Bill McCallum and the CCSSM

Bill McCallum, the leader of the Common Core writing team, spoke at our Council for Presidential Awardees of Mathematics leadership seminar at the NCTM National Convention in Philadelphia last week. His Illustrative math web site has many tools and tasks for the CCSSM. Check it out at this address  http://illustrativemathematics.org/standards/k8

Build a Turtle Pen

Let’s build a fence for our turtle. I’ve purchased 24 feet of fencing from Home Depot. My pen needs to be in the shape of a rectangle. How many different pens can I build? If I use all 24 feet for each option, will the perimeter remain the same? What happens the area when I go from a one foot wide pen to a two foot wide pen? See student work. I start the activity with flat toothpick. Students can concretely build the 1 x 11 pen and so on..

Blowing Hemispheres

Map and globe study in social studies gives me a unique opportunity to use bubbles to introduce the vocabulary. Placing bubble liquid on the desktop and blowing with a straw produces half of a sphere or a hemisphere. When the bubble pops you can measure the diameter of the circle left behind. Extensions include: How high is your bubble? What is the mean diameter of your first 5 bubbles? Can you compute the circumference of the circle left behind?

When you finish you have CLEAN desks! Enjoy!

Harring Patterns

Our class studied the work of Keith Harring.  He is famous for his simple drawings of people and animals.  In New York, he would do drawings in the subway.  The children made an "Harring-ish" drawing and then used in to make patterns.  You can see the transformations in their patterns.

Combinations of 15

Our class studied the artist Jasper Johns.  He is famous for his number paintings.  We did our version of his work by making combinations of 15.  They traced the number overlaying them in each frame.  Can you see 15?

Symmetrical Faces

The idea for symmetrical faces came from "mathwire.com".  I shared the book Let's Fly a Kite by Stuart J. Murphy.  The students looked for lines of symmetry on pattern blocks and in the classroom.  The final activity was making a symmetrical face.

Cathy Kuhns Visits Marrie and Cindy

Cathy Kuhns stopped by Marrie's while working in Tennessee.  It was great catching up with her and talking math!  Be sure to check out her books which contain fabulous math ideas and lessons.

Explore Prisms

As we build the hexagonal prism we look closely at the net. Students need to explore nets and discover which nets will actually build the prism.

Students explore hexagonal prisms. Count the faces, vertices, and edges. Can you find the rule for the number of faces on a prism?

Connect the hexagonal prisms to things we see in the real world. What about a bee hive? When you look at the hive what do you see?

Students construct triangular prisms with two congruent triangular faces and three rectangular faces. How could she make this solid look like a camping tent?



Nets of Pyramids

Exploring nets of pyramids is exciting for children. We start with Polydrons from ETA that link together easily. This is one net of a hexagonal pyramid. How many different nets can you find? When students have a concrete model to build they can easily see the faces, vertices, and edges.

Mathematicians collect data as they explore the faces, vertices, and edges of pyramids. They look for patterns and rules. This graphic organizer provides students with a way to move from the concrete to pictorial to the abstract. Children write riddles for their classmates to solve. For example: I am a pyramid with 5 vertices. What am I? Since one of the vertex points must be the apex, we know that the other 4 must be at the base. What polygon base would have 4 angles to form 4 vertices? The questions and explorations are endless!

Make a Meter

Kids can learn to love the metric system if they have true understanding. This game using base 10 materials and a die gives students benchmarks for centimeter, decimeter, and meter. Since the unit equals a centimeter, 10 centimeters can be traded for a long or a decimeter. Each roll of the die allows you to place one unit cube for each pip. When you have 10 units you trade for a decimeter. The first player to get 100 centimeters, 10 decimeters, or a meter wins.

Measurement Fun!

We don't often get snow in Tennessee so when the forecast called for a chance, we had to get busy.  We read several winter and snow themed books to set the background for our math lessons.  Both of these lessons come from Catherine Kuhns book:  Mathematical Art-O-Facts.  Check out her website for other ideas and activities.  CatherineKuhns.com 

The students created a winter scene given the measurements in centimeters for each object.  This activity gives the students an opportunity to be creative and also practice measuring.  Each object they draw is measured and labeled.

The next activity was to make a snowman following specific directions.  The directions included sizes and also the shapes.  This was great practice and review for measurement and geometry.  The students labeled the shapes and measurements.





BUGS!

Elementary students need several strategies in problem solving to be successful.  I attended the NCTM (National Conference for Teachers of Mathematics) and the presenters shared "BUGS" for teaching problem solving.  B stands for "Bracket the Question".  U is for "Underline the Question".  G is for "Cross out the Garbage" and S is for "Solve the Problem".  My students also know the S is for "What Strategy did you use?"  Here is a picture from my classroom.  BUGS is another way to teach your students how to solve word problems.  Be sure to give your students the tools to make them successful in mathematics.

These are the individual cards. 

Problem Solving Bulletin Board

Teaching problem solving in the elementary grades helps our students develop strategies and skills they can use the rest of their lives.  This bulletin board helps them learn the strategies and also helps as a reference.  The child tell me the strategy they used for a problem and I put them on the board.  Some of these are:  draw a picture, write a number sentence, make a list, guess and check, use a model, etc.  One student said to reread the problem if it doesn't make sense and we added that strategy to the board.  It is their resource!  Also, I have a laminated chart we use when looking at math word problems or tasks.  The "K" stands for "What do we know?"  The "W" is "What is the Question?" The "N" is for "What do we not Need?"  The "S" is for the "solution or how we solved the problem?"  This board helps the give the students the tools for solving problems.