Evaluating Student Knowledge About Lines and Angles with Art Project

If you teach math using guided math groups,

 here is way to quickly review what your students know about lines, and angles.

 

 An Art Project illustrating different types of lines and angle. This poster illustrates these Common Core Standards:

CCSS.Math.Content.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.Math.Content.4.G.A.2
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

You can evaluate them as they work using this rubric:

 

Click Here for copy of my rubric.

If you teach a multi-grade class, two different art project posters could show different concepts that students are working on. For example, the 3rd Graders could be illustrating these Common Core Standards

 CCSS.Math.Content.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Have you ever used an art project to evaluate students in the area of mathematics?

Smiles,

Deborah

Fraction Progress: Referring to the Same Whole

I've been doing some personal professional development about the fraction progression in the Common Core Standards.  

I was thinking about this standard:
 

CCSS.Math.Content.3.NF.A.3.d
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

When I came upon this task at Illustrative Mathematics.

 

If you were to choose the two pictures that best compares 2/3 and 2/5, which two illustrations would you choose?

•Your first reaction would be that students could choose either illustration 3 or 4 to represent 2/3.  That is true, but why must you select illustrations 4 and 5 together?

•This question highlights the fact that in order to compare two fractions, they must refer to the same whole. 

Do we spend enough time on the fact that both fractions must refer to the same wholes?

     When we use pre-made worksheets that compare fractions, they usually have a pre-drawn "Whole."  

Using this task from Illustrative Mathematics, in a small group format, could lead to an amazing discussion of the importance of the "same whole."

Here at home, I think I will give my soon-to-be Third Grader 
a cookie like this and ask her to share 1/2 of the cookie
 with me. 

 

I will promise to share 1/2 of my (unseen ) cookie with her.

My cookie will look like this:

What do you think her reaction will be?  Will our discussion lead to the importance of the "same whole?"

P.S.  If I had a multi-grade 2/3 classroom, would this still be an appropriate lesson, using cookies instead of a worksheet?  What questions would I ask of a 2nd Grader versus a 3rd Grader? 

Smiles,

Deborah

Recess Activity for Multi-Grade Classrooms

  Using the recess activity posted yesterday, think about ways to use  this activity in a multi-grade  classroom?

Click on the photo to read the information easier.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

So

 

 

Recess Learning with Campaign Signs

I know that you seen many outdoor campaign posters like this with the upcoming election:

After the election, all these signs are removed and thrown away, 

so make use of this valuable resource and create this activity.

During lunch recess time, work with you lunchroom supervisor or a  parent volunteer to reinforce learning that is happening in your classroom.

 

First, glue a piece of paper over the front and back of the sign.  Write or glue on a written question and answer on the sign. For this example, let's imagine that your students have been studying addition doubles plus one or two.

 

Student begins at the start and softly dribbles the ball  to the first sign. The student calls out the answer, then waits

 to see if the answer is correct.

 A student standing next to the sign tells the student

 if they are correct.

  If they are correct,

then they softly kick the ball through the legs of the sign.

 

Student continues through all signs in the order

 specified by the teacher. 

great fun + exercise + learning = a great activity 

Leave a comment and let me know what you think of my idea.  

Smiles,

Deborah Devine

Everyday Math Kindergarten Activity Cards

Here is a chart that I made to help you find the exact description of the corresponding activity  in your teacher manual.about each "Kindergarten Center Activity Card."  My suggestion is to highlight the paragraph since they are located at various pages throughout the book. I've listed the heading of the correct paragraph to highlight to help you.  Look in Part B of the lesson. (Common Core State Standards Edition of Everyday Math)

Click here to print a copy of the chart.

Deborah