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Sunday, September 30, 2012

Telling Time - Interactive Mathematics Lesson Module

Telling Time - Interactive Mathematics Lesson ModuleLesson: Telling Time
Grade: 2
File: Interactive flash presentation (swf)
Objectives:
1. Tell the time using the digital clock
2. Compare the digital clock and analog clock (a clock with minute and hour hands)

This module talks about telling time. It puts emphasis on expressing the relationship between the “hour hand” and the “minute hand” of a clock. The presentation makes use of a comic strip characterized by “Atongs” and “Ian”.




by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Solving 2 to 3 step Word Problems involving Multiplication of Whole Numbers - Interactive Mathematics Lesson Module

Solving 2 to 3 step Word Problems involving Multiplication of Whole Numbers - Interactive Mathematics Lesson ModuleLesson Objective: Solve two-step word problems involving multiplication of whole numbers including money following the steps in solving 2-step problem
Grade: 2
File: Interactive flash presentation (swf)

This module stresses solving 2-step or 3-step word problems involving multiplication of whole numbers including money. The exercises which include money are highlighted using practical approach, which utilizes quantity and amount as variables. Also, step-by-step guide questions are included to facilitate smooth flow in solving the problems.




by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Separating a Whole or a Group into Thirds, Fifths and Sixths - Interactive Mathematics Lesson Module

Separating a Whole or a Group into Thirds, Fifths and Sixths - Interactive Mathematics Lesson ModuleFile: Separating a Whole or a Group into Thirds, Fifths and Sixths - Interactive Mathematics Lesson Module for Whiteboards or Personal PC
Grade: 2

PELC II.B. Comprehension of Other Fractions Less Than One
2. Identify other fractions less than one
2.1 Recognize fractional parts of a whole
2.2 Separate a whole or group of objects into fractional parts
2.3 Read and write other fractions less than one in symbols and in words

This module focuses on separating a whole/group of objects into thirds, fifths and sixths. Varied examples are developed to show the importance and application of the concept in real-life situations.




by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Saturday, September 29, 2012

Solving Word Problems Involving Area - Interactive Mathematics Lesson Module

Comprehension of Area
Solving Word Problems Involving Area - Interactive Mathematics Lesson ModuleGrade: 2
File: Interactive flash (swf)
Lesson Objectives:
1. Find the area of a given figure using the square units
1.1 Visualize plane figures in square units
1.2 Tell the number of square units covering a given plane figure

This module talks about solving word problems involving area. It lays emphasis on finding the area of a rectangle by making use of unit squares and eventually, solving for the area using the formula A = l x w. Exercises are presented to illustrate the application of the concept in everyday life.



by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Solving One-Step Word Problem Involving Subtraction - Interactive Mathematics Lesson Module

Solving One-Step Word Problem Involving Subtraction - Interactive Mathematics Lesson ModuleThis module enumerates the steps in solving one-step word problems involving subtraction of two digits with difference up to 99. The members of the church choir are used to represent the variables in introducing the topic. The concept is also applied in money problems and comparison of lengths.

Grade 2 - Mathematics
Lesson Objectives:
Solve word problems involving subtraction of whole numbers including money
Ref:PLEC 5.1.1 Analyze the word problem
5.1.1.1 Tell:
• what is asked
• what is/ are given
• the word clues
• the operation to be use
5.1.2 Transform the word problem into a number sentence
5.1.3 Use the correct operation
5.1.4 State the complete answer



by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Solving One-Step Word Problem Involving Addition of 1-Digit to 2-Digit Numbers - Interactive Math

Solving One-Step Word Problem Involving Addition of 1-Digit to 2-Digit Numbers - Interactive MathGrade 2
File: Interactive flash (swf)
Lesson Objectives:
Solve word problems involving addition of whole numbers including money with sums up to 99 without and with regrouping
5.1.1 Analyze the word problem
5.1.1.1 Tell:
• what is asked
• what is/ are given
• the word clues
• the operation to be use
5.1.2 Transform the word problem into a number sentence
5.1.3 Use the correct operation
5.1.4 State the complete answer

This module discusses solving one-step word problems involving addition of one to two-digit numbers with sum through 99. The concept is presented using varied practical situations where the idea is deemed useful. The steps in solving word problems are also enumerated so as to guide the learners in dealing with problems of similar type.




