tag:blogger.com,1999:blog-24299834911995696802024-03-18T21:47:59.059-07:00love2learn2dayMusings--Math Blog & More--from a Momma with a Master's in Education...Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.comBlogger630125tag:blogger.com,1999:blog-2429983491199569680.post-55973935364010651762018-04-20T10:48:00.000-07:002018-04-20T11:57:25.444-07:00Design a Cube City...a Study in Volume!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga8pz8-t8URtAmpLBrdNgQMBcJKQpIO83MVb1WMrNo51dQzFESpH_LCAqkspH3w0ervznpuER7XQGhylhx96_c_vxTOl6N5LD4hIDO2T4MtcGS5xHY8MwbwrFotyJrcp5Ogk0Q5p7EUcE/s1600/MiniMetropolis2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="510" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga8pz8-t8URtAmpLBrdNgQMBcJKQpIO83MVb1WMrNo51dQzFESpH_LCAqkspH3w0ervznpuER7XQGhylhx96_c_vxTOl6N5LD4hIDO2T4MtcGS5xHY8MwbwrFotyJrcp5Ogk0Q5p7EUcE/s1600/MiniMetropolis2.jpg" width="640" /></a></div>
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Some of my fifth grade friends have been hard at work, designing cube cities as a culminating activity to their study on volume. In some cases, they worked together to create entire towns! Take a peek...<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitbkAXsO_A3KYd35RIi5BpKnDGuYjJ4z5-wYgscjjT8QeGtMmmWuEP77IfJkCXFs2sATF3BGvCug3v3hyphenhyphen6Hud2ppR984hK8P-OQW32p9HAwwzeyvJbSorUdDDHIC6g_7b4Jn5E1D0g6JI/s1600/1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="642" data-original-width="493" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitbkAXsO_A3KYd35RIi5BpKnDGuYjJ4z5-wYgscjjT8QeGtMmmWuEP77IfJkCXFs2sATF3BGvCug3v3hyphenhyphen6Hud2ppR984hK8P-OQW32p9HAwwzeyvJbSorUdDDHIC6g_7b4Jn5E1D0g6JI/s640/1.png" width="490" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">Nice perspective!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0uJv9Oh-cvCRFWLpotoQQ_wIBhjPJYBm89urDs9fBgB7K7XQL5INj-U1tJRdzXnzL2nwq6iFrkJk37YzSVAt-3RF81yhwoGNmy4SQyRcBOUEBEJw75nCiPnLg2mh3wJdnVbfeU4cycik/s1600/2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="642" data-original-width="819" height="500" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0uJv9Oh-cvCRFWLpotoQQ_wIBhjPJYBm89urDs9fBgB7K7XQL5INj-U1tJRdzXnzL2nwq6iFrkJk37YzSVAt-3RF81yhwoGNmy4SQyRcBOUEBEJw75nCiPnLg2mh3wJdnVbfeU4cycik/s640/2.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">A true metropolis!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVoAuDTK01b6gUSFQkepG5YqodFWY4mL055Wf8GOjinkXJghKxKgDxmD8lv6i8kc_XW3Vxb6bK_iXcVG-N5QS0owztV34RoD9GIJIR6T_pYB-f6WJOfbUbf3DvvN4da4C5rCN3pUyMOA0/s1600/3.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="370" data-original-width="1141" height="206" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVoAuDTK01b6gUSFQkepG5YqodFWY4mL055Wf8GOjinkXJghKxKgDxmD8lv6i8kc_XW3Vxb6bK_iXcVG-N5QS0owztV34RoD9GIJIR6T_pYB-f6WJOfbUbf3DvvN4da4C5rCN3pUyMOA0/s640/3.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">Great use of color!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhemRn42ucGPFq5tM_xxQ8Fl2s2AHmYgZ3eQLTDL0MA2aQeTDodmNOUvPS7yY1KXr5gDSuqibTVcERa8ApgSbTywF_7H0gScYY-bG0QKeUIXAbw04mjMHBWiQ_cf8mnVvP2M7sS_o621CA/s1600/4.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="643" data-original-width="816" height="504" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhemRn42ucGPFq5tM_xxQ8Fl2s2AHmYgZ3eQLTDL0MA2aQeTDodmNOUvPS7yY1KXr5gDSuqibTVcERa8ApgSbTywF_7H0gScYY-bG0QKeUIXAbw04mjMHBWiQ_cf8mnVvP2M7sS_o621CA/s640/4.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">Love seeing Lady Liberty in the background!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2uyGi3I2jLop4DXmm5vjlfn14K4dKObHMhtiLTBDcTbpTbsHWq-rlPbC6iZJxpUPZCXDucWr02tprWFGhc2vzQ_-W0RZ_l0jLKnj-2-tdVVfcLtvmElfl5PKemyxHKswKEwq51o8wKdQ/s1600/5.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="641" data-original-width="932" height="440" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2uyGi3I2jLop4DXmm5vjlfn14K4dKObHMhtiLTBDcTbpTbsHWq-rlPbC6iZJxpUPZCXDucWr02tprWFGhc2vzQ_-W0RZ_l0jLKnj-2-tdVVfcLtvmElfl5PKemyxHKswKEwq51o8wKdQ/s640/5.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">3-D trees and bushes!</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJvlVF5RS3hyphenhyphenytCQfiKiCxh34S0PXumJceKslAWQ1nr3Q7pgCSfHJDGNO5yS1HmDA3kc_kxSgcAN5c4AGC31LAVNoycxjwfPDrLuSD8q1gMwmZJWjPTKy-EOID84Hzn6qFY3bdSTFBvG8/s1600/6.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="643" data-original-width="1058" height="388" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJvlVF5RS3hyphenhyphenytCQfiKiCxh34S0PXumJceKslAWQ1nr3Q7pgCSfHJDGNO5yS1HmDA3kc_kxSgcAN5c4AGC31LAVNoycxjwfPDrLuSD8q1gMwmZJWjPTKy-EOID84Hzn6qFY3bdSTFBvG8/s640/6.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;">It's always more fun when you work together!</span></td></tr>
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Want to read more about the process behind this lesson? Learn more <a href="http://love2learn2day.blogspot.com/2014/04/explore-volume-with-mini-block-cities.html" target="_blank">here</a>. Or, purchase the complete lesson <a href="http://www.teacherspayteachers.com/Product/Design-a-Cube-Citya-study-in-volume-1211420" target="_blank">here</a>.Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-7099746681204814572018-04-18T12:47:00.000-07:002018-04-18T13:48:55.059-07:00Math Manip Tip: Fractions on a Geoboard<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilm4ZeP6PKikB7vou7Gmfq3X81LHQcEoXFuiDTPu1fvshaZVXvnn-KrlqwP6A262zBFz9In8wNfZE2WLcJ1dsp_PkqJMa0P-CBFYhTSdI3sfZK9_pHrG5YQHYAAfClFWW3mZIUapWivbA/s1600/header.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="395" data-original-width="672" height="376" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilm4ZeP6PKikB7vou7Gmfq3X81LHQcEoXFuiDTPu1fvshaZVXvnn-KrlqwP6A262zBFz9In8wNfZE2WLcJ1dsp_PkqJMa0P-CBFYhTSdI3sfZK9_pHrG5YQHYAAfClFWW3mZIUapWivbA/s640/header.png" width="640" /></a></div><br />
A geoboard provides endless opportunities for fraction exploration. To increase your options, flip the tool over and use a dry erase marker on the back. Students can label, outline, write equations, and more!<br />
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Yesterday, I worked with a third grader who was struggling with fractions. Initially, it appeared that her greatest struggle was to understand the meaning of the numerator and denominator in relation to the parts. On a geoboard, she agreed that that this portion represented 1/2.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6zaj_3vCXLNXxvx65jT20IYFTMqX1bbPWLTnVMLOaeI8iA-O2s1Tsxvc1GvFcy5tc3zbWM4pJ7ndAKadhDDYyzeI975eMLHdTDq9Gg4EkDGVeo3RTC3_mlb1xLGpW-2oDGmlG4uvDfN4/s1600/DSC_0154.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1531" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6zaj_3vCXLNXxvx65jT20IYFTMqX1bbPWLTnVMLOaeI8iA-O2s1Tsxvc1GvFcy5tc3zbWM4pJ7ndAKadhDDYyzeI975eMLHdTDq9Gg4EkDGVeo3RTC3_mlb1xLGpW-2oDGmlG4uvDfN4/s320/DSC_0154.jpg" width="306" /></a></div><br />
She then created the other half with another rubberband. I asked her if she knew what the 1 and the 2 represented in 1/2. She did not. So, on the geoboard, together we noticed the whole was divided into two parts and that each side represented 1 of those two equal parts. With a dry erase marker, she labeled each part.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLyub3CkD3AIsh4xE8X5wrm7Lj1boaYsLu9aAJnQypiGZ7mnppk6fkfgqwXKpAInn_9DuwZXBRSOHCAQUuhHTYoZeSILvnWEljUzTl0SjRaPqmErgZJ4A90Yw1R7hEpvA6FI6wXKAtBRw/s1600/DSC_0157.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1562" data-original-width="1600" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLyub3CkD3AIsh4xE8X5wrm7Lj1boaYsLu9aAJnQypiGZ7mnppk6fkfgqwXKpAInn_9DuwZXBRSOHCAQUuhHTYoZeSILvnWEljUzTl0SjRaPqmErgZJ4A90Yw1R7hEpvA6FI6wXKAtBRw/s320/DSC_0157.jpg" width="320" /></a></div><br />
I asked her if she could show 4 equal parts. She quickly did, and could tell me that each part was 1/4 of the whole.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBSHeqE1hl0i5fo_ZxRd8K_LWBAeemaNNqyqutf1IQKAcisDMzqrRiYUQZYk6e_OB01JFhoZfjUwH-m96ICwPa5OEyki6cwkZuN-VfhNszcGkp_8IymUvzD5OCmjURtIDFnIBYswIjy5E/s1600/DSC_0158.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1555" data-original-width="1600" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBSHeqE1hl0i5fo_ZxRd8K_LWBAeemaNNqyqutf1IQKAcisDMzqrRiYUQZYk6e_OB01JFhoZfjUwH-m96ICwPa5OEyki6cwkZuN-VfhNszcGkp_8IymUvzD5OCmjURtIDFnIBYswIjy5E/s320/DSC_0158.jpg" width="320" /></a></div><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHmy4kPrfHlx5WXRw3sG_FQzImLpfxwBwXWkaKl8-DNx8eyFD2MtesmHiBOkTCqOIRd7kXMllLZ922rSZtXjUIx97ZsZdbEcvE6PaaqU84zZ3HbQ056VK-l4mn35PLidWB1iV_wfZN-Y0/s1600/DSC_0159.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1594" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHmy4kPrfHlx5WXRw3sG_FQzImLpfxwBwXWkaKl8-DNx8eyFD2MtesmHiBOkTCqOIRd7kXMllLZ922rSZtXjUIx97ZsZdbEcvE6PaaqU84zZ3HbQ056VK-l4mn35PLidWB1iV_wfZN-Y0/s320/DSC_0159.jpg" width="316" /></a>Next, she made 8 parts and said that each portion was 1/8, labeling them. I asked how she knew that they were eighths. She said it was because there were 8 (equal) parts. We checked. With the dry erase marker! She then drew lines to represent sixteenths. We decided this was much easier than adding a lot more rubberbands.<br />
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After she noticed 8 equal parts make eighths, I asked her how many equal parts there are when there are fourths (4!), halves (2!! at this point she started grinning), thirds (3!! and grins harder, since we hadn't even attempted this one.)<br />
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It was time to wrap it up. I left her thinking about addition. For instance, if you have 1/4, how many more fourths do you need to equal 1 whole?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdmEhoHAUyLWqw5zk7Y7Ga6WUbPAn7KW0k49G0Zkv-nJUWYu37XfYpiv3Vc_xKNsM4QbqmUdUWHq1p5S3wqTSqv-YGdzMcfqIPJWIDi2tfNPANVGY6n7zu3ee700lSPRDTisdhSREryvg/s1600/DSC_0162.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1365" data-original-width="1600" height="272" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdmEhoHAUyLWqw5zk7Y7Ga6WUbPAn7KW0k49G0Zkv-nJUWYu37XfYpiv3Vc_xKNsM4QbqmUdUWHq1p5S3wqTSqv-YGdzMcfqIPJWIDi2tfNPANVGY6n7zu3ee700lSPRDTisdhSREryvg/s320/DSC_0162.jpg" width="320" /></a>Using only a geoboard and a dry erase marker, we could repeatedly draw fractional parts, label fractions, count, erase, think again,...and more! If you haven't used a geoboard for fraction exploration--and written on it with a dry erase marker--you are going to love this!<br />
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Don't have a geoboard? Try the <a href="https://www.mathlearningcenter.org/resources/apps/geoboard" target="_blank">free online app from The Math Learning Center.</a><br />
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And for more fraction ideas, visit <a href="http://love2learn2day.blogspot.com/search/label/Fractions" target="_blank">past blog entries</a>.Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com1tag:blogger.com,1999:blog-2429983491199569680.post-18034729574545328572018-01-22T09:16:00.001-08:002018-01-22T09:43:46.840-08:00Multiples Practice with Puzzles...and Mythology!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSb28yJKOXPWsN9DZ6lmoZ75c_fSmYt3_r8FQxwFTiuphcyAzNCjyzN93IvO6tK4lqxcoM_dk8BrAsQ-_-wQfZA9N0Uif4Vwwlh6e_eYWy8QcSn4bSXtXJb-Q1jYLx_HsSTUa747-TlMU/s1600/header.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="937" data-original-width="1266" height="472" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSb28yJKOXPWsN9DZ6lmoZ75c_fSmYt3_r8FQxwFTiuphcyAzNCjyzN93IvO6tK4lqxcoM_dk8BrAsQ-_-wQfZA9N0Uif4Vwwlh6e_eYWy8QcSn4bSXtXJb-Q1jYLx_HsSTUa747-TlMU/s640/header.png" width="640" /></a></div>
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Multiples can prove to be a challenge for students in grades 3-5. In fourth grade, we expect students to be able to determine whether a given whole number between 1-100 is a multiple of a one-digit number. Makes total sense, right? I mean, how hard could it be? Enter classroom...<br />
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<blockquote class="tr_bq">
Teacher: Morning, Johnny!<br />
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(Johnny wipes sleep out of eyes.)<br />
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Teacher: Think about the number 36. Is it a multiple of 6?<br />
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(Johnny blinks. Wipes his eyes.)<br />
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Teacher: Multiple, Johnny. Remember? We talked about this yesterday.<br />
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Johnny: Seven? </blockquote>
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Ever experience anything similar? To that end, I like to offer extra opportunities for practice. I want something that is...<br />
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<span style="font-size: large;">Hands-on</span></div>
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<span style="font-size: large;">Visually appealing </span></div>
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<span style="font-size: large;">Practical for a variety of levels</span></div>
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<span style="font-size: large;">Perfect for math centers</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibiFptuq8Hn0YRhqALC_xVDFgi6dJ9hkWcyMtNpwN9PXfWmEBjYtWorwPJ2fqMk-Ga-FszIcy6VKac5Syc332f5D5292T3sJvifJ6NPEVCFgzdQBx_WRBdSUyg6CbUUxtHAMZSKKH0Gzc/s1600/DSC_0155.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1156" data-original-width="1600" height="231" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibiFptuq8Hn0YRhqALC_xVDFgi6dJ9hkWcyMtNpwN9PXfWmEBjYtWorwPJ2fqMk-Ga-FszIcy6VKac5Syc332f5D5292T3sJvifJ6NPEVCFgzdQBx_WRBdSUyg6CbUUxtHAMZSKKH0Gzc/s320/DSC_0155.jpg" width="320" /></a></div>
This new set of <a href="https://www.teacherspayteachers.com/Product/Multiples-Puzzles-with-Greek-Myths-3604296" target="_blank">Multiples Puzzles</a> gives students ongoing practice with identifying and ordering multiples. Always on the lookout for ways to integrate math and literature, I selected Greek Mythology as a theme. Here's how they work...<br />
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1. Copy the puzzles on cardstock, choosing from black/white or color versions. Laminate, as desired.<br />
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2. Cut puzzles on horizontal lines into strips.<br />
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3. Place each puzzle in an envelope and label with the correct multiple.<br />
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4. Place in a math center, assign as homework, or use during a lesson on multiples.<br />
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5. As an additional option, as students complete each puzzle, they can note patterns they observe on 100s grids in their own Book of Multiples.<br />
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Teachers can differentiate by offering students puzzles that correspond with the practice most needed. Two blank puzzles are included for the creation of challenge puzzles.<br />
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Take a closer look at <a href="https://www.teacherspayteachers.com/Product/Multiples-Puzzles-with-Greek-Myths-3604296" target="_blank">Multiples Puzzles for Greek Myths</a>.<br />
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Looking for more multiples practice? My students have enjoyed making flap books & folds (see <a href="https://www.teacherspayteachers.com/Product/Flap-Books-Present-Multiples-Factors-1021553" target="_blank">here</a> and <a href="https://www.teacherspayteachers.com/Product/Fold-ItFactors-Multiples-1488155" target="_blank">here</a>), and used them as ongoing reference tools in their math journals.Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-91208951778430805602017-07-05T19:08:00.002-07:002017-07-07T09:59:39.478-07:00Kids Write and Produce Fractured Fairy Tale Plays!<div class="separator" style="clear: both; text-align: center;">
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With summer upon us, I couldn't resist pulling out Fractured Fairy Tales, my all-time favorite unit to teach. Three excited kiddos gather with the ultimate goal of writing and producing a fractured fairy tale play. Take a peek...<br />
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<b>Getting Started</b><br />
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In the first two minutes of class, students make lists of every fairy tale they can recall. The highest recorded number? Six! I tell them they'll soon have a lot more! We do a little Round-Robin story telling of the <i>Three Little Pigs</i>, with a pantomime thrown in. They think they're hilarious. (They are right!)<br />
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I give them each a bibliography so that they can add titles & authors as they read. ...'Cause, whew...are they about to READ!!!!<br />
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<b>Sorting and Reading </b><br />
