11/26/2018 0 Comments Measurement and LegosToday for indoor recess, students had the option to join a building competition. For the competition, students decided on the rules.
1. The building must be free-standing 2. Take tools from the box, not from friends 3. Use kind words like, "you can do it," "good job," "thanks for competing with me," and "sorry." 4. Apologize and help if you accidentally knock your friend's building down It was fun watching these engineers build these buildings, think and chat about how to make strong foundations and revise their thinking. At the end of our 15-minute competition, builders measured their buildings with rulers. Most students wanted to measure their building by centimeters. Building heights were between 20 and 50 centimeters tall. At home: Build 2 towers. Measure the lengths. Compare the lengths. "My tower is 30 centimeters. Your tower is 40 centimeters. How much taller is your tower than my tower?"
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11/26/2018 0 Comments "All About" booksIf you want to have your student write at home, try writing an "all about" book. Today, students noticed that "all about" books teach something and usually have a lot of facts. Before writing an "all about" book, students think of a topic and say facts about that topic across their fingers. They should come up with at least 5 facts to be enough to fill a book. Then, they are ready to write!
11/26/2018 0 Comments Hula HutsFor PE, students built hula huts out of hula hoops. This is a variation of dodge ball where each team tries to throw balls to hit the hula hoops. When a hut is hit, students notice how the hula hoops fall down into a perfect pile. So cool!
11/16/2018 0 Comments Noticing PatternsStudents are asked to notice patterns frequently during math time. This helps students to gain more understanding for themselves. It helps them make sense of numbers and make predictions. For instance, we were trying to find different ways to compose 7. As students shared their thoughts, I wrote down the equations that represented their thinking. Students who noticed a pattern were asked to explain their thinking. "How do you know that 5 + 2 = 7?" It was great to hear various strategies students used. "I counted 5, 6, 7." (counting on). "I knew that 4 + 2 is 6, so one more would be 5 + 2, which is 7." "I counted it on my bus by ones." "I knew 2 + 5 was 7, so 5 + 2 is 7 too. The numbers just switched!" As a class, we found 8 different ways to make 7. Afterwards, students went off to explore other numbers to see how many compositions they could think of.
Students also noticed patterns with our "Double it!" game. Some numbers were made by doubles like the number 4, because 2 + 2 = 4. We noticed that numbers made by doubles only came every other number. We read the numbers that were made by doubles and noticed a pattern, "2, 4, 6, 8, 10, 12, 14 ,16, 18, 20." We noticed that reading those numbers was like counting by two. We learned that these numbers are called even numbers.Then we noticed the other numbers that were empty on the page, "3, 5, 7, 9, 11, 13, 15, 17, 19." We tried to find numbers to double to get 3, 5, and 7, but couldn't. One student said, "7 can't be a double because 4 +3 = 8 and 4 and 3 are not a double." We learned that these numbers that don't make doubles are called odd numbers. How could you notice the pattern to help you know if there could be a double for 21 or for 22? How could you use a pattern to help you find all the ways to make 11? 11/5/2018 1 Comment Butterfly ExplorationMs. Shannon visited our classroom on Friday and helped us explore butterfly painting and butterfly facts. We discussed what butterflies need to survive, their parts, and the life cycle. We painted one side of the butterfly and folded it in half to make symmetrical designs. We also wrote down butterfly facts while we waited for our turns to paint. So fun!
11/1/2018 0 Comments Counting by 1s 5s and 10sFor counting collections, students decide how they will count and what tools to use. Students are counting by ones, fives, and tens. To support your student at home, practice counting to 120, write numbers to 120, and do so by ones, fives, and tens.
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