Solving One-Step Word Problem Involving Addition of 1-Digit to 2-Digit Numbers
by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Naming Different Shapes - Interactive Mathematics Lesson Module

Naming Different Shapes - Interactive Mathematics Lesson Module
Lesson Objectives:
1. Identify different shapes common at home and in the school
2. Classify shapes according to numbers of sides and corners
2.1 Describe shapes according to number of sides
2.2 Describe shapes according to number of corners
2.3 Compare shapes according to number of sides and corners

Lesson: Naming Different Shapes
Grade Level: 2
File: Interactive flash (swf)
This module develops the skill to name different shapes common in home and in school. The shapes are introduced and emphasized using a human figure whose body parts are geometrical shapes. The development of the idea and presentation of the concepts as well as the visualization of the figures are accentuated interactively.



by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Wednesday, September 26, 2012

Multiplication of Whole Numbers - Interactive Math Lesson Module

Multiplication of Whole Numbers - Interactive Math Lesson ModuleObjectives:
* Show multiplication of whole numbers as repeated addition using the number line or array, etc.
* Transform an addition sentence into a multiplication sentence

Multiplication can be expressed as repeated addition, where each addend is the repeated number of objects, and the number of times it will be added is the number of groups.
A multiplication sentence is a short way of expressing the addition of the same number.
Number of objects in each group x number of groups = total number of objects

This module discusses multiplication of whole numbers. It emphasizes that multiplication sentence is the short way of adding the same numbers, and that it is basically expressed as repeated addition.


Multiplication of Whole Numbers
by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Measuring Using Standard Units of Linear Measure - Interactive Math Lesson Module

Measuring Using Standard Units of Linear Measure - Interactive Math Lesson ModuleThis module involves measuring using standard units of measure “centimeter” and “meter”. Comic strip is employed in disseminating the ideas and discussing the concept. It points out that 1 meter is equivalent to 100 centimeters. This conversion factor is used in solving the problems and exercises.

Measuring Using Standard Units of Linear Measure
by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Comparing Unit Fractions Using Relation Symbols - Interactive Math Lesson Module

Comparing Unit Fractions Using Relation Symbols - Interactive Math Lesson ModuleComparing Unit Fractions Using Relation Symbols
This module discusses comparing fractions using the relation symbols >, < and = . It emphasizes unit fractions and fractions whose numerators are 1. Problems are presented to concretize how comparing unit fractions are applied in everyday life.


Comparing Unit Fractions Using Relation Symbols - Interactive Math Lesson Module
by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Classifying Shapes According to the Number of Sides - Interactive Math Lesson Module

Classifying Shapes According to the Number of Sides - Interactive Math Lesson ModuleThis module explores the classification of shapes according to the number of sides. It intends to describe shapes according to the number of sides using sticks of different colors but with the same height/length. Guide questions are used to enable the pupils to classify the shapes.

Classifying Shapes According to the Number of Sides - Interactive Math Lesson Module
by www.courseware.dost.gov.ph
Philippine copyright 2006 by Science Education Institute and Advanced Science & Technology Institute
User License Agreement

Friday, September 21, 2012

Ratio and Proportion - Interactive Mathematics Lesson Module

Objectives: From ratio and proportion for groups of objects/numbers
1.1 Visualize the meaning of proportion
1.2 Tell whether two ratios make a proportion
1.3 Find a missing term in a proportion

A ratio is a comparison between two numbers.
It can be written in 2 ways: 2:3 or 2/3
A proportion is an equation stating that two ratios are equal.
To learn about ratio and proportion watch this video.
Download Ratio and Proportion - Interactive Mathematics Lesson Module flash (swf)

Tuesday, September 18, 2012

Cardinal, Ordinal and Nominal Numbers - Interactive Mathematics Lesson

Identify Cardinal Numbers from 1000 through 100 000
Identify ordinal numbers
Identify nominal numbers

   A cardinal number tells the quantity. It answers the questions “how many”. If you have 5 pencils, 5 is a cardinal number.
   An ordinal number tells order or rank or sequence. If you study Math during your 5th period, Math is your 5th subject and 5th is an ordinal number.

