Super Bowl Fraction Football

Fraction Football was a success! We're ready for Super Bowl!

The students had a fantastic time playing with a partner and trying to score a touchdown by making equivalent fractions.


Each student was paired up and provided with a game board. Then, they drew cards and used mental math to find equivalent fractions. Each time they found an equivalent to the fraction on their ten-yard increment, they moved closer to the end zone.

They found the penalty cards to be a tremendous threat to their forward progress. So, each team had the option of pulling the penalty cards out of the fraction football deck. The teams seemed to move right along after the obstacle was removed.

I was making note of many learning skills taking place throughout the game. 

First, the partners were helping one another with the multiplication and division operations needed to complete the task of making an equivalent fraction. 
They were discussing the process and having "math talks". It was really cool!

Next, they were anticipating mathematical events. One of the students actually came up with the idea that it would be beneficial to remove the penalty cards. He said, he takes "two steps forward, and one step back". And he was afraid getting a touchdown would take all day. Well, it probably wouldn't have taken all day, but time at school is very limited. So his request was granted and provided for all students. 

Last, kids were having fun while learning math! Yay! mission accomplished. Movement and peer interaction is always a good thing...with given parameters. 

Follow the link below to preview the game.  It's a generic football game, so it doesn't matter which teams are playing. 

Super Bowl Fraction Football!

Cheers!

Math Fun

I've been having such fun creating math games for my class to play in the midst of boring NYS Module work.
The Modules do include some good instructional strategies, but the worksheets look like they were torn out of a college-level text book. No graphics, small type, no room for small people to write...and the list of issues goes on.

So, what's a fifth-teacher to do to liven up a math lesson? Make games! 

The "learning activities" (as I call them so as not to raise suspicion that we are actually having fun while learning) support module instruction while providing much needed movement and peer interaction.

One instructional component is drawing pictures to illustrate equations.  Tape diagrams, more specifically, are a key component of the math program.
To better help students learn how to place information in a tape diagram, I created a math power group lesson.  

In a math power group, kids are assembled into groups of 4-5 to work as a team. Each child has a job, as in a reading literature circle, and the jobs rotate for each new word problem.

One power group job is to manipulate the tape diagram cards that are cut out and placed in an envelope ahead of time. The blank tape diagram is used as the "game board" for the student to place the cards in a specific placement according to the word problem.

The students are picking up great habits, such as:

• working cooperatively
• reading thoroughly
• reasoning through discussion
• team accountability
• time management 
• and many more...

Look for many free downloads at my TpT store.

Next to come...Super Bowl Fraction Football! 

Cheers!

Math Jars

A math jar is a classroom tool used to practice skills and concepts. 

The math jar has "hands on" items pre-filled for exploration.  The items in the jar are designed to reinforce concepts introduced in a lesson. There are questions in the jar that students need to answer, but this format is much more engaging than simple pencil and paper.

I found the plastic containers with lids at the Dollar Tree. Since I'm planning on Math Jars being a partner activity, I only needed to purchase 12.  Then, I created labels on the color printer. A little Washi Tape around the center, and "voila"...all set to go.  

The students dump the jar and sort out the materials. The materials should connect to the daily or weekly skills. This activity can be used for review as well...more about that later. Then, the partners discuss how they are going to set up the manipulatives. They can ask questions if they are stuck, but they should use visual cues located on anchor charts, etc. before just blurting out, "I don't get it." ~the most dreadful words...

I usually circulate with a clipboard to take anecdotal notes during partner and group activities. I want to take note of who is actively participating and who is taking a back seat. I also write down formative assessment data.

While I'm circulating (some other adults in the room may be circulating or gathering a small group if needed), the students should be pulling the question strips out of the jar. Each student has several copies of the "Math Jar" activity mat in his/her binder. Then, the partners cooperatively talk through the process of the problem strip. When they have collectively decided on an answer, each student must write on his/her own activity mat.

5.NBT.1, 5.NBT.2

Each student draws a picture of what they did with the materials. Next, they each copy down the original problem and fill in the answer that they got using the manipulatives. Last, they work together to design a few sentences explaining what they did. They are encouraged to use math vocabulary (again...look around the room!), but the explanation should be written in their own words.

Ideally, I would like to go over each problem strip together in class, but time doesn't always allow for that. So, there will be times when I collect the activity mats and assess the progress. The activity mat goes home with students each day, complete and correct, to assist with homework.

Math Jars as a review activity is extremely beneficial. As we get rolling through the year with this, I will put several different kinds of manipulatives in the jar. The students have to make a decision on which items to use to solve the problems. Often, there is more than one way to get to the answer. I'm definitely going to use this activity just prior to Common Core State Tests!

Cheers!

Effective Teaching

Only 1 day into a 4-day workshop and I've already learned so much.  I signed up for this workshop blindly...content unknown!

To my surprise, it's a professional development opportunity that is relevant to my instruction. 

The focus is on creating "outcomes", or objectives, and teaching ONLY to those outcomes.  I have learned that so much of what I teach is actually unnecessary.

I am on a mission to "cut the fat" so to speak, and design more purposeful lessons that will ultimately help with time management. 

I'm going to begin with organization...of course. I'm teaching math this year (after a 1-year absence) and I need to get organized and PLAN AHEAD! Last year, I taught science and ELA, this year it's science and math. I'm feeling energized and ready to take on the challenge.  And a challenge it will be...

Two years ago, we used a math series in fifth grade as our main resource.  Then, last year, we were given a directive to only use the NYS Math Modules as our resource for instruction. This upcoming school year is going to be "module-based", but we can integrate some other resources when appropriate.

I'm going to be spending a good portion of my summer searching, creating, designing, making, and many other "ings". Basically, I will be busy!  

None of the above "ings" can happen effectively without a good plan. I am currently designing an instructional math binder for each unit of study which will include the modules and other various materials (my "ings"). 

I'm looking forward to a great year...more to come!

Cheers!