The team audibly gasps as they spot the selection of fairy tales. While I own a lot myself, I also add a generous selection from my local library.<br />
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<i>[Note: For entertainment, after the unit, I counted. 82 of my books + 30 library books. And I didn't even begin to gather all that are available. Fractured fairy tales are one of the best reading hooks you can ever give a group of kids. Don't miss this opportunity!]</i> <br />
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I challenge students to sort the books by individual story. So, for example, all the Red Riding Hood tales go into one bin, labeled with a sticky note. As children peruse the pile, they can also write their names on sticky notes and place them on the covers of books they want to revisit.<br />
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I plan on giving them 15-20 minutes to read. After 20 minutes, they beg for more. After 30, they beg for more. After 45, they concede to move on to the next part of the project.<br />
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<b>Story Mapping</b><br />
Next, these young writers spend a little time thinking about "What Makes a Good Story?" This is where a plot map comes in handy. We read <i>Little Red Riding Hood</i> together and talk about the points of action in the story, creating a plot map with rising action, climax, falling action, and conclusion. They love quantifying the level of excitement in each moment of the story.<br />
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At this point, we also refer to a <a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Folktale-Characteristics-Poster-1595953" target="_blank">Folk & Fairy Tale Characteristics poster</a> as we consider, "What makes a fairy tale a fairy tale?" <br />
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<b>Pre-Writing a Fractured Fairy Tale</b><br />
We gather to create an anchor chart on concepts we could change to create Fractured Fairy Tales. As a group, students choose one particular tale to fracture, with the idea that the individual tales will eventually be combined into a group tale. By the time the chart is complete, students are bursting with ideas.<br />
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Using the anchor chart for support, they gather ideas on a <a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Think-Sheets-Story-Analysis-Pre-Writing-Organizer-3133755" target="_blank">Fractured Fairy Tale Think Sheet</a>, and begin writing individual stories.<br />
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At this point they shock me again. I anticipate 20-30 minutes of uninterrupted writing. They beg to keep going...and going...and going. As students finish, they silently read from the giant stash of books. The final writer stops (after repeated pleas to continue!) after 60 minutes. Talk about perseverance! <br />
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<b>Group Story Work Begins!</b><br />
At this point, students meet to read their stories aloud to one another. Listeners ask authors to highlight portions of stories that they recommend for the group production.<br />
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Something from each person's story is highlighted--something about the setting, the dialogue, a character, a turn of phrase--something! Everyone's work is valued by the group.<br />
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Students then use a <a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Think-Sheets-Story-Analysis-Pre-Writing-Organizer-3133755" target="_blank">Fractured Fairy Tale Think Sheet</a> in a group pre-write. After agreeing to basic content, they begin writing a group story. Each child is assigned a job, with jobs rotating every 5 minutes. With just three children in a group, jobs include: Manager, Time Keeper, and Scribe.<br />
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<b>Group Scriptwriting</b><br />
Without fail, students crazy-love this next part. Together, and using their group story as a backbone, they write a script on color-coded paper. This technique (my 20yo invention!) is fabulous as it allows students to easily revise. And revise. And revise. And did I mention...they LOVE IT!<br />
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<b>Rehearse and Perform</b><br />
And then, oh my--blocking the performance, choosing costumes, selecting the perfect stage, inviting the audience--endless fun! And of course, when it's summer, there is no better Rapunzel tower than the play structure.<br />
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<iframe allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/T64TTmdSmn4?ecver=2" style="height: 100%; left: 0; position: absolute; width: 100%;" width="480"></iframe></div>
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As soon as the performance ended, this crew started debating which fairy tale they'll fracture next summer!<br />
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Want to get kids inspired to read, write, and act? Read more about the <a href="http://love2learn2day.blogspot.com/2014/01/fractured-fairy-talesmy-favorite-unit.html" target="_blank">this unit on my blog</a>. Or learn more about the entire Fairy Tale Lesson Plan Bundle (100+ pages of lesson plans, student handouts, photos, bibliographies, tips, and more!) <a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Lesson-Plan-Bundle-3133864" target="_blank">by clicking here</a>.Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com1tag:blogger.com,1999:blog-2429983491199569680.post-38050049979803681762017-06-16T09:11:00.002-07:002017-06-16T09:29:25.218-07:00I'm a Math Coach, and Trust Me When I Say This is Better Than a Fidget Spinner!<div class="separator" style="clear: both; text-align: center;">
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The day I announced that we were going to do some math challenges with fidget spinners, the gadgets were permanently banned at school. (If it hasn't already happened at your school, <a href="http://www.workingmother.com/your-childs-school-is-probably-about-to-ban-fidget-spinners" target="_blank">it's going to</a>.) The fourth grade teacher leaned over and whispered, "I can't say I'm disappointed."<br />
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Yeah, I get that. Fidget spinners are <a href="http://www.workingmother.com/what-are-fidget-spinners" target="_blank">the WORST</a>. Like a purple llama doing cartwheels through the classroom.<br />
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BUT.<br />
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I love the idea of kids doing a STEAM (science, technology, engineering, art, and math) challenge that gets them excited about inquiry, data collection, art, math, and more. And STEAM is what I wanted to use those blasted spinners for. <br />
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So I went back to the drawing board and created an even better challenge. Why is it better? Because students MAKE THEIR OWN SPINNERS! A made-in-China-<a href="https://www.livescience.com/59441-fidget-spinners-lead.html" target="_blank">possibly-filled-with-lead</a> fidget spinner will never get kids excited about STEAM like their own creations will. So take a glimpse at how these students made spinning tops, recorded spin times, and graphed the data...<br />
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<b>Fold the Spinner: Math Vocab</b><br />
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First, fourth graders followed along with me as I demonstrated how to fold an origami spinner. Along the way, we stopped and made observations about the shapes being created. I heard a lot of mathematical terms and attributes of shapes, like:<br />
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<ul>
<li>trapezoid</li>
<li>parallelogram</li>
<li>rhombus</li>
<li>square</li>
<li>rectangle</li>
<li>parallel sides</li>
<li>perpendicular</li>
<li>angles: acute, right</li>
<li>congruent</li>
<li>lines of symmetry</li>
<li>and more...! </li>
</ul>
Pretty awesome for a few minutes of paper folding!<br />
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<b>Combine Math & Art</b><br />
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Next, the kids dove into art. They considered what would happen to the spin image if they colored their tops with different fractional color combinations. For example, how might two primary colors look while spinning? What would a spiral or dots or squares look like? What would black and white do? Kids used crayons, gel pens, stickers. We ended up with all kinds of creations.<br />
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<b>Collect & Graph Data</b></div>
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Then it was time to spin, baby, spin! Students worked in pairs to time the length of spins and graph their data. Challenges were posed and kids delved into scientific inquiry as they noticed that some spinners went far longer than others. Many tweaked their creations, hoping that a slightly different design would increase their spin time. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgrA3jDURuQpgH7PpAmOu745KKypYPkbsySVgpd-IgQ8b4YqORDa2wNNj1qDgTDruRloPMCLyVC6qXDJLfWB6o_eTr5dbIHkFDWSrvB_S_ECNt31DYlfF4TEloATfUvbK3o0kRotQ_8kA/s1600/IMG_0997.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1570" data-original-width="1600" height="314" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgrA3jDURuQpgH7PpAmOu745KKypYPkbsySVgpd-IgQ8b4YqORDa2wNNj1qDgTDruRloPMCLyVC6qXDJLfWB6o_eTr5dbIHkFDWSrvB_S_ECNt31DYlfF4TEloATfUvbK3o0kRotQ_8kA/s320/IMG_0997.jpg" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp5jq5PMomSdLw-Y3qARs0qXZ94OjMgkEQKrZRMHF6RysK66tf9N0qwKzgDVSUj42YdFhYUcJ0NpP9jaLi-N2BjcnG-5N4Tl1JkNG_cB08LgyGoGjbgKCwHL4kbDspl9O9aPjw09cfyqs/s1600/tabletopdata2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1035" data-original-width="803" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp5jq5PMomSdLw-Y3qARs0qXZ94OjMgkEQKrZRMHF6RysK66tf9N0qwKzgDVSUj42YdFhYUcJ0NpP9jaLi-N2BjcnG-5N4Tl1JkNG_cB08LgyGoGjbgKCwHL4kbDspl9O9aPjw09cfyqs/s320/tabletopdata2.png" width="248" /></a></div>
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Finally, students did a second set of trials in which they changed a variable. Our students clearly know a lot about science, technology, engineering, art, and math! </div>
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They begged for instructions to take home.<br />
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Homework?<br />
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In the summer?<br />
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Well, I guess. Only if you really, really want it...!!!!<br />
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Then I gave them a summer challenge: to develop a spinner that would go for 40 seconds. I can't wait to see what they come up with! Have a great summer, all!!</div>
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You can find the entire <a href="https://www.teacherspayteachers.com/Product/Spinning-Tops-STEAM-Challenge-3146363" target="_blank">Spinning Top lesson by clicking here</a>.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Spinning-Tops-STEAM-Challenge-3146363" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="1600" data-original-width="900" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZdAVGQKHEi_TB4VFwMLCmNF-Lmznv7tFFAzVvM_Y2OdDa7hWiuUYZ7xy9Mu9zQCtWvFevkNUjtPFSuDdqe8264h-ZcjtzqTILJ78jFqoQZ7YVXn42C9qaUUQmhcxlPoJ38c_sH5YL2WA/s640/SpinnerCollage3.jpg" width="360" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Spinning-Tops-STEAM-Challenge-3146363" target="_blank">Spinning Top lesson</a></td></tr>
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Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-28606339784974760362017-05-06T13:52:00.000-07:002017-06-16T09:30:00.068-07:00Table TOP Math: Integrating Math, Art, and Vocabulary<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO3mkQfW7pesXczOcJzKt1X4Jnipt474OcdsGl2CMGSHKnvrWKZj8KQx9r00zFFsHZ4W9VKR3krlZ57NjWxOnqXHLLAqGioDYwLJA6_g-Lv2zmPBSeQ2zfE1PQ4Xt3DltweWUoVev8zHU/s1600/TableTopMathHeader2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO3mkQfW7pesXczOcJzKt1X4Jnipt474OcdsGl2CMGSHKnvrWKZj8KQx9r00zFFsHZ4W9VKR3krlZ57NjWxOnqXHLLAqGioDYwLJA6_g-Lv2zmPBSeQ2zfE1PQ4Xt3DltweWUoVev8zHU/s400/TableTopMathHeader2.png" width="203" /></a></div>
Math vocabulary is like spinach.<br />
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While good for you, in some circles, both have been known to have a less-than-stellar reputation. <br />
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I'm not one of those parents who feels the need to sneak vegetables into my kids. Vegetables are just part of life, a rich part of our daily eating habits. For example, we make lasagna more flavorful, more colorful, more nutritious, and more interesting with spinach or kale.<br />
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Math vocabulary is no different. I don't feel a need to isolate math vocabulary, shoving a piece of plain, cooked spinach down anyone's throat. Math vocabulary is what we do all the time. It's part of the environment in a rich, mathematical life. It helps us to <a href="http://www.corestandards.org/Math/Practice/MP6/" target="_blank">communicate our thinking with precision</a>. Like exercise, the more we utilize vocabulary, the more natural it becomes.<br />
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I love finding activities that naturally invite a wide variety of mathematical vocabulary, preferably while having fun and integrating subjects like art. We found a perfect candidate in Table TOP Math.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjErPM9SOkQE8hovZp6yt5z0n0fWymJvJhzimGKJBb9ZyhFEPEQdmJ3WVfub1ynpmhf-jnM757x_vf9DCMGpVTGXDTRiqH1d9RK4KG_ddsAo6uQNSJYPz_8WChVvgdx13jQNNTev-zrzg/s1600/TableTopPix.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjErPM9SOkQE8hovZp6yt5z0n0fWymJvJhzimGKJBb9ZyhFEPEQdmJ3WVfub1ynpmhf-jnM757x_vf9DCMGpVTGXDTRiqH1d9RK4KG_ddsAo6uQNSJYPz_8WChVvgdx13jQNNTev-zrzg/s1600/TableTopPix.png" /></a><br />
Students make tops, designed to spin on tables. As they fold their creations, they describe what they notice with observations like:<br />
<ul>
<li>4 equal angles</li>
<li>4 sides</li>
<li>opposite sides parallel</li>
<li>2 sets of sides with equal lengths</li>
<li>angles: right, acute</li>
</ul>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjErPM9SOkQE8hovZp6yt5z0n0fWymJvJhzimGKJBb9ZyhFEPEQdmJ3WVfub1ynpmhf-jnM757x_vf9DCMGpVTGXDTRiqH1d9RK4KG_ddsAo6uQNSJYPz_8WChVvgdx13jQNNTev-zrzg/s1600/TableTopPix.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>They also give names to the shapes they observe:<br />
<ul>
<li>polygon</li>
<li>quadrilateral</li>
<li>rectangle</li>
<li>parallelogram</li>
<li>trapezoid</li>
</ul>
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Then, they try different coloring techniques, integrating art. What a great opportunity to experiment with design and guess what each will look like as it spins. Watch a few examples...<br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxgd1ayeU04v_NP1-XmHhF_DDfdFeZJCkcfS-g45O9zOm--BnApILwmReal9CjRk62e9TECTqs_a5NlnmHPww' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3DPCYMPl2fU1V0H9oqOPImbxCdnIbAKmCDnx2oMTHZ69eQlufcKspArnLeJK2YGlVr2gyj0c1PxZns98KPEXigN2big2J_HpPleAnTMoDMwL7T9dJl7OkJJg_f-2D-rOz2Hj7xSh-fF4/s1600/TableTOPHeader.png" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3DPCYMPl2fU1V0H9oqOPImbxCdnIbAKmCDnx2oMTHZ69eQlufcKspArnLeJK2YGlVr2gyj0c1PxZns98KPEXigN2big2J_HpPleAnTMoDMwL7T9dJl7OkJJg_f-2D-rOz2Hj7xSh-fF4/s320/TableTOPHeader.png" width="238" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Spinning-Tops-STEAM-Challenge-3146363" target="_blank">Table TOP Math available here</a> </td></tr>
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You could make math vocabulary an integral part of any origami folding project. Pick something with fairly simple folds that your students will enjoy, and apply vocabulary along the way.<br />
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If you're interested in<a href="https://www.teacherspayteachers.com/Product/Spinning-Tops-STEAM-Challenge-3146363" target="_blank"> Table TOP Math</a>, it is now available as a *new* product at a marked discount. ENJOY!!!Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com1tag:blogger.com,1999:blog-2429983491199569680.post-9846007439738830272017-04-29T07:00:00.000-07:002017-07-06T07:23:05.673-07:00Fractured Fairy Tales...my Favorite Unit EVER!!<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4nP863L6oD9Z-YRV0CMtt6uIi4DQE3ZJsMRz6OaOwuDCb45jSOBAw3OdBQjYXiFnY3O2k5GZileZwaRwvdZ3EikgpvxnA6rQINy5xLSfkoEZzqPwvaO2FNt3W9S69uBuUGOsEMGd0-Po/s1600/FairyTales2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4nP863L6oD9Z-YRV0CMtt6uIi4DQE3ZJsMRz6OaOwuDCb45jSOBAw3OdBQjYXiFnY3O2k5GZileZwaRwvdZ3EikgpvxnA6rQINy5xLSfkoEZzqPwvaO2FNt3W9S69uBuUGOsEMGd0-Po/s640/FairyTales2.png" width="241" /></a>**UPDATE: I'm working hard to make more pieces of this unit available. In the meantime, enjoy my favorite unit and one of love2learn2day's most popular posts!<br />
