Math: Geometry Problem Solving

We continue to have a great time in math this term.  The kids have been exploring 3D objects through sorting them into groups according to one attribute (e.g. these all have 4 sides), building towers and looking for these shapes in the real world.  When we work with 2D shapes, we also sort them according to one attribute and also replicate objects and create other shapes using shape materials such as pattern blocks and tangrams.  We still do problem solving on a regular basis.  Here is a geometry related problem that we completed recently.

There are 3 shapes in a bag.  The total number of sides is 13.  What could the shapes be?

What I like about this problem is that it allows the children to demonstrate their knowledge of 2 dimensional shapes and there are many possible outcomes.

The kids organize their thinking in many different ways.  It is another thing I love about problem solving.  We almost always include a debrief or sharing time at then end of a problem solving lesson.  We ask kids to share their strategies.  Sometimes we let anyone share.  Other times, we target specific kids to share a strategy that we think could support other students.  Throughout the year, students develop quite a repertoire of strategies that they are comfortable using.

Some used equations with the shape name written underneath.

Other children created equations, but instead of numbers drew the shapes.

Others chose to "act it out" with pattern blocks and then trace the blocks onto the page.

Some kids asked me the name of ten sided and thirteen sides shape so they could use them in their equations.  Thanks to google we had some fun trying to pronounce some of their names.

This student, used equations and then the initial letter of each shape underneath to show which shape he was referring to.

Pattern Party

The class had worked hard during our patterning unit in Math.  The children were engaged in activities around describing, reproducing, extending and creating different patterns.  As a way to end the unit, we had a Pattern Party to celebrate our learning.  We started by brainstorming all the things we needed to have a party.  The list they came up with included things like games, decorations, food, music, dancing, party clothes, invitations, gifts and loot bags.  While I wasn't prepared to give gifts or make goodie bags, (I have three children of my own and three goodie bags a year is quite enough for me) the rest was very much doable.  The children loved preparing all the things for the party.   It goes to show that when children are given tasks that are meaningful and have a purpose, they are highly engaged.  Before the party, we created patterned paper chains to use as the decorations to hang around the room and the children decorated their own cups and plates using circular patterns.  Each child created a patterned invitation telling their parents all about the details of the party.  We also decided that everyone would have to wear a pattern to the party.  The big day finally arrived.


Party Plan
1:00 - 1:15  Dancing with a pattern (We learned the pattern for and did the Macarena and Chicken Dance)


1:15 - 2:00  Pattern Party Centers
                             The children rotated through 3 centers.
                             -creating a patterned fruit loop necklace
                             -making a patterned crown
                             -Each of the children had brought in a piece of fruit.  At this center, they cut
                              the fruit and made their own patterned fruit kabob.


2:00 - 2:15   Patterned Counting Game
We played a game where the children sat in a circle.  One person is the king or queen and they get to sit on a chair.  The object of the game is to try and remove the king or the queen from the chair.  The only way to remove them from the chair is to get them to say the "magic" number.  At the beginning, the teacher must determine how the children will count and what the "magic" number will be for the game.  To begin, we counted by 10's and the "magic" number was 100.  The person to the right of the king or queen, begins the counting.  Going around the circle, each player says one or two numbers.  Whoever says 100 has to move to the beginning spot beside the king or queen.  The counting starts again by the person who was sitting beside where the child who had just said 100.  The game can be changed to counting by 5's to 50 or count by 2's to 20 etc.




2:15 - 2:30  We had snacks.  The children ate their fruit kabobs and had juice.


2:30 - 2:45   We tried to create our own party music.  The children tried to create their own patterns using instruments.  Noisy but lots of fun!

A great time had by all!

Valentine Inches

I was feeling that people reading the blog would wonder if we ever got excited about anything but BIG THINKING!  Of course, my much more dedicated blog partner beat me to posting Art.  Oh well, better late than never!

I was totally excited about trying something I saw on one of my favourite art blogs.  The ideas on her blog are truly amazing. The only down part is they are usually big projects that have many steps.  

http://www.thatartistwoman.org/2011/02/valentine-inchies-classroom-results.html

I began by setting up 8 different centers for creating the backgrounds for the squares.  For the ninth square, each child got a piece of newspaper.   I quickly explained and demonstrated each center and then told them to visit each center at their own time.  Each of them had a piece of newspaper on the counter or floor where they would put their squares when they were done.  The centers I did were:

-salad spinner painting

-marble painting

-splatter painting

-painting stripes using water colours

-painting the entire square with water colour paints

-collaging with tissue paper

-stamping with tempura paint using different circles (glue lids, marker caps etc)

-painting a square and then using a fork to create lines

Add some white glue to the paint.  Lay tissue paper on top and scrunch it to add texture. 

marble painting

splatter painting

painting stripes with water colours

Add a few drops of paint to the card and then spin away.

Stamp different sized circles on the sqaure.

The next day, we began by having a quick lesson about how to make a heart.  We also talked collaging and how to choose colours and add details without adding too much.  I then provided them with different materials to finish their squares.  Some of the supplies included: tissue paper, tin foil, fabric, doilies, felt, different coloured paper and newsprint.

I just love how they turned out.  I think you could do this project for any holiday.  I may even try it again for Easter!

Thinking Outside the Box- Make a Puppet

This is a Think Challenge that we did right before the winter break.  The children were asked to create a puppet with moving parts using paper, string, elastic bands, tape, straws and paper clips.

We spent some time before the task brainstorming different ways to use the paper.  I love to hear the kids sharing their big ideas with their friends.

I look forward to these tasks because of how the kids jump in both feet and take risks and solve the problem in so many different ways.  Michelle and I have noticed that our kids ability to tackle open ended tasks is incredible.  They persevere, work through a task and help each other out.

Dog

Sorry this is sideways, but it is too good not to post.

When we were all done, the kids got into small groups and did little puppet shows.  I think this was their favourite part of the whole activity.

Art Inspired by Picasso's Three Musicians

In art this term, we have been focusing on collage.  One of my favourite art projects creating a picture in response to Picasso's, "Three Musicians."

First we looked at the art piece and talked about what we noticed.  This fit nicely into our math unit on shape and space.  It is interesting to talk about what different people see in the same picture.

Next we responded to the piece, responding to questions: What does this picture remind you of?  What do you think is happening here?  We also talked about our feelings and this picture and what it was about the piece that affected our feelings.

Before we got to work, we set some criteria:

• the entire page needed to be covered
• there had to be at least one person 
• there had to be at least one musical instrument

We started with 11x17 white paper.  They were given a piece of black paper that was letter sized to add a layer to the background.  I used pieces of scrap book paper and song sheets from old music books torn into pieces and placed in baskets at each table group.  The rest was up to them.  I love how each person met the criteria, but in so many different ways.

To tie into a recent writing lesson about giving titles to our work, each person was asked to think of a name for the piece they had created.