Needed a place to store some of my larger pdf’s I created.place-value-1-pdf
Here is another Powerpoint you are more than welcome to use:
It is a good way to start kids thinking about the rock cycle and I really like its simplicity.
My students had a good time collecting rocks off of the playground and then using pebble identification guides that I purchased in order to try to figure out whether they were sedimentary, metamorphic or igneous. I highly recommend this handy dandy guide:
We also wrote poems about our rocks. I wanted them to know that every rock has an epic, ancient story behind it. So, the kids worked in groups to brainstorm as many ideas about how their rocks got here. Then, they turned their favourite ideas into poems. They were allowed to use ideas off of the list or come up with others. Here is what our brainstorming looked like (and a sample poem that I put together in front of the kids using their ideas):
Fortunately, Shape Shifters always allow for some puzzling and interesting challenges. Can you build a square using your Shifters? Can you prove it really is a square? How about a rhombus? Is a trapezoid possible?
By the way, I knew that it was possible to make 2 regular trapezoids, but thought it was impossible to make 1 regular trapezoid with all 12 Shifters. My clever students, however, figured out a way. See if your students can too.
As always, you are welcome to use and modify my PowerPoint on this topic. Remember to “view slideshow” as I created it to reveal tasks and answers a step at a time. Enjoy!
I think that the next logical stop after learning about regular polygons is looking at symmetry. Why? Some shapes that are not regular polygons are still special,balanced and pleasing somehow. All sides and angles may not be equal, but it hurts me to simply call them irregular.
How do you describe these pleasing shapes? You call them symmetrical.
You are welcome to use my Powerpoint in any way you wish. Make sure that you choose “slideshow” and “play from the start” as I made my powerpoints to be interactive.
Now that your class has created their Shape Shifters and had a chance to play around with them, they should know that they are engaging in some very serious math!! You will find that they won’t believe you, even after you start into your geometry lessons. They like it that much.
I start out by giving them language to describe the shapes they have created. The first question we answer is “What is a polygon?” and then proceed to exploring angles. I have created a powerpoint with discussion prompts and activities that you can use with your class in exploring this beginning concept.
You are more than welcome to use what you like. When you play the slide show, much of the text is hidden to allow students to focus on the image and answer the question in their own way. Touch the space bar to make different parts of the slide appear.
Hopefully it will be interesting and fun for you and your students!
What are Shape Shifters? They are twelve little right-angle triangles, designed for the purpose of engaging in transformational geometry. And they are designed to bring story and culture into mathematics.
At the start, they were made by cutting and colouring triangle graph paper mounted onto card. Although students were able to discover a surprising number of shapes through transformation, the pieces lacked substance. They needed something.
This past year, however, I was struck with an idea. My little set of right angle triangles would find a perfect home in Northwest Coast Aboriginal art. I could picture 4-right angle triangles nested together to form a rhombus on which characters would be drawn and coloured. Each set would then consist of 3 such characters who would dance and transform into all kinds of delightful creatures. And perhaps each dance could have a storyline. What a wonderful thought…story in mathematics!
I also discovered that if you glued the pieces onto a combination of craft foam and felt, they were thicker and more of a pleasure to use. The felt helps them slide and the pieces come together nicely without overlapping.
If you are interested in making your own Shape Shifters, check out this short powerpoint: Making Shape Shifters
You are also welcome to print out and use my designs. Or if you wish, challenge your students to draw their own rhombi (using triangle graph paper) and then create their own designs on the plain side.
Today we had one of the most poignant ceremonies we have ever had at this school. It was quiet, solemn and connected with our school.
A former student in the school, Corporal Tim Laidler, spoke to us about his story. It began in Anmore and he recalled sitting on the gym floor just like all of the young students were doing today. He then recalled his journey to becoming a soldier and making the decision to go to Afghanistan. He spoke of sacrifice, bravery, and service. He spoke of how difficult it can be coming home after experiencing war. The need to keep serving. The challenge of connecting with family.
Our choir sang, “In Flanders Fields” and did a beautiful job. I am so glad I made the decision to include the gr.1’s and 2’s this year. They really made the difference. So many lovely little voices with such a powerful song. They did a beautiful job.
Several young students spoke about their thoughts on war and this was very powerful! I was so surprised and touched to hear their thoughts…how war is scary, how we can help…what it means for them.
We also have a wreath-laying ritual at our school. Two students from each class placed a class-made wreath at the front of the gym while we sang the song “Till the Boys Come Home” (a school tradition). It always makes me sad-pround.
Each part made me cry.
A great math centre is something I call “Object Study”.
Basically, interested students explore a range of collected items (shells, fossils, bones, rocks and minerals) through measurement and observation.
Here’s what you’ll need:
- a balance scale with various gram weights
- a large beaker marked with millilitre increments
- rulers and callipers (cheap at Lee Valley Tools)
- paper, pencils, erasers
- a selection of interesting collected items
- field guides and information books on your items (if possible)
What the students do:
- select an object to study
- weigh it using balance scale and record weights and total mass on their paper.
- measure maximum length and width in cm/mm. Record these by drawing a horizontal and vertical axis matching the measurements and writing the number and unit beside them.
- Complete a detailed sketch of the item inside the axis lines.
- Figuring out the volume of the item through displacement (filling beaker with water up to a certain point, submerging the object, recording new water mark, and taking the difference between the new and original water mark).
I find that certain students love this station and visit it all of the time. Some really slow down and study their object, locating it in the field guides, and even recording extra information about it.
I am still looking for a big enough beaker, by the way. I have a couple of smaller measuring containers, but some of my rocks and shells simply do not fit inside! I’ll take a picture and post it as soon as I have one.
I should have done this earlier, but better late than never!
I just wanted to make sure that the parent letter and the bank book were ready to go for anyone to use.
Here is the content of the parent letter (just and copy and paste what is relevant):
I wanted to tell you about a new math project I have started. It is all about money, counting, saving, spending and giving to others.
Everyday the students have a chance to earn pennies by remembering to complete helpful classroom tasks such as cleaning up after lunch and playtime, hanging up their coats properly, and remembering to put pockets into the bin in the morning. They will keep these pennies in money pouches that I purchased for them. Eventually three things can happen with these pennies:
1-they are traded in for other coins. These are saved in piggy banks that we will be making.
2-they are spent in the class store. The class store will have small donated items or items that I have purchased.
3-they are spent on donated items for the food bank.
Here is where I need your help:
For each child I require: about 10 nickels and 10 dimes. Please send these in a bag or container labelled with your child’s name. These will be the “bank” where pennies are traded in. These coins will be the ones saved in piggy banks and will be sent home at the end of the year.
I also need items for the school store. I was hoping that you might be able to sent a few small items that seem to accumulate and never get played with. Extras from birthday party goody bags are just the kind of thing I am looking for. I will be rounding up items at my house as well. Please make sure that the items are small. Items can be small toys, balls, pencils, erasers, stickers.
Finally, I am hoping that all families can send in 2-3 non-perishable items for the food bank. On our charity focused day, the children will shop for these items with their own earned pennies. All item that they purchase will be given directly to food bank. Extras will be saved to continue the project after Christmas.
And, of course, here is the bank book too!
Remember, that you can visit some of my old entries for some writing on the project and a little tinkering that I did along the way: