Easy Fraction of a Set Game

Fraction of a set can be a challenging concept for fourth grade.  Often they are still trying to understand the idea of fractions dividing a whole into equal sized parts.  So looking at a given number of equal sized groups that relate to one as "one whole set" is very confusing.

To begin, we go back to the division dots task cards that we used earlier in the year.  This gets them comfortable.  I much prefer the "we did this already" as opposed to the, "I don't get it."  Because the moment they are bored I tell them, "Good, you remember.  Now we're just going to add one more step, which is to color a certain number of sets after you circle them."  And they are on their way!  There are 3 levels of practice in my fraction of a set task cards.

In order to help them conceptualize fraction of a set without a visual, I came up with a quick review game you can do with your class, and all you need is masking tape!  

Here's how I explain and scaffold for the game.  Right before Morning Meeting, I used thin masking tape and divided the rug area into a large area and a small area.  That day I had 16 students.  I told them "I want 1/2 of the class in the large area, and 1/2 in the small area."  They quickly and easily got into 2 groups of 8. 

Next, I asked each group to line up in their section.  I wrote "1/2" on the board and explained that there were TWO lines, because 2 is the denominator.  I asked if they thought they could get into FOUR lines, with only 1/4 on the small side and 3/4 on the large side.  Once that was done, we determined that 1/4 of 16 is 4.  I asked them how much 3/4 of 16 was, and they counted 12.

The next day I pushed them a little further, asking for 3/8 of 16.  They needed some reminding about getting into 8 rows, but what most of them COULD do independently was to get 3 of those lines in the smaller side and 5 on the larger size.  I asked how many kids were in the 3/8 of 16 section and they counted 6.

The final variation of this game was to find a "mystery number."  In Math in Focus, Chapter 6 (Fractions) they have to basically "do fraction of a set backwards." 

In other words, I tell the class that I am thinking of a certain class size that is SMALLER than the number of students present today.  That number is a mystery.  However, I will tell them that 3/5 of that number is 9. 

Again, to start out they need reminding that they need to get into 5 rows.  They remembered on their own to have 3 rows on one side with 2 rows on the other.  Then I reminded them that there should be 9 kids on the side with 3 rows.  At that point, they remembered they needed equal sized groups.  

When there was a single student left over, not in a row, they determined that the class size I was thinking of was one less than 16:  15. 

In the end, we discuss 3 ways to find fraction of a set.  I had a few kids find the algorithm (method 2) on their own as they were working on the task cards!  They really feel like they "own" it when they "Find a method."  

Do you have any tips for teaching fraction of a set? 

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Number Line Frustration? Walk the Walk!

It took a while to really "sell" me on the idea of using number lines (and I'm a visual learner)!  However, since number lines don't seem to be going away when it comes to curricula and standardized testing, I knew I had to accept them, get comfortable with them, break them down for those kids who also are not initially "sold" on them either, and make them interesting for my class.  I've developed coloring worksheets and homework pages, but this year I wanted to "step" it up a notch and engage those kinesthetic learners.  So that's when I created "Number-line Tightropes!" 

The set up: 

While my fourth graders were at music, I broke out the masking tape.  I taped 2 horizontal lines and 2 vertical lines on the floor.

Next, I labeled the whole numbers with tenths at each intersecting tile.  I started on a vertical line with zero and worked my way up to 2.20.  Notice at that point, there was an intersecting horizontal line.  

On the horizontal line, I did the same thing, but instead of starting at the end with zero, I worked around the intersection.  To the left it says 2.10, and to the right (although you can't see it) it says 2.3.  Of course, I did not fill in every number; some of that work had to be for the kids!

Next, I drew smaller increments on the horizontal lines.  Those represent the hundredths.

 I followed the horizontal line to the left until I got to 1.3.  At that point I came to another intersection.  Just as before, I worked up and down the vertical line from 1.3, filling in the tenths, but saving some spots for the kids to complete.

