PARCC 2016 Released Math Items: Look at all Answer Choices before Choosing

This lesson discussed the importance of looking at all of the answer choices before making your choice.

It also featured an important vocabulary term-

equivalent expressions.

Your students are more likely to have heard the term "equivalent fractions" than "equivalent expressions".... right?  

So this mini-lesson will clear up that confusion and make sure they know how to multiply fractions too.

Smiles,

Deborah 

P.S.  Writing these posts about the PARCC item has also made me learn how to use my scanner!💪

Split Class Math Vocabulary Word Wall

How can you create a word wall for math vocabulary when each grade is working on different math content?

How can you find all the wall space in your classroom?

My suggestion is to think a bit outside the box and have your students create personal file folder word walls. This folder could cover math concepts for one or more units.

 Each grade level would be working on their own personal file folder, so wall space 

would not be an issue. 

This word wall file folder would not be thrown away, but stored in a students math folder for future use on student homework assignments or center activities.

These folders could be used as you review math concepts for an upcoming standardized test too.

What do you think about this idea? Share you thinking in the comments area of this blog.

Smiles,

Deborah

 

Manipulatives that Assist Students in Thinking about Similar and Congruent

I have several sets of these  32 MiniRelational GeoSolids. 

 I mix them all together when we do an activity in which students sort the shapes into groups that illustrate the characteristics of similar and congruent.  There are very few concrete materials that help students think about the difference between the properties of these two concepts. 

In grades 4-6 you can also introduce the mathematical symbols for congruent and similar:

	Congruent (same shape and size)
	Similar (same shape, different size)

How about having that mathematically talented group of students in your class create an anchor chart for the class that compares the properties of congruent and similar.  

Here is an interesting anchor chart that I found on Google Images. Let student research the meanings of the markings on the triangles and explain the definitons of the words proportional and adjacent. (Don't worry about the calculations at the bottom, just use the illustrations.)

What do you think about this idea?  I had 3 very mathematically talented boys in my 3rd/4th grade class one year that kept me up at night thinking of challenging activities for them to do or investigate. (They loved geometry concepts, and I heard that one of the boys later became an engineer :) )When we would cover our "grade level" material, I would meet with them 8 minutes before class and discuss the lesson. Then using white boards or concrete materials, they would show me that they understood those concepts. 

 Next, I would give them their assignment, discuss the quality of work that I was looking for, and they would work and write in their math journals at the reading table in the back of the room.  I can only tell you that the quality of work that came from those boys was worth the sleepless nights and extra work.  

Smiles,

Deborah

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

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

Making Sense of Math for Second Language Learners

A Shot of the Whiteboard in Kate's 5th/6th Bilingual Classroom

Now look closer...

My thanks to Kate Siscoe for reminding me of the importance of developing vocabulary and to take the time needed in class so that students make sense of Math.

What a nice surprise!

Thanks to “Finding Joy in 6^th Grade” for extending this award to me.  I especially enjoy this award because of the meaning of the word- versatile. I was also touched by her comment, “I am re-thinking teaching decimals thanks to this great site! Great math ideas abound!” 

Speaking of word meanings…Have you ever needed a kid friendly definition of a word, and struggled to create that definition? I was part of a team writing lessons to accompany Making Meaning lessons using alternative texts for our Multi-grade classrooms in our district, and I needed to create kid friendly definitions to define text vocabulary. A great online dictionary that helped me and   can help you too is called the Longman Dictionary of Contemporary English online. 

How to use the LONGMAN DICTIONARY OF CONTEMPORARY ENGLISH ONLINE www.ldoceonline.com  

It is so easy to use

STEP 1 - Just type your word into the search box and click OK.

 For example: versatile

STEP 2 - That's it! The definition will appear in the window.

ver‧sa‧tile

1someone who is versatile has many different skills:

a very versatile performer

a more versatile workforce

2having many different uses:

The potato is an extremely versatile vegetable.

—versatility noun [uncountable]

     Hegley's outstanding versatility as an all-round entertainer.

 Deborah, alias the "Versatile Math Gal"