Lori Seigel

Karin Otto

Karen Bland

Great Activity

Topic: problem solving

Grade Level: 1 – 2 (adjust level of difficulty)

Name of Activity: Cows and Chickens Problem

Materials Needed: paper, crayons (or other manipulatives
i.e. blocks)

Description of activity:

Read to the class the cows and chickens story (problem).
After the story is told, write the main information on the board:
There are 4 cows. There are 3 chickens. How many feet and tails
are there together?

Allow the students to work in pairs on the problem.
Tell them to explain the problem to each other before writing
anything down on the paper. Explain to them that they are allowed
to put anything down on the paper that will help them solve the
problem (numbers, pictures etc.). Blocks or another manipulative
could be use also. Both students should agree on the answer to
the problem

When everyone is finished with the problem, ask students
what answers they got. Ask the pairs who have the correct answer
to explain to the class how they got it. Drawing a picture on
the board may help those who didn’t have the correct answer understand
how the others came up with the correct answer.

Extensions: This activity can be extended by telling
similar problems each day (involving bicycles and tricycles…how
many tires are needed for 2 bicycles and three tricycles?). Another
extension could be to have children sit around tables. Have them
figure out how many feet are under the table.

Cows and Chickens Problem:I took a ride in the country
last weekend and drove past many farms. At one farm, I noticed
a farmer standing near the road, looking up at a hill the distance.
He looked very worried. I stopped my car and got out."’Is
something wrong?’ I asked the farmer."’Yes,’ he answered,
‘I have a problem that I need to solve. I have one field up on
that hill there.’ He pointed at the hill. There are four cows
and three chickens in the field. I know that because I put them
there. Also, there is a fence around the field. What I’m wondering
is how many feet and tails they have altogether. I’m trying to
figure that out without climbing up the hill to the field to count."’I
told the farmer that I knew a class of children who were learning
about solving problems, and I thought the class could figure this
out. I’m going to give you a chance to solve the farmer’s problem.