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!
My small math group worked on some great fraction cards this afternoon. We realized it really helps if you make a mental movie of the fraction and think about the numerator and denominator. For your visual, if the word problem doesn’t give you anything specific to picture, just use your favorite food: Pizza, chocolate bars, pies? I love getting to hide behind my iPad with the answer key! Thank you to The Busy Class for the wonderful fraction cards from your Fraction Fun Pack!
“What’s all that noise?!” Mrs. Paul’s class wondered. It was the sound of 17 long jumpers comparing fractions. We started at zero on our number line and tried to see who could jump the most whole numbers. Alaina jumped the farthest for the girls, 2 whole spaces and 3/4 of the next space. Antwan jumped the farthest for the boys, 3 whole spaces and 1/8 of the next space! Most of us were able to jump over two whole spaces (and those of us who couldn’t did not have jumping shoes on today!) We are going to use our data to create a line plot graph. How should we organize the scale for our graph?
We will talk deeper about equivalent fractions tomorrow. Here is a quick video reminder of what we have discussed:
Hello Antwan, Nancy, Shannallie, Karmyn, Yasmin, and Ixell!
I had a feeling you’d be visiting the blog today when you took a break from playing in the snow (please remember to where hats and mittens!) Did anyone else visit today who I didn’t list? Let me know by leaving a comment!
Here are some word problems to keep your brain working on this very cold, winter day!
1. Antwan ran 444 yards in his first game playing football for Florida State. In his next game, Antwan, threw for 156 yards. How many yards total did Antwan move the football down the field?
2. Yasmin has 6 packs of crayons and each pack has 8 crayons. The crayons in each pack are red, yellow, blue, green, orange, purple, brown, and black. If Yasmin gives Karmyn one pack of crayons, how many total crayons will Yasmin have left?
3. Shannallie, Nancy, and Ixell ran 3 miles each day last week. If next week they plan to run 5 miles each day, how many miles will they each run after both weeks?
Leave your answers in the comments and I’ll come up with more questions just for you!
Here are some of my snowy day pictures from yesterday!
Second graders make it back to class through the Tuesday snow!
Wow! Our playground is covered in snow!
Pablo enjoys his first walk in the snow!
“Hey! I caught a snowflake on my nose!” – Pablo Cinco Felter
Pablo was very sleepy after playing in the snow!
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!
Thank you EngageNy.Org for the wonderful lesson idea!
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?
Just like our favorite author,Barbara O’Connor and Phyllis Reynolds Naylor, when we write our narrative stories we start by making a plan. Below, some of our class authors are showing off the fantastic plans they are using to write a story. Notice the way they have planned for the beginning, middle, and end of their stories as well as a climax, or big moment. The students have also included what their secondary characters will be doing at certain points in their stories.
Ixell’s plan and her engaging lead:
Antwan’s plan and his engaging lead:
Antwan did a nice job using dialogue in his “From the heart” story about the day his brother Takyi was born. He wrote:
I shouted so loudly. I said, “Oh my gosh he’s so sweet!”
When he added in that dialogue to his story it made it come alive to the reader! I feel like I’m there seeing Takyi for the first time. What a special story.
Thank you for sharing with us Antwan!
Antwan completed his story today! He used the different the different strategies we discussed in our writing mini-lessons:
1. Brainstorm and plan before jumping into writing.
2. Start your story by grabbing the reader’s attention!
3. Add in juicy details as you stretch out the action in the middle of the story.
4. End your story with feeling! Make your reader remember your words!