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Wednesday, April 16, 2014

Upcoming Project: Family Math Night at the Local Grocery Store

I recently attended a Family Math Night at a local grocery store. It was fantastic. In fact, I am so excited about the possibilities and value of these types of events that I am working on a packet of materials needed for a Family Math Night that your school can also hold with all the planning done, and editable sheets to use at the event for Grades K - 5.
 
So far, I've created an informational/sign-up letter about the event, a poster for the event to be placed on the front door of the grocery store doors, and a parent response letter to their child to be posted back at school the day following the event.
Here is a peek of what I am working on...


Positive Parent Letter to their Child about their work at the Family Math Night.
These letters  would be hung up in the hallway the day after the event under the heading of,
"My Parents Think I'm a Super Hero."

Would you like to hold an event like this at
your local grocery store?
Smiles,
Deborah

Tuesday, April 15, 2014

Thinking Map: Brace Map with Multigrade Adaptations


 I'm taking a photography class with my new camera. That lead to the creation of these teaching materials using my photographs of a Ford Mustang and a Thinking Map  called a "Brace Map.".


I created a  set of teaching materials to be used with a sentence strip chart.  Brace Maps explain the relationship of the whole to their parts. I would be happy to share this two page resource with you by clicking HERE.
Teacher Page




Student Page
I created some additional pages that expands
 the teacher materials provided:
 
First, individual pictures with a label are provided for each "part" to use during your Whole Group Teaching Lesson.

Brace

If you need a Multi-Grade Adaptation, the below sheet could be given to the higher grade students or more talented reading students.  In this assignment, one of the parts is further expanded into new categories. For example, the wheel could be broken down into tire, hubcap,  wheel well, or lug nuts.

Here is a link to the complete unit for $1.50 at my
 Teacher Pay Teacher Account... click HERE.
 
Leave a comment and tell me what you think. 
 
Smiles,
Deborah Devine

Monday, March 3, 2014

Providing PROOF While Learning About Place Value

The First Grader I was working with  has a lot of experience with building numbers using base ten blocks using worksheets to show her understanding.

 But my goal was to have her PROVE that she knew her answer was correct.

I wanted her to verbalize her thinking.
 
So we began by having her count the number shown on the base ten blocks that I gave her and write down the number. In this photo you can see that she wrote down "52."
As you can see there are 12 ones. 
 
So when I ask her to prove to me that there were 5 tens and not just the 4 tens bars that I had given her, she placed the 10 ones on top of an empty tens bar to prove to me why she knew the number was 52.
 
"Oh, now I can see your thinking," I said.
 
Here is the problem that I gave her next.
 
You can see that I am guiding her to again form tens bars from the ones units because she knew that she was going to have to PROVE and EXPLAIN why she knew her answer was correct.
I increased the difficulty because I wanted to see what she knew about the hundreds place.  I also ask her to list her answer as a single number like 92, and also in an expanded form:____ tens _____ones.

This was her response:  11 tens and 6 ones  and 116.
That created the discussion about the fact that you can create one hundred out of the 11 tens with one ten left over.
 
"Let's do one with a thousand in it," she requested.
 


Of course, I explained one way to write out your proof for the final number calculated.
Because I wanted to see how she would react when there way no hundreds place amount.
Next problem
Solved and explained with ease.
The next twist was to give her the number to build and explain why she knew she had built it correctly.
And... while all this discussion was taking place, I was cooking spaghetti with homemade meat sauce and garlic bread too.

So... yes, I was working one on one with a learner, but this same discussion can be done with a small group or the whole group with a way to project an image of what is going on to the group.

We recorded our thinking by taking pictures on the I-Pad as we worked. When we were finished, we went back through the pictures and verbally summarized our thinking. 
 Your students could do the same thing, and record their thinking by making a video, and then giving it to you to listen to at a later time.

Smiles,
Deborah
 
 

 

Wednesday, January 29, 2014

Teacher Valentine Idea

Here is an idea for a special valentine for each of your students.
http://www.enasco.com/product/TB23801T

This is a great ruler for 1st and 2nd Graders.

See how clear the inch and 1/2 inch measurements are to read.

So many students bring rulers to school that have so many divisions that they are impossible to use.



SO......these durable rulers cost .30 or .25 for 10 or more.  Why don't you make a valentine like this and give yourself a treat too.
It will be so much easier when each child has the same easy to read ruler for both you and your students. 

