Tag Archives: Francisco

We love Reviewing Math Skills!

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This week we decided that each day after our math lesson, we wanted to have a lot of new math centers that review the concepts we’ve learned this year! The Busy Class and K-5 Math Teaching Resources came to rescue Mrs. Felter and give her some great ideas! We set up new expectations for our math center time. Here are the rules we established:

Expectations for Math Centers

  1. Have a positive attitude about centers and partners.
  2. Read the directions before asking for help!
  3. Stay focused the whole time.
  4. Organize your materials and clean up when you’re done.
  5. All done? Clean up & find Mrs. F for a new center!

With these new expectations, that we created ourselves, we are having a fabulous time! Here we are hard at work.Busy Class Centers 3Busy Class CentersBusy Class Centers 5 Busy Class Center 2   Busy Class Centers 4

Show What You Know!

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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!

Show your work!Nancy, Francisco, and Alaina did a great job showing their work on the following word problems. I like how they used numbers and words to explain their thinking! Can you aspire to make your work like theirs? What strategies can you borrow from these learners?

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Show your work Alaina

Number line or Fraction Model

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number line or fraction modelWe have been looking at different methods of representing fractions so that we can picture them in our minds. Two strategies we have tried are, representing fractions on a number line and drawing out fraction models . Both strategies help us visualize the fractions we’re working with and make it very easy to see if two fractions are equivalent.image image image image image

So, which method helps you visualize the fraction better, fractions on a number line or fraction models?

The “Fraction Cake” lesson the students are working on in the photos can be found here!

Decomposing a Kilogram

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On Monday, we sat down and took a kilogram apart. A kilogram is a unit that is used to measure weight. Often grocery store items are measured in kilograms. We learned that:

1 kg = 1 kilogram!

By decomposing a kilogram we discovered that:

1 kilogram = 1,000 grams or

1 kg = 1 g!

We also determined that 100 grams could go into a kilogram 10 times and 10 grams could go into 100 grams 10 times! Check out these mathematicians at work!

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Thank you EngageNy.Org for the wonderful lesson idea!

Measuring Matter

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As we continue our study of matter (the gases, liquids, and solids that are all around us) we wanted to get our hands on some matter and check it out. We picked objects in our room made of matter and observed their properties. We took notes on our object’s shape, size, flexibility, luster, texture, and weight. We were able to use our tape measures and balances to observe matter as well! Check out the hard working scientist below!

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Biography Research

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Yesterday, we researched our entrepreneurs and inventors on the internet. We found some valuable information, but internet research is never as easy as it seems. Let’s take a step back to see what we did well and where we need support.

1. What key words did you use to do your search?

2. How many websites did you visit?

3. Did you stay on websites that were too hard to read?

4. How much research were you able to do?techies 5

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Adding up our Pennies for Pasta

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In room B11 we are determine to help children suffering with Leukemia! We have been collecting pennies (and other silver coins as well) to donate to Leukemia Cancer research! We have used our Pennies for Pasta change as a big part of our math lessons this week. We realized that counting one penny at as time was not an efficient strategy! We started counting by twos, then tens. Then we realized making groups of ten, by counting the ten pennies up by twos worked best! We counted groups of tens until we had ten groups or one dollar. We are excited to help our school reached their goal of $2,000.00 for Cancer research. Which class will raise the most money and get a lunch from the Olive Garden?!

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Civil Rights: Rosa Parks Compare and Contrast

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We have read an interesting article on Rosa Parks from the Duckster website this week. Today, students will have the chance to compare and contrast the article with another article from the Scholastic reading site below. Here are some things to think about the articles when comparing and contrasting:

– Is there any new information presented by the Scholastic article?

– Did the authors write these articles for the same reason?

– Are the articles both organized in the same way?

We have been working on writing down small notes after reading  a chunk of text to check our comprehension because, “The most important thing is to comprehend!” (We say that a lot in here!) Check out Ixell, Francisco, and Amorie’s great notes. We can tell they really understood those paragraphs.

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Solve a Word Problem by Visualizing!

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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!