   An ordinal number tells order or rank or sequence. If you study Math during your 5th period, Math is your 5th subject and 5th is an ordinal number.
Watch this video of Cardinal, Ordinal and Nominal Numbers before downloading the module
Download Cardinal, Ordinal and Nominal Numbers - Interactive Mathematics Lesson Module (flash swf)

Saturday, September 15, 2012

'Twas the Night before Christmas - Children's Interactive Christmas Storybook


'Twas the Night before Christmas
A Visit from St. Nicholas
By Clement C. Moore
'Twas the night before Christmas, when all through the house
Not a creature was stirring, not even a mouse;
The stockings were hung by the chimney with care
In hopes that St. Nicholas soon would be there;

The children were nestled all snug in their beds,
While visions of sugar-plums danced in their heads;
And mamma in her kerchief, and I in my cap,
Had just settled our brains for a long winter's nap,

When out on the lawn there arose such a clatter,
I sprang from the bed to see what was the matter.
Away to the window I flew like a flash,
Tore open the shutters and threw up the sash.

The moon on the breast of the new-fallen snow
Gave the lustre of mid-day to objects below,
When, what to my wondering eyes should appear,
But a miniature sleigh, and eight tiny reindeer,

With a little old driver, so lively and quick,
I knew in a moment it must be St. Nick.
More rapid than eagles his coursers they came,
And he whistled, and shouted, and called them by name:

"Now, _Dasher!_ now, _Dancer!_ now, _Prancer_ and _Vixen!_
On, _Comet!_ on, _Cupid!_ on, _Donder_ and _Blitzen!_
To the top of the porch! to the top of the wall!
Now dash away! dash away! dash away all!"

As dry leaves that before the wild hurricane fly,
When they meet with an obstacle, mount to the sky;
So up to the house-top the coursers they flew,
With the sleigh full of Toys, and St. Nicholas too.

And then, in a twinkling, I heard on the roof
The prancing and pawing of each little hoof.
As I drew in my head, and was turning around,
Down the chimney St. Nicholas came with a bound.

He was dressed all in fur, from his head to his foot,
And his clothes were all tarnished with ashes and soot;
A bundle of Toys he had flung on his back,
And he looked like a peddler just opening his pack.

His eyes--how they twinkled! his dimples how merry!
His cheeks were like roses, his nose like a cherry!
His droll little mouth was drawn up like a bow,
And the beard of his chin was as white as the snow;

The stump of a pipe he held tight in his teeth,
And the smoke it encircled his head like a wreath;
He had a broad face and a little round belly,
That shook when he laughed, like a bowlful of jelly.

He was chubby and plump, a right jolly old elf,
And I laughed when I saw him, in spite of myself;
A wink of his eye and a twist of his head,
Soon gave me to know I had nothing to dread;

He spoke not a word, but went straight to his work,
And filled all the stockings; then turned with a jerk,
And laying his finger aside of his nose,
And giving a nod, up the chimney he rose;

He sprang to his sleigh, to his team gave a whistle,
And away they all flew like the down of a thistle.
But I heard him exclaim, ere he drove out of sight,
"Happy Christmas to all, and to all a good-night."
Source: E-text
Voice Recording

Little Black Sambo - Children's Interactive Storybook (Flip-book)

Once upon a time there was a little black boy, and his name was Little
Black Sambo.

And his mother was called Black Mumbo.

And his father was called Black Jumbo.

And Black Mumbo made him a beautiful little Red Coat, and a pair of
beautiful little Blue Trousers.

And Black Jumbo went to the Bazaar and bought him a beautiful Green
Umbrella and a lovely little Pair of Purple Shoes with Crimson Soles
and Crimson Linings.

And then wasn't Little Black Sambo grand?

So he put on all his Fine Clothes and went out for a walk in the
Jungle.

And by and by he met a Tiger. And the Tiger said to him, "Little
Black Sambo, I'm going to eat you up!"