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Over the next 3 months, I will be teaching my FAVORITE UNIT EVER!!! I first wrote and taught this unit back in the days before internet...before Common Core...before man discovered fire...<br />
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Just kidding. About the discovery of fire. But close.<br />
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Anyway, I'd like to share the unit as it unfolds. I am teaching a group of 4th-6th graders in a 3 hour block, once a week. I originally taught the unit in 6th-8th grade language arts. The unit can be comfortably modified up or down to fit grades 3-8 in a classroom or homeschool setting.<br />
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<b>Session 1</b></div>
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<b>Focus: What Every Good Story Must Include/Parts of a Story</b></div>
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</b> <b>Opener</b><br />
As students enter, I ask them to list every fairy tale title they can name.<br />
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</b> <b>Getting to Know You: Fairy Tales</b><br />
We begin with a quick introduction in which students say their name, followed by their favorite fairy tale. They then repeat all the previous names/favorite tales in the class. This becomes a quick assessment tool as students offer up titles that are not actually fairy tales. In my class, one child named a book and said that the title is a fairy tale because it is fiction. I do not correct students as we will be learning more about what makes a fairy tale in the coming weeks.<br />
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<b>Round Robin Fairy Telling</b><br />
As a class, we retell the story of the Three Little Pigs, popcorn-style. I start the story and keep it going, randomly pointing to a student to have him/her fill in parts. I want them to recognize how much they DO already know. Later in the morning I can use this as an example for certain words/topics..."do you remember the DIALOGUE in the Three Little Pigs," etc.<br />
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<a href="http://www.amazon.com/exec/obidos/ASIN/1404853421/ref%3Dnosim/candle-20/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="http://www.amazon.com/exec/obidos/ASIN/1404853421/ref%3Dnosim/candle-20/" border="0" height="164" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN6KeWrM8e3LB9vfgw6PtsGjk9ofo4UC4SM-9c4Sxnzk6uKc8vUzQx0p4VSh95L1r1o0YI8dE1G4-BBRAv2SwDMD1CSPrV5u4cFXfXITqG-FehpFZhMD4gOVHJZSkHlQH-k-q50kW9_Kc/s1600/51icVx5RzpL._SX258_BO1,204,203,200_.jpg" width="200" /></a></div>
<b>What Makes a Good Story?</b><br />
Next, a read aloud: <a href="http://www.amazon.com/exec/obidos/ASIN/1404853421/ref%3Dnosim/candle-20/">Show Me a Story: Writing Your Own Picture Book</a>. Here, we talk about the tools that authors use to create good stories. <br />
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<a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Bibliography-Record-Sheets-3156734" target="_blank"><b>Fairy Tale Bibliography</b></a><br />
I hand out a <a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Bibliography-Record-Sheets-3156734" target="_blank">blank bibliography</a> so students can add each book that we read. We will be doing a LOT of fairy tale reading, and I want them to use this as a reference.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdInTlAQB7EwwjrgFb5qCNXA0aMiwGLTTSEAsAFmRoe0fJ98bxNddjOhbCBuqKwQGvni-9sEq-0gsUNwHFWdqpSZfUIpXwfVSbKnA919ro9F87WjaUdcloMoFPf4X-G2aD-0yCAOiJTSw/s1600/PlotMapScan+1.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdInTlAQB7EwwjrgFb5qCNXA0aMiwGLTTSEAsAFmRoe0fJ98bxNddjOhbCBuqKwQGvni-9sEq-0gsUNwHFWdqpSZfUIpXwfVSbKnA919ro9F87WjaUdcloMoFPf4X-G2aD-0yCAOiJTSw/s1600/PlotMapScan+1.jpeg" width="243" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This sheet is now available <a href="http://www.teacherspayteachers.com/Product/Short-Story-Plot-Diagram-Story-Map-for-Fairy-Tales-More-1534451" target="_blank">here</a>! </td></tr>
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<b>Parts of a Story</b><br />
I read aloud a traditional Red Riding Hood tale. Then, together, we list fairy tale events and <a href="http://www.teacherspayteachers.com/Product/Short-Story-Plot-Diagram-Story-Map-for-Fairy-Tales-More-1534451" target="_blank">plot them on an excitement scale</a> to show rising action, climax/turning point, and falling action. We talk about how these elements are in every good story...and how the stories that they write will also include these elements. I follow with a reading of <a href="http://www.amazon.com/exec/obidos/ASIN/0316236608/ref%3Dnosim/candle-20/">Ruby</a> by Michael Emberley. This is a "fractured" version of Red Riding Hood. We track events and plot an excitement scale again, showing that even as the story changes, the general shape of the excitement scale remains the same.<br />
<a href="http://www.amazon.com/exec/obidos/ASIN/0316236608/ref%3Dnosim/candle-20/" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="http://www.amazon.com/exec/obidos/ASIN/0316236608/ref%3Dnosim/candle-20/" border="0" height="163" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQmzDUoQLKcBxW4YFB_aDwp643o79S4825NVrlSA9Bw-By1PNEJcYsJtsnY0vv3lyhdv3tOMcuNydluKQ2hE97R7RAQe25RHxZlUfw3v8AXbNn6kDqWVdkmHHxVbqKazD4b4SAoyNBB-Q/s1600/Ruby-for-website003%2528pp_w662_h542%2529.jpg" width="200" /></a><br />
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<a href="http://www.amazon.com/exec/obidos/ASIN/0916260313/ref%3Dnosim/candle-20/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="http://www.amazon.com/exec/obidos/ASIN/0916260313/ref%3Dnosim/candle-20/" border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmw2uTbBVN-ExTsY6iturfFoWUxYXMdPbTFfXc6_RKZjDGtvVwvm9wE_BnxkUyuadzB5nBr_e5IIBsLct3f2AgloDa4LROjrFEGJTGNslZT9nFVgRbLotmPZtVn2biUh8JBk930_PJfoQ/s1600/51hm+jyhw7L._SY344_BO1,204,203,200_.jpg" width="133" /></a></div>
<b>Drama</b><br />
A big portion of this unit includes drama. Today we did an introductory pantomime activity from <a href="http://www.amazon.com/exec/obidos/ASIN/0916260313/ref%3Dnosim/candle-20/">Theatre Games for Young Performers</a>.<br />
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<b>Comparison/Contrast</b><br />
First, I read a traditional Cinderella Story. Together, we build a chart to look at various elements of the story. I record on the bulletin board as <a href="https://www.teacherspayteachers.com/Product/Folk-Fairy-Tale-Compare-Contrast-Story-Chart-3165784" target="_blank">students record on their own individual charts</a>. Then, I give each student a "fractured" version or a version from another culture to read. They each add this book to their own charts, then present what they discover so that we can add to the class chart (and <a href="https://www.teacherspayteachers.com/Product/Folk-Fairy-Tale-Compare-Contrast-Story-Chart-3165784" target="_blank">individual charts</a>.)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRtdsTWCH8iDzgBS2AajGKs0DKWdxOUFLLmGhSqwnaE2_EVeP9HLDz4GY5PMYIZl2d-UdqGQ7Q3fg9cbUVH-Pa2bkQsdI3Pbd6RbBY5Mm-KRS9qAKu8SaSEKGnAinWDDmHixR_2L77gJU/s1600/DSC_0019.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="278" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRtdsTWCH8iDzgBS2AajGKs0DKWdxOUFLLmGhSqwnaE2_EVeP9HLDz4GY5PMYIZl2d-UdqGQ7Q3fg9cbUVH-Pa2bkQsdI3Pbd6RbBY5Mm-KRS9qAKu8SaSEKGnAinWDDmHixR_2L77gJU/s1600/DSC_0019.JPG" width="640" /></a></div>
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It is eye opening to discover just how many versions of Cinderella there are...and how the elements stay consistent throughout the tales. It's those consistent elements that make fairy tales what they are...so we're beginning to uncover how fairy tales differ from other types of fiction.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwgCzZVNsoiP9OsC3APtp611EFJYv3P5Zv5nP1CFhhH3E7-H2XQP1bN_XtAGq0bPYPlja9Tw0RzV6tyxf7I547xWDW-skWSGN4yMMA9c_993DnUYDaiq8h6AJacfuN0Ixx7c7QlGZuPWU/s1600/ThinkSheets2.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1103" data-original-width="685" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwgCzZVNsoiP9OsC3APtp611EFJYv3P5Zv5nP1CFhhH3E7-H2XQP1bN_XtAGq0bPYPlja9Tw0RzV6tyxf7I547xWDW-skWSGN4yMMA9c_993DnUYDaiq8h6AJacfuN0Ixx7c7QlGZuPWU/s400/ThinkSheets2.jpg" width="247" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Think Sheets are now available <a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Think-Sheets-Story-Analysis-Pre-Writing-Organizer-3133755" target="_blank">here</a>!</td></tr>
</tbody></table>
<b>Writing Assignment: Fractured Fairy Tales</b><br />
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We'll be doing a lot of writing this term. To kick off the year, I read the traditional <i>Three Little Pigs</i>, then ask each student to use a <a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Think-Sheets-Story-Analysis-Pre-Writing-Organizer-3133755" target="_blank"> "Fractured Fairy Tale Think Sheet"</a> to brainstorm how they might fracture the story. I suggest that they change one or two elements of the story--perhaps the setting, character, point-of-view of the story, etc... But not all elements. Just a few changes allow students to start experimenting with fairy tale writing. I also mention a few additional guidelines. Their stories will likely include:<br />
<ul>
<li>3 little somethings</li>
<li>a "big bad" something</li>
<li>3 "houses" of some type</li>
<li>dialogue between little somethings and big bad somethings</li>
<li>the phrase, "Once Upon a Time"</li>
</ul>
Before class begins next week, students will complete their own fractured fairy tales. Next week, we'll meet in authors' circles to revise our writing.<br />
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For additional support, students might also use <a href="http://www.readwritethink.org/files/resources/interactives/fairytales/">this site from ReadWriteThink</a>. <br />
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<b>Fairy Tale Notebooks</b><br />
We're compiling all our work into 3-ring binders with page protectors. At the conclusion of the unit, the page protectors will be taken out of the binders and made into permanent reference books. <br />
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Once Upon a Time there was a teacher who LOVED teaching fractured fairy tales...<br />
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Read more about our adventures <a href="http://love2learn2day.blogspot.com/2014/01/fractured-fairy-tales-character.html" target="_blank">here</a> and <a href="http://love2learn2day.blogspot.com/2014/12/fairy-tale-favorites.html" target="_blank">here</a>. And now you can also read about writing and producing the play portion, <a href="http://love2learn2day.blogspot.com/2017/07/kids-write-and-produce-fractured-fairy.html" target="_blank">here</a>.<br />
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<b>**Update**</b><br />
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I am gradually adding items from this fairytale unit to TPT. Currently available:<br />
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<a href="http://www.teacherspayteachers.com/Product/Fairy-Tale-Folktale-Characteristics-Poster-1595953" target="_blank"> Fairy Tale, Folktale Characteristics Poster</a><br />
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<a href="http://www.teacherspayteachers.com/Product/Short-Story-Plot-Diagram-Story-Map-for-Fairy-Tales-More-1534451" target="_blank"> Short Story: Plot Diagram for Fairy Tales and More!</a><br />
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<a href="http://www.teacherspayteachers.com/Product/Character-Studies-Folk-Fairy-Tale-and-Short-Stories-1602498" target="_blank"> Character Studies: Folk, Fairy Tale, and Short Stories</a><br />
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<a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Think-Sheets-Story-Analysis-Pre-Writing-Organizer-3133755" target="_blank">Fairy Tale Think Sheets: Story Analysis & Pre-Writing Organizer</a> (New! 4/29/17)<br />
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<a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Map-Exploring-Setting-3145115" target="_blank">Fairy Tale Maps: Exploring Setting</a>(New! 5/5/17)<br />
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<a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Bibliography-Record-Sheets-3156734" target="_blank">Fairy Tale Bibliography Record Sheets</a>(New! 5/12/17)<br />
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<a href="https://www.teacherspayteachers.com/Product/Fairy-Tale-Character-WANTED-Posters-3162415" target="_blank">Fairy Tale Character Wanted Posters</a>(New! 5/17/17)<br />
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<a href="https://www.teacherspayteachers.com/Product/Folk-Fairy-Tale-Compare-Contrast-Story-Chart-3165784" target="_blank">Folk & Fairy Tale Compare & Contrast Story Chart</a>(New! 5/19/17)<br />
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The entire collection is also available in a bundle:<br />
<a href="https://www.teacherspayteachers.com/Product/Folk-Fairy-Tale-Short-Stories-Series-Bundle-3133864" target="_blank">Folk, Fairy Tale, & Short Story Series Bundle </a>(Now complete! Over 100 pages!)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpvRu_BCvMVB0TXh2R6mbuXzNmupOuNOdb2kgeifDTj1zDqKaYIZJt4F4-Vxaw0W6Vzsos9jcn_9zAfNySeumMaR2-bZ9wj3lNB8R3vIUbz_Q20InYSqWAHAPQKgSGwzJ7uU43R6ZZM5s/s1600/Screen+Shot+2014-12-05+at+1.17.30+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpvRu_BCvMVB0TXh2R6mbuXzNmupOuNOdb2kgeifDTj1zDqKaYIZJt4F4-Vxaw0W6Vzsos9jcn_9zAfNySeumMaR2-bZ9wj3lNB8R3vIUbz_Q20InYSqWAHAPQKgSGwzJ7uU43R6ZZM5s/s1600/Screen+Shot+2014-12-05+at+1.17.30+PM.png" width="243" /></a>Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com14tag:blogger.com,1999:blog-2429983491199569680.post-33886238010809279502017-04-28T06:00:00.001-07:002017-04-28T06:46:46.549-07:00Averaging with Unifix CubesUnifix cubes are one of my favorite math manipulatives. I especially love to use them when averaging.<br />
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In the "old days," when I was an elementary student, I was told that to average, you add up all the numbers and divide by the number of groups to get the average. Not surprisingly,<br />
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I HAD NO IDEA WHAT THAT MEANT!<br />
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OR WHAT IT HAD TO DO WITH AVERAGING!<br />
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I first used unifix cubes to average when I taught <a href="https://www.mathlearningcenter.org/sites/default/files/pdfs/HSMWME_0504.pdf" target="_blank">"Measurement with Marbles,"</a> one of my FAVORITE math units that's now FREE from the Math Learning Center. I hope you enjoy that unit and my little videos on Averaging with Unifix Cubes.<br />
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<blockquote>
Note: Due to video time limitations I could not show multiple ways to level the towers. When you work with children, however, I encourage you to help kids understand the idea of averaging by giving them 2 stacks, and then 3 stacks of cubes, and asking them to devise methods to level the towers. If we just TELL them what to do rather than allowing them to devise their own strategies, we're really just giving them a different version of my childhood experience (where I had no idea WHY I was doing what I was doing.) Give them some cubes and a little time for productive struggle! :)</blockquote>
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Part 1:<br />
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwzBf2Av38lK138Oumes7d8Yv3ehJksJqvgnd2aMwjFjQrQpSd66Cz-AGls6Vdx99YP4J0cMkpWvHtpJeFF5g' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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Part 2:<br />
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyrlAEhWyhlbED_6tLvBV2K3bxwDeMtvY-ykLN27YRiGhh5CnTAaGYBO4J24CMbmIc6W-tBVvKk4frXvN-iQw' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
<br />Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-21915586770752725532017-04-08T14:48:00.000-07:002017-04-08T20:01:42.628-07:00Group Fraction Activity for Warm-Ups, Transitions, or Anytime!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhs1zGoKyLMit9_33MrkouYhlRsteZA68nfMSQOihNzyOI4O0BCKWGo3T4WiUHB-0ANxPXf5OTsw15maTbt-2wXtAUhU4jsXpDI4Z-5m0GQzsUXmJkX68jeDMsJzw35gpvn6D7FVlDcN0/s1600/FractionsofGroup.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="484" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhs1zGoKyLMit9_33MrkouYhlRsteZA68nfMSQOihNzyOI4O0BCKWGo3T4WiUHB-0ANxPXf5OTsw15maTbt-2wXtAUhU4jsXpDI4Z-5m0GQzsUXmJkX68jeDMsJzw35gpvn6D7FVlDcN0/s640/FractionsofGroup.jpg" width="640" /></a></div>
