NETS-Students

NETS-Teachers

Mathematics

Beanie Baby Basics

 

       Pre-K               1st Grade           2nd Grade

 

Estimated Length of Unit: 9.25 to 10.75 hours

Purpose

Objectives

Description

Preparation
           Teacher Technology Knowledge
           Technology Materials/Resources
           Lesson Preparation (Non-Technology)
           Pre- or Mid-Lesson Knowledge for Students

Activities

Tools and Resources

 

Purpose

Students use Beanie Babies to calculate amounts, sort and classify, as well as work cooperatively on a project. By using technology resources, they count and record, practice their problem-solving and communication skills, and illustrate their results, thoughts, and ideas.  The activities in this lesson address the majority of the Mathematics Standards (set by the National Council for Teachers of Mathematics) and all ten of the NETS Performance Indicators (established by the International Society for Technology in Education) for their grade level (PreK-2).  The Mathematics Standards addressed by this lesson are 1, 2, 3, 4, 5, 8, 9, and 10.  Arizona Department of Education Mathematics Standards addressed by this lesson are 1M-R1, R3, R4, F3, F4; 2M-R1, R2, R3, F1, F2; 4M-R1, F2; 5M-R1, R2, F1, F2; 6M-R1.

 

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Objectives STANDARDS      
In this unit, the students will NCTM
Mathematics 		NETS ARIZONA
Mathematics 		Activities
Count Beanie Babies in small groups and as a whole class. 1   1M-R1, R3, R4, F3, F4 2
Participate in a class discussion on classifying attributes. 2  

2M-R1, 5M-R1, F1

 

 

2
Sort Beanie Baby classifications in different ways through the use of database software. 2, 5 1, 2, 3, 4, 5, 7, 9

2M-R2, F1, 5M-R2, 6M-R1

 

2
Graph classification results using graphing software. 10 1, 2, 4, 5, 7, 9 2M-R3, F2

 

3
Conduct Internet research to gather information for the creation of an original Beanie Baby.   1, 2, 5, 7

 

4
Create an original Beanie Baby using drawing or painting software. 3, 5 1, 2, 5, 7, 9

 

4
Weigh and measure Beanie Babies. 4   5M-F2 5
Record weight and measurement results in a database and make comparisons. 2, 5 1, 2, 3, 4, 5, 7, 9 2M-R2, F1, F2 5
Conduct research about the real animals Beanie Babies represent using a multimedia encyclopedia.   1, 2, 4, 5, 7

 

6
Make a variety of comparisons between Beanie Babies and real animals. 2, 4, 9   2M-R1, R2, F1 

 

6
Design original Beanie Babies out of geometric shapes using geometry software. 3 1, 2, 5, 7, 8, 9 4M-R1, F2 7
Write an original story about the new geometric shape Beanie Baby. 8     7
Use word-processing software to "publish" their original stories (if age and skill level permits).   1, 2, 5, 7, 97  
Use email to compare Beanie Babies data with another class. 5, 8 1, 5, 6, 7, 10   8
Present collected Beanie Babies data to the class. 8   2M-F2 9

 

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Description

This learning activity capitalizes on students' fascination with Beanie Babies. Students bring their Beanie Babies to school (or other popular toys) to count, classify, tally, and graph according to student-selected categories such as "clothed or unclothed," "feathers or fur," "real or imaginary," color, number of legs, and animal family. Students create new Beanie Babies electronically, using their creations for mathematical comparisons and technological excursions and discoveries. After completing this study, students electronically contact another class and compare Beanie Babies data by email.

Note: Although this activity is constructed around the notion of Beanie Babies, any seasonal or popular toy can be used.

Technology utilized in this unit includes: multimedia research and database, graphing, drawing or painting geometry, and word-processing software.  For more information on software types and titles, see Software in the Tools and Resources section of this unit plan.

 

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Preparation

Teacher Technology Knowledge

  • Database software
    		•
  • Drawing or painting software
    		•
  • Graphing software
    		•
  • Geometry software
    		•
  • Multimedia research
    		•
  • Word processing software
    		•

    Technology Materials/Resources

    • Have all parents/students read and sign an Acceptable Use Policy (AUP) Agreement.  Each district should have one.  (Example)
    • Be sure to have multimedia encyclopedias with animal information available for student use.
    • Contact a distance classroom teacher to do the same project for student data comparison purposes.  (See Activity #8.)

    Lesson Preparation (Non-Technology)

    • If necessary, prepare a mini-lesson on database software and plan a time to deliver that lesson.
    • If necessary, prepare a mini-lesson on graphing software and plan a time to deliver that lesson.
    • If necessary, prepare a mini-lesson on multimedia research and plan a time to deliver that lesson.
    • If necessary, prepare a mini-lesson on drawing or painting software and plan a time to deliver that lesson.
    • If necessary, prepare a mini-lesson on geometry software and plan a time to deliver that lesson.
    • Be sure to have enough rulers and/or Unifix cubes on hand.