And Little Black Sambo said, "Oh! Please, Mr. Tiger, don't eat me up,
and I'll give you my beautiful little Red Coat."

So the Tiger said, "Very well, I won't eat you this time, but you must
give me your beautiful little Red Coat." So the Tiger got poor Little
Black Sambo's beautiful little Red Coat, and went away saying,

"Now I'm the grandest Tiger in the Jungle."

And Little Black Sambo went on, and by and by he met another Tiger,
and it said to him, "Little Black Sambo, I'm going to eat you up!"

And Little Black Sambo said, "Oh! Please, Mr. Tiger, don't eat me up,
and I'll give you my beautiful little Blue Trousers."

So the Tiger said, "Very well, I won't eat you this time, but you must
give me your beautiful little Blue Trousers." So the Tiger got poor
Little Black Sambo's beautiful little Blue Trousers, and went away
saying, "Now I'm the grandest Tiger in the Jungle."

And Little Black Sambo went on and by and by he met another Tiger, and
it said to him, "Little Black Sambo, I'm going to eat you up!" And
Little Black Sambo said, "Oh! Please, Mr. Tiger, don't eat me up, and
I'll give you my beautiful little Purple Shoes with Crimson Soles and
Crimson Linings."

But the Tiger said, "What use would your shoes be to me? I've got four
feet and you've got only two."

"You haven't got enough shoes for me." But Little Black Sambo said,
"You could wear them on your ears."

"So I could," said the Tiger, "that's a very good idea. Give them to
me, and I won't eat you this time."

So the Tiger got poor Little Black Sambo's beautiful little Purple
Shoes with Crimson Soles and Crimson Linings, and went away saying,
"Now I'm the grandest Tiger in the Jungle."

And by and by Little Black Sambo met another Tiger, and it said to
him, "Little Black Sambo, I'm going to eat you up!"

And Little Black Sambo said, "Oh! Please, Mr. Tiger, don't eat me up
and I'll give you my beautiful Green Umbrella." But the Tiger said,
"How can I carry an umbrella when I need all my paws for walking
with?"

"You could tie a knot on your tail, and carry it that way," said
Little Black Sambo.

"So I could," said the Tiger. "Give it to me and I won't eat you this
time."

So he got poor Little Black Sambo's beautiful Green Umbrella, and went
away saying, "Now _I_'m the grandest Tiger in the Jungle."

And poor Little Black Sambo went away crying, because the cruel Tigers
had taken all his fine clothes.

Presently he heard a horrible noise that sounded like
"Gr-r-r-r-rrrrrrr," and it got louder and louder.

"Oh dear!" said Little Black Sambo, "There are all the Tigers coming
back to eat me up! What shall I do?"

So he ran quickly to a palm-tree,

And peeped round it to see what the matter was.

And there he saw all the Tigers fighting and disputing which of them
was the grandest.

And at last they all got so angry that they jumped up and took off all
the fine clothes and began to tear each other with their claws and
bite each other with their great big white teeth.

And they came, rolling and tumbling, right to the foot of the very
tree where Little Black Sambo was hiding, but he jumped quickly in
behind the umbrella. And the Tigers all caught hold of each others'
tails.

As they wrangled and scrambled, and so they found themselves in a ring
around the tree.

Then, when the Tigers were very wee and very far away, Little Black
Sambo jumped up and called out,

"Oh! Tigers! why have you taken off all your nice clothes? Don't you
want them any more?"

But the Tigers only answered "Gr-r-r-rrrrr!"

Then Little Black Sambo said, "If you want them, say so, or I'll take
them away." But the Tigers would not let go of each others' tails, and
so they could only say "Gr-r-r-rrrrrr!"

And the Tigers were very, very angry, but still they would not let go
of each others' tails. And they were so angry that they ran round the
tree, trying to eat each other up, and they ran faster and faster till
they were whirling round so fast that you couldn't see their legs at
all.

And they still ran faster and faster and faster, till they all just
melted away, and then there was nothing left but a great big pool of
melted butter (or "ghi" as it is called in India) round the foot of
the tree.

