Week 4- Energy Fun, Math Board, Daily Data, & Eating Bugs

This week I taught my class 2 more Wordtoons. They learned how to draw a fish from the word fish. They also drew a UFO from the word UFO. Take a look at some of their work.




This week I also taught the kids several new math games and let them play with them. Each person got to choose one of the games I taught to test.



Double Shutter





Cirplexed






Qwirkle- I only found two mistakes and that's pretty good for the first time with this game. I think this one is a little more challenging.



Q-bitz



Can you tell I like games from Mindware? The kids loved them as well. So I picked a few students to use a new app on my iPad and create a Gami to explain which games they liked the best. Check out a few of our new Gamis! Like the app and want to use it with your students? It is called Tellagami.




This week during Morning Meeting I shared this book and we talked about some of the insects people eat.



Then I pulled out the crick-ettes and most of my students ate one.



Some of them thought there were pretty good.


Others were completely grossed out!



I've had a few people asking about my Math Synergy board so I thought I'd post a few pictures of what we've done since school started. You can see the number of the day, which was 14 in this picture.




The kids take the number and draw as many arrays that they can with 14 tiles. This helps them to determine if the number is prime or composite.



I also added this chart for today's number. We write the number as a fraction, equivalent fractions, decimal, percent, and ratios. We have a part to whole and part to part ratio.

 

We also complete our Daily Data notebook on Thursday. Throughout the week the kids get to vote to answer a question. This week the question was "What is your favorite kind of M&M?" Peanut or plain

The students write the following things in their composition notebook for daily data:
question of the week
draw the venn diagram with totals
draw a bar graph
I1 & I2- Write 2 inferences about the data from the graph.
Who cares? Write 2 people who would care about this data and explain why.


Later I'll add a few more things but that's all we do right now.




We wrapped up the week with an experiment to explore potential and kinetic energy. Students used a tape measure to measure the bounce height of a bouncy ball when dropped from different heights.






Then they completed the chart with the heights from their groups, average bounce heights for each, and a graph of the data.



Students mentioned they thought this was math. We talked about the fact that you use math in science a lot.



STUDENTS: Create a question for our daily data board. What would you like me to ask and what would the two choices be?

A Closer Look at Math Synergy

This week one of my friends on Facebook shared a sudoku board that a teacher made for her classroom and I knew I had to have one. It had to match my classroom so I went to the scrapbook store and purchased 12 x 12 paper and cut the red lines to create the board. I'm tickled with the way it turned out. I plan to change the puzzle each week.



We are also a Leader in Me school and I needed something leadership related in my classroom. So my best friend Kelly had these posters in her classroom and I knew I had to get some too. I found them at my local school supply store and had to get them. I used my Cricut to cut the black quote for the center of the wall.



Several people have asked questions about my Mathematics Synergy board so I took a few up close pictures so I could explain it here in detail. The only thing I forgot to take a picture of was my target. It has numbers 0-9 on rings and each day the kids have a different target number. This also corresponds with the number of days in school.



I also create a number to go in the top boxes here. We don't answer all of these questions in one day but is a great review for my students.




We use 2 100s charts to mark prime and composite numbers. Using the target number, we determine if it is prime or composite by creating all the arrays possible with that many squares. So if the target number is 8 our arrays would be 1x8 & 2x4, which would make this a composite number. Prime numbers are circled on one chart with a certain color and the composite are circled on the other with a different color.



After we create our array with the target number we find the area and perimeter of the array. If there is more than one array possible we find the area and perimeter of each.



Measurement Record: We color in a cup each day on our measuring cups (see below) and then write all the different ways to name it. If we had 4 cups we would say we now have 4 cups, 1 quart, 1/4 of a gallon, etc.



The fraction record is similar to the measurement. I use the fraction bars and we add 1/16 each day and then write the equivalent fractions.



This is the large graph paper we use to create our array of the day. I have the kids draw them on their desk but then I let one student come up and add their array to the board.



I have several other posters I add throughout the year and I'll post pictures of them soon. I don't do everything every day. We start with these things and because of this I spend very little time teaching lessons on prime, composite numbers, area, and perimeter. It takes a bit of my math time but I've found it is well worth the time.

I've also had a few questions about my brownie points. I found this a few years back and my students love it. When they get a class compliment from someone they earn a brownie for the cookie sheet. They have magnets on the back and we just stick them up. Once all the brownies are on the sheet I make them real brownies. This is a big deal because I never cook and they love the fact that I make brownies for them. Find the link here: Brownie Points.