Poppin' Place Value Freebie

 

If you are looking for a way to review place value with your students, you will love this adorable Poppin' Place Value I Have Who Has Game. I Have Who... Has? games  are a great whole group activity that can be used for review, test prep, fluency, listening skills, and mental math.

This set includes 30 cards that focus on place value with an adorable bubble gum - poppin' theme. Answer key is included. Your students will love practicing place value with this fun game! 

You can download this freebie here.

Math Journals

Teaching 4th grade in Nevada means teaching the dreaded constructed response math questions for our state test.  One thing that I have been trying in my class that has been very successful is the making a MESS model for problem solving.

As you can see from the anchor chart the MESS acronym stands for:

M - Model

E - Equation

S- Solution

S- Sentence

The students learn to use the acronym to help them set up a written response to a math problem so that they not only know where to start, but also all of the parts to include.  It is really easy to remember and they LOVE the idea of being encouraged to "Make a Mess".

I started my students off with the anchor chart above, then gave them my math journals which are set up using this method, and include 4 math prompts for each standard.  I print out the ones that my students need to work on most and place them in a folder for math journal time.

This student started to divide the given numbers (963/10) but then raised her hand and asked if she could round first.  I told her, "Try it!" 

The students become better and better at writing responses as we share methods and responses throughout the year.  Towards the end of the year in preparation for testing, I start giving them prompts without the model to guide them.  After working with the MESS model all year, they know what to do, and are better prepared. I really emphasize perseverance and trying things out before raising their hands to ask for help.  I compare it to a video game.  I say, "If you don't pass a level on a video game, you don't call me up and ask for help, you try something different, you persevere until you figure it out.  That is exactly what mathematicians do!"

Here are a few links with sample constructed response questions

http://tn.gov/education/assessment/ConstructedResponseAssessment.shtml

http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/217/Math%20Documents/Archives%20K-5/Grade%204%20Modules%201-10%20Response%20Guides.pdf

http://www.opi.mt.gov/PDF/Assessment/CRT/RI/07/07Gr3MathCR.pdf

I also have a Pinterest Board where I pin Math Journal Ideas.

I am linking up with Fourth Grade Flipper for Tried It Tuesday.  Head over there for some other amazing ideas, or to share something you have tried recently!

What's Your Math Problem!?! Book Study Chapter 2

I am linking up with

Jennifer Smith-Sloane from 4mulaFun

Meg Anderson  from Fourth Grade Studio

Jamie Riggs from MissMathDork

and Jennifer Findley from Teaching to Inspire 5th Grade

for this book study on What's Your Math Problem!?!



 If you missed my posting for Chapter 1 you can find that here.

Chapter 2 - Planning for Problem Solving in the Classroom

What Does it Mean to Plan for Problem Solving?

Students have difficulty solving problems in part because they do not have the necessary framework to approach these tasks.  They have been taught to compute and follow procedures. Solving problems involves much more than simply following procedures. In order to help students to learn to solve problems, you must plan for instruction that will help your students to become problem solvers.

Step 1: Finding a Good Problem - You need to find problems that both  involve the mathematical concepts that you are planning on teaching, but are also "doable" for your students. The author suggests building a library of rich problems.

 4mula for Fun has this freebie form to help you plan.  Visit her site to access it as well as to see an example of how she would use it in her classroom.

Step 2: Provide Your Students With A Problem Solving Framework

Gojak recommends using George Polya's 4 principles of problem solving:

1. Understand the Problem

2. Devise a Plan

3. Carry out the Plan

4. Look Back

Gojak continues on to describe a new model of problem solving called the Launch, Explore and Summarize Instructional Model.

The Launch stage engages the students in the problem they are about to solve.

 

 

The next stage, Explore, is where the students work as a class, in small groups, with a partner, or individually to solve the problem. 

 

The final stage, Summarize, is the area that I most overlook, and yet it is where the main teaching should occur according to Gojak. 

 

My main takeaways from this chapter:

 

1. I definitely need to plan my math lessons differently.

 

2. Gojak provides some question stems at the end of this chapter that I need to incorporate into my lessons.  Jennifer at 4mula for fun mentioned printing them out and putting them on a ring to use throughout the lesson, and I definitely think that is something I am going to do as well.

 

Common Core Unit Revision Training - Or How I Spent My Summer Vacation

I had the opportunity to work on revising the Common Core Units that our district has developed last week.  I was assigned to 4th grade math.  The workshops were set up with a morning training followed by several hours of work time in our teams.  I learned so much and came back with a lot of great takeaways from both the trainers (we worked with West Ed) and my teammates. I wanted to share some of the things I learned as well as some of the things that I am chewing on for my own teaching practices this year.

Our training was kicked off by our Curriculum and Accountability Director.  She gave a mini-pep talk to get us ready to begin the work. (She had been the principal at the school where I first worked as a teacher and I LOVE her)!  She told us that she wanted us to start looking at the state tests not as an end all be all, but rather a snapshot in time of student performance.  She compared it to taking a blood pressure test.  You could prepare for that blood pressure test right before your appointment (by taking deep breaths, relaxing, etc.), but it would not have nearly the effect that exercising and eating healthy all year would have on the results.  She told us to look at the tests that way - if we provide the right instruction, the test results should match.  We shouldn't focus on last minute test prep, but rather long term maintenance.

The trainers showed this Dan Meyer TED talk which I had seen (and used) as a 7th grade math teacher, but I had never looked at it under the lenses of an elementary teacher.  I got to thinking, I could really apply the same ideas and concepts to teach problem solving to younger students as well.

They also showed this video on the second day.  It really made us pause and we changed up several of the units we had started.


 We decided to integrate standards throughout rather than following a model that resembled text books with each standard taught separately.  I am really excited about the changes, and I can't wait to share how I implement it in the classroom next year!

If you would like to see the old units that we were revising you can find them below:

Lyon County Units

The new versions have not been posted yet, but I will let you know when they are finished!  Fourth grade is going to be dramatically different!

Teach on a Limb is celebrating 150 followers with a giveaway!  Head on over to show her some love and possibly win some great TpT items!

Using T-Charts To Solve Elapsed Time Problems

My kiddos have been REALLY struggling with elapsed time, and we have finally made a breakthrough thanks to the video below:


The video shows how to use a t-chart to solve elapsed problems and my kiddos loved it! Especially the part where he sings, "Stop in the name of math!" My kids were singing that all day long!

First, we watched the video:

 

A little close-up:

 

Then I had the students solve the amount of time we spend in school. We start at 8:30 and are released at 3:15.

 

Next, I put up two sample problems, and I had the students work in pairs to solve them using t-charts.

 

 

I decided to share, because it was so successful!  After partner work, I gave them an additional problem to solve on their own and ALL of them got it right! I just wished I had found this video earlier!

 

What do you do to teach elapsed time?