities for dramatic retellings of The Three Little Pigs, as well

as the culminating summative project that was the theatrical performance of one of the stories for

family and friends. We felt that these theatre standards particularly applied, K- 4 students will

collaborate to select inter- related characters, environments and situations for classroom

dramatizations; assume roles (based on personal experience and heritage, imagination, literature

and history) in classroom dramatizations; identify and compare similar characters and situations


in stories and dramas from and about various cultures, create classroom dramatizations based on

these stories and dramas, and discuss how theatre reflects life. The visual art standard that we felt

best applied included, differentiate between a variety of media, techniques and processes.

Family Participation:

Family plays a critical role in the lives of all children, they are their cornerstone and their

foundation, their history , their culture, they are what make them unique and as a result should be

celebrated, respected and included. In this math unit plan the ways that we tried to incorporate

families into the classroom included, their responses to the question, what is a family treasure,

and their interaction in sharing with the class this heirloom, to be placed in the treasure chest for

the Jack in the Beanstalk lesson plan. During the three little pigs families were asked to answer

the survey question, what is your house made of? They were encouraged if they had the means

and were willing to send in a picture for a bulletin board, accommodations were made for

families where this might not be a possibility. Families were invited to and were encouraged to

attend the culminating performance of a particular fairytale that the students had diligently

worked on. All of these opportunities allow parents to feel engaged and connected to their

children’s education, it also allows children to feel supported and represented in the classroom.

Use of Technology:

Two applets were utilized in this unit plan regarding first grade measurement and data

collection. The first applet, Stop the Clock, allows the children to drag and drop five digital times

to the correct analog clock. This applet could be utilized before the Cinderella lesson, so that if

children are struggling with reading clocks they could have more hands on practice. When you

are done matching, you can press “Stop the Clock” and it will tell you how long it took to match

each of the clock pairs. There are varying difficulty levels of the app so it can be differentiated


for each student. The first level of the game focuses on hour and half-hour representations of

time which matches the standard that children need to meet in first grade. However, if they have

the ability to master this standard, then they can proceed to more difficult levels incorporating

quarter hours and specific minutes. Most first grade students will be able to utilize this applet

without a teacher, but some may have to have the concept of dragging and dropping modeled to

them if they do not have a lot of experience with computers, tablets, or SmartBoards.

The second applet, Create a Graph, will ensure that students are able to see data

represented in multiple ways. This applet allows students to input their own collected data and

proper labels for information that was collected. They can then determine how they would like

their data displayed. In first grade, children should be able to organize, represent, and interpret

data with up to three categories. This applet will allow children to have their data represented in

multiple different ways so they can more effectively ask and answer questions about the total

number of data points, how many points are in each category, and how many more or less are in

one category compared to another. This applet also allows the children to add more data and

information into the system for when they will compare another class’s data to their own for a

side by side representation.


Early Childhood Education Technology Evaluation ToolkitFrom: McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with

early learners.Young Children, 67(3), 14-24.Complete the following worksheet for each major educational technology purchase consideration. Please see accompanying directions for further explanation and examples.

Date:___12/12/13___ Evaluator(s):____Stephanie MacLaren___________________________________

Age group: _____Older Toddlers _____Preschoolers _____School Age (Grades_1________________________)

Type: _X_ Regular Education ____Special Needs ( Disability:________________________) ____ELL ____Title 1

GOALS____a. Approaches to learning (curiosity, attention, flexible thinking/creativity, persistence)

____b. Language/Literacy _X___c. Mathematics _ _ d. Science

____e. Social Studies ____f. Social-Emotional (cooperation, collaboration, identifying emotions)

HARDWARE _X_a. Desktop or laptop computer (mouse and keyboard) ____b. Desktop or laptop computer (touch screen)