Now Black Jumbo was just coming home from his work, with a great big
brass pot in his arms, and when he saw what was left of all the
Tigers, he said,

"Oh! what lovely melted butter! I'll take that home to Black Mumbo for
her to cook with."

So he put it all into the great big brass pot, and took it home to
Black Mumbo to cook with.

When Black Mumbo saw the melted butter, wasn't she pleased!

"Now," said she, "we'll all have pancakes for supper!"

So she got flour and eggs and milk and sugar and butter, and she made
a huge big plate of most lovely pancakes. And she fried them in the
melted butter which the Tigers had made, and they were just as yellow
and brown as little Tigers.

And then they all sat down to supper. And Black Mumbo ate Twenty-seven
pancakes, and Black Jumbo ate Fifty-five, but Little Black Sambo ate a
Hundred and Sixty-nine, because he was so hungry.

Watch and listen to this video - Little Black Sambo - Children's Interactive Storybook (Flip-book)
Source: E-text             Voice Recording

Thursday, September 13, 2012

The Tale of Peter Rabbit - Children's Interactive Storybook (Flip-book)

The Tale Of Peter Rabbit
Author: Beatrix Potter
File: Flash video
Grades: 3-6
This interactive flip book can be used in teaching English (Listening and Reading) subject - An excellent supplementary reading ebook.
Listen carefully to the story while watching this video of "The Tale Of Peter Rabbit".

Sunday, September 9, 2012

Subtracting 3-Digit Numbers from 4-5-Digit Numbers Without Regrouping - Interactive Maths Lesson

Objective: Subtract 3-digit numbers from 4-5-digit numbers without regrouping
Grade: 3-4
File: Interactive flash (swf) module

In subtracting 3-digit number from 4-digit number without regrouping, the numerals must be aligned according to their place value. Then, subtract the ones first, then the tens, the hundreds and the thousands.

Watch this video demo first before downloading the Interactive flash module.


Tuesday, September 4, 2012

The Little Red Hen - Old English Folk Tale for Interactive Whiteboard

This is a very good story telling material for kids of all ages.
File: Interactive video
Subject: English

The Little Red Hen

Little Red Hen lived in a barnyard. She spent almost all of her time walking about the barnyard in her picketty-pecketty fashion, scratching everywhere for worms.

She dearly loved fat, delicious worms and felt they were absolutely necessary to the health of her children. As often as she found a worm
she would call “Chuck-chuck-chuck!” to her chickies.
When they were gathered about her, she would distribute choice morsels of her tid-bit. A busy little body was she!

A cat usually napped lazily in the barn door, not even bothering herself to scare the rat who ran here and there as he pleased. And as for the pig who lived in the sty—he did not care what happened so long as he could eat and grow fat.

One day the Little Red Hen found a Seed. It was a Wheat Seed, but the Little Red Hen was so accustomed to bugs and worms that she supposed this to be some new and perhaps very delicious kind of meat. She bit it gently and found that it resembled a worm in no way whatsoever as to taste although because it was long and slender, a Little Red Hen might easily be fooled by its appearance.

Carrying it about, she made many inquiries as to what it might be. She found it was a Wheat Seed and that, if planted, it would grow up and when ripe it could be made into flour and then into bread.

When she discovered that, she knew it ought to be planted. She was so busy hunting food for herself and her family that, naturally, she thought she ought not to take time to plant it.

So she thought of the Pig—upon whom time must hang heavily and of the Cat who had nothing to do, and of the great fat Rat with his idle hours, and she called loudly:

“Who will plant the Seed?”

But the Pig said, “Not I,” and the Cat said, “Not I,” and the Rat said, “Not I.”

“Well, then,” said the Little Red Hen, “I will.” And she did.

When she went on with her daily duties through the long summer days, scratching for worms and feeding her chicks, while the Pig grew fat, and the Cat grew fat, and the Rat grew fat, and the Wheat grew tall and ready for harvest.

So one day the Little Red Hen chanced to notice how large the Wheat was and that the grain was ripe, so she ran about calling briskly: “Who will cut the Wheat?” The Pig said, “Not I,” the Cat said, “Not I,” and the Rat said, “Not I.”

