A "Landmark" Math Lesson

We have reached new heights with our data collection!  After learning about maximum and minimum, median, mode, and range, we put together all of this information to analyze...our HEAD SIZES!

The results:

With a maximum of 57 centimeters and a minimum of 51 centimeters, our range totaled 6 centimeters (57-51=6).  We discovered the mode (most often occurring) was 55, as seven kids had the head size of 55 centimeters in circumference.

After finding these landmarks, we wondered what size was exactly in the middle.  After lining up the sizes from smallest to biggest, we took the smallest and the biggest down at the same time.  After repeating this 12 times, we were left with two head sizes of 54 centimeters.  Thus, 54 was our median.

I have shown the kids that data collection can happen almost anywhere:  test scores, head sizes, books read, or even in a game of 4-square.  Look for it around your house.  Oh, and by the way, ask your child about the fun gestures we do to help us represent these landmarks!

Abracadabra!

I introduced our multi-digit addition and subtraction lessons with a little magic trick that amazed the entire class.  Over the next few days, we will be working diligently on mastering these areas of math.  Next Wednesday, I will reveal the trick to all students, and because we will all be proficient, you and everyone in your household should be prepared to be astonished!

As a side note, I realize some of these algorithms may be unfamiliar to you.  To assist you with questions you might receive at home, consult the video instructionals I made.  Simply click on the links below.

Addition:
Partial Sums
Column Addition

Subtraction:
Partial Differences
Trade-First

Of course as always, send an email or give me a call if you have other questions!

Word Study in Room 127

As previously stated (hopefully several times already), it is my mission to differentiate instruction as much as possible for all children.  One area that is quite time-consuming in preparation, yet very worthwhile, is word study (more commonly taught as "Spelling").

I'd like to extensively discuss how I plan on differentiating for your child in this area.  With successful implementation, not only will spelling while writing improve, but decoding words, fluency, vocabulary, and comprehension will also improve.

After administering a test called a Qualitative Spelling Inventory (QSI), I figure out where your child is on the spectrum on phonetic development.  From that point, I pair him/her up with other kids that have similar areas for growth.  Then we get to work!  Here's what we do in class and some suggestions as to how you can help your child at home.

Day 1 - Monday
At School:  The children discover patterns within their sets of words.  They sort the words according to these patterns, then write a reflection statement based on what they've learned (see below).
At Home:  Write or orally use these words in sentences.  Give them life!

Day 2 - Tuesday
At School:  Students develop high-quality sentences and find synonyms for ten unknown or troubling words from their list (the left side of the picture).
At Home:  Look for words pertaining to the patterns in the paper, online, or in your conversation.

Day 3 - Wednesday
At School:  Students will pair up and sort the words as quickly as possible.  They will do this three times.  After finishing, students will look through their books to find other words that match the same pattern.
At Home:  Sort these words as well, trying to beat the best time.  Also, continue looking for words within texts at home.

Day 4 - Thursday
At School:  Pairs will work with each other on a No Peeking Sort.  One student will say the word, and the other student will write the word correctly, placing it in the correct column.  Both students will complete this, making changes in any errors (see the above picture, right side).
At Home:  Complete a No Peeking Sort in the same manner.

Day 5 - Friday
At School:  Before being quizzed over 10 of their words, they will glue their words into their notebook under the appropriate columns (see the picture below).  If the group scores above 80%, they have shown proficiency and will move to the next list.  However, if they are below 80%, they will continue working with these works in the next week.
At Home:  Continue to promote words and patterns by reading and writing together!

Healthy Minds, Active Participants

While we have only one recess in the middle of the school day, our class takes additional breaks during the day. The first one falls between "Read to Self" and "Read to Someone" time, and the second one falls between Math and Social Studies.

During these five minute breaks, we play a variety of games, energizers, and team-building activities.  To name a few, we have played Frogger, Buzz, Who Started It?, What's Changed?, Barnyard Babble, and a variety of Jammin' Minutes.  The pictures here required each table group to stand on two touching sheets of paper without having any part of their feet touching the ground.  They came up with some great ideas!

After we've finished, we meet as a class on the carpet to briefly discuss the event.  I'll ask open ended questions such as "Why would we do something like this?" or "How is this activity like our real lives?"  Since most games require teamwork, skill, and planning, the kids realize that even during energizers, we are continuously learning.