Lesson Plan
Math Facts and Number Sense Lesson Plan: The Jelly Bean Game
Grade Levels: K3
In this number sense lesson plan which is adaptable for grades K4, students will use jelly beans in an online game and real jellybeans as math manipulatives to practice number sense concepts, such as counting, more and less, estimation, algebraic thinking and missing addend equations, and addition and subtraction math facts.
Lesson Plan Common Core State Standards Alignments
Grade: 01
CCSS.Math.Content.1.NBT.C.4
Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Grade: 01
CCSS.Math.Content.1.NBT.C.6
Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Grade: 01
CCSS.Math.Content.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
Grade: 01
CCSS.Math.Content.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Grade: 02
CCSS.Math.Content.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Grade: 02
CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Grade: 02
CCSS.Math.Content.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Grade: 03
CCSS.Math.Content.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Grade: 03
CCSS.Math.Content.3.OA.A.2
Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Grade: 03
CCSS.Math.Content.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Grade: 03
CCSS.Math.Content.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.
Grade: 04
CCSS.Math.Content.4.NBT.A.2
Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Grade: 04
CCSS.Math.Content.4.NBT.B.4
Fluently add and subtract multidigit whole numbers using the standard algorithm.
Grade: K
CCSS.Math.Content.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).
Grade: K
CCSS.Math.Content.K.CC.B.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Grade: K
CCSS.Math.Content.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
Grade: K
CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Grade: K
CCSS.Math.Content.K.OA.A.5
Fluently add and subtract within 5.
Students will:
 Use an online math game to practice number sense concepts.
 Use jelly beans as math manipulatives to create and play their own handson math game.
Materials:
 Computers with internet access for BrainPOP
 Interactive whiteboard (or just an LCD projector)
 Two small bags of jelly beans for each student (one for using as math manipulatives, and one for eating)
Preparation:
This lesson uses a free online math game by Playpower Labs. To prepare, explore the Jelly Bean game yourself and determine which skills you would like to target: counting, number sense, or math facts. Within each section of the game, there are three levels, so it's important to choose which one is most appropriate for your students (or which levels of the game you will use for each of your students, if you want to provide differentiated game play opportunities):Counting
Level 1: Type in the number of jelly beans
Level 2: Basic addition and subtraction with beans
Level 3: Counting arrays of jelly beans (addition and subtraction with multiple digits)
Number Sense:
Level 1: Choose the larger group of jelly beans
Level 2: Estimate the number of jelly beans
Level 3: More difficult combination of levels 1 and 2
Math Facts
Level 1: Addition and subtraction with numbers and beans
Level 2: Addition and subtraction to "Make 10"
Level 3: A mix of slightly harder problems
Note that you can click the clock in the main menu to turn off the timer during game play.
You should also choose a BrainPOP Jr. movie topic that is most closely related to your target skills. We recommend using Counting On, Repeated Subtraction, Basic Subtraction, Making Equal Groups, Adding and Subtracting Tens, or Making Ten for this lesson.
Lesson Procedure:
 Play the BrainPOP Jr. movie that is related to the version of Jelly Bean that your students will be playing (a list of relevant movie topics and links can be found in the Preparation section above.) You might also want to project the Word Wall related to the movie, and have students review the math vocabulary terms they will need to use during game play.
 Project the Jelly Bean game for the class to see. Demonstrate for students how to navigate into the portion of the game you would like them to play. You can also play several rounds of the game as a class and have student volunteers share their problem solving strategies.
 Pair students up and have them explore the Jelly Bean game together for 510 minutes. Students can take turns answering the questions, or one player can suggest the answer and the other player can click on it or type it in. Encourage students to explain their thinking to their partners using the math vocabulary words they've learned.
 Bring students back to a whole class discussion and have volunteers share their strategies for game play.
 Show students the bag of jelly beans you have for them, explaining that they are for playing math games and not for eating (although you will have untouched jelly beans that they can eat when the activity is finished.)
 Tell students that their job is to recreate the game they just played, or create another math game that practices the same skills. For example, students could take turns dividing the jelly beans into two piles and having the other player explain which amount shows more. Or, they could take turns showing only a few of the jelly beans to their partner and having their partner estimate the amount of jelly beans they have. Struggling students may want to recreate the online game literally, while more advanced students may want add an additional challenge or twist to game play. Extend students' thinking as needed.
 Pass out the jelly beans and give students several minutes to plan their game and decide on rules. Then allow 510 minutes of playing time. Afterward, you may want students to switch partners and teach their version of the Jelly Bean Game to their new partner, and practice their math skills in a different way.
 Have students throw away their jelly beans (or keep them in plastic baggies to use for math centers or later game play) and distribute the clean jelly beans for students to eat as a treat.
 You may want to have students reflect in writing about what they learned during the game, or brainstorm different ways they could play the game in the future. You can also use the BrainPOP Jr. movie quiz to assess student learning.
Extension Activity:
Be sure to check out our full collection of free online math games in GameUp!Related:
 Laboratory Practices Lesson Plan: Virtual Lab Disposable Lab Equipment
 Adding with Mental Math Lesson Plan: Addition Blocks Game
 Fractions on a Number Line Lesson Ideas: The Pearl Diver Game
 Combining Numbers Lesson Plan: Monster School Bus Game
 Mathematical Concepts Lesson Plan: Lure of the Labyrinth Employee Lounge
Filed as:
Adding and Subtracting Integers, Adding and Subtracting Tens, Addition and Subtraction, Associative Property, Basic Subtraction, BrainPOP, CCSS.Math.Content.1.NBT.C.4, CCSS.Math.Content.1.NBT.C.6, CCSS.Math.Content.1.OA.A.1, CCSS.Math.Content.1.OA.C.6
CCSS.Math.Content.2.NBT.B.5, CCSS.Math.Content.2.OA.A.1, CCSS.Math.Content.2.OA.C.4, CCSS.Math.Content.3.OA.A.1, CCSS.Math.Content.3.OA.A.2, CCSS.Math.Content.3.OA.A.3, CCSS.Math.Content.3.OA.C.7, CCSS.Math.Content.4.NBT.A.2, CCSS.Math.Content.4.NBT.B.4, CCSS.Math.Content.K.CC.A.3, CCSS.Math.Content.K.CC.B.5, CCSS.Math.Content.K.MD.B.3, CCSS.Math.Content.K.OA.A.1, CCSS.Math.Content.K.OA.A.5, Counting On, Estimating, Jelly Bean, K3, Making Equal Groups, Making Ten, Math, Math Fluency, Math Games, Multiplication and Division, Numbers and Operations, Repeated Subtraction, Social Studies, Teaching Resources
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