Friday, November 22, 2013
Thursday, September 12, 2013
Suppose you are taking a trip. Your destination is 1,000 miles away. You're starting to get VERY bored in the car, so you decide to figure out how much farther you have to go. You ask your dad how far you've already gone, and he says you've just reached mile 632. How do you figure out how many miles are left of your trip?
The kids then use whatever strategy they wish to solve the problem. Just as with our addition lesson, the kids show their different strategies. There are always many different ones! These are just a few we saw in our room. The most interesting thing is that even though this is technically a subtraction problem because we need to find the difference, most the kids turned the problem into an addition problem. They are so much more comfortable with addition! Most didn't even realize they had done this until we pointed it out in class.
This activity will lead us into examining our different subtraction strategies tomorrow.
For me, the most important outcome of this lesson (and I mention it A LOT during the lesson) is that the children learn to think flexibly with their numbers. This is why I love math! In no other subject can you change up what you're given to make the outcome easier to figure out! The sooner we learn to think this way, the easier harder operations will become!!
Friday, September 6, 2013
|An example of our math journal a few days in...|
|Our place value chart is glued on the inside cover of the math journal|
Thursday, April 11, 2013
This week we made visual vocabulary cards for our water cycle vocabulary. The purpose of a visual vocabulary card is to design it in a way which will help teach the meaning of the word. Your children picked either water cycle, evaporation, precipitation, or condensation. They then designed or decorated the word in way to help others understand the concept. Here are some of our examples:
|Condensation in the form of clouds|
|Evaporation in the kitchen|
|Water cycle visual|
|Water cycle in the kitchen|
Friday, April 5, 2013
The sun is the source of all our energy. We learned when we discussed our natural resources that each one could be related to the sun somehow. In particular this week, we discussed how the sun plays a role in plant growth, the water cycle, and creating winds. The sun's role in the water cycle is pretty obvious to the kids - it powers evaporation, and without evaporation the whole water cycle shuts down. In regards to plant growth, the sun allows the plants to go through the process of photosynthesis. During photosynthesis, the plant converts light energy into chemical energy, or food. Finally, the sun heats the Earth's surface unevenly, leading to the creation of winds.
I gave the students a list of several words that would connect to each of the three roles of the sun. They were to make a diagram stemming from the sun, and decide where all the words fit best. Here is an example: