Math

PLEASE READ THIS POST ON THE COMPUTER AS THE PHOTO LAYOUT DOES NOT WORK ON MOBILE.  

Our most recent lesson on equivalent names for numbers; one of my favorite concepts.  We began by trying to find as many ways as possible to create 10 by adding two numbers.  Everyone was able to do this.  Then, we created 20 in as many ways as possible by adding two numbers.  The creative ideas began to flourish, with Kaji writing 40/40-20=20 and others trying out subtraction as well as addition.  Finally, they were set free to create 10 in any way possible using images, numbers, symbols, etc.  In the images above we have two people, each holding a 5, one is happy because he is wearing headphones, the other is sad because she has no headphones.  There are 10 hearts, diamonds, flowers, tens, faces, etc.  There are subtraction equations and equations in which students used several addends.  There are 10 chickens under a broiling sun.  And, of course, a pattern block illustration counting the number of sides of the shapes and using them to create the number 10.  Each way is equally valid and meaningful for the student.  They were all able to do the first two parts of the lesson and then let their creativity shine and inspire each other.  Each student must continue to challenge themselves and I must continue to challenge them.

Over two class periods, students upped their graphing skills by plotting points on a graph in a whole group lesson called Grid and Bear It.  As I called out the coordinates, students plotted their lines on their own graphs, while I used a large graph as a demonstration.  Last year, the coordinates had been optional and we had practiced them a little for fun.  This time, all students used the points to graph this sweet Ostrich.  They had no clue what it was until the very end since the graph paper was sideways.