Measurement pt. 2

Measurement Part 2

     This week my students have been working hard on the second part of measurement. Above is the anchor chart I created that we referenced all week.

      To start the week off, we started with Weight. After discussing our prior knowledge on it, we weighed ourself and talked about where our weight number came from... gravity. We talked about ounces and pounds and each of them got to hold an ounce bag full of popcorn kernals and a pound bag of popcorn kernels. We determined which was more and which was less and that ounces come before pounds. I made the connection that when counting in units we count ten units out and trade them in for a long/rod (10) and that we do the same with ounces and pounds by counting 16 ounces and turning them into 1 pound. Next, we explored food scales, the one I brought from home and the ones we see at the grocery store. We talked about their importance when working with recipes. To connect it to their everyday lift, I pulled out a snack version of applesauce and showed them where on the label they could find its weight. I repeated this with cleaning items, chapstick and drinks.  Last each student recieved their own scale and was able to determine in ounces and pounds the weight of differen classroom objects.

     Day 2 consisted of a short review of where weight comes from (gravity) and ounces in a pound (16). We moved on to mass and how we are not trying to determin its weight but how much stuff was used to make the item. Students learned about balance beams, gram cubes and then explored once again with items found in the classroom. I used the items from the day before (applesauce, etc) to show them that our food packaging often tells us the mass of it. I feel like the kids really understood the difference between mass and weight.

     Day 3 consisted of Volume. We talked about the anchor chart... what we could see, and what was hidden in the picture. We talked about how to build it and how to count it on the paper. Once students built it, they compared it with the answer they got when they counted it on the chart. Lastly, students worked on a worksheet consisting of different block quantities, first shading and counting it. Followed by building it and checking their answer.

     Day 4 wrapped up our lesson. We focused on capacity. Items in our lives that have the capacity written on it and why they thought it was important to have this printed on the packaging. Following our discussion, students explored, each getting their own large tuoperware container filled with water, different measuring cups and graduated cylinders. We ended the lesson by creating a visual of different units used to measure capacity.

Quiet Table Signs

Ever wish you had a way to keep requests at bay during a lesson?!? Well here is all you need. These little buddies will be your new best friend... Say hello! These signs include: restroom, water, sharp pencil and a help sign. They also include a specific sign language sign so that when they are not near the signs they can still use the classroom hand signals.
Simply run multiple copies on cardstock, laminate, attach to popsicle sticks and place a set at each table group. Places to store them include: table cups, table container, etc.



 

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Measurement... the length kind

    For this unit, our students are learning all about measurement. Prior to me, most of my students exposure to measurement revolved around "non-standard" types of measurement. Here is the most recent anchor chart I have created for my classroom to help keep students fresh on the terms.

 



    I have learned from 5 years of teaching this unit that my kiddos struggle with the customary and metric system. To help them out, we first start with the easiest one... customary. After hunting for items that are about inch, foot or yard and recording them on the flowchart below, each student got to create their own inch ruler, foot ruler and yard ruler. This was simply done by cutting 1 inch strips of paper for the inch ruler, 12 inch strips for the foot rulers and 3 additional 12 inch strips for students to put together to create a yard ruler. Basically, I start with the inch ruler. Students draw a line from one side of the inch paper to the other and mark a 0 and a 1 on the line. Next, they fold the paper in half, open it and draw a line where our paper has been halfed. Since we have already talked about fractions, the kids have a easy time understanding why that line is called 1/2 line. I repeat this with the foot ruler. Students use their completed inch ruler to mark off 12 inches and the 1/2 inches between each inch. Then we discuss and label why each 1/2 inch has a whole number in front of it (eg- it is called 2 1/2 because it is the half way mark between 2 and 3). Lastly, students put 3 foot rulers together to make a yard. We label each foot (3 feet total), and how many inches are in a yard. Because we have learned to multiply kids have an easy time telling me that 12x3=36 inches. To conclude the unit, students learn the customary song with kinesthetic movements.

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Next, we move to the metric lesson. Again, students find things that are roughly a millimeter, centimeter, decimeter, meter and kilometer big and record it on their flowchart. The following day, students are placed in groups fo 3-4 to create their very own meter monster. Below are the directions I created as well as some of the meter monsters. Materials needed: pencils, coloring tools, large pieces of white butcher paper, meter sticks.