____c. Interactive whiteboard ____d. Tablet ____e. Multi-touch table or surface

SOFTWARE

Software Title: Create a Graph (1=No 2=Unsure 3=Somewhat 4=Yes) 1. Educational a. Learning versus focus on winning? 1 2 3 4 b. Content research and/or learning standards based? 1 2 3 4 c. Feedback informative/teaches? 1 2 3 42. Appropriate a. Appropriate cognitive skill(s)/subject matter? 1 2 3 4 b. Set in interesting/appealing context? 1 2 3 4 c. Pre/non-readers can navigate? 1 2 3 4 d. Free from bias? 1 2 3 43. Child-Friendly a. Simple/clear choices? 1 2 3 4 b. Multiple, positive opportunities for success? 1 2 3 4 c. After adult support, children can use independently? 1 2 3 44. Enjoyable/Engaging a. Enough activities with varieties? 1 2 3 4 b. Appropriate use of rewards? 1 2 3 4 c. Realistic graphics and appealing to intended age? 1 2 3 4 d. Activities match well to attention span? 1 2 3 45. Progress Monitoring/Assessment a. Covers all the key areas the software teaches? 1 2 3 4 b. Easy to use and interpret? 1 2 3 46. Individualizing Features a. Can be customized for child’s needs? 1 2 3 4 b. Allows creation of new activities? 1 2 3 4

INTEGRATIONa. Initial training/professional development on integration included? 1 2 3 4b. Ongoing training/professional development opportunities? 1 2 3 4

SCORE (Total Score ÷ 80) x 100 = ____74_____

(90-100=A,80-89=B, 70-79=C, 60-69=D, <59=F)

____Purchase _X_ Continue to Consider this Option

____Do Not Purchase ____Consider other Options

URL: http://nces.ed.gov/nceskids/createAgraph/


Early Childhood Education Technology Evaluation Toolkit.

Date:___12/12/13___ Evaluator(s):____Stephanie MacLaren___________________________________

Age group: _____Older Toddlers _____Preschoolers _____School Age (Grades_1________________________)

Type: _X_ Regular Education ____Special Needs ( Disability:________________________) ____ELL ____Title 1

GOALS____a. Approaches to learning (curiosity, attention, flexible thinking/creativity, persistence)

____b. Language/Literacy _X___c. Mathematics _ _ d. Science

____e. Social Studies ____f. Social-Emotional (cooperation, collaboration, identifying emotions)

HARDWARE _X_a. Desktop or laptop computer (mouse and keyboard) ____b. Desktop or laptop computer (touch screen)

____c. Interactive whiteboard ____d. Tablet ____e. Multi-touch table or surface

SOFTWARE

Software Title: Stop the Clock (1=No 2=Unsure 3=Somewhat 4=Yes) 1. Educational a. Learning versus focus on winning? 1 2 3 4 b. Content research and/or learning standards based? 1 2 3 4 c. Feedback informative/teaches? 1 2 3 42. Appropriate a. Appropriate cognitive skill(s)/subject matter? 1 2 3 4 b. Set in interesting/appealing context? 1 2 3 4 c. Pre/non-readers can navigate? 1 2 3 4 d. Free from bias? 1 2 3 43. Child-Friendly a. Simple/clear choices? 1 2 3 4 b. Multiple, positive opportunities for success? 1 2 3 4 c. After adult support, children can use independently? 1 2 3 44. Enjoyable/Engaging a. Enough activities with varieties? 1 2 3 4 b. Appropriate use of rewards? 1 2 3 4 c. Realistic graphics and appealing to intended age? 1 2 3 4 d. Activities match well to attention span? 1 2 3 45. Progress Monitoring/Assessment a. Covers all the key areas the software teaches? 1 2 3 4 b. Easy to use and interpret? 1 2 3 46. Individualizing Features a. Can be customized for child’s needs? 1 2 3 4 b. Allows creation of new activities? 1 2 3 4

INTEGRATIONa. Initial training/professional development on integration included? 1 2 3 4b. Ongoing training/professional development opportunities? 1 2 3 4

SCORE (Total Score ÷ 80) x 100 = ____95_____

(90-100=A,80-89=B, 70-79=C, 60-69=D, <59=F)

____Purchase _X_ Continue to Consider this Option

____Do Not Purchase ____Consider other Options

URL: http://www.teachingtime.co.uk/draggames/sthec1.html

Access to other levels: http://www.teachingtime.co.uk/

http://www.teachingtime.co.uk/

http://www.teachingtime.co.uk/draggames/sthec1.html