Below, I followed the vertical line to 0.4, which brought me to the final intersection.  I filled in the hundredths on the horizontal line.

The activity:

When the kids walked in after music, they were "floored."  They could not WAIT to interact with the tape on the floor!

I had each of the 4 groups take a "line" to fill in some of the blanks.

Finally, a simple dice rolling game kept the kids engaged in studying the lines.  Roll a dice, move your "guy" that many tenths (for the vertical lines) or that many hundredths (for the horizontal lines). 

So much more fun than worksheets!

How have you turned number lines into fun?

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Organizing Literacy Center Materials

Yesterday over at my other blog, Shut the Door and Teach, I wrote about how I set up my Literacy Centers.  My school has been using Journeys for a few years now, and I'm more familiar with common core this year than I was at the beginning of last year, so I felt ready to really delve in.  You can see how I set up my rotation topics and schedule here.

Today I thought I'd share how I organize my materials.  Let's face it; the best instructional activities will not engage students if the organization behind them doesn't work!  And if it's too complicated for us to manage, we're not going to want to use it either.  There was some trial and error when it came to different locations in the room and moving desks, which the kids HATED.  Who knew how nervous they would get about other people sitting at their desk!  

So I scrapped that first idea and instead created a file folder system.  It worked for my math games, so I shouldn't be surprised that it turned out to be the best solution for my literacy activities.  They know where to access the folders, how to distribute materials, and they can stay at their own desk.  There is only one activity in the course of the week that requires a single group to move to a separate spot in the room, and fortunately I have the space to accommodate that.

I keep the bin with 3 file folders right in the middle of my leveled readers.  My rotations are right above this set of bins as well, so everything is within reach.  Other than "read with the teacher," each of the other stations has its own file folder of activities.

Inside each file folder I can "preload" the activities for the week.  The Mentor Sentences page has 3 different activities in one, so it keeps them occupied in the "Editing" station for 3 days, and I load the spelling in on the final day.  The Vocabulary pages look different enough from one day to the next, so the kids don't mix up which one to do first, second and so on.  I clip the "not yet" pages to the folder as a gentle reminder, and their current pages are loose in the folder for them to take.  And finally, the Independent Reading Responsefolder has 3 separate envelopes.  These are clearly labeled for each Close Read slip they need to do, in order.  The kids know they need to tape the first into their notebook and complete it before they take the second.  This is the most time consuming center, so often they come back to it when they finish a different literacy center early. 

Considering that this is my first year running Literacy Stations since moving to fourth grade (and since Common Core began) I think they are going pretty well!  I plan to offer my Close Reads in my TPT store this summer, so if you are thinking about trying stations next year, stay tuned!

[Edit:  I've started to post my Mentor Sentences products in my TPT store.  There are a few freebies in the section I've linked to if you want to give them a try!]

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Integrating Science and Informational Writing Instruction

With Common Core putting more pressure on us than ever to focus on math, reading and writing, it can feel like a constant struggle to "fit in science and social studies" at the elementary level.  In order to MAKE time when there's no time to be found, I work on incorporating writing instruction into science time.  One of the best matches I've found is to marry the idea of teaching the five senses for observations with writing using sensory details.

This mini unit works really well at the beginning of the school year, when the kids are naturally curious about observing their new learning environment.  After a quick review of what the 5 senses are splitting them up into teams to scope out defined areas of the room, and arming them with clipboards, they are ready to record as many observations as they can in 3 minute chunks of time.

Once they have a wide collection, I have them narrow down their list to 3 objects to make sure they described them using 3 senses (inevitably their first list features nothing but sight, in spite of the review).  We play a little guessing game to see how detailed their descriptions are, and then the real vocabulary lesson begins.

