Take a look at these exciting photos of our recent Family Math Night. Originally we had scheduled Family Math Night on the 100th Day of school to build more momentum for the event, but we had to reschedule Math Night due to weather. I’m mainly including activities that we hadn’t done before, and I will include links to former math nights so you can get even MORE ideas!
To start, tables with parent information were set up in the hallway. The more inviting and fun student tables were set up inside the cafeteria.
Since many parents are unfamiliar with ten frames (I had never heard of them until I had started teaching), we had a table informing them of how ten frames work.
Then we had an information table showing the parents of 2nd and 3rd graders addition and subtraction strