3 -Dimensional Sort

This afternoon at our house was a lazy, snowy day. I decided to challenge my granddaughter, who is in 2nd Grade, to a 3-Dimensional Sort Challenge. 

This a great activity to do with a small group of students during Guided Math. 

 Using a set of 32 MiniRelational GeoSolids

and a set of cards labeled: cone, pyramid, prism, and  cylinder.

Earlier in the weekend, we built prisms and pyramids out of toothpicks and playdough.

We talked about what made 3-D shapes 

either a prism or pyramid.  

So when I gave her the bag of 32 shapes and asked her to categorize them, I did not review any concepts... 

she was just given the task. 

The first time around she made 2 common errors:

1) she categorized the hexagonal prisms as a cylinders.

2) she categorized the triangular prisms as a pyramids.

Why?  Probably because she was never exposed to these shapes before and did not deeply understand the "the characteristics" of the different types of 3-D shapes.  As we reviewed each category 

of 3- D shapes, we again talked about what she looked for when she was looking at each shape.

Cone- "Only 1 face at the bottom, and a vertex at the top of the shape."

Cylinder- "2 faces with curved sides. No vertex at all."

Prism - Faces- there can be a different number of them, and vertices."

Pyramid - " One vertex at the top, straight sides, and a bottom."

After our discussion I place all the shapes back into a plastic bag and asked her if she wanted to try again.  WITH THE INCENTIVE OF EARNING A DOLLAR IF SHE COULD CATEGORIZE THEM ALL CORRECTLY!

She is now $1.00 richer!

Smiles, 

Deborah

Morning Meeting to Create a Sense of Community

Yesterday, Antionette commented, "

I have taught a split classroom two different years. I decided both years to not group them by grade level because I didn't want my class to feel divided. I wanted to create a community in which we acted as one. It worked really well I think. I have seen it both ways though. 

 

Her comment reminded me about

Morning Meeting.

 

 One strategy that I've seen used to increase this sense of community was "Morning Meeting" from Responsive Classroom.  

What about a meeting that answered questions like:
"One of my strengths when working with a partner is..."
"When I work with a partner on a project, I always ____ so we both contribute to the final project."
"My partner knows that I am listening to their ideas about our project when I ..."
"Today, we are going to practice listening to a partner. I'll give an idea to you, and then you repeat it back to me. Here's a good sentence opener: "I heard you say ....."

 

I'll always remember an interview that I saw with Lee Iacocca, the businessman who in 1980 revived the Chrysler Corporation.

He said that he hired employees that know how to work together in small groups or with a partner. He believed that when ideas are discussed and refined, the quality of those ideas increase.

 Partners see new ideas.   .

 

Deborah

 

 

Check out these wonderful clocks that support student learning at Oceans of First Grade Fun.

In a multigrade classroom, research tells us that we need to create independent learners that know the teacher is not the only source of information. The above clocks are a perfect example of a display that creates independence and scaffolds new learning.

Our wall space is so important in our classroom. Really think how the display you are planning will help student be independent learners.

The blog, Step into 2nd Grade with Mrs.Lemons, will even let you download  6 different colors of clocks in her shared document.

Click here for the link to the time circles that are arranged around the clock from the second picture. It will take you to the same blog: Step into 2nd Grade with Mrs. Lemons.

Lastly, remember to physically get students involves with learning about measuring time on a clock. I've got some ideas about that and I will share them at a later date. Right now I'm thinking about multiplication flashcards to teach students multiplication patterns.
Deborah