From the three students choose a single object to focus on.  For our sense of sight and touch I spend time going over domain specific vocabulary; something emphasized in common core writing.  While most kids focus on the color of objects (something we'll return to later in the year for figurative language) opacity is a new concept.  They tend to forget to mention size as well, so with the explicit instruction this concept can be differentiated.  Some students are ready to go grab a ruler and find a precise length of their object.  Others need to use comparative statements before they are ready to apply what they know about length, width or height find the measurements of their object. 

The end result of this data collection process is a multi-paragraph informational piece of writing, which is great for common core, as well an understanding of how to conduct scientific observations in order to explore the world around them.  

What's your favorite way to integrate science into other subjects?

 

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Student Materials Shelf Upgrade: Tips and Questions!

Earlier this summer I wrote a blog post about each major summer project I planned to tackle in the realm of classroom decor and organization.  Now that summer is drawing to a close it's time to post some updates!

I made a few minor changes to the Students' Materials Shelfthis summer.  Since I decided the theme of my changes this year would be "consistency," I swapped out the few Sterilite shoeboxes to give my Math Manipulatives Area a cohesive look.  So I thought it would be a good idea to get more lime green and aqua containers for this shelf.  I love the little Unitz crates from Staples, so I thought I'd just get more of the same.

The Before Photo

Unfortunately, it appears they have been discontinued.  :(

My next dilemma was what to do with the larger items, like rulers, hole punchers, tape dispensers and staplers.  I've never been sure how to house these, and then I got a great idea:  paper trays.  I could create vertical storage and the kids could take a whole tray with them when it was time to distribute them to groups.

Unfortunately, that was not meant to be either.  They're not tall enough, the rulers fell out of them, and they sagged under the weight.  But other than that...

So I'm still not happy with my materials shelf situation.  If anyone could give me advice in the comments below I'd be grateful! 

On the other hand, I made a few positive changes.

I found some lime green baskets in Target's Dollar Spot.  They're not exactly what I wanted since I can't stack them, but they're a good size for my highlighters, Sharpies and scissors.  I also found some tiny striped boxes at Target that fit inside my wooden box to hold paper clips, staples and erasers.  That's a plus because the paper clips could slide under the dividers in the wooden box; hopefully this will contain them better.  And finally I found some cute pails, also in the Dollar Spot that I'm not sure what to do with; I only found a use for one of them (holding my chart paper markers).  That plus some Frixion pens on sale meant a successful shopping trip that day!

The next improvement I made was to my mini trash.  It fits in with the theme with the help of a bit of Duck Tape.  The mini trash was a real success last year when it came to reducing sticky note wrappers and the like being stuffed any old place on the shelf by kids who were too lazy to walk 15 feet to the barrel, haha.  Seriously, my class this past year was one of my neatest ever and I think organization tricks like this help.  Now it also fits in!

Another good use for the Duck Tape was to create a border on the lip of each shelf.  Like the bookshelf, this shelf is so old and worn it has given the kids and I splinters.  So not only does the border tie in with my color scheme, it will hopefully also prevent some nurse visits!

So this shelf is still a work in progress, unfortunately.  I'll check Pinterest, but if anyone can advise me on the ruler, stapler, hole punch and tape dispenser situation I'd be appreciative.  I'm sure they are not going to stay balanced on top of the paper trays as shown below once the kids arrive! 

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Update:  Thank you to Kim from Quintessential Lessons for a great solution to my ruler dilemma! Although a Pringles can is too tall to fit on my shelf, I could lay it flat if rolling wasn't such a problem.  However I had on hand a rectangular prism shaped can (Bentley tea tin) that now fits in well thanks to some Duck Tape!






Still looking for ideas on how to stack the tape dispensers, hole punchers and staplers.  Does anyone have a solution?

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Fourth Grade Weather Unit

I wonder how soon schools will stop buying textbooks in favor of all the great information online.  I've never felt married to my science text before, but this year I have found so much great online content for teaching weather to my fourth graders that I just had to share!

