Charting Our Way to Lemonade Stand Success!

Math Grades 1st Grade 5:53 Video
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Lesson Description

Learn how to use charts and tables to solve math problems, just like Stella and her lemonade stand!

Video Resource

How to Make a Chart or Table

Miacademy Learning Channel

Duration: 5:53
Watch on YouTube

Key Concepts

  • Organizing information
  • Identifying patterns
  • Using charts and tables to solve word problems

Learning Objectives

  • Students will be able to create a simple chart or table to organize information from a word problem.
  • Students will be able to identify patterns in a data set.
  • Students will be able to use a chart or table to solve addition word problems.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students if they've ever had a lemonade stand or sold anything. Discuss how they kept track of their sales. Introduce the idea that charts and tables can help us organize information. Briefly show the Miacademy video, pausing after Kiley introduces the concept of using charts and tables.
  • Stella's Lemonade Stand (10 mins)
    Watch the portion of the Miacademy video where Kiley explains Stella's lemonade stand problem. Pause the video at each step and have students help fill in the chart on a whiteboard or using individual worksheets. Emphasize the pattern of adding $2 each day. After completing the chart, guide students through adding up the total earnings.
  • Practice Problem (10 mins)
    Present a new word problem about a different scenario (e.g., collecting stickers, counting toys). Work through the problem as a class, guiding students to create a chart/table and solve it together. Encourage students to explain their thinking.
  • Independent Practice (10 mins)
    Provide students with individual word problems to solve using charts and tables. Circulate to provide assistance and observe student understanding.
  • Wrap Up (5 mins)
    Review the importance of using charts and tables to organize information and solve problems. Briefly discuss other situations where charts and tables might be helpful (e.g., keeping track of chores, recording weather observations).

Interactive Exercises

  • Sticker Collection Chart
    Provide students with a partially completed chart showing the number of stickers collected each day of the week. Students fill in the missing numbers based on a given pattern (e.g., collect 1 more sticker each day).
  • Toy Count Table
    Give students a word problem describing how many of different types of toys a child has. Students create a table to show the number of each type of toy and then answer questions about the table (e.g., Which toy does the child have the most of? How many toys are there in all?).

Discussion Questions

  • Why is it helpful to put information into a chart or table?
  • Can you think of other times when using a chart or table might be useful?
  • What patterns do you see in the chart/table we created?

Skills Developed

  • Problem-solving
  • Data organization
  • Addition
  • Pattern Recognition

Multiple Choice Questions

Question 1:

What helps us keep information neat and tidy?

Correct Answer: A chart or table

Question 2:

Stella sold lemonade for 5 days. Each day she made more money than the day before. What is this called?

Correct Answer: A pattern

Question 3:

Stella made $1 on the first day and $3 on the second. How much more did she make on the second day?

Correct Answer: $2

Question 4:

If you make a chart about your toys, what can it help you see?

Correct Answer: How many of each you have

Question 5:

What did Stella sell at her stand?

Correct Answer: Lemonade

Question 6:

What do we do to find out how much Stella made in all the days?

Correct Answer: Add

Question 7:

On day 3, Stella made $5. On day 4, she made $7. How much more did she make on day 4?

Correct Answer: $2

Question 8:

Which of these is NOT something that helps us make charts?

Correct Answer: A funny joke

Question 9:

Charts and tables help us do what with information?

Correct Answer: Organize it

Question 10:

How many days did Stella run her lemonade stand for?

Correct Answer: 5

Fill in the Blank Questions

Question 1:

A ________ or table helps us put information in order.

Correct Answer: chart

Question 2:

Stella made $1 on the first day. The next day she made $2 more. She made $_____ on the second day.

Correct Answer: 3

Question 3:

If we want to know how much money Stella made 'in _____', we need to add all the money together.

Correct Answer: all

Question 4:

Stella's lemonade stand had a pattern of making $2 _____ each day.

Correct Answer: more

Question 5:

Charts help us see ________, like when the money increases each day.

Correct Answer: patterns

Question 6:

On day 5, Stella made $9. The question asked, 'how much money did Stella make in ______ after 5 days?

Correct Answer: all

Question 7:

A chart or table has different ________ where we put our numbers.

Correct Answer: boxes

Question 8:

If Stella made $3 on day 2 and $5 on day 3, the money increased by $_____.

Correct Answer: 2

Question 9:

Tables and charts help us do well in math and always be ______!

Correct Answer: clever

Question 10:

The video teaches us a ________ for solving word problems.

Correct Answer: strategy

Educational Standards

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

Teaching Materials

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