“Well, then,” said the Little Red Hen, “I will.” And she did.
She got the sickle from among the farmer's tools in the barn and proceeded to cut off all of the big plant of Wheat.
On the ground lay the nicely cut Wheat, ready to be gathered and threshed, but the newest and yellowest and downiest of Mrs. Hen's chicks set up a “peep-peep-peeping” in their most vigorous fashion, proclaiming to the world at large, but most particularly to their mother, that she was neglecting them.

Poor Little Red Hen! She felt quite bewildered and hardly knew where to turn. Her attention was sorely divided between her duty to her children and her duty to the Wheat, for which she felt responsible. So, again, in a very hopeful tone, she called out, “Who will thresh the Wheat?” But the Pig, with a grunt, said, “Not I,” and the Cat, with a meow said, “Not I,” and the Rat, with a squeak, said, “Not I.” So the Little Red Hen, looking, it must be admitted, rather discouraged, said, “Well, I will, then.” And she did.

Of course, she had to feed her babies first, though, and when she had gotten them all to sleep for their afternoon nap, she went out and threshed the Wheat. Then she called out: “Who will carry the Wheat to the mill to be ground?”

Turning their backs with snippy glee, that Pig said, “Not I,” and that Cat said, “Not I,” and that Rat said, “Not I.”

So the good Little Red Hen could do nothing but say, “I will then.” And she did. Carrying the sack of Wheat, she trudged off to the distant mill. There she ordered the Wheat ground into beautiful white flour. When the miller brought her the flour she walked slowly back all the way to her own barnyard in her own picketty-pecketty fashion.

She even managed, in spite of her load, to catch a nice juicy worm now and then and had one left for the babies when she reached them. Those cunning little fluff-balls were so glad to see their mother. For the first time, they really appreciated her.

After this really strenuous day Mrs. Hen retired to her slumbers earlier than usual—indeed, before the colors came into the sky to herald the setting of the sun, her usual bedtime hour.
She would have liked to sleep late in the morning, but her chicks, joining in the morning chorus of the hen yard, drove away all hopes of such a luxury.

Even as she sleepily half opened one eye, the thought came to her that to-day that Wheat must, somehow, be made into bread.
She was not in the habit of making bread, although, of course, anyone can make it if he or she follows the recipe with care, and she knew perfectly well that she could do it if necessary.

So after her children were fed and made sweet and fresh for the day, she hunted up the Pig, the Cat and the Rat.
Still confident that they would surely help her some day she sang out, “Who will make the bread?”

Alas for the Little Red Hen! Once more her hopes were dashed! For the Pig said, “Not I,” and that Cat said, “Not I,” and that Rat said, “Not I.”

So the Little Red Hen said once more, “I will then,” and she did.
Feeling that she might have known all the time that she would have to do it all herself, she went and put on a fresh apron and spotless cook's cap. First of all she set the dough, as was proper. When it was time she brought out the moulding board and the baking tins, moulded the bread, divided it into loaves, and put them into the oven to bake. All the while the Cat sat lazily by, giggling and chuckling.

And close at hand the vain Rat powdered his nose and admired himself in a mirror. In the distance could be heard the long-drawn snores of the dozing Pig.

At last the great moment arrived. A delicious odor was wafted upon the autumn breeze. Everywhere the barnyard citizens sniffed the air with delight.

The Red Hen ambled in her picketty-pecketty way toward the source of all this excitement.

Although she appeared to be perfectly calm, in reality she could only with difficulty restrain an impulse to dance and sing, for had she not done all the work on this wonderful bread?
Small wonder that she was the most excited person in the barnyard!

She did not know whether the bread would be fit to eat, but—joy of joys!—when the lovely brown loaves came out of the oven, they were done to perfection.

Then, probably because she had acquired the habit, the Red Hen called: “Who will eat the Bread?”

All the animals in the barnyard were watching hungrily and smacking their lips in anticipation, and the Pig said, “I will,” the Cat said, “I will,” the Rat said, “I will.”
But the Little Red Hen said, “No, you won't. I will.” And she did.

Watch this video

Math Interactive Whiteboard Resources