My "segue" to my weather unit always starts with a review of solid liquid and gas.  Then we talk about the water cycle.  Although science books tend to have nice diagrams, I feel like they can't compete with an animation.  This year I showed my students this short video on the water cycleas a whole class.  Then I had them each go view this water cycle animation to learn at their own pace.  Since there is no sound, it was fine for a whole class to go on at the same time on individual computers (we don't have enough headphones to go around).  And they can take their time reading the labeled parts and watching the arrows move.  

 

Next we always focus on clouds for a lesson.  I give the kids a drawing lesson using clouds and smart background color choices for paper, and they represent three cloud types:  Stratus, cumulus and cirrus.  It's no accident that I placed the stratus lowest and cirrus up high on the display, since their actual elevation is relative in nature.  This year, along with notes on all three, I also had the kids write a short note (it almost could have been a text) to a friend asking them on a play date in two days, and it had to be conducive to the type of weather they were expecting, based on the cloud types.  This was a big hit!  It was a very short, to the point writing assignment, and it was very relevant to their lives. 

I let the kids know, "These are not the only 3 cloud types that exist, so if you look in the sky and can't tell what they are one day, don't feel bad.  For that matter, after learning the fourth grade unit on weather, please don't expect that you'll be able to accurately predict the weather 100% of the time.  Even the meteorologists can't do that."  They laugh, and I feel like they do feel invested in learning what causes weather events, even though they know they don't have the WHOLE story yet.

Next came a discussion on precipitation.  I made a new anchor chart this year:

  

And last but not least, we talk about air masses that create fronts. 

Instead of doing a demonstration on warm air rising and cold air sinking, I showed them this very short video involving the movement of hot and cold liquid, differentiated by colored food dye.  Free, and no mess!  Easy enough for kids to try at home.

Next we watched a fun little cartoon about fronts, a more realistic animation of cold and warm fronts, and our FAVORITE...BY FAR, was a parody of "Keep Your Head Up" by Andy Grammer, which is all about air masses and fronts.  Most of it is way too advanced for fourth grade, (it was written and performed by a 6th grade science teacher) but it was great for my gifted student, piqued the interest of my more curious students, and entertained my musical students!  To keep it relevant I just encouraged them to remember the bridge and they were happily singing along.   

I knew the unit struck a chord when one of my students told me last week, "Mrs. Thomas, look, it rained, so now the stratus clouds are going away.  We're going to have good weather.  It will probably cool down, too."  

Score!

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The Home Stretch...

Well, some of us are VERY happy right now and some of us are HOLDING on for dear life!  As for me, I still have students until next Tuesday and I know I work very hard to do meaningful work until the end--for my own sanity!

We are involved in some super fun hands-on units including an engineering unit using K'Nex, a fantastic economics simulation called "Biz World"  (see my blog for several posts about what that involves--it is worth checking out their website!), and reflecting back on the reading and writing we have done.  It really is wonderful to see how much my fourth graders have learned and how much they have grown as people and as learners.  The end of the year is bitter sweet for me and usually involves tears!  I send my students out the door with a hug, a handshake, or a high five--and then our entire staff lines up along the sidewalk to wave goodbye as the buses pull away (90% of our students are bussed).  It is a really neat tradition we started when we opened five years ago.  I teach in a K-4 building, so once they leave the safety of my classroom--I feel like I am sending them to the "real world" never to be seen again!  It really is a grieving process for me . . .

One thing I do like to do is throw a little taste of summer into my last weeks by doing a few "end of year" activities including making my math word problems have an "end of year" flair, we do a writing project that becomes a bulletin board for my next year's students, and a few other "extras" that keep things interesting!

For me, I have one foot in this year as I mourn the departure of another group of students, but I have the other foot deep into my planning and ideas for next year!  I LOVE to start gathering my new ideas and creating my plan for next year.  There really is something unique about our profession with this beginning and ending cycle.

