Measurement Conversion Fans FREEBIE

We are currently working on measurement conversions in math.  Here is a measurement conversion fan we have been trying in our class.

I found this amazing freebie from Kim Miller on Teachers Pay Teachers.  I printed a few out and used them with my small groups.  I used a binder ring instead of a brass brad to hold them together.

They list the conversions for both standard and metric measurements and have really helped my students master the concepts.

We also used them cooperatively which helped increase student learning!

Problem Solving - FREEBIE

At the beginning of the year we talked about why we wanted to be better mathematicians.  The final conclusion of our discussion was that we needed to be able to solve problems.  To help us become better problem solvers, we solve LOTS of problems!  We use our math journals four times a day, and weekly solve a problem as a whole group.  Here is a glimpse at some of our problem solving:

At the beginning of each unit, I print out several problems from my math journals (available here on TpT) that fit with that unit.  I then put them into folders and gave a folder to each student.

 

The students then work on solving them as part of their independent work.  Occasionally we will go over them whole group if they are having problems or if I see interesting approaches to problem solving that I want to share.

This week we worked on the following problem because we are working on rounding and estimating:

 

We read the problem out loud, and then worked together to solve it.

 

Yes, they are wearing pajamas - it was spirit week at our school for our high school Homecoming celebration.  Our town is small and has only one high school, so the whole community really gets behind it which is fun!  Most of the businesses in town are decorated in honor of it:

 

(And now back to our regularly scheduled programming about problem solving! LOL!)

Here are a few samples of answers from my kiddos:

 

In our state, 4th graders start answering constructed response questions on the state tests for math, so I want them to be prepared!

 

This problem was not from my Math Journals, but I prettied it up and made it available as a freebie in my TPT store.

 

 

 

  You can download it here.

 

 

Happy Problem Solving!

 

 



Comparing Water and Land on the Earth

Today we started our unit for Common Core Standard RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

I decided to create a unit that revolved around Earth Day since that is coming up soon.

We started with a scientific and mathematical exploration of how much land and water there is on the Earth.  To simulate this, I threw an inflatable globe for the students to catch.  They had to tell me where their thumbs landed, on the land or on water.

A student then kept a tally of the results on our new Smart Board.  (YES! I am super exicted - we just got it two weeks ago, so I no longer have Smart Board envy!).

After a few rounds, I had them make predictions about how many times it would land on each if we threw it 100 times. I needed to remind a few that their totals needed to equal 100 - a fun little mini-math lesson! We continued on and finished with the results below:

I let them look at the globe and answer how close their predictions were, and why they thought we came up with the results that we did. 

Here were some responses:

Send a Problem Mini-math lesson - SIOP Math Tip

This math activity was one that I had used back in my 7th grade math teaching days. I had learned about it in a SIOP training.  I decided to try it with my 3rd graders today as a mini-lesson

Here is what you do:

1. Place students into pairs or triads.
2. Distribute two index cards or pieces of paper to each group.
3. Tell students in each group to make up a problem to be solved (e.g., a math equation, a word problem, a short answer question on any math topic), discuss it, and write it on their index card. They need to solve it as well on a separate card.
4. Model a sample problem for the class before the groups begin their work.
5. As groups write, circulate to check work and provide assistance.
6. When all groups finish, have each pass its problem to another pair or triad.

7. The groups then discuss and solve the problem they received.
8. Circulate and assist as needed.
9. Have student pairs or triads share out the problem they received and the solution. This could be done by students writing on the board and explaining, or if the problems are not too complicated, they could be shared orally. The group that wrote the problem can confirm or correct, as can the teacher afterwards.

SIOP features highlighted in this activity:
* Peer to peer interaction
* Adaptation of materials by students
* Meaningful usage of key vocabulary
* Learning strategy: problem-solving
* Higher-order thinking
* Clarification of the concepts in the L1 if students are grouped homogenously by language
* Application of content and language knowledge
* Integration of all four language skills

Have you used any SIOP methods in your instruction?