Measuring Length

The students worked in small groups to measure a lizard family with various non-standard units. They used pop cubes, paper clips, beans, etc. They then ordered the lizards from longest to shortest and compared their findings with other groups.

Comparing Weight

My teammate, Ms. Branch, came up with a great way to assess if the students understand how a balance scale works and if they have the ability to compare the weights of various objects. The students created a balance scale on construction paper out of a one inch strip of paper and a die-cut "v". They then chose two magazine pictures to glue on the scale to show which was the heaviest and which was the lightest. They then wrote comparative sentences to describe the weight of the objects.

Measuring Area

We had several lessons on how to measure area using non-standard units. One way was to measure the area of square rectangles using the tiles on the floor. We marked off various squares and square rectangles with painting tape and then counted how many tiles it took to cover that shape. To reinforce that area measures the amount of surface that is covered, the students covered crackers in spreadable cheese making sure to cover the entire area. They also made various squares and square rectangles out of color tiles. They then recreated those shapes on construction paper with paper color tiles. They then counted how many tiles it took to create the shape and recorded it. They also cut out various shapes and layered them on top of one another to see which one covered the most surface. We discussed that when you layered two objects, if you could still see the outside edges of one of the shapes or if the shape covered the other shapes completely, then it had a larger area. Last but not least, the students created squares and square rectangles out of Cheez-Its. They then went on a gallery walk to compare the area of the various shapes they created. After comparing the areas, then of course they ate them!

Measuring Length

In math we have been learning to measure using non-standard units. In the computer lab, the students drew three lines of varying length in Kidspiration. They then used electronic color tiles to measure the length of each line. They then wrote comparative sentences to identify which line was the longest, which was the shortest, and which was the middle length.

Measuring With Non-Standard Units

Last week we learned to measure length with non-standard units. In one of our lessons, the students worked together to make predictions about the length of a craft sticks using non-standard units of paper clips, color tiles, and lima beans. As they made their predictions, we discussed which unit we would need to the most of when measuring the craft stick. We talked about that when measuring with a unit that is smaller, you need more of that unit and when measuring with a unit that is larger, you need less of that unit. After making their predictions about the length of the craft stick and recording them on construction paper, they measured the actual length. We talked about starting at the end of the craft stick because just like in a race, everyone needs to start in the same spot to be accurate and fair. After recording their actual measurements, the students compared their predictions to the results.

Fact Family Wreaths

To help the students understand related addition and subtraction problems, or fact families, they created Fact Family Wreaths with paper pattern blocks. The students chose between two different wreath patterns. These wreath patterns can be downloaded here from PreKinder and the pattern block templates can be downloaded here. After creating their wreath, they cut them out and glued them on the recording sheet. Teachers, you can download the recording sheet here for FREE. The students had to count how many green and red pattern blocks were needed to make their wreaths and then write the related math facts. We discussed how the wreaths with mostly green had to use more pattern blocks because they cover less area. Teachers, this is a great way to frontload the concept of measuring area. We also discussed that it takes three of the pattern blocks to make one red pattern block. Again, this is a good way to frontload a math concept - this time fractions.

First Grade Math Games

Each week our class visits the computer lab to practice our math skills. To make life easier, I created a Sqworl page of some of my favorite first grade math games. You can visit this page to have your students practice various games over addition, subtraction, skip counting, measurement, patterns, graphing, time, and more.

Moseley Garden Blog

Our literacy strategist, Mrs. Reed, who also teaches gardening lessons to our students, has started a Moseley garden blog. She has posted pictures of the various plants that the students have planted and nurtured. Our grade planted onions and potatoes. The students really love going out to water the plants and see their growth. Through the garden they are learning various math, science, and social studies skills such as measurement, life cycles, energy, recycling, animal habitats, and natural resources. Thank you Mrs. Reed for all of your hard work!

Measuring Area with Color Tiles

To assess their understanding of area, I had the students create two seperate squares or rectangles using paper color tiles. The students then had to measure the area of their squares or rectangles. After measuring, they compared the two shapes to see which had the greatest and least area.

