We are pretty much fraction experts here in Room B11, but a little more practice never hurt anyone! Let’s review with some silly fraction videos and then we’ll work on our fraction centers with partners!

# Tag Archives: Math

# We love Reviewing Math Skills!

#### 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

- Have a positive attitude about centers and partners.
- Read the directions before asking for help!
- Stay focused the whole time.
- Organize your materials and clean up when you’re done.
- 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.

# A Great Math Week!

#### We are about to have a fabulous week of math centers! I have been hard at work preparing fun ways for our class to review for the End of Grade test! This week you’ll have opportunities to practice adding, subtracting, multiplying, dividing, working with time and money, graphing, area and perimeter, geometry, and more! All of our centers will include games and partners to help you stay engaged in your learning! So get your math journal and a pencil and get ready to have some fun!

#### Pablo really likes the telling time game!We send a big thank you to The Busy Class and K-5 Math Teaching Resources for creating such awesome centers for us!

#### Also, I found a rhombus on Pablo’s head! Crazy!

# More Knowing and Showing!

# Show What You Know!

#### 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!

#### 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?

# Math in Action!

#### We took our whole class math block to a whole new level this week! We played “Agree, Argue, Aspire”, worked in teams and independently, took our fraction knowledge deeper, and capped it all off with multiplication Jeopardy! Our class was focused and engaged all week long, and you have made me so proud!

#### We studied Karmyn’s work on her practice EOG test. Check out how she tried three different strategies before getting an answer with which she was confident! Karmyn’s work showed us that she can truly persevere when things get tough. Her example gave us a lot to aspire to!

### Don’t be afraid to try more than one strategy!

### Never be afraid to start all over!

#### Here we are studying Karmyn’s work and deciding what we agreed with, what we wanted to argue with, and what we could aspire to do in our own work!

#### If you’d like to try out multiplication Jeopardy at home click on the picture below. Get your family involved! See if you can beat your siblings and parents! Remember your good sportsmanship. Even though the girls were our big winner our boys acted like true gentlemen!

# The 3 A’s Game!

### Today we played a new game to help us think deeper about our math strategies. We worked on our 3 A’s:

## Agree!

Argue!

Aspire!

### 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!

# Number line or Fraction Model

### We 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.

### 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!

# More fraction games!

#### Alaina helped me realize today that I had never put the amazing Balloon Pop fraction ordering game on our blog! Thanks Alaina!

#### Remember, the shaded areas of each balloon represent the fractions. Work from the smallest to biggest fractions popping the balloons! Click the game below.

#### Here’s a new game to check out! This game has you estimate where fractions fall on a number line based on the fraction’s size. Remember to ask yourself what we practiced in class, “Is this more or less than a half?”

#### You can find more fractions by clicking on this previous blog post, “No not Fractions! March 20, 2014.

# Are these fractions Equivalent?

### We have been studying equivalent fractions using models to show if the fractions are the same. Here we have three pizzas that are partitioned three different ways. If I eat 1/2 of the pizza it’s the same as if I ate 2/4 of the pizza or 4/8. The models below help us see the easy comparison.

### The video below will help us look at equivalent fractions another way. You can compare fractions by looking at them on a number line!