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As a math coach I'm able to see a lot of teachers and students in action. On a recent visit to a third grade classroom, I saw a fantastic activity that I can't wait to share! (Homeschool adaptations included below.)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxg8L4oNJg9Ok9c1r1GvU5HYBEvzZXVBzJnCzGn59FM2q3DKl7-uDIxJbZ5YL7_RDTS3e9pKiwvaUD9sz0025YygGin9mM9MrvUl21lGyWtO5_nXAX1FQIq4Loc1Fv7-zhDeKithIarKE/s1600/FractionsofGroupCollage2.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxg8L4oNJg9Ok9c1r1GvU5HYBEvzZXVBzJnCzGn59FM2q3DKl7-uDIxJbZ5YL7_RDTS3e9pKiwvaUD9sz0025YygGin9mM9MrvUl21lGyWtO5_nXAX1FQIq4Loc1Fv7-zhDeKithIarKE/s640/FractionsofGroupCollage2.jpg" width="188" /></a>In this particular class, student desks were configured in groups of 4 or 5. As students arrived at their desks in the morning, they immediately began working on a group task: "What fraction of your group are boys? What fraction are girls?" In the early stages of the activity, before everyone arrived, a group might have results like 1/3 girls and 2/3 boys. But as more students arrived, the results changed. A group might then have 2/5 boys and 3/5 girls. But the group next to them might have 1/4 girls and 3/4 boys. The answer entirely depended on when kids arrived and who was in attendance.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxg8L4oNJg9Ok9c1r1GvU5HYBEvzZXVBzJnCzGn59FM2q3DKl7-uDIxJbZ5YL7_RDTS3e9pKiwvaUD9sz0025YygGin9mM9MrvUl21lGyWtO5_nXAX1FQIq4Loc1Fv7-zhDeKithIarKE/s1600/FractionsofGroupCollage2.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a>When the starting bell rang, the teacher focused the class and began asking groups to share. Each group shared the fraction of boys/girls in each group. As she questioned individual groups, she stopped and asked students to consider how one group compared to another. If one group had 2/5 girls and another had 3/5 girls, which group had a greater fraction of girls? <br />
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The activity also lent itself to thinking about fraction addition or subtraction. If a group had 2 boys and 3 girls, then:<br />
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2/5 + 3/5 = 5/5 = 1 (whole group)<br />
5/5 of a group - 2/5 boys = 3/5 girls.<br />
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Students could also consider equivalent fractions. "If a group has 2/4 boys and 2/4 girls, is there another way we can think about the fraction of boys and girls?" (1/2 boys and 1/2 girls.)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhs1zGoKyLMit9_33MrkouYhlRsteZA68nfMSQOihNzyOI4O0BCKWGo3T4WiUHB-0ANxPXf5OTsw15maTbt-2wXtAUhU4jsXpDI4Z-5m0GQzsUXmJkX68jeDMsJzw35gpvn6D7FVlDcN0/s1600/FractionsofGroup.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a>
This is a wonderful, quick activity that helps students to figure parts of a group with fractions. As they consider the answer, they're continually thinking about which number is used in the numerator and which is used in the denominator and why.<br />
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After observing the activity, I made a set of <a href="https://www.teacherspayteachers.com/Product/What-Fraction-of-Your-Group-3101268" target="_blank">75+ Math Task Cards</a> that could be used with small groups (3-6), medium groups (6-12) or large groups (12-entire class.) Many cards encourage students to consider questions that help them to know one another better. Depending on teacher emphasis, the cards could be used in grades 3, 4, or 5.<br />
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If you are interested in the Task Cards, they are <a href="https://www.teacherspayteachers.com/Product/What-Fraction-of-Your-Group-3101268" target="_blank">available on TPT as a new product</a> at an introductory sale (deep discount!) price.<br />
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If you use this activity--with or without the Task Cards--I'd love to hear about your experience!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7A_svMr9D6U43mpIFOGjO41xuLy7ZYe_YTITOW00dnnxljfsxmx-2c68KWEw65w4G9hQM4-NNP7PF68Uhg9xRpc7FCWl_MpEwhN3w0OAX6LG-stdaDcmfvAWew9PEHWEJy3iidc66fWE/s1600/IMG_4897.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7A_svMr9D6U43mpIFOGjO41xuLy7ZYe_YTITOW00dnnxljfsxmx-2c68KWEw65w4G9hQM4-NNP7PF68Uhg9xRpc7FCWl_MpEwhN3w0OAX6LG-stdaDcmfvAWew9PEHWEJy3iidc66fWE/s400/IMG_4897.JPG" width="300" /></a>p.s. Homeschoolers could make up a similar activity with items around the house: "What fraction of my stuffed animals include animals with teeth? No teeth?" Years ago I gathered Teeny Beanie Babies just for the purpose of <a href="http://love2learn2day.blogspot.com/2010/06/sorting-graphing-with-beanie-babies.html" target="_blank">sorting</a> and fraction activities like this. Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-40763528192643238292017-02-11T19:54:00.000-08:002017-02-11T19:57:45.374-08:00Math-y Valentine's Day Cards - FREE!<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5GGMQrLLENLXlhVCCBgAnGU_MuNNMHHnMgf-4osRMXBxVnDcD6nRXAMNhLTy7je2YSipT5fD4zbIkL7Ld3tjparzjrQ9xiIVXSGrPYGOf2gKNu5fpSJIJRPuk5NEZwemlmhcrDgAXfO4/s1600/HappyValentinesDay.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="578" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5GGMQrLLENLXlhVCCBgAnGU_MuNNMHHnMgf-4osRMXBxVnDcD6nRXAMNhLTy7je2YSipT5fD4zbIkL7Ld3tjparzjrQ9xiIVXSGrPYGOf2gKNu5fpSJIJRPuk5NEZwemlmhcrDgAXfO4/s640/HappyValentinesDay.jpg" width="640" /></a></div><span style="font-size: large;"><b>"Parallel lines have so much in common...it's a shame that they'll never meet."</b></span><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix99cDrwAFSxLSttUQJZtjfZ3jZGZHrCLK2-UBGAp_Ik9Y2ThZq1VVAl-u23NOnkIQaH7yFTvyOgBPIoHSh_yQBmxhbnN1aoNoE1XXyb-20vX6xYqaFUP-Pi1zuMcMC9KPULuORnj1B4Q/s1600/DSC_0001.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix99cDrwAFSxLSttUQJZtjfZ3jZGZHrCLK2-UBGAp_Ik9Y2ThZq1VVAl-u23NOnkIQaH7yFTvyOgBPIoHSh_yQBmxhbnN1aoNoE1XXyb-20vX6xYqaFUP-Pi1zuMcMC9KPULuORnj1B4Q/s320/DSC_0001.jpg" width="226" /></a></div>Print these humorous parallel lines cards for Valentine's Day or hand them out as mini-posters at any time of the year!<br />
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I add candy sticks or pencils to the parallel lines to make a fun, math-y Valentine's Day card!<br />
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Pick yours up (free!) here:<br />
<a href="http://www.teachersnotebook.com/product/love2learn2day/parallel-lines-poster-cards-for-valentines-day-or-just-for-fun"><br />
</a><a href="http://www.teachersnotebook.com/product/love2learn2day/parallel-lines-poster-cards-for-valentines-day-or-just-for-fun">Teachers Notebook</a><br />
<a href="http://www.teacherspayteachers.com/Product/FREE-Parallel-Lines-Poster-Cards-for-Valentines-Day-or-just-for-fun-1089465">Teachers Pay Teachers</a><br />
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Enjoy! (And thank you in advance for taking the time to rate this free product!)<br />
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P.S. Speaking of LOVE...and MATH...do not miss <a href="http://momastery.com/blog/2014/01/30/share-schools/">this article on how love and math intersect</a>.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheG6nhGmyv399i1jUjTnYPlWFeP8Gro6oQz6F73lBeLaXyqsOm3-CRoyNg9dMCiScjkI8ZLNNzQM2PJv7MNrpN76QU__J6YA-z5OgyJpqkOdrbG7LJ3iwH4JGGUsnnTuDF3XOJryV7aPs/s1600/card2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheG6nhGmyv399i1jUjTnYPlWFeP8Gro6oQz6F73lBeLaXyqsOm3-CRoyNg9dMCiScjkI8ZLNNzQM2PJv7MNrpN76QU__J6YA-z5OgyJpqkOdrbG7LJ3iwH4JGGUsnnTuDF3XOJryV7aPs/s1600/card2.png" width="320" /></a></div>Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-1799733641225996252016-12-29T08:45:00.000-08:002016-12-29T08:57:24.579-08:00Math Games for Grades 4-6 (Free Online)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw4BIq871h30kR1ESb6h0n6TOLUOvS9U5uZvscZM2rd4G5eBcAdj1ryeGfH_v3TGWEdl23WgzZIKMoKZkbTZY7BC9zeQJZTtdE6C7XnrFviEME9eG1aAQU2KVJIKHhNf3JUjU_W9GoOfg/s1600/MathGames3_5b.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw4BIq871h30kR1ESb6h0n6TOLUOvS9U5uZvscZM2rd4G5eBcAdj1ryeGfH_v3TGWEdl23WgzZIKMoKZkbTZY7BC9zeQJZTtdE6C7XnrFviEME9eG1aAQU2KVJIKHhNf3JUjU_W9GoOfg/s640/MathGames3_5b.jpg" width="219" /></a></div>
I recommended this collection of math games when I was teaching fifth grade. It's a great assortment for students in 4th-6th grades.<br />
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Content includes:<br />
<ul>
<li>Ratios</li>
<li>Multiples</li>
<li>Factors</li>
<li>Prime/Composite</li>
<li>Multi-Digit Multiplication</li>
<li>Products/Factors </li>
</ul>
If you have other games to add to the list, drop me a comment and let me know! <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG0z-UgKRkFomT-EnFNyFFerFNK0UtnDjcDP0gophUJVaiE7I2ofkzwSeWfx9pWlTGx5V6utg6ecLf-rcqRX73LHB4TIk7RBbF_9yTOWJ_LPM5rxWuYH_9F9R1q1ZKeM5jFMkukuM8XOs/s1600/RatioBlaster.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="144" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG0z-UgKRkFomT-EnFNyFFerFNK0UtnDjcDP0gophUJVaiE7I2ofkzwSeWfx9pWlTGx5V6utg6ecLf-rcqRX73LHB4TIk7RBbF_9yTOWJ_LPM5rxWuYH_9F9R1q1ZKeM5jFMkukuM8XOs/s200/RatioBlaster.png" width="200" /></a></div>
<a href="http://www.mathgametime.com/games/ratio-blaster-math-game" target="_blank">Ratio Blaster</a> - In this free online game, view a ratio (example: 3 to 6) and click to shoot at the invading spaceship that shows an equivalent ratio, written as a fraction (example: 1/2).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiouHhWK99CM2_rJQo_y55q4FqO7UgdF4Hu3WdQ4_VJ3eUs_DlGoaucaEBIQx58Y3k-unbP7LTeElrspI7nl9uHemR38QBVUJsKJ-N2s498EXfQsxDNNbmgCYdnE4MBiVFO25nMeRThV7o/s1600/TableNumbers.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiouHhWK99CM2_rJQo_y55q4FqO7UgdF4Hu3WdQ4_VJ3eUs_DlGoaucaEBIQx58Y3k-unbP7LTeElrspI7nl9uHemR38QBVUJsKJ-N2s498EXfQsxDNNbmgCYdnE4MBiVFO25nMeRThV7o/s200/TableNumbers.png" width="200" /></a></div>
<a href="http://www.fi.uu.nl/toepassingen/00202/leerling_en.html" target="_blank">Table Numbers</a> - Choose a factor from 2-9, then click on one of three numbers that represents a multiple of the chosen factor.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuA0RBVftBRv4MeU5fxd9Fk2EHXum4YSSZr6rikpqygPJI7kTxL-QL0idsBBf94EPKEYrLhknqdBy_rHvOr80LQk4H-u-XECWqNOtuocjulJW-29G7D8RobTOpRp9ERjetJXRCBwjwvnM/s1600/Prime:CompositeApplet.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuA0RBVftBRv4MeU5fxd9Fk2EHXum4YSSZr6rikpqygPJI7kTxL-QL0idsBBf94EPKEYrLhknqdBy_rHvOr80LQk4H-u-XECWqNOtuocjulJW-29G7D8RobTOpRp9ERjetJXRCBwjwvnM/s200/Prime:CompositeApplet.png" width="200" /></a></div>
<a href="http://www.ptolemy.co.uk/primitives-application" target="_blank">Prime/Composite Applet</a> - this is a great follow-up to an exploration of prime/composite numbers and reading of <a href="http://www.amazon.com/dp/1568815786?tag=ref%3Dnosim&link_code=as3&creativeASIN=1568815786&creative=373489&camp=211189" target="_blank">You Can Count on Monsters</a>. See if you can figure out how the picture of each number relates to prime/composite. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgD7xdE_0_XrRNU0yZ8grEtuK7cPOpREmkurjTBgtlLb76F_Nd_UjIBfP2zxlrjll1I5lc25P3MEtho2gXL88wB2SXml8qYBymP2YePElxaWsSKd0ohM1rk3AM-ea4qJFceLXsQRpCa8EQ/s1600/AmoebaMultiplication.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgD7xdE_0_XrRNU0yZ8grEtuK7cPOpREmkurjTBgtlLb76F_Nd_UjIBfP2zxlrjll1I5lc25P3MEtho2gXL88wB2SXml8qYBymP2YePElxaWsSKd0ohM1rk3AM-ea4qJFceLXsQRpCa8EQ/s200/AmoebaMultiplication.png" width="200" /></a></div>
<a href="http://downloads.bbc.co.uk/skillswise/maths/ma12pape/game/ma12pape-game-written-multiplication/multiplication.swf" target="_blank">The Amoeba Multiplication Game</a> - practice multi-digit multiplication by splitting numbers; use partial products to solve.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig2cz5oLTtLH4nJkAUbpGn7TE-zWvCcBcT_CgxmC3rHAoB2fXMctLRQOdHC5WHth3Ii3LHqiGURFPOhkIAqeojw9_5QcxG4Eof57tysjeeh5PhH4OlZlYLDRgKkdg0UdYlU79GpbfwENg/s1600/MathTappers.Multiples.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig2cz5oLTtLH4nJkAUbpGn7TE-zWvCcBcT_CgxmC3rHAoB2fXMctLRQOdHC5WHth3Ii3LHqiGURFPOhkIAqeojw9_5QcxG4Eof57tysjeeh5PhH4OlZlYLDRgKkdg0UdYlU79GpbfwENg/s200/MathTappers.Multiples.png" /></a></div>
<a href="https://itunes.apple.com/us/app/mathtappers-multiples-math/id371520443?mt=8" target="_blank">MathTappers: Multiples</a> - add this app to your mobile device to explore multiplication and division using visual models. If your student is struggling with fluency in multiplication, this is highly recommended.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEika2-8cLMqdQ4yua0PsvEHesVJHs-hJ_DXF0u1lT5_Os68wj1emMFo-bA15skCrIC7568_4xpab8XS2sxihhPWaJQn82y5wZ40gBmIuYKj3_cQxHBQRN-qzXnskPqZVRC6teEPKGz0ygA/s1600/TimesSquare.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEika2-8cLMqdQ4yua0PsvEHesVJHs-hJ_DXF0u1lT5_Os68wj1emMFo-bA15skCrIC7568_4xpab8XS2sxihhPWaJQn82y5wZ40gBmIuYKj3_cQxHBQRN-qzXnskPqZVRC6teEPKGz0ygA/s200/TimesSquare.png" width="200" /></a></div>
<a href="http://calculationnation.nctm.org/Games/Game.aspx?GameId=C80CC5F0-624D-4CDD-B761-7E0B364404E1" target="_blank">Times Square</a> - find factors as you race to get four products in a row. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwRuAihxs2dGZaLuEM8hCaFjwgWrTlHhMWdrC674h-X6DFyKlV_y6jZIoAf4X0I3XE0cOCfkufZ1D3hb0ALrTVFT-6itLlT4qDzBAKrEm8QPeLsyX3-aiSv0AkJCmmNRTnYb8dw1EHagE/s1600/FactorDazzle.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="101" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwRuAihxs2dGZaLuEM8hCaFjwgWrTlHhMWdrC674h-X6DFyKlV_y6jZIoAf4X0I3XE0cOCfkufZ1D3hb0ALrTVFT-6itLlT4qDzBAKrEm8QPeLsyX3-aiSv0AkJCmmNRTnYb8dw1EHagE/s200/FactorDazzle.png" width="200" /></a></div>
<a href="http://calculationnation.nctm.org/Games/Game.aspx?GameId=A0537FC6-3B08-4AFC-9AD6-0CC5E3BC9B86" target="_blank">Factor Dazzle</a>- Click on the factors of target numbers set by an opponent. Use Guest Pass or register to play against students online.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMc3oTv5b-bfykvI3HPU5TdFjA-1_vofN7ssJ0-sOg2fEgYlkPot_ex-Gu_lNsiaZzU91JdrWoz8fGbv6eOyaUpUdTh41z5ghoee6EVFih1aBukRi9DkACBmw9mTGMd__NEHNBs2wf1BM/s1600/Factor+Game.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="135" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMc3oTv5b-bfykvI3HPU5TdFjA-1_vofN7ssJ0-sOg2fEgYlkPot_ex-Gu_lNsiaZzU91JdrWoz8fGbv6eOyaUpUdTh41z5ghoee6EVFih1aBukRi9DkACBmw9mTGMd__NEHNBs2wf1BM/s200/Factor+Game.png" width="200" /></a></div>
<a href="http://illuminations.nctm.org/ActivityDetail.aspx?ID=12" target="_blank">Factor Game</a> - Click on the factors of target numbers set by an opponent. Play against the computer or a friend. Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-79800890490839262772016-12-28T14:27:00.001-08:002016-12-29T08:31:08.489-08:00Math & Literature: Time (& Related Activities!)<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWI06ULPhzia7O90j_3vY1SAHk1irxJkhIV2lPEVZjK9ZkIWobI6dbtWXGoC61OjL7BXuW67eFmJdHBimCfGIDF8yHhz6ZlY-VEXMWwNe7UiIQs5MypyR3WrQsNSEegohIo69fKFNFC1E/s1600/TIME+Collage4.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWI06ULPhzia7O90j_3vY1SAHk1irxJkhIV2lPEVZjK9ZkIWobI6dbtWXGoC61OjL7BXuW67eFmJdHBimCfGIDF8yHhz6ZlY-VEXMWwNe7UiIQs5MypyR3WrQsNSEegohIo69fKFNFC1E/s640/TIME+Collage4.jpg" width="220" /></a></div>
I'm on a holiday vacation cleaning frenzy. (Any other crazies out there?) In the process, I've made progress purging my office bookshelves, rediscovering all my kid lit/math books. It's time to revamp my <a href="http://love2learn2day.blogspot.com/p/math-book-lists-tba.html" target="_blank">Math Book List</a> to reflect all the additions I've made in the last couple years. With the coming New Year, "TIME" seems like an appropriate place to begin. Here's the updated list for this concept. And, as always, the complete math/lit booklist can be <a href="http://love2learn2day.blogspot.com/p/math-book-lists-tba.html" target="_blank">found here</a>.<br />
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<b>Time </b><span style="color: red;"><span style="color: #20124d;"><span style="color: red;">New! (12/2016)</span> </span></span><br />
<a href="http://www.amazon.com/About-Time-First-Discovery-Book/dp/0590427954?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">All About Time</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0590427954" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Jeunesse & Verdet <br />
<a href="http://www.amazon.com/All-Picture-Books-Mitsumasa-Anno/dp/0698117727?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">All in a Day</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0698117727" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Mitsumasa Anno, et al<br />
<a href="http://www.amazon.com/Bats-Around-Clock-Kathi-Appelt/dp/0688164692?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Bats Around the Clock</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0688164692" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Kathi Appelt <br />
<a href="http://www.amazon.com/Chimp-Math-Learning-about-Chimpanzee/dp/0805066748?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Chimp Math</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0805066748" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Nagda & Bickel<br />