Area of a Foot

Today the students traced their shoe on one inch graphing paper. They then counted how much area in squares their shoes covered. Because their shoes did not always cover complete squares at the edges we had a mini-lesson on fractions by talking about putting two or three parts of a smaller square together to make a whole. After counting, the students wrote the area of their shoe on a t-chart on the whiteboard. As a group the students then ordered the areas from greatest to least on the board. To check their work, the students then ordered the shoe tracings on the floor in the order that they had written them on the board to see if it was truly from greatest to least. (Sorry there are not more pictures - we needed all hands today to count the squares!)

Line Measurement

Last week in computer lab we reviewed measurement using Kidspiration software. The students drew three lines of varying length and then measured them using color tiles. They then labeled the measurements and discussed with partners which was the longest and shortest. After measuring, the students blogged about their what they learned from this lesson. They also began learning how to insert pictures into their blog entries by saving and then inserting their Kidspiration measurement picture. You can read their thoughts about measurement and see their Kidspiration measurement pictures at their KidBlog.

Measuring Up!

The students experimented with measurement last week. First they made predictions about who had the longest or shortest ribbon just by viewing them with their eyes. We talked about comparing length and decided the best way to be sure which was the longest or shortest would be to measure them. I asked the students if it would be fair to measure the winner of a race if one person got to start in the middle and the rest had to start in the back. Of course they said it would be unfair. I then explained that it was the same with measurement - you have to start at the end. You also have to start with the same units of measurement. The students then measure craft sticks using Lima beans and pop cubes. We discussed that if you measure with a smaller unit of measurement it will take more units than if you measured with a larger unit of measurement. The students then chose three items from around the room that they measured independently with pop cubes.

Customize your own free picture slideshow

Gardening Lesson

The students had an exciting, hands-on science lesson last week from our Literacy Strategist, Mrs. Reed. They got to plant potatoes and onions! Mrs. Reed read the students a story about potatoes and then they created charts about the parts of potatoes, how to plant and take care of them, and ways they like to eat them. They then went outside to one of the plant beds and took turns planting rows of onions and potatoes. Mrs. Reed also included a great mini-lesson on measurement and skip counting as she taught the students how to space the vegetables properly. We can't wait for our big garden to be completed!

Digital slideshow customized with Smilebox

How I Grow and Change

In science as a part of our study in measurement, the students used pop cubes to measure their birth length. The students compared the length of the pop cubes, or their birth length, to their current height. They then traced the cubes onto paper and drew themselves as a baby at that specific length.

More Measuring

Over the last few weeks we have been exploring measurement with non-standard objects. The students started by measuring large objects but then moved into measuring smaller objects. Students are expected to use logical reasoning to know that if you use a larger object to measure, you would need less of that object. If you use a smaller object, you would need more of that object.

Measuring Up!

This week in math we are studying measurement. In first grade we measure with nonstandard units such as lima beans, cubes, linking chains, paper clips, and more. You can have your child practice measuring at home by using things like paper clips, lima beans, small blocks, pieces of evenly cut string or ribbon, etc.

Make a Smilebox slideshow

100th Day Fun

Today our countdown to the 100th day of school officially ended! To celebrate this special day of school, we began with our 100th day project presentations during our reading block. The students made creative projects including 100 piece puzzles, addition problems out of beans, Valentine hearts, a toy box, eyeball hats and shirts, and much more. During math, the students traced their shoes, cut them out, and created rows of ten until they had a total of 100 shoe patterns. We counted the ten longs as a class and then took them into the hallway to see how far 100 steps would be. The students made predictions to see if our set of footprints would go farther down the hallway than the other first grade classes. The students predicted that our steps would go further because our classroom was closer to the other hallways...they were right! Below you can enjoy a collage of some of our 100 day fun! To enlarge the pictures, click on the magnifying glass.

Make a Smilebox collage