     

    Pre- or Mid-Lesson Knowledge for Students

     

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    Activities

    1. Preparing for the Lesson   (15 minutes)        

    2. Counting and Classifying Beanie Babies  (1 hour)  

    3. Graphing Classification Results   (1 hour)  

    4. Researching the Internet and Creating an Original Beanie Baby   (1-1.5 hours)

    5. Weighing and Measuring Beanie Babies   (1 hour)  

    6. Comparing Beanie Babies to Real Animals   (1 hour)    

    7. Designing Beanie Babies Using Geometric Shapes   (2 hours)  

    8. Comparing Data with Another Class via Email   (1-2 hours)  

    9. Class Discussion on Beanie Baby Data   (1 hour)

    1. Preparing for the Lesson 

    (15 minutes)  

    Ask students to bring their favorite Beanie Babies to school for a math lesson. (Be sure to get parental permission and to set rules about where and how Beanie Babies are handled and stored.)

    2. Counting and Classifying Beanie Babies 
    (1 hour)
    Once students have their Beanie Babies, ask them to count the total number of Beanie Babies at their table, then add individual totals for a class total. Lead a discussion on different ways in which the Beanies could be classified. These classifications are entered into a simple database so that the Beanies can be sorted in different ways. This is a great opportunity to discuss attributes. Consider making a matrix with the attributes across the top and the names of the Beanie Babies down the side. In the cells, indicate the characteristics of the toys. Many generalizations can be drawn from collecting data in this manner.

    3. Graphing Classification Results
    (1 hour)
    Using graphing software, have students graph their results using specified attributes. The power in the graphing is the discussion or debriefing that follows.

     

    4. Researching the Internet and Creating an Original Beanie Baby 
    (1-1.5 hours)
    Use the Beanie Babies Collection Birthday Roster Internet site (www.ohio-usa.com/beaniebabies/birthday.html) to help students find which birthdays real Beanie Babies are not using. Using drawing or painting software, new Beanie Babies can be created by the students and assigned birthdays.

    5. Weighing and Measuring Beanie Babies
    (1 hour)
    Have students weigh and measure their Beanie Babies using a balance scale and either rulers (standard measurement) or Unifix cubes (nonstandard measurement). Record the data in a database and compare results.

    6. Comparing Beanie Babies to Real Animals
    (1 hour)
    Compare the Beanie Babies to the real animals they represent. Have students investigate each real animal through a multimedia encyclopedia to find the animal's length, weight, and other characteristics. After all comparisons have been made, the children can rank the real animals by size. This is also an opportunity to make fractional or ratio comparisons of stuffed to real animals. (This is an important language development connection.) Animals can be classified again by real size.

    7. Designing Beanie Babies Using Geometric Shapes
    (2 hours)
    Design Beanie Babies using geometric shapes. Students may use geometry software such as Shape Up from Sunburst Communications. These stylized Beanie Babies provide an opportunity to use geometric language and creative expression to name each new animal and write a story about it.  Depending on the age and skill level of the students, they may use word-processing software to “publish” these stories.

    8. Comparing Data with Another Class via Email
    (1-2 hours)
    Contact another class by email to compare data for the Beanie Babies. Have students draw conclusions based on the comparison.

    9. Class Discussion on Beanie Baby Data
    (1 hour)
    Have the class share its data on Beanie Babies. Check the Beanie Babies Web site (www.ty.com) for input options. Use a search engine such as Infoseek or Hotbot to connect to other resources about Beanie Babies.  The purpose of this activity is to allow students to add their information to discussion boards, etc. if they would like to do so.  It also gives them the opportunity to see what others have contributed or to see what other information is available. 

     

    Tools and Resources 

    Software
    (Click here to view software types, titles, and descriptions, and links to tutorials)

    Database, graphing, drawing or painting, geometry, and word-processing; multimedia encyclopedia (e.g., Encarta), CD-ROMs about animals

    Web Sites
    Teacher Resources

    For finding keypals/project partners:

    Beanie Babies, balance scales, rulers, unifix cubes

     

    Assessment

    Entering characteristics of a Beanie Baby into a database will help assess students' abilities to identify characteristics as well as classify and sort by specific criteria.  

    Using the students' completed graphs, assess students on their ability to construct the graph and interpret the results correctly by comparing data.

    Credits

    Susan Nothwehr, Spencer Community School District, Spencer, Iowa
    Frada Boxer, Evanston/Skokie School District, Evanston, Illinois

    Comments from Originating Teacher

    Various versions of this learning activity have been done using teddy bears, matchbox cars, stuffed animals, and so on. The phenomenon of Beanie Babies and the Internet, however, have added an entirely new dimension to the project. We have seen parents buying Beanie Babies as investments, thus making their children aware of the increasing value of Beanie Babies as posted on the Internet. Even the youngest children have followed their Beanie Babies' increasing value. Some teachers have had their students graph the value of a specific Beanie Baby over time, speculating on its ultimate value when sold at a fictitious sale at the end of the school year.

    It may be helpful to have a parent or aide assist in visiting Beanie Babies Internet sites.

     

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