Deborah

Wednesday, January 22, 2014

Reading and Sewing Together

Did you ever think that sewing and reading would go together like peanut butter and jelly?
 
 That's exactly what happened when I made
 Miss E. this outfit based on
Anne of Green Gables.
 
This poster is posted at our local library.

Check with your local library. Perhaps they are participating in the National Library READ Poster Promotion like our local library.

Smiles,
 Deborah

S

Sunday, January 12, 2014

Greater Than or Less Than Symbol

I just wonder why we have to teach all the tricks about how to read the comparison symbol for
Greater Than and Less Than statements?

I am working with a First Grader who is getting all the problems on the worksheet correct but doesn't have a clue WHY.

She would tell you:

Step One:  Put 2 dots next to the biggest number
Step Two: Put 1 dot next to the smaller number
Step Three: Connect the dots

32 : . 17

When I first started working with her she was just leaving the dots. Next, she remembered to connect the dots, but she kept forming a triangle!!!!  







And of course there is the alligator trick... where the alligator eats the biggest number!!!!! 
What about using a student work mat like these?





 
Then have students place some separate number cards (such as 32 and 17) in the correct position on the student work mat and say the comparison out loud like they are reading a sentence.
Here are some examples of how to read the sentence:

When I compare these numbers 32 is greater than 17.

When I compare these numbers 17 is less than 32.

Why all the tricks....just get down to what the symbol really means.
If you agree with me, just let me know and I will link these work mats to my Google Doc account so you can print them out without creating them yourself.

What do you think?

Deborah

Monday, December 9, 2013

Measurement Practice FUN Activity for Grades 1/2

You can practice the rote skill of obtaining a measurement by measuring a line on a worksheet and writing down the measurement on the provided line...

OR
 
 
You can build a math center that features this catapult and have your students measure how far different objects travel when they are projected through the air from this catapult.

If you were in First Grade or Second Grade, which would you rather do?????
 
The catapults are not difficult to build if you want to build several catapults yourself for the math center. But... I bet if you print these directions off my blog, and give the directions and the needed materials to a 4th or 5th Grade Student in your school to build..
 it would take them about 5-7 minutes to build

The materials are quite common to find, and your school nurse is a great resource for the wider tongue depressors.

You need:
9 tongue depressors
rubber bands
1 heavy-duty plastic spoon.

Instructions

Step 1 – Take 7 of the craft sticks and tie a rubber band tightly around one end.




Step 2 – Tie another rubber band tightly around the opposite end so all 7 sticks are bound together.
 

Step 3 – Take the remaining 2 sticks and tie a rubber band on one of the ends. Try to tie the band close to the edge of the sticks.


Step 4 – Insert the 7 sticks banded together through the 2 stick bundle as shown in the illustration below.


Step 5 – Tie a rubber band in a cross fashion joining the two pieces. The closer the 7 stick bundle gets to the edge, the more leverage the catapult will have.

 

Step 6 - Use a few rubber bands and attach the plastic spoon on the end.

 
That's it.
 
Now... for the math measuring fun.
 
Build in teacher control of the math center by choosing appropriate lightweight objects to catapult. We started with mini marshmallows and chocolate kisses  candies.
 
Notice that the catapult machine is lined up behind a piece of masking tape on the floor so a consistent beginning measurement line is created.
 
(This activity also promotes measuring longer distances beyond the dimensions of a piece of paper, unlike the worksheet.)
 
 
Before we began we recorded our estimates of the distance (in inches) that we thought the marshmallow would travel, by placing 12 inch rulers in a line next to the measurement area,  to give the students of an idea of actual distances.
 
Then we activated the catapult. YIPPEE
 
Notice that we ended up using a metal tape measure to measure how far the object traveled.
 
Here is a recording sheet for the students to use to record their measurements:
https://drive.google.com/file/d/0B6F30lEu7WXlS3hTMF9MV0R1eFU/edit?usp=sharing
 
 
 
Assessment
 
Use this rubric to assess the students in the center:
 
 
 
So what Common Core Math Standards are covered in this activity?
 
 
 
Does this activity seem worthwhile...Yes.
Does this activity seem fun... YOU BET :)
 
For all my blog followers, just click on the Recording Sheet above  to download a copy of the worksheets from my Google Drive account.
 
Smiles,
Deborah
 
 
 
 
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