Saturday, February 22, 2014
To celebrate the 100th day the students were asked to bring in various snack items. Each student then made a placemat with ten circles on it. They chose ten pieces of each snack item that was brought it to add to their placemat. As a class we practiced counting by tens to 100. They then combined their tens to make a 100 day trail mix. They also made bags of trail mix for the office staff, specials staff, and our PTA volunteers.
For the 100th day of school, we read 100th Day Worries by Margery Cuyler. As a homework assignment, the students collected a bag full of 100 items. Some of the students brought in items that were alike, some brought in ten groups of ten, and some brought in 20 groups of five. The students sorted and counted their items and then shared them with the class.
The students used Pixie 2 to create place value posters in the computer lab. They first learned how to create lines to divide the paper in fourths. We have been working on the skill of "click, hold, and drag." They then chose a larger number to model. They then learned to use text boxes to type in various ways to model the number. For example, they typed the number in standard form, expanded notation, and written form. They also drew the tens and ones as a pictorial model. Once they were printed, the students worked in partners to determine which number was the greatest and/or least. They then worked together to type the comparison sentence.
The students were each given four number cards to model in a drawing as tens and ones on a foldable. They then wrote comparison sentences to determine which number was the greatest and which was the least.
The students rotated through stations in small groups to build larger numbers with pop cube tens and bean ones. At each station they had a number card telling them what number to build. They then recorded their number on the top flap of a foldable and modeled the number as a picture under the flap. When possible, I like having the students work in small groups to allow them to teach each other and give/receive feedback.
Sunday, December 22, 2013
In a training with one of our district math strategists, we learned a technique to get students to show what they know. Each group has a different pen or marker color and completes one portion, task, or question at a given station. They then rotate to the next station and do the same. They either add to what the other group has done or come up with a different answer. Using this idea, I created Place Value Depictions to 120. These worksheets allow students to depict numbers in pictorial models (sticks and dots for tens and ones), on a tens/ones chart, in expanded form, and in written form. I set up stations around the room with one of these worksheets at each. The students rotated to each station until all the ways to depict the numbers were completed. I loved it because the students could not always rely on completing the portion that came the easiest to them - someone else may have already done that portion. The kids loved it because they got to work together and it was like a puzzle to them. I plan to continue having the kids work on these in math tubbing. Once we have a complete set, I will bind them as a class book for them read as review. You can download the file here.
Tuesday, November 26, 2013
Each student was given a bag of candy pumpkins to count during a Place Value lesson. They used a ten rod sheet to help sort the candy in rows of tens. We discussed that it is quicker to count by tens than by ones because ten is a larger number. After making their pumpkin patch with the candy, they recreated it on the ten rod sheet by thumb printing pumpkins. They then completed a recording sheet to identify how many tens and ones were in their pumpkin patch as well as the expanded notation. Their work was bound into a class book to use during Math Tubbing. The templates can be downloaded from my Teachers Pay Teachers store.
To practice building larger numbers, the students used printable base ten blocks to build the first letter of their name. They then counted how much their name was worth. The pages were later bound together as a class book so the students can practice counting the larger numbers during Math Tubbing. You can download the template here.
To assess the students' ability to represent numbers in various forms, they created candy corn place value art. Each student was given a different number. They wrote the number in the top portion of the candy corn. In the second portion, they had to draw a pictorial model of the number. In the bottom portion, they had to write the expanded notation of the same number. The kids loved it and had no idea I was assessing their understanding.