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Meter Monsters





 

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Math  Charts in the Classroom

Here are a few of the math charts that I have hung up around the room to keep the kids fresh on what we have learned. The first is a place value poster. In Texas, 3rd graders are expected to learn to 999,999. Now, since this is such a big jump from 2nd grade, my kiddos often get confused on the place values after the hundreds place. 

After teaching addition and subtraction we dive right into multiplication, followed by division. Below are 2 posters that students use when solving those types of problems. We imphasize to our kiddos that it does not matter which way they use to solve the problem as long as the choose a way the are comfortable with.

Recently, we just finished up learning abotu fractions. We first had to review numerator and denominator. We taught the kiddos a fun way to remember it. They stretch out their arms to make the fraction bar then "Nod their Numerator" (head), and lastly, Dance their Denominator (bottom). Gett it N=numerator and nod, and D=dance and denominator!

Once that concept is down we moved equivalent and comparing fractions. Whew, is that a tough one for them. I'd love to hear from yall about what you use that has been succesful when it comes to teaching about those!

Next, we moved onto clock fractions. That was fun. Each student was given 3 big clocks. First we talked about what a whole clock was (60 minutes) and recorded it on the first clock. Next, we folded the 2nd clock in half and talked about what that meant and recorded it on each half (1/2 clock=30 minutes, when the minute hand points to the 6 we say "half past".) Finally, we took the last clock, folded it into fourths, talked about it and recorded on each fourth (1/4=15 minutes, quarter past, quarter til)

Lastly, for this unit we talked about fracions on a ruler. Again this was another doozie for the kiddos, but we got through it and I think they got it for the most part. Obvisously more review is needed!

Our Changing Earth

Our Changing Earth

This unit was focused on how our wonderful Earth changes daily. Students learned, explored and observed the different rapid changers and slow changers of our Earth. After learning about weathering and erosion, I taught them a cool way of remembering the different between weathering and erosion. You can see the hand signs in the picture below. Basically, students make a "w" with each of their hands and wiggle their fingers as they lower their hands and while saying "weathering is the breaking down of rock". For erosion, students turn their "w" hands sideways so now the "w" looks like an "e", moving their hands across their body and saying "erosion is the movement of weathered material". Great for teaching kinesthetically.

 

 

After learning about weathered material, we moved into our soil unit where we focused on what soil is and how it is created. Students studied soil samples and recorded it in their AIMS Soil Study booklet. The next day, students created their own soil sample in a vial using the same ingredients we discussed the day before. After filling the vial with material, students added water, shook the vial and let it rest till our next class. Upon entering the next day, students got to see how their soil sample settled, which parts were which and why they thought it settled that way. Lastly, we discussed how important soil was. Students did not think that soil was in their lives as much as it was. We learned that without soil we would be "naked, hungry and without shelter". Students discussed with partners using a Kagan Structure about how we use soil to make our food, clothes and shelter. To wrap it all up, students created a "Storyboard" about how to create soil. They had to include different types of weathering, erosion and the mixture of weathered material to create their soil.

 

 

Lastly, to wrap of this unit, students explored our Natural Resources. We created a 6 part foldable about how important Natural resources are to survival.



 

 

Fraction Foldable- Wholes and Sets

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Today I am posting up a foldable that I like using with my kiddos during our fraction unit. Whether it is used as independent work or as whole group review, this resource is a great addition to students math journals for later review before any sort of test that has fraction questions.

Two options for the use of this first start with printing a master copy that is two sided. I have labeled the pages so that you know which ones need to be two-sided (5f-and 5b need to be paired and so forth). "F" stands for front" and "B" stands for back for those of you trying to figure out which page should be on the front and back of a single page. After printing your pages 2-sided, teachers have 2 choices: fill in the fractions for students to use as a guide for when they are shading-- OR-- let students shade as they would like and write their own fractions.

Printing directions can be found on the first page of this document and will require printing first single sided and than double sided where identical #'s (5f-5b) are on 1 page and so forth. The "b" side should be printed on the back of its matching "f" side but upside down, that way when you fold it, the "B" side will be upright.

 

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Practicing and Mastering Tables

Anyone who has ever taught math in elementary knows the difficulties students face when working with tables (aka in-and-out boxes). After my students last assessment, I noticed that my kiddos could use more practice on creating, extending and finding patterns within tables that are based off of real-life scenarios.

I have created this packet that I plan to use with my kiddos while they are with me for small group instruction. An alternative would be to pair students up and have them work in pairs as the rotate around the room completing each task.

There are a total of 10 task cards, a 2 page recording sheet and a page that explains to teachers how to use it.

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