For the past several days, we have been talking about patterns. We learned that patterns must repeat themselves, and that they can be made out of almost anything: colors, shapes, sizes, things, even people! This afternoon, we created patterns using the children in the class, and then after careful observation we tried to guess what the pattern was. In some cases we were able to discover more than one pattern that existed in the line.
Archive for the ‘math’
We sorted, classified, created designs, pictures, patterns and really tall towers with a variety of math manipulative materials. We also practiced cooperating and collaborating in small groups. It was a wonderful opportunity to practice our math skills and make new friends.
As an extension of our measurement unit we have been learning about perimeter, which is the distance around a figure. We practiced measuring a variety of objects in the classroom and are now working to the 1/2 and 1/4 of an inch.
We combined this math unit with social studies through our investigation of the housing commonly used in the Northeast 500 years ago. Today, along with Fatima’s class, we measured the perimeter of an imaginary Longhouse that was 28 yards long and 4 yards wide. We translated this to feet and were able to figure out that the perimeter of the space was 156 feet. A lively discussion followed weighing the pros and cons of communal living in a home with no closets, running water, central heat or electricity.
Back in the classroom, the group made a list of the steps in involved in making this activity happen, procedural writing, and then wrote and drew about it. Having the opportunity to include so many different skills and areas of study in one activity made for a memorable experience for all of us.
At home you might want to practice some measuring with your child. You can ask them to estimate the length and perimeter of some common household objects like a book, spoon or their bed. They can go back and check their estimation with a ruler to see how close they came. You might want to join them to see who comes the closest. Have fun!
Please check your child’s orange Home/School folder this evening. There is some “homework” that you can help them with. Below is a copy of the instructions for completing the activity. Have fun!
January 17, 2013
We have recently begun a new unit of study in math. For the next couple of weeks we will be exploring the U S Customary system of linear measurement. Students have been exploring length using nonstandard units as well measuring using inches and feet.
In the attached envelope you will find a length of string. We would like your child to choose a favorite toy that is shorter than the length of this string. They are to cut the string to the length/height of the toy. In our classroom we will be measuring, comparing, and ordering these lengths.
Please return the string in the attached envelope no later than Tuesday, January 22, 2013.
Thank you for your help with this activity. Please be sure and ask your child to share the results of our investigations.
Exactly how big is a foot? Be sure and ask your child!
Measurement is a broad concept that people use in various ways throughout their lives. We have begun talking, thinking, and learning about linear measurement.
Yesterday, we read the book “How Big Is A Foot” by Rolf Myller. This book led us to talk about using non-standard units of measure such as blocks, paint brushes, hands or even feet. Working with a partner, the children traced and cut out their own hand, and used them as measuring tools around the classroom. During the discussion that followed, the children decided that because our hands are all different sizes, they’re not really very reliable tools to use.
Going one step further, today the first graders chose another non-standard measuring tool, and the second graders used foot long rulers, yard sticks and tape measures to measure objects in the room. We met in small groups to compare and discuss our findings and learn how to record the results.
This was an opportunity to practice our math skills, to deepen our understanding of measurement, and to develop the children’s ability to work in cooperation with each other.
You can see from the pictures below how much fun we had learning together.
Measuring The Room on PhotoPeach
The children did a spectacular job this morning reciting our poem A Year Goes By at the Friday Morning Meeting. It was wonderful that so many of you were able to join us for the presentation. We thought you might enjoy another opportunity to see the artwork the children created to illustrate our poem.
A Year Goes By on PhotoPeach>
As a culminating activity to our study of insects, each child has created their very own imaginary insect. They determined where it would live, what it eats, who its predators are, how it defends itself, and whether or not it is friendly or unfriendly. These decisions informed the type of body and coloration of their insect.
Using a variety of materials the children began to bring their insects to life. Our imaginary insects are now “creeping and crawling” around our classroom!
We plan to follow this activity up with a variety of different types of graphs to compare and contrast the the children’s creations.
Creeping, Crawling Insects on PhotoPeach
Today we practiced using a GIANT grid for mapping. First we placed items on the grid where two lines intersect, and discussed what the word intersection means. Then we took turns placing ourselves on the map in the square that is created by the grid. It was like a bit like playing a live “Battleship” game!
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mapping grid on PhotoPeach
Frog Math continues to be a great favorite in the classroom. The children played math games that touched on a wide variety of skills. Some of them worked with problems involving time, addition and subtraction word problems, and math facts to name just a few.
It’s a treat to watch the children having so much fun at the same time they practice their math skills.
Today we played Frog Math for the first time this year. Frog Math is a program that allows us to target individual strands of our math curriculum in a game format. The children work in partnerships, and each time they answer a question correctly their game piece moves forward on the board. They may be practicing counting by 2′s, solving word problems involving time or money, or interpreting graphs. It is a terrific way to practice our skills and have fun at the same time.
Frog Math on PhotoPeach