Yasmin blew us away yesterday, when she used an open number line to solve the following problem:
452 = n + 323
Her strategy was awesome and she was able to show and explain her work! Good mathematicians can always defend where they got their answer!
Today we played a new game to help us think deeper about our math strategies. We worked on our 3 A’s:
To play this game we looked at a math problem that had already been solved. We picked one thing that we agreed with. For example, “Oh, this student used the correct numbers.” or “I can see that they chose the right operation because this is a multiplication problem!”
Next, we had to find something to argue with like, “I would have drawn out based ten blocks instead of using the algorithm,” or “They chose the correct numbers but the wrong operation, they should have divided.”
Finally, we chose something that student did that we could aspire to! For example, “I like how they drew pictures to visualize their math,” or “I like how they wrote their answer out in words so that they could check if they really answered what the questions was asking.”
We are going to continue using the 3 A’s strategy to learn from our peers and aspire to their greatness!
Hello Antwan, Nancy, Shannallie, Karmyn, Yasmin, and Ixell!
I had a feeling you’d be visiting the blog today when you took a break from playing in the snow (please remember to where hats and mittens!) Did anyone else visit today who I didn’t list? Let me know by leaving a comment!
Here are some word problems to keep your brain working on this very cold, winter day!
1. Antwan ran 444 yards in his first game playing football for Florida State. In his next game, Antwan, threw for 156 yards. How many yards total did Antwan move the football down the field?
2. Yasmin has 6 packs of crayons and each pack has 8 crayons. The crayons in each pack are red, yellow, blue, green, orange, purple, brown, and black. If Yasmin gives Karmyn one pack of crayons, how many total crayons will Yasmin have left?
3. Shannallie, Nancy, and Ixell ran 3 miles each day last week. If next week they plan to run 5 miles each day, how many miles will they each run after both weeks?
Leave your answers in the comments and I’ll come up with more questions just for you!
Here are some of my snowy day pictures from yesterday!
Second graders make it back to class through the Tuesday snow!
Wow! Our playground is covered in snow!
Pablo enjoys his first walk in the snow!
“Hey! I caught a snowflake on my nose!” – Pablo Cinco Felter
Pablo was very sleepy after playing in the snow!
Elapsed time means how much time has pasted between two more more events. We think about elapsed time everyday: We start class at 8:45 A.M. We spend 15 minutes on our read aloud, an hour on Readers’ Workshop, and then 90 minutes on Math Block. After we finish all of those activities we head outside for recess. What time do we go to recess? Learning how to use a number line can make working with elapsed time easier! Try our number line strategy from today to solve these elapsed time problems!
With math problems, it doesn’t matter how you get your answer! What matters is that you use a strategy that is comfortable for you, and that your answer makes sense! We recently worked on a word problem from Mr. Naussbaum’s Math Site.
Here was the problem we solved: Eduardo ordered four large pizzas and three medium pizzas from Tony Fraction’s Pizza Shop. A large pizza has two more slices than a medium. A medium pizza has eight slices. How many total slices did Eduardo order?
Check out all the different ways we got the answer below!
We have been successfully tackling two step word problems with week using the CUBES strategy! Today, we want to think about visualizing the problem by drawing pictures like Francisco did yesterday with this problem:
Most apples contain 5 seed packets called carpels. Each carpel contains 2 apple seeds. How many seeds would be in 10 apples.
Francisco drew out one apple with five carpels in it. Then he put two seeds in each carpel. He skip counted by twos and determined there are 10 seeds in each apple. Next, he reread the problem and realized he needed to multiply 10 x 10 to get the number of apple seeds. His answer was: There are 100 apple seeds in 10 apples.
This lesson explains what Francisco did yesterday!
“It’s my turn!”
“I want to be the writer!”
We do plenty of collaborating, or working together to share ideas, in room B11. We have reading partners and math huddles, and we are constantly working in different groups for math centers and inquiry projects. It’s not always easy to work in groups, but when you do it well, your ideas can build on each others and grow!
“Hey math word problems we need to talk to you!” said Mrs. Felter’s class. “Oh yeah? What do you want?” said MWP. “We want you to stop driving us crazy!” Mrs. Felter’s class exclaimed! “Then try the CUBES strategy!” replied MWP. And all was right with the world. The End.
Have you checked out any of these great links on the right?——————————->
There are games, things to read, and more! For example the Brain Teaser link has fun math activities that will stretch your brain to new limits!