<a href="http://www.amazon.com/Clocks-More-Pat-Hutchins/dp/0590227289?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Clocks and More Clocks</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0590227289" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Pat Hutchins<br />
<a href="http://www.amazon.com/Cluck-Oclock-Kes-Gray/dp/0340866055?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Cluck O'Clock</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0340866055" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Kes Gray <br />
<a href="http://www.amazon.com/Four-Seasons-Make-Year-Rockwell/dp/0802788831?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Four Season Make a Year</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0802788831" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Anne Rockwell<br />
<a href="http://www.amazon.com/exec/obidos/ASIN/1563832860/ref%3Dnosim/candle-20/" target="_blank">Henry's Important Date</a>, Robert Quackenbush (only linked mini-version is currently in print)<br />
<a href="https://www.amazon.com/gp/product/B0017ZB9ZC/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=B0017ZB9ZC&linkId=5bef7c6536f42ced48ca0db9f65d3acd" target="_blank">How to Tell Time</a> (older Little Golden Book)<br />
<a href="https://www.amazon.com/gp/product/0590454218/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0590454218&linkId=d7280589b77868e0cd0d4fbda56eda69" target="_blank">It's About Time, Jesse Bear,</a> Nancy White Carlstrom<br />
<a href="http://www.amazon.com/Just-Minute-Hello-Reader-Level/dp/0590540823?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Just a Minute!</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0590540823" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Teddy Slater (Hello Math)<br />
<a href="https://www.amazon.com/gp/product/0590077767/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0590077767&linkId=8aacee7a227e5235ea471b10d560d507" target="_blank">Maxie</a>, Mildred Kantrowitz <br />
<a href="http://www.amazon.com/First-Book-Time-Claire-Llewellyn/dp/0751363073?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">My First Book of Time</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0751363073" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Claire Llewellyn<br />
<a href="http://www.amazon.com/Same-Day-March-Worlds-Weather/dp/0064435288?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">On the Same Day in March</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0064435288" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Marilyn Singer<br />
<a href="https://www.amazon.com/gp/product/0689822529/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0689822529&linkId=6b4fc5b8cc7efaf395fb2d375eeeaf97" target="_blank">Pigs on a Blanket</a>, Amy Axelrod<br />
<a href="https://www.amazon.com/gp/product/1554530237/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=1554530237&linkId=dde8a306c851099c391408ec5cc2791a" target="_blank">Scaredy Squirrel</a>, Melanie Watt (<a href="http://love2learn2day.blogspot.com/2012/07/elapsed-time-with-scaredy-squirrel.html" target="_blank">Review & Activity</a>)<br />
<a href="http://www.amazon.com/Telling-Time-Digital-Analog-Clocks/dp/0881063975?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Telling Time</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0881063975" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Jules Older <br />
<a href="http://www.amazon.com/Telling-Time-Big-Mama-Cat/dp/0152017380?ie=UTF8&tag=candle-20&link_code=btl&camp=213689&creative=392969" target="_blank">Telling Time with Big Mama Cat</a><img alt="" border="0" height="1" src="https://www.assoc-amazon.com/e/ir?t=candle-20&l=btl&camp=213689&creative=392969&o=1&a=0152017380" style="border: medium none ! important; margin: 0px ! important; padding: 0px ! important;" width="1" />, Dan Harper<br />
<a href="https://www.amazon.com/gp/product/0590486500/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0590486500&linkId=e1e23c42f561644e6cadb42dec415078" target="_blank">Time To...</a>, Bruce McMillan<br />
<a href="https://www.amazon.com/gp/product/1589803787/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=1589803787&linkId=f5c2ae7ecce74abcd6de36788660df8e" target="_blank">The Warlord's Alarm</a>, Virginia Walton Pilegard<br />
<a href="https://www.amazon.com/gp/product/0590120085/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0590120085&linkId=1b7f3e5ea867a1a884cfd309081b5572" target="_blank">What Time Is It? A Book of Math Riddles</a>, Sheila Keenan<br />
<a href="https://www.amazon.com/gp/product/0152058508/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0152058508&linkId=6ca5a100447449decdc71004a42a266a" target="_blank">What Time Is It Mr. Crocodile?</a>, Judy Sierra<br />
<a href="https://www.amazon.com/gp/product/0395804337/ref=as_li_tl?ie=UTF8&tag=a4everfamily-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0395804337&linkId=96450bb6754aec4ddfcc4deecefab08d" target="_blank">When This Box Is Full</a>, Patricia Lillie<br />
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My blog also has several other <a href="http://love2learn2day.blogspot.com/search/label/Time" target="_blank">activity/book entries about time</a>:<br />
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<ul><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFbwOkDAN_MIdUvd5BzFLhdyuCHcNlRvAa8K6BNN7FYbq9Mro52J2_6GMW2EI6eJ07NMAhOG67EmnD0hG55S34GxSiYgb1MKNxBe_0EhZDVCDZubCdq06z8c72ulIBbZwvh7I0IA8OL7E/s1600/DSC_0007.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFbwOkDAN_MIdUvd5BzFLhdyuCHcNlRvAa8K6BNN7FYbq9Mro52J2_6GMW2EI6eJ07NMAhOG67EmnD0hG55S34GxSiYgb1MKNxBe_0EhZDVCDZubCdq06z8c72ulIBbZwvh7I0IA8OL7E/s320/DSC_0007.JPG" width="320" /></a>
<li>Calculate elapsed time by <a href="http://love2learn2day.blogspot.com/2013/05/calculating-elapsed-time-nepal.html" target="_blank">comparing your time zone to Nepal!</a> (Nepal's time is offset by a quarter hour, making it a great problem-solving time zone.) </li>
<li>Come with us as we <a href="http://love2learn2day.blogspot.com/2012/07/elapsed-time-with-scaredy-squirrel.html" target="_blank">calculate time using the book, Scaredy Squirrel</a>. </li>
<li>Make a <a href="http://love2learn2day.blogspot.com/2011/11/fun-with-timebooks-foldable.html" target="_blank">foldable on time</a> after reading some "time" books.</li>
<li><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFbwOkDAN_MIdUvd5BzFLhdyuCHcNlRvAa8K6BNN7FYbq9Mro52J2_6GMW2EI6eJ07NMAhOG67EmnD0hG55S34GxSiYgb1MKNxBe_0EhZDVCDZubCdq06z8c72ulIBbZwvh7I0IA8OL7E/s1600/DSC_0007.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a></div>
Make <a href="http://love2learn2day.blogspot.com/2011/11/journaling-with-calendar-pocket-chart.html" target="_blank">journaling a part of your school experience</a> by adding it to your daily (pocket) calendar!</li>
<li>Learn about time by<a href="http://love2learn2day.blogspot.com/2010/04/kids-homeschool-schedules.html" target="_blank"> involving kids in daily (home) schedules</a>. (Could be used by homeschoolers but also by kids home on weekends or breaks.)</li>
</ul>
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<br />Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-52070181529157025712016-12-06T06:24:00.002-08:002016-12-06T06:27:15.404-08:00"Presents" with Factors and Multiples!It's time to repost this favorite from a few years ago. These little factor/multiple "presents"--and the games that follow--are great math activities to do around the holidays!<br />
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Although factors and multiples are a 4th grade focus*, they are definitely something that we fifth grade teachers <strike>like</strike> LOVE to review. <br />
<br />
To
keep my students' skills sharp during holiday break, I created factor
and multiple flap books. These little "presents" require students to
write the definition of "factor" and "multiple" and list 5 multiples for
2-10 and all the factors for 6,7,8,9,10,12,18, 24, 36. Blank versions
are also included for teachers or students who want to use their own
numbers. When these little homework assignments return from break (!),
they will be added to our math notebooks.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLHWMcZBrZCCSCh32nrHtPNHSiLlForBTHiT9r1NL0Ceb9ZbYvTnXQMpmqF7WskklFpPqMFod2_Y7RbAwY1pks50BWugUarkBmuLNCD6-4iabCRAtR4kt9A1fDfgW7VTvzeVrj2IC1z4M/s1600/DSC_0001.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLHWMcZBrZCCSCh32nrHtPNHSiLlForBTHiT9r1NL0Ceb9ZbYvTnXQMpmqF7WskklFpPqMFod2_Y7RbAwY1pks50BWugUarkBmuLNCD6-4iabCRAtR4kt9A1fDfgW7VTvzeVrj2IC1z4M/s320/DSC_0001.JPG" width="276" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvvyMrYzm2o2rmgRWIdhFFYq8f8WPpkgT6hocwcF7hPqrf8sMktUQFSovX1kjH77D7eEaF-1fFWjxvl1DatHNRlf3RWvZAU8tJHunKnpb3YfNpxTP2PLIgjOLEBqU61Ox7dljGzpXT_lA/s1600/DSC_0002.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvvyMrYzm2o2rmgRWIdhFFYq8f8WPpkgT6hocwcF7hPqrf8sMktUQFSovX1kjH77D7eEaF-1fFWjxvl1DatHNRlf3RWvZAU8tJHunKnpb3YfNpxTP2PLIgjOLEBqU61Ox7dljGzpXT_lA/s320/DSC_0002.JPG" width="320" /></a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRcYlHI56JcM-KKgPVt6cifEUQoCUKex17RFBkxyCih-elNzvgVOz_lv7YutPOk7zfQOQvRwrG3Z5VRUQMaI7gfr_82cfFV2F2y89ii31CrwITLdY4GLjkonmuXQlmv9ATgYE8dpfA5dk/s1600/DSC_0003.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRcYlHI56JcM-KKgPVt6cifEUQoCUKex17RFBkxyCih-elNzvgVOz_lv7YutPOk7zfQOQvRwrG3Z5VRUQMaI7gfr_82cfFV2F2y89ii31CrwITLdY4GLjkonmuXQlmv9ATgYE8dpfA5dk/s320/DSC_0003.JPG" width="271" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGEPdrwTxm4c_CVW8fUuIh-TZVDYQD_U2XSUgWH3rdG3NkOxtWpRJS4b69tObt-TPMViN1B83KAGUwmoRNPBbJWYNc0FqGdA10Qk3WGsU-Wi35F_f5IGQokA2pOq-x15X0zo3J6kqamAw/s1600/DSC_0004.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGEPdrwTxm4c_CVW8fUuIh-TZVDYQD_U2XSUgWH3rdG3NkOxtWpRJS4b69tObt-TPMViN1B83KAGUwmoRNPBbJWYNc0FqGdA10Qk3WGsU-Wi35F_f5IGQokA2pOq-x15X0zo3J6kqamAw/s320/DSC_0004.JPG" width="320" /><br />
</a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Z1K2hKyrk-5wYmJgMQiW5EUTjkvJ5DqT6aNZKqn5Jh8YuRPm-EBqDJ-urZBnhNAQQOImDHbt0b7-k12mn8kt652dxsww_38sYCfCUJEzc4xt4glXbgIuXZA7H3ik-Xs4bKht1TrWhyE/s1600/DSC_0005.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="267" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Z1K2hKyrk-5wYmJgMQiW5EUTjkvJ5DqT6aNZKqn5Jh8YuRPm-EBqDJ-urZBnhNAQQOImDHbt0b7-k12mn8kt652dxsww_38sYCfCUJEzc4xt4glXbgIuXZA7H3ik-Xs4bKht1TrWhyE/s320/DSC_0005.JPG" width="320" /></a><br />
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You'll find Presenting Multiples & Factors at:<br />
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<a href="http://www.teachersnotebook.com/product/love2learn2day/multiples-and-factors-flap-books" target="_blank">Teachers Notebook</a><br />
<a href="http://www.teacherspayteachers.com/Product/Flap-Books-Present-Multiples-Factors-1021553" target="_blank">Teachers Pay Teachers</a><br />
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*factors & multiples are in <a href="http://www.corestandards.org/Math/Content/4/OA/B/4">CCSS.Math.Content.4.OA.B.4</a><br />
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Looking for more factor and multiple practice over break? Below, you'll find links to some of my favorite related games:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiouHhWK99CM2_rJQo_y55q4FqO7UgdF4Hu3WdQ4_VJ3eUs_DlGoaucaEBIQx58Y3k-unbP7LTeElrspI7nl9uHemR38QBVUJsKJ-N2s498EXfQsxDNNbmgCYdnE4MBiVFO25nMeRThV7o/s1600/TableNumbers.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiouHhWK99CM2_rJQo_y55q4FqO7UgdF4Hu3WdQ4_VJ3eUs_DlGoaucaEBIQx58Y3k-unbP7LTeElrspI7nl9uHemR38QBVUJsKJ-N2s498EXfQsxDNNbmgCYdnE4MBiVFO25nMeRThV7o/s200/TableNumbers.png" width="200" /></a></div>
<a href="http://www.fi.uu.nl/toepassingen/00202/leerling_en.html" target="_blank">Table Numbers</a> - Choose a factor from 2-9, then click on one of three numbers that represents a multiple of the chosen factor.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEika2-8cLMqdQ4yua0PsvEHesVJHs-hJ_DXF0u1lT5_Os68wj1emMFo-bA15skCrIC7568_4xpab8XS2sxihhPWaJQn82y5wZ40gBmIuYKj3_cQxHBQRN-qzXnskPqZVRC6teEPKGz0ygA/s1600/TimesSquare.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEika2-8cLMqdQ4yua0PsvEHesVJHs-hJ_DXF0u1lT5_Os68wj1emMFo-bA15skCrIC7568_4xpab8XS2sxihhPWaJQn82y5wZ40gBmIuYKj3_cQxHBQRN-qzXnskPqZVRC6teEPKGz0ygA/s200/TimesSquare.png" width="200" /></a></div>
<a href="http://calculationnation.nctm.org/Games/Game.aspx?GameId=C80CC5F0-624D-4CDD-B761-7E0B364404E1" target="_blank">Times Square</a> - find factors as you race to get four products in a row. Use Guest Pass or register to play against students online.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwRuAihxs2dGZaLuEM8hCaFjwgWrTlHhMWdrC674h-X6DFyKlV_y6jZIoAf4X0I3XE0cOCfkufZ1D3hb0ALrTVFT-6itLlT4qDzBAKrEm8QPeLsyX3-aiSv0AkJCmmNRTnYb8dw1EHagE/s1600/FactorDazzle.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="101" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwRuAihxs2dGZaLuEM8hCaFjwgWrTlHhMWdrC674h-X6DFyKlV_y6jZIoAf4X0I3XE0cOCfkufZ1D3hb0ALrTVFT-6itLlT4qDzBAKrEm8QPeLsyX3-aiSv0AkJCmmNRTnYb8dw1EHagE/s200/FactorDazzle.png" width="200" /></a></div>
<a href="http://calculationnation.nctm.org/Games/Game.aspx?GameId=A0537FC6-3B08-4AFC-9AD6-0CC5E3BC9B86" target="_blank">Factor Dazzle</a>- Click on the factors of target numbers set by an opponent. Use Guest Pass or register to play against students online.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMc3oTv5b-bfykvI3HPU5TdFjA-1_vofN7ssJ0-sOg2fEgYlkPot_ex-Gu_lNsiaZzU91JdrWoz8fGbv6eOyaUpUdTh41z5ghoee6EVFih1aBukRi9DkACBmw9mTGMd__NEHNBs2wf1BM/s1600/Factor+Game.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="135" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMc3oTv5b-bfykvI3HPU5TdFjA-1_vofN7ssJ0-sOg2fEgYlkPot_ex-Gu_lNsiaZzU91JdrWoz8fGbv6eOyaUpUdTh41z5ghoee6EVFih1aBukRi9DkACBmw9mTGMd__NEHNBs2wf1BM/s200/Factor+Game.png" width="200" /></a></div>
<a href="http://illuminations.nctm.org/Activity.aspx?id=4134" target="_blank">Factor Game</a> - Click on the factors of target numbers set by an opponent. Play against the computer or a friend. Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com1tag:blogger.com,1999:blog-2429983491199569680.post-71717208840029472432016-09-08T11:43:00.000-07:002016-09-08T11:43:38.741-07:00Elementary Content Specialists: Is it Time?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4xERG9LVwfTELQ6aQgTMom_eecIhBC0ETsh0Asi1dZy7mlr3ipI8jxCmQD_fcwOAeOntm8_G6WEn7U0MQ8yMkYdoJnfXZLlBDEsSK1Xnlyb-m5GliSzglbAJqupTdz7DTygQ91cWdFqs/s1600/ContentSpecialists.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="375" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4xERG9LVwfTELQ6aQgTMom_eecIhBC0ETsh0Asi1dZy7mlr3ipI8jxCmQD_fcwOAeOntm8_G6WEn7U0MQ8yMkYdoJnfXZLlBDEsSK1Xnlyb-m5GliSzglbAJqupTdz7DTygQ91cWdFqs/s400/ContentSpecialists.jpg" width="400" /></a></div>
Over the last 10+ years, I've had the privilege of working with hundreds of K-5 teachers in math professional development. The longer I work, the more frequently a question comes to mind:<br />
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<b>Is it time that elementary teachers specialize in subject content?</b><br />
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Why?<br />
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<b>Sheer Amount of Content</b><br />
New standards <u>change</u> and <u>increase</u> the amount of math and language arts standards that each grade level teacher must know. With new standards comes new curricula, hopefully of high quality (check yours on <a href="http://www.edreports.org/math/reports/compare.html?level=k8" target="_blank">EdReports</a>) and hopefully with plenty of supportive PD.<br />
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For some, new curricula (or good curricula!) is not purchased and teachers piece together their own. (For a recent statement on this trend, read a <a href="http://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Matt-Larson/Curricular-Coherence-in-the-Age-of-Open-Educational-Resources/" target="_blank">reflection</a> by NCTM President, Matt Larson.) If one is to learn even one new set of content area standards--and a new, related curricula--it takes time to develop proficiency. Add in another major content area (or 2, 3, 4...) and you have a recipe for overwhelmed teachers.<br />
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<b>Depth of Content</b><br />
Over the last 10+ years, I watched many standards appear to come down a grade level (example: what was in 4th is now in 3rd.) Then it seemed to happen again. Much of what we learned when we were kids is now taught 1-2 grade levels earlier. I routinely work with 4th and 5th grade teachers to learn how to teach math content that they first encountered when they were in middle school. <br />
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Please Note: <i>I fully believe teachers capable of learning the mathematics. </i>(See <a href="https://www.youcubed.org/think-it-up/anyone-can-learn-to-high-levels/" target="_blank">Jo Boaler's work</a>.) <i>But they don't always have the <b>TIME</b> to learn it. </i><br />
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<b>Advantages</b><br />
If K-5 elementary teachers specialized, they could focus, teaching one subject (or a major content subject and related subjects) twice a day. For example, a language arts specialist might team up with a math content specialist, sharing a class that rotates between two locations. Each could add related subjects like social studies or science, or another specialist could take a third area. Teachers could focus professional development time, standards, and curricula on a single subject.<br />
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Students would benefit from teachers who not only understand the content, but know how to teach it well. Teachers would be trained in developmental stages in a given content area, allowing them to deeply reflect on current student understanding and what individuals need in order to advance.<br />
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<b>Disadvantages</b><br />
Completely self-contained classrooms and all the related advantages would disappear. However, if paired well, teachers could work together to establish common expectations and similar classroom climates. Students would still only see two teachers per day. And with today's emphasis on constant change of focus (thinking of video games and t.v....always quickly changing), perhaps it would even help to keep student attention?<br />
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What do you think? Are you or your teachers overwhelmed? How can we help teachers to learn all they must know to be successful?Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com1tag:blogger.com,1999:blog-2429983491199569680.post-36965780829138171012016-07-22T12:06:00.000-07:002016-09-08T12:00:38.180-07:00Tears to Cheers! (Perseverance!)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2VcBmhnjDu2rSIky4BQHA2r9R2Eg9PObaw1lVwjaFbOi798HpaCm9gslyG7l33qa2Sf_sDn3P40Gjlld-uW7Ep3t29iJMgn7GnZoYFXTxboXexDitsGIBFSyxOiOyZgLAgFnz_R7P8xw/s1600/TearstoCheers.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2VcBmhnjDu2rSIky4BQHA2r9R2Eg9PObaw1lVwjaFbOi798HpaCm9gslyG7l33qa2Sf_sDn3P40Gjlld-uW7Ep3t29iJMgn7GnZoYFXTxboXexDitsGIBFSyxOiOyZgLAgFnz_R7P8xw/s640/TearstoCheers.jpg" width="640" /></a></div>
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If you were a fly on the wall in my house this morning, you would have heard this coming from my 10yo during math...<br />
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[sniff, sniff]<br />
<br />
[sniff, sniff]<br />
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[sniff, sniff]<br />
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Background: At the beginning of the summer, I noticed that my son struggled to solve multi-digit subtraction problems. So, for the last several weeks, we've been adding strategies to his toolbox. He's caught on fast. Yesterday, as we discussed one strategy he grinned and said that this made sense! <br />
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Fast forward to today.<br />
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He's working on a problem. I ask him to call me over when he's ready to talk about it. When he does, my heart sinks. (More on that later!) I immediately see that he attempted to apply the strategy from yesterday. But it didn't work. Basically, he tried to make the strategy into a series of rules. He tried to follow "the rules." He forgot "the rules." And when it didn't work, he just accepted whatever answer came from the procedure. He forgot that math MAKES SENSE.<br />
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My gut reaction? I wanted to immediately jump in and show him where he went wrong. I sorta did. That was sorta terrible on my part. Luckily, it was short-lived and he went back to working on the problem on his own. He struggled. And struggled. And struggled.<br />
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[sniff, sniff]<br />
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Then he got it. Sorta.<br />
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At this point, you might say his knowledge was shaky. He did figure out the problem. He did use his strategy. But it was very unclear as to whether he really "got it."<br />
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So he continued to the next problem. Wherein my heart sank again. (Yeah, yeah. More on that later...) He used the same strategy in the same, wrong way. This time, I asked him to talk me through what he'd done on his visual model. His words made sense, but he couldn't show it on the visual model. I repeated what he'd said, but explained that I couldn't see that on his model. He looked at the model, obviously perplexed. He KNEW that it didn't match what he was saying. It was dawning on him that this DIDN'T MAKE SENSE! I asked if he could revise his model to represent what he said and told him to call me back when he was ready.<br />
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[sniff, sniff]<br />
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[sniff, sniff]<br />
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Now here, folks, is where I'd usually jump in with two <i>never-let-my-child-suffer</i> feet. I mean the kid is CRYING! (Or at least sniffling!) Who wants to see their kid in agony?<br />
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I wanted to intervene. I wanted to get-him-back-on-the-happy-track. Maybe ask a good (pointed!) question. Or suggest an avenue that might lead him to discover where he'd gone wrong. I wanted bunnies. Pink ponies. And rainbows.<br />
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But today, with every-ounce-of-my-being, I kept my mouth shut.<br />
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Guys, it was SO HARD!<br />
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Time passed. It felt like FOREVER. I think it must have been at least, what, TEN MINUTES! An eternity!<br />
<br />
[sniff, sniff]<br />
<br />
[sniff, sniff] <br />
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But then, tentatively, he calls me over. He talks me through his visual. He explains why it makes sense. And it DOES! It REALLY DOES!<br />
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So here's what I said to him: "You know what was cool today? You persevered. Do you know what persevere means? [no] It means you kept going. You stuck with it. And look what you did! You kept going until it MADE SENSE." I cheered!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjIBS4KXT494qxX1y3OCCwbXqIJgG99LltiZ7bHRnd6PHlDC9D8FJG6BDHKAIsh83rh7PIEC0gNRFtn9E1INvKQd_nFZ5B6Chfnufnaq-OSUPt55Fe0FlxUaBiZwhAK14pqdShX-c_QXo/s1600/person-110303_1920.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="412" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjIBS4KXT494qxX1y3OCCwbXqIJgG99LltiZ7bHRnd6PHlDC9D8FJG6BDHKAIsh83rh7PIEC0gNRFtn9E1INvKQd_nFZ5B6Chfnufnaq-OSUPt55Fe0FlxUaBiZwhAK14pqdShX-c_QXo/s640/person-110303_1920.jpg" width="640" /></a></div>
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Herein, the child grins. Tears falling, while grinning.<br />
<br />
Guys, he GOT IT! And I ALMOST, with my <i>Momma-doesn't-want-to-see-you-suffer-mentality</i>, TOOK THAT AWAY FROM HIM! <br />
<br />
So back to my heart sinking...<br />
<br />
When I see a child make a mistake, my natural reaction is to cringe. It's in me. I admit it. I want to FIX IT! But we know that <a href="https://www.youcubed.org/think-it-up/mistakes-grow-brain/" target="_blank">mistakes grow the brain.</a> We have to let kids make mistakes. Toss, turn, and roll in their mistakes. Until they discover that MATH MAKES SENSE.<br />
<br />
You know what would have happened if I'd intervened today: a few less tears and a whole lot less learning.<br />
<br />
Obviously, I don't want math to hurt. Shoot, no one wants to see kids in pain. But sometimes there is a little pain in perseverance. And if we never let them persevere? Well you know what would happen then... (Eeesh.)<br />
<br />
Our job? <b><i>We must also persevere...by letting them struggle.</i></b> We must allow them to bask in moments of disequilibrium. For it's in those moments, those <i>oh-how-I-want-to-save-my-child-moments</i> that real learning happens.<br />
<br />
Persevere!<br />
<br />
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Update p.s.<br />
The first week of school this child came home and related an assessment he'd just taken in math. "I used that strategy, Mom! It worked!"Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com3tag:blogger.com,1999:blog-2429983491199569680.post-19063699115980382252016-06-29T09:06:00.000-07:002016-06-29T12:41:21.118-07:00Chalk, Animals, & Tile: Summertime Fun with Area & Perimeter <div class="separator" style="clear: both; text-align: center;">
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<br />
On my summer reading list: Jo Boaler's <a href="https://www.amazon.com/gp/product/0470894520/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0470894520&linkCode=as2&tag=a4everfamily-20&linkId=d395011a1ee6d1c47d9ff7feeffab679">Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching.</a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=a4everfamily-20&l=am2&o=1&a=0470894520" style="border: none !important; margin: 0px !important;" width="1" /><br />
<br />
Yesterday, I read her challenge to teach math content using a question rather than following a procedure. (p. 78) She offers this suggestion:<br />
<blockquote class="tr_bq">
"Instead of asking students to find the area of a 12 by 4 rectangle, ask them how many rectangles they can find with an area of 24."</blockquote>
And voila...we have a summer afternoon activity for a slightly bored child whose siblings are all at camp!<br />
<br />
I posed the situation this way...<br />
<br />
<blockquote class="tr_bq">
A farmer has pens that each contain an area of 24 square units. The farmer wants to know how many different rectangular pens he can make.</blockquote>
<br />
Then we got out the chalk, tile, and animals. The first pen he built, 4 x 6, was for the cows:<br />
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<br />
I asked what other pens fit the criteria of 24 square units. He thought for a bit. "6 x 4?" We agreed that since this had the same dimensions, we wouldn't built it. He soon thought of another: 3 x 8.<br />
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He asked if this farm could have penguins. Sure, why not? The next pen took a bit more thought, but after some think time he built a 2 x 12 for the pigs.<br />
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I asked if this included all the possibilities for pens with an area of 24. He wasn't sure, so we made a list. (Ideally, he would have played around with 24 tile, exploring how many different rectangles could be made, but the farmer was getting tired.)<br />
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Although he didn't want to make the 1 x 24, he talked about how LONGGGG that one would be.<br />
<br />
Then I asked another question:<br />
<blockquote class="tr_bq">
<br />
The farmer needs to buy fencing for each of the pens. One section of fence covers one side of a tile. Which pen has the cheapest fencing? Which has the most expensive?</blockquote>
<br />
At first he predicted that the "biggest" pen would have the most fence. (At this point, in his mind, the 4x6 pen was "biggest." After all, it did contain the cows! Later on, I asked about pen size and he was able to say that they are all the same.)<br />
<br />
His findings:<br />
4x6 area = 20 sections of fence<br />
3x8 area = 22 sections of fence<br />
2x12 area = 28 sections of fence<br />
1x24 area = 50 sections of fence<br />
<br />
His eyes got really big when he heard it would take 50 sections of fence. He remarked that the chunkier pens have less fence because more of the edges are in the middle. I asked if he knew another name for the "fence" or the distance around. He named it perimeter.<br />
<br />
Thanks, Jo, for a great summertime exploration!<br />
<br />
p.s. Try making your own farms with pens of 36, 100, or other areas! <br />
<br />Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com5tag:blogger.com,1999:blog-2429983491199569680.post-53104750503332272902016-06-28T13:40:00.001-07:002016-06-28T13:41:11.405-07:00Student Notebook Strategy Posters<div class="separator" style="clear: both; text-align: center;">
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<br />
This quick, easy idea is one that works well for student notebooks. When I work with students on strategies, I often create a classroom anchor chart for the wall. I like to record the name of the student who used the strategy, along with a title that clearly describes the strategy. Kids love to see their own names in print and when they're asked to name what happens in the strategy, they often delve into rich mathematical thinking and discussion to define exactly what it is that they've done.<br />
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<br />
To give students greater ownership in the process, I invite students to make their own posters to go in their math notebooks or journals. I give each child an 11" x 17" paper, folded near (but not on) the halfway mark and 3-hole punched on the left. This way, the poster can be folded and added to their math notebooks as permanent reference.<br />
<br />
Today, we made posters for Addition Strategies. If you click on the photos, you can see that we depict and name a variety of strategies. You'll also notice that this exercise is appealing to the artists in the crowd. Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-53597349443942597112016-06-27T15:33:00.001-07:002016-06-27T15:35:37.503-07:00Give (and Take!) Me a Great Addition Strategy<br />
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Exciting work continues in our summer math sessions!<br />
<br />
Last week, my 10yo son and I started exploring strategies to help with multi-digit addition fluency. The "Give and Take"* strategy has <i>given</i> us inspiration and <i>taken</i> away some of our math anxiety. Here's how it works...<br />
<br />
Let's say you're asked to add two, somewhat unfriendly, numbers.<br />
<br />
<div style="text-align: center;">
<span style="font-size: x-large;">97 + 78</span></div>
<br />
Yuck. Not a great combination.<br />
<br />
But what if you could do a little give-and-take to make it easier?<br />
<br />
<div style="text-align: center;">
<span style="font-size: large;">97 + 78 = 97 + (3 + 75) = (97 + 3) + 75 = 100 + 75 = 175</span></div>
<br />
Which would you rather solve?<br />
<br />
<div style="text-align: center;">
<span style="font-size: x-large;">97 + 78</span></div>
<div style="text-align: center;">
<span style="font-size: x-large;"><br /></span></div>
<div style="text-align: center;">
<span style="font-size: x-large;">-OR-</span></div>
<div style="text-align: center;">
<span style="font-size: x-large;"><br /></span></div>
<div style="text-align: center;">
<span style="font-size: x-large;">100 + 75</span></div>
<br />
The consensus was pretty clear around here!<br />
<br />
How about:<br />
<br />
<div style="text-align: center;">
<span style="font-size: x-large;">443 + 289</span></div>
<br />
What if we "take" 11 from 443 (443 - 11 = 432) and "give" it to 289 (289 + 11 = 300)? Is it easier to now add 432 + 300?<br />
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My 10yo explains the strategy in his math journal, in the photos you see here.<br />
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So "witch" would you rather add? :)<br />
<br />
After journaling, to solidify the concept, he made up his own problem:<br />
<br />
<div style="text-align: center;">
<span style="font-size: x-large;">270 + 665</span></div>
<br />
He took/gave 30:<br />
<br />
<div style="text-align: center;">
<span style="font-size: x-large;">300 + 635 = 935</span></div>
<br />
And today, he applied it to a story problem where he had to add 275 + 168. He took/gave 25 to end up with 300 + 143. He bubbled with excitement ("MOM!!!!!"), telling me how great the give/take strategy works!<br />
<br />
I hope this <i>gives</i> you a little inspiration to <i>take</i> back to class!<br />
<br />
P.S. This also works well with decimals!<br />
<br />
<br />
<span style="font-size: x-small;">*The <a href="http://www.mathlearningcenter.org/bridges/overview" target="_blank">Bridges Curriculum</a> calls this the "Give and Take" strategy.</span><br />
<br />
<br />Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com3tag:blogger.com,1999:blog-2429983491199569680.post-79803575529923676972016-06-22T14:23:00.000-07:002016-06-23T08:27:43.415-07:00Multiplication Strategies: x2, x4, x8<div class="separator" style="clear: both; text-align: center;">
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<br />
Over the past week, my son and I have made tremendous progress with multiplication. (Intro post <a href="http://love2learn2day.blogspot.com/2016/06/multiplication-fluency-summer-practice.html" target="_blank">here</a>.) Each day, we add to his fluency toolbox by looking at specific strategies. The (related) strategies for 2s, 4s, and 8s, have been especially fruitful. Let's look at why...<br />
<br />
<b>2s...Dare to DOUBLE!</b><br />
Twos are easy-peasy. Just a matter of doubling. We can see an example in this array.<br />
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If you multiply something by 2, you only need to double. Instead of 1 group of 6, you have 2 groups of 6; you just double 6.<br />
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<b>4s...Double-Double</b><br />
In <a href="http://www.mathlearningcenter.org/bridges/overview" target="_blank">Bridges in Mathematics</a>, the strategy for multiplying by 4s is called Double-Double. It's easy to see why.<br />
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We already doubled when we multiplied by 2. To go from 2x a number to 4x a number, we double. So we double, then double again.<br />
<br />
6 is doubled to 12 (x2)<br />
12 is doubled to 24 (x4)<br />
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I bet you can guess what's coming next!<br />
<br />
<br />
<br />
<br />
<br />
<b>8s...Double-Double-Double</b><br />
We call the strategy for 8s Double-Double-Double.<br />
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For 8x, we double 3 times:<br />
<br />
6 is doubled to 12 (x2)<br />
12 is doubled to 24 (x4)<br />
24 is doubled to 48 (x8)<br />
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Can you see it in the model?<br />
<br />
This is not a multiplication "trick" but rather a strategy with meaning behind it. Children need to see the visual model and understand what "Double-Double-Double" means. Once they understand the concept, they can apply it in wonderful ways.<br />
<br />
I asked my son (just developing fluency with single digit multiplication) to consider these problems.<br />
<br />
8 x 15 = ?<br />
<br />
He doubled 15 and got 30. He doubled 30 (60). And doubled once more to get 120. So 8 x 15 = 120.<br />
<br />
4 x 13 = ?<br />
<br />
Double 13 to get 26. Double 26 to get 52. (Of course he then wanted to keep going and figure out 8 x 13. Double 52 and get 104!)<br />
<br />
25 x 8 = ?<br />
<br />
50, 100, 200, done! This problem was also a great opportunity to talk about another strategy. Do you know what it is? Leave your ideas in the comments below to start a RICH exchange.<br />
<br />
Hope you're having a double dose of summer fun!<br />
<br />
<span style="background-color: white; color: #3e352c; font-family: "georgia";"><span style="font-size: x-small;">Credits:</span></span><br />
<span style="background-color: white; color: #3e352c; font-family: "georgia";"><span style="font-size: x-small;">Little Girl Graphic from: www.mycutegraphics.com</span></span><br />
<span style="font-size: x-small;"><span style="background-color: white; color: #3e352c; font-family: "georgia";">Number Frames (free app) from: </span>http://www.mathlearningcenter.org/web-apps/number-frames/</span><br />
<span style="font-size: x-small;"><br /></span>
Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-37446331869658806732016-06-17T10:03:00.000-07:002016-06-17T13:22:17.298-07:00Multiplication Fluency: Summer Practice<div class="separator" style="clear: both; text-align: center;">
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Ready for a start-to-summer quiz?<br />
<blockquote class="tr_bq">
Question: What happens when the math coach's child begins the summer by taking a multiplication fluency assessment in which he answers 20 problems in 4.5 minutes when the fluency guideline is 20 problems in 1 minute?<br />
<br />
Answer: Summer math! (Don't you wish you lived at my house?)</blockquote>
In case anyone else is in a similar predicament, here are a few resources to get you started...<br />
<br />
First, "fluency" does not equate memorization. If you're interested in the difference between "by memory" and "memorization," check out <a href="http://bridges1.mathlearningcenter.org/resources/blog/201501/memorization-versus-memory" target="_blank">this article</a>. Fluency means accurate, efficient, and flexible mathematical thinking. Think about reading fluency. A fluent reader is not just fast. 120 words-per-mind counts for nothing without comprehension. Fluent readers AND mathematicians are accurate, efficient, and flexible.<br />
<br />
Although every child needs to master all three areas, he may demonstrate challenges in one area over the others. In our case, flexibility is an issue. Although my child knows some strategies for working with multiplication, it doesn't appear to be something that's been emphasized in his education. To that end, we are working to increase his strategy toolbox.<br />
<br />
I pulled the Multiplication & Division Discussion Cards from <a href="http://catalog.mathlearningcenter.org/store/product-8555.htm" target="_blank">Opening Eyes to Mathematics</a>. (Cards are located on pp. 32-35 in <a href="http://catalog.mathlearningcenter.org/files/pdfs/QP112_OEB_0507_Scan-wrs.pdf" target="_blank">this pdf</a>, free from <a href="http://www.mathlearningcenter.org/" target="_blank">The Math Learning Center</a>.) We flip through several cards a day and talk about what strategies could be used to solve a problem. For example:<br />
<br />
What multiplication expression is represented here? (8 x 8)<br />
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How could we look at pieces of this array to help us solve the problem? Maybe we could see it as two parts: 8 x 5 and 8 x 3.<br />
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So 8 x 8 = (8 x 5) + (8 x 3) = 40 + 24 = 64<br />
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Or maybe you see it as two groups of 4 x 8:<br />
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What about this one? Could you use what you already know about 10 x 7 to help you figure out<br />
9 x 7? <br />
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<br />
Strategies become critical when you get to <a href="http://love2learn2day.blogspot.com/2014/04/multiple-strategies-for-multi-digit.html" target="_blank">larger multiplication problems</a>, so this is definitely something we want to work on now.<br />
<br />
Although fluency doesn't equate speed, it is generally expected that students be able to complete 20 problems in 1 minute to meet fluency standards. With the strategies in hand, I plan to assess his progress using the free online program, <a href="https://xtramath.org/#/home/index" target="_blank">Xtra Math</a>. I would not use this in isolation as I don't want to overemphasize speed, but when combined with visual models and strategies, it's a reasonable way for both of us to track his progress. Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com0tag:blogger.com,1999:blog-2429983491199569680.post-86497651953066856912016-03-15T10:56:00.000-07:002016-03-16T07:16:21.484-07:00Standard Algorithm For Subtraction: Sometimes Yes, Sometimes NO!!!!<style>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Introductory note: For the past year, I've been working as a K-5 Math Coach. Not surprisingly, I have learned a lot. I hope the following blog post expresses just a bit of the wonder of the past year...</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">I developed a new appreciation for the power of strategies taught in <a href="http://www.mathlearningcenter.org/bridges/overview" target="_blank">Bridges</a>
when a third grader approached me for help on a worksheet he
received in his (non-Bridges) classroom. The “Zero-Concept” worksheet included
36 problems with multi-digit subtraction, intended for practice with borrowing
across zeros, solely using the standard algorithm.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Although this was the intent (and yes, the way many of us were taught!), it quickly became obvious that
several other strategies might produce more efficient results. The third grade
standard 3.NBT.2 specifically calls for this:</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">“Fluently add and
subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and
subtraction.”</span></span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">One of the key words, “algorithms” is plural for a reason.
We want students to develop fluency defined by accuracy, efficiency, and
flexibility. In this standard, students demonstrate fluency using multiple,
flexible strategies--strategies selected because of their strength with a
particular set of numbers.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">The very first problem, 420-115, seemed a good candidate for
Partial Place Value Splitting, one of several strategies explored in <a href="http://www.mathlearningcenter.org/bridges/overview" target="_blank">Bridges</a>.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">The student could mentally solve the problem using this
strategy; he was surprised by how easy it was to break the subtrahend into
manageable pieces and then subtract.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Another problem, 200-189, seemed ideal for Finding the
Difference.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Again, once he understood the strategy, the problem was easy
to solve mentally. In comparison, the standard algorithm was very complex and
inefficient, leaving a lot of room for error.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">The Removal Strategy (using a Number Line) worked for 500-333. He also noted that
this could be done mentally using Partial Place Value Splitting, taking away
300, then 30, then 3.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Once again, borrowing across multiple zeros seemed
unnecessarily complex with a high possibility of error.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">A problem like 703-187 became a prime candidate for Constant
Difference. Here it's illustrated on a number line:</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">He agreed that it was far easier to solve 716-200 than
703-187. And it's so simple to get there. Just add 13 to both the minuend and the subtrahend.</span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Looking over the worksheet we noted that while the standard
algorithm might be an efficient method for a handful of problems, for the
majority it was not. But perhaps the most surprising to my student: the number
of problems that could be completely solved with mental math, using one of the
above strategies. </span></div>
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<span style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">If we think of fluency in terms of accurate, efficient, and
flexible thinking, students are best served when they have a variety of
strategies from which to choose. By the time we were done, my young friend heartily
agreed!</span></div>
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<br /></div>
Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com5tag:blogger.com,1999:blog-2429983491199569680.post-87472936313775104692015-08-29T18:00:00.000-07:002015-08-29T18:06:20.410-07:00Fly on the Math Teacher's Wall: Personalized Math Notebook Covers<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkGrfnVrcVF5hbytRwMp58jGmVpxmR8hQsGM9iA8rXtrnCVoTWHnwKizT_5p5sjXjfbWwn82dyp5R7_lqisy15kYHDgKqlhzqZHYRZ0XfLDWescmDuBbW35u5ULxNvggwvf_fVvZqs3DE/s1600/IMG_7674.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8YvkR_s8vozdrRQd1hAvFqzKVaFIJICCPzadgafzujfiHF6RwMQr-r5eg19VlOeS7dBmhPFQVUvPJyMNb3zfq3IDLZDHGUE2gwN5197en1sZgYuujTpVrk08AqjPAkg9E94LwBNzFGB8/s1600/885615_10100670978545487_3714611679297649384_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8YvkR_s8vozdrRQd1hAvFqzKVaFIJICCPzadgafzujfiHF6RwMQr-r5eg19VlOeS7dBmhPFQVUvPJyMNb3zfq3IDLZDHGUE2gwN5197en1sZgYuujTpVrk08AqjPAkg9E94LwBNzFGB8/s320/885615_10100670978545487_3714611679297649384_o.jpg" width="320" /></a></div>
<br />
Here's an idea for getting your math year off to a great start... <br />
<br />
When I posted about <a href="http://love2learn2day.blogspot.com/2011/10/math-journals-notebooks.html">Math Journals & Notebooks</a>, I mentioned that I loved the idea of having children make <a href="http://asurvivalguidetomiddleschool.blogspot.com/2011/09/math-science-journals-part-ii.html">covers relating math to themselves</a> as Courtney shares at A Middle School Survival Guide. Ideally, I'd begin the lesson by reading aloud a book that relates math to everyday life. (I mention several suggestions <a href="http://love2learn2day.blogspot.com/2011/07/what-if-all-numbers-vanished.html">here</a>.)<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkGrfnVrcVF5hbytRwMp58jGmVpxmR8hQsGM9iA8rXtrnCVoTWHnwKizT_5p5sjXjfbWwn82dyp5R7_lqisy15kYHDgKqlhzqZHYRZ0XfLDWescmDuBbW35u5ULxNvggwvf_fVvZqs3DE/s1600/IMG_7674.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkGrfnVrcVF5hbytRwMp58jGmVpxmR8hQsGM9iA8rXtrnCVoTWHnwKizT_5p5sjXjfbWwn82dyp5R7_lqisy15kYHDgKqlhzqZHYRZ0XfLDWescmDuBbW35u5ULxNvggwvf_fVvZqs3DE/s320/IMG_7674.JPG" width="240" /></a> When I first considered what might go on a cover, I didn't have a lot of ideas. I just thought about # of siblings or children, year of birth or age, height or weight, etc. But the more I considered, the more ideas multiplied! I'd definitely want to do this as a brainstorming activity with students rather than giving them a list. See what your collective brain energy can come up with! How is math related to our daily life? Here are some of the things we thought of:<br />
<ul>
<li>time you wake up/go to sleep</li>
<li># of favorite ____________ (sports, colors, hobbies)</li>
<li># of years _____________ (teaching, being a student, playing an instrument or sport)</li>
<li>time each day that you ___________ (exercise, go to school, watch tv, read, play video games)</li>
<li># of _____________ that you own (pets, video games, books)</li>
<li># of years until you (finish school, turn 21, want to get married or have kids)</li>
<li>cost of your favorite (restaurant meal, soda, candy bar)</li>
<li>amount you spent per week on (lunch, snacks, coffee)</li>
</ul>
The possibilities are endless!<br />
<br />
These covers then become a fabulous jumping-off point for PROBLEM SOLVING.<br />
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After students finish their covers, have them generate several problems on 3x5" notecards that use the information they created. For example, on my cover, I posted the following:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhifE_5ej2k_Jflx-oEsQuHvWbEAA8uyZvHek37oeCVvV6N3hr0sPYaYVgQ1Sk3JVC3Leo9VuZKda9FTxdcoJBdoMTE7-iWIFN9YkvnjWZOsIaAaHFHf536kxBLnVp903GxcyjX-CRt42E/s1600/IMG_7679.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhifE_5ej2k_Jflx-oEsQuHvWbEAA8uyZvHek37oeCVvV6N3hr0sPYaYVgQ1Sk3JVC3Leo9VuZKda9FTxdcoJBdoMTE7-iWIFN9YkvnjWZOsIaAaHFHf536kxBLnVp903GxcyjX-CRt42E/s320/IMG_7679.JPG" width="320" /></a></div>
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I went ahead and wrote my problem on the cover itself, but would have students write on cards. My question, "How many hours do I sleep each night? Each week?" could then be posed to other students. In the classroom, I could put my cover under the document camera and ask students to answer the question posed on my card(s). They could then share a variety of strategies for solving the problem. In a homeschool setting, children could write problems for siblings or parents to solve. Problems could be written at a wide variety of levels, making them grade and age appropriate.<br />
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At the Northwest Math Conference I went to a workshop entitled, "Taking the Numb Out of Numbers" by Don Fraser (Ontario, Canada). He began by telling the group of 30 of us, "Did you know that in a group of 23 or 24 there is a 50% chance that at least two people in the group will have the same birthday?" He then gave us a graph showing us the probability of sharing the same birthday in groups of varying sizes. In a group our size--30 people--the likelihood was 70%. We graphed the days/months for birthdays in the room. Interestingly enough, none of us shared the same birthday...we were in the 30%. After looking at the data, Don asked us to come up with problem solving questions--real life questions--based on the information we'd collected. It was amazing to see how many questions we could generate, at all different levels of mathematical knowledge and proficiency.<br />
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Don encouraged us to begin each day by reading a "story" and having kids make up a question/word problem. Going back to the math notebook covers, imagine the possibilities if you put ONE child's notebook cover up each day and asked kids to generate questions from the "stories" found there. The problem solving possibilities are endless!<br />
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Do your students make personalized math notebook covers? What interesting stats have they included? Comment below with your stories and then visit <a href="http://mrsbalius.blogspot.com/2015/08/fly-on-math-teachers-wall-buzzworthy.html" target="_blank">Mrs. Balius</a> and read what she has to say about setting up daily math routines!!! :)<br />
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<a href="http://mrsbalius.blogspot.com/2015/06/fly-on-math-teachers-wall-buzzworthy.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8YvkR_s8vozdrRQd1hAvFqzKVaFIJICCPzadgafzujfiHF6RwMQr-r5eg19VlOeS7dBmhPFQVUvPJyMNb3zfq3IDLZDHGUE2gwN5197en1sZgYuujTpVrk08AqjPAkg9E94LwBNzFGB8/s200/885615_10100670978545487_3714611679297649384_o.jpg" width="200" /></a></div>
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Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com6tag:blogger.com,1999:blog-2429983491199569680.post-21195625397148677412015-02-21T18:00:00.000-08:002015-03-07T11:32:18.391-08:00Fly on the Math Teacher's Wall: Squashing Fraction Misconceptions<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMPSItm6_sntquvO0mhXEnXBRppGGPfa1qDIX42Dngn4OPzfgcebqmAi_xXRgurdd-6lAhgGnvGDriWOZPpJa-1A-WLaVxdzryIiF3BEd1C-60QKXUYCarebHu7bTjTSHJEMr84NqCyaA/s1600/10676194_451392041668456_2300115869884912641_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMPSItm6_sntquvO0mhXEnXBRppGGPfa1qDIX42Dngn4OPzfgcebqmAi_xXRgurdd-6lAhgGnvGDriWOZPpJa-1A-WLaVxdzryIiF3BEd1C-60QKXUYCarebHu7bTjTSHJEMr84NqCyaA/s1600/10676194_451392041668456_2300115869884912641_n.jpg" height="318" width="320" /></a></div><br />
The irony is not lost on me. Fractions, the math concept I most struggled with in elementary school, is now one of my favorites to teach. In this Blog Hop, my math blogging friends and I will be exploring fraction misconceptions. Here we go...<br />
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After years of operating with whole numbers, it's new territory to see fractions and understand the what <i>numerator</i> and <i>denominator</i> mean. What do each of those numbers really mean? <br />
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In this example, we'll look at an egg carton. First, we'll consider what the whole is...in this case the whole is the entire egg carton.<br />
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Look at the following examples and ask yourself:<br />
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1. What does the string show?<br />
2. What do the tile show?<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihxtfC-yK2mQ_ve3NXeV2UlRjxvw-dZ2h1JBesHzsryutktnxqtpO5gQlPegnNN9f1IclObJ4lXC9FfXE1dQc5tSij0wuuOAm0Fe805L_NaVxGiFPRKiN_-6tynoUVlHL-bGnvf2gQP-U/s1600/DSC_0001.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihxtfC-yK2mQ_ve3NXeV2UlRjxvw-dZ2h1JBesHzsryutktnxqtpO5gQlPegnNN9f1IclObJ4lXC9FfXE1dQc5tSij0wuuOAm0Fe805L_NaVxGiFPRKiN_-6tynoUVlHL-bGnvf2gQP-U/s320/DSC_0001.JPG" height="149" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-large;">1/2</span></td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB4B7ckmEqy8VP2hiOBb6D8rZg3hZMEy2Ib1pp_r0H_TWdGnue2pdgtXO1gJ_0ZqGtbbUKPZOndJt8OeKTzpcz2LAQMJ7c47emTcR_Ol3e2neUSprBD0bZk3Sn9LgsX4OBbgpVpuU0h00/s1600/DSC_0002.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB4B7ckmEqy8VP2hiOBb6D8rZg3hZMEy2Ib1pp_r0H_TWdGnue2pdgtXO1gJ_0ZqGtbbUKPZOndJt8OeKTzpcz2LAQMJ7c47emTcR_Ol3e2neUSprBD0bZk3Sn9LgsX4OBbgpVpuU0h00/s320/DSC_0002.JPG" height="130" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-large;">2/4</span></td></tr>
</tbody></table>The string shows how many parts our whole is divided into (our denominator) and the tile show how many of those parts have been filled (our numerator.)<br />
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A common misconception results when students look at the pieces in the model without taking the meaning of numerator/denominator into consideration. For example, in the first photo above, a student might say that they have 6 pieces, so it's 6/2. Most students, however, can readily tell you that the top example shows one-half, so a bit of probing (Where do you see the 1 in 1/2? Where do you see the 2 in 1/2?) helps to reestablish context.<br />
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In a similar example, I've heard students struggle with the question, "What fraction of a dollar is a nickel?"<br />
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Many students will answer "one-fifth" because they are thinking of 5 cents; if it has a 5 in it, it must be 1/5.<br />
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I like to pull out <a href="http://catalog.mathlearningcenter.org/store/product-923962.htm" target="_blank">Money Value Pieces</a> and again revisit the concept of numerator and denominator. We first talk about what our "whole" is: 100 cents.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBvCILnPplioam-jRrLz1tH3Xb6qthOIHDpgDC2k4kkLeZhHq10miy4ezxMbu5gqCCuoB48kTWgZQnblu7wJeA7bY02ClAGSltYUPDNOjkJdc6jJbRwadeJUJaek6hA-PPFqDJ8EOdRAc/s1600/IMG_0006.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBvCILnPplioam-jRrLz1tH3Xb6qthOIHDpgDC2k4kkLeZhHq10miy4ezxMbu5gqCCuoB48kTWgZQnblu7wJeA7bY02ClAGSltYUPDNOjkJdc6jJbRwadeJUJaek6hA-PPFqDJ8EOdRAc/s1600/IMG_0006.JPG" height="248" width="320" /></a></div><br />
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I might ask, "What does 1/5 look like on our model?" Since we've explored numerator and denominator, they know that the whole would be broken into five portions:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTWgu5NTQfZZfsX-eySEF0YDEXFVdSd4dXEiyZ5RFjXMMuZDa_UrKV7n8ljZj9bknTlXkIXLDy55XpuTP2ds57wdasLnRaVdCUBPVrYgF0yztwuRqonDwWRRQkAsPk_vTg4NX1SV7ODKY/s1600/Screen+Shot+2015-02-16+at+9.54.40+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTWgu5NTQfZZfsX-eySEF0YDEXFVdSd4dXEiyZ5RFjXMMuZDa_UrKV7n8ljZj9bknTlXkIXLDy55XpuTP2ds57wdasLnRaVdCUBPVrYgF0yztwuRqonDwWRRQkAsPk_vTg4NX1SV7ODKY/s1600/Screen+Shot+2015-02-16+at+9.54.40+AM.png" /></a></div><br />
It doesn't take long for someone to say, "One-fifth of a dollar is 20 cents!" (They can check this using the dime piece, a ten strip.) Then, using the nickel model, they explore how many pieces it would take to cover the dollar. "Twenty! So a nickel is 1/20 of a dollar!"<br />
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Students need many opportunities to explore the concepts of numerator and denominator using a variety of manipulatives and visual models. (More <a href="http://love2learn2day.blogspot.com/search/label/Fractions" target="_blank">love2learn2day examples here</a>.) I ask them to record their thinking in a variety of venues: math notebooks, class anchor charts, and video productions. In this <a href="http://www.screenchomp.com/t/R6FfVu1rB" target="_blank">ScreenChomp example</a>, you'll hear a pair of students explain the meaning of numerator and denominator; notice that they use more than one visual to explain their thinking. <br />
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To continue on the Fraction Misconceptions Blog Hop, please visit my friend Jamie at <a href="http://www.missmathdork.com/2015/02/fly-on-the-math-teachers-wall-fractions/" target="_blank">Miss Math Dork</a>!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.missmathdork.com/2015/02/fly-on-the-math-teachers-wall-fractions/" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDcJbA1vw8il_lZAKrp9HQVJOUzy5udeCW5oA13klqhgZFT7lPBdTC5OmxcthK62bVoMMvITUaslLE-WJdCQ2aNXPui6vo1mTUrbXVC3uzOJ5R_-_HiYyo4lvKsroXV5LWom9heSuRD0I/s1600/11006427_10100578046921207_9019687246110516198_n.jpg" /></a></div><br />
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Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com5tag:blogger.com,1999:blog-2429983491199569680.post-83484788502902542392015-01-04T00:00:00.000-08:002015-01-05T13:36:51.084-08:00Measuring & Graphing with an Amaryllis<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqRrjkqJx5hf5IUG4YtZMtdrWSwzh0vxBW1YIMKoEhei3tnBFjmLVAm5uSYObhcENtLMFg2u0IHZiTwNmGDbZlGBD7Ql14osTCowJAz_6lkMYgV14WcPsBs22HeNmh_eJo6rOpEMvrIXw/s1600/Screen+Shot+2015-01-01+at+4.05.16+PM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqRrjkqJx5hf5IUG4YtZMtdrWSwzh0vxBW1YIMKoEhei3tnBFjmLVAm5uSYObhcENtLMFg2u0IHZiTwNmGDbZlGBD7Ql14osTCowJAz_6lkMYgV14WcPsBs22HeNmh_eJo6rOpEMvrIXw/s1600/Screen+Shot+2015-01-01+at+4.05.16+PM.png" height="640" width="337" /></a>Our family received an Amaryllis kit from Grandma for Christmas. Today, the kids and I planted the bulb and got ready for a little measuring & graphing activity. Want to join us? Here's how:<br />
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1. Purchase an Amaryllis kit from a local store. In winter, they are widely available.<br />
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2. Plant the bulb according to package directions. (If yours, like ours, arrives with a hard disk of "plant medium," you might want to have a discussion about how much the peat changes by volume after water is added.)<br />
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3. Place an anchor in the soil to support your rulers. We used chopsticks.<br />
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4. Tape the ruler to the anchor so that it aligns with the top of the bulb's neck.<br />
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5. Measure. Our bulb already had green growth, albeit at a weird angle. We just measured straight across at the top so as not to break the plant. I told the boys that we'd measure our plant the same way I measure them...at the tippy top! My 12yo is measuring in centimeters and had to scale a blank graph to go with his estimate for ultimate growth. My 8yo is measuring in inches, to the nearest half inch.<br />
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Here are a <a href="http://www.teacherspayteachers.com/Product/Measuring-Graphing-with-an-Amaryllis-1625557" target="_blank">variety of options for graphing amaryllis growth</a>. <br />
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***This activity was created to say THANK YOU for your support this past year. I appreciate you! <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqRrjkqJx5hf5IUG4YtZMtdrWSwzh0vxBW1YIMKoEhei3tnBFjmLVAm5uSYObhcENtLMFg2u0IHZiTwNmGDbZlGBD7Ql14osTCowJAz_6lkMYgV14WcPsBs22HeNmh_eJo6rOpEMvrIXw/s1600/Screen+Shot+2015-01-01+at+4.05.16+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br />
</a>Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.com2tag:blogger.com,1999:blog-2429983491199569680.post-6097757208827863352014-12-23T05:00:00.000-08:002014-12-22T18:27:56.299-08:00iHeart Math Holiday HopHappy MATH-y Holidays! I'm hosting the final day of the iHeart Math Holiday Hop. The entire advent calendar (see bottom of post) has now been unlocked; you can now go back and download freebies--23!--from ALL of my math blogging friends. Some of the activities are seasonal and you'll want to use them when you return to school in January. Others can be saved until next Christmas. Some, like mine, can be used any day of the year!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKj8PVZ9cVi5b4bnryBWeyCvZR9MRR3dTL6EZDooqFJDS9aJhOgSf7FVzPWjj9xVau6dGRZaswCgCKX7MTBFQ294sE8BL37Fnt3Q93QsxwWFHuaHWtBTDvNN-nB01yetC1rJ63xxvOnew/s1600/1503281_1540481932860259_1219302190621584826_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKj8PVZ9cVi5b4bnryBWeyCvZR9MRR3dTL6EZDooqFJDS9aJhOgSf7FVzPWjj9xVau6dGRZaswCgCKX7MTBFQ294sE8BL37Fnt3Q93QsxwWFHuaHWtBTDvNN-nB01yetC1rJ63xxvOnew/s1600/1503281_1540481932860259_1219302190621584826_n.jpg" height="200" width="115" /></a><br />
<b><span style="font-size: large;">Stocking Stuffer #1 - </span><span style="font-size: large;"><span style="font-size: large;">Giving Back: Favorite Math Books & Games</span></span></b> <br />
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It's no secret that I'm obsessed with <a href="http://love2learn2day.blogspot.com/p/math-book-lists-tba.html" target="_blank">math-related children's literature</a>. Even if your Christmas shopping is finished, you still have plenty of time to grab the gigantic list and head to the library to check out a stack of favorite books to share with a child.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCMpcGMiqrWQl_imeo1eauyzVZO4JO8iOkxGQd0Xor-WoO91SzC5tLvLXFH23yWNZJ_CXMOKvh3Og52fD0l2LfTQeATKYBI5bSBg5xiOTkMdz_D6aKER0HnCnHHAQCl6AOS1HHwLgTgSk/s1600/KidLitPix.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCMpcGMiqrWQl_imeo1eauyzVZO4JO8iOkxGQd0Xor-WoO91SzC5tLvLXFH23yWNZJ_CXMOKvh3Og52fD0l2LfTQeATKYBI5bSBg5xiOTkMdz_D6aKER0HnCnHHAQCl6AOS1HHwLgTgSk/s1600/KidLitPix.png" /></a>Since we are a big game family, I've also compiled a list of favorite <a href="http://love2learn2day.blogspot.com/p/math-gifts-games.html" target="_blank">Math Toys, Gifts, and Games</a>. Chances are, some of these are in your closet. Why not pull them out to enjoy over holiday break? In the interest of minimalizing, you could pass around a set of games amongst friends. <br />
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In addition, this free <a href="http://love2learn2day.blogspot.com/2013/04/math-game-list-for-teachers-and-parents.html" target="_blank">Math Game List handout</a> can be passed along to teachers, parents, and homeschoolers who are interested in enriching children's math experiences at home through simple card and board games. This list, which also includes a few game-like activities, could be used in a variety of ways:<br />
<ul>
<li>letter home to families at end of school year</li>
<li>math center ideas for school or homeschool</li>
<li>early-finishers list</li>
<li>a checklist for summer fun</li>
</ul>
<ul></ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWrbjuCH6Gb5CbpwdozT74rdT6SYMMFSj0ts5ys1QTrSQoUr2PGYFZpveOslw2fORD-WHx63Av8QduhYPwddLLhpRtK3AesiQunHdDE2KAkWXmyRip4aJQl-KtnkjGukWcBNdpcPUjbTc/s1600/10805818_1540482169526902_7091252236159103456_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWrbjuCH6Gb5CbpwdozT74rdT6SYMMFSj0ts5ys1QTrSQoUr2PGYFZpveOslw2fORD-WHx63Av8QduhYPwddLLhpRtK3AesiQunHdDE2KAkWXmyRip4aJQl-KtnkjGukWcBNdpcPUjbTc/s1600/10805818_1540482169526902_7091252236159103456_n.jpg" height="200" width="99" /></a><br />
<b><span style="font-size: large;">Stocking Stuffer #2 -</span><span style="font-size: large;"> Math Tip: Gingerbread Math</span></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCMpcGMiqrWQl_imeo1eauyzVZO4JO8iOkxGQd0Xor-WoO91SzC5tLvLXFH23yWNZJ_CXMOKvh3Og52fD0l2LfTQeATKYBI5bSBg5xiOTkMdz_D6aKER0HnCnHHAQCl6AOS1HHwLgTgSk/s1600/KidLitPix.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br />
</a>Here's a timely online activity for young mathematicians. On Topmarks Maths: <a href="http://www.topmarks.co.uk/learning-to-count/gingerbread-man-game" target="_blank">Gingerbread Man Game</a>, students can choose from the following:<br />
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<li><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk2JTlIwvysJ81dQfGeutYMkD3-GJQtghcVxH_AZaiSE6fioLmYQYPZhBLh7ScGWI6uKjjTDW2KDmC9ZOsirfzTPrSZU9tUtD36AVLDq11hMpXlk3KFgZWOJG4Q0g1yB0vlnpNP2veuO4/s1600/Screen+Shot+2014-12-18+at+8.45.58+AM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk2JTlIwvysJ81dQfGeutYMkD3-GJQtghcVxH_AZaiSE6fioLmYQYPZhBLh7ScGWI6uKjjTDW2KDmC9ZOsirfzTPrSZU9tUtD36AVLDq11hMpXlk3KFgZWOJG4Q0g1yB0vlnpNP2veuO4/s1600/Screen+Shot+2014-12-18+at+8.45.58+AM.png" height="124" width="200" /></a>matching written numbers to dots</li>
<li>ordering #s of dots by quantity</li>
<li>counting</li>
<li>sequencing numbers</li>
<li>counting with one-to-one correspondence</li>
</ul>
Teachers can use the full-screen function and project the activities for transition times. So fun!<br />
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You know you have a hit when you demonstrate the new homework assignment and the class collectively says, "Oooooooh, COOL!"<br />
<br />
Since we've been using clocks as a model for learning fractions, I thought it might be fun to make Flip Books...in this case, mini books in which fractions appear to move, getting either bigger or smaller (depending upon the order in which you compile the pages.) <br />
<br />
The pdf comes with 3 pages of "clock friendly" fractions. (23 fractions with an extra blank one, just in case.) At right, you see several samples of Flip Book cards. The assignment asks students to:<br />
<ol>
<li>Color each given fraction. The cards come with numbers and blank clocks.</li>
<li>Cut out the cards.</li>
<li>Sequence the cards. They are purposely printed out of order. The set includes equivalent fractions that must be placed sequentially. </li>
<li>Staple into a Flip Book.</li>
</ol>
The pdf is FREE in my <a href="http://www.teacherspayteachers.com/Product/Clock-Fraction-Flip-Book-987721" target="_blank">Teachers Pay Teachers</a> and <a href="http://www.teachersnotebook.com/product/love2learn2day/clock-fraction-flip-book" target="_blank">Teachers Notebook</a> Stores. The pdf was revised to improve "flip quality." Grab your revision if you downloaded before then! ;) The clocks are now on the right side, so the opposite of what you see in the video below.<br />
<br />
One of my students made a little stop action video to demonstrate...AKA, the "Separatists' evil clock plans..."<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/mivKr0QzVOs?rel=0" width="560"></iframe><br />
<br />
Visit all 23 of these math bloggers for fabulous tips and freebies! Just click on the calendar squares to link to individual blogs. Happy Holidays!<br />
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