If you are looking for a FREEBIE checklist to organize your thoughts for the summer, check out a little "to do" list I made to keep myself organized!  From books I want to read, to units I want to plan, to supplies I need to buy--this quick and easy (and editable!) document can be used to keep all YOUR ideas in one place.

Freebie Summer To Do Checklists!

For those of your grasping at straws for some things to do, here is one of my favorite end of year products--and there are a few more in my store if you are lookin'!  My students have turned into QUITE the problem solvers, and I plan on having them work on some of these problems right up until the very end!

End of Year Word Problem Resource

I wish each and every one of you the best for your last days of school--and if you are already finished, try NOT to rub it in too much! 

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Happy Square Day's Eve!

Happy Square Day's Eve, Readers!


At my school, along with Math in Focus, we use Every Day Counts (or "Calendar Math," as we commonly refer to it).  The beauty of this system is its daily repetition.  However kids, like all people, learn things better if they are emotionally involved.  So in looking over the math Common Core frameworks for fourth grade, I started thinking about where I could fit in square numbers.


I always feel like square numbers is one of those things that is easy to forget.  And what a waste that they get it wrong on their End of the Year tests or MCAS test, because it's not actually that difficult!  They just need a quick reminder every so often, and they'd all be capable of getting it right.


This year I realized how easily square numbers could fit into the Every Day Counts portion of our day.  It would work especially well during a month when we work on area and perimeter every day.  So one day, after we looked at our improper fraction with a numerator of 9, the perimeter of a random figure we had drawn with 9 square centimeters, the geometric figures in our pattern, and the next entry in our running cash total, I wished my fourth graders a "Happy Square Day." 


"What's Square Day?"  They asked.


"What's Square Day?  It's the happiest day of the month!  You don't get brightly wrapped square presents, or eat square shaped cake or sing, Happy Square Day to You, but it's still the BEST holiday."


"Why?"  They asked excitedly.


"Because it happens FIVE times every month!"

(...)

Hey, some of them saw the humor.  The ones that didn't, well, their curiosity stayed piqued as I started to demonstrate how to create square numbers with one, then two, then three, and finally 4 small squares, the latter which formed a larger square.  "We had a Square Day on the 4th.  It's a 2 by 2 square."  I continued around the first square with 5, then 6, 7, 8 and finally nine small squares that formed a square.  "And today is also Square Day!  3 long by 3 wide is 9.  A perfect square."


"So it's basically a doubles fact" my smart little former third graders recalled.


"That's right.  But here's why we call it a SQUARE number.  You CAN'T turn 5 blocks into a square.  You CAN'T turn 10 boxes into a square.  But you can with 9, and you can with 16, and you can with other Square Numbers, nice and even and neat.  That's why I love Square Day!


After giving them time to draw their own squares with a partner, I challenged them; "So when is the next "Square Day's Eve this month?"


Instead of drawing the squares on an anchor chart, I drew it on the white board so I could erase one square from each corner. 


"When is the day after Square Day, also known as 'Extra Boxing Day' in England?"  We added a box to each corner. 


Once we explored squares (as well as what it looks like right before and right after a perfect square is drawn) I challenged them to redraw their previous figures for the month.  I asked them to create figures that were as compact as they could.  That is, I wanted figures that are as close to squares as possible.  Although sometimes it's great to draw creative, zany shapes to find the perimeter, interesting patterns emerge when the figures are more compact.


As a result, the kids started to see patterns in their work.  They were noticing that the figure that is one off from a perfect square has the SAME perimeter as a square!  "It's like that one square is just inside out; it goes in at the corner instead of out to fill the corner."  They also noticed that the perimeter never went down as we progressed.  Previously there was no rhyme or reason to how area and perimeter were connected, because many kids were drawing skinny rectangles instead of allowing for irregular figures in between squares.  Now they actually had some data to analyze and draw conclusions from. 


And so, in my class we celebrate Square Day, and they know that on the day before Square Day their weirdo teacher is going to be giddy with anticipation.


How do you keep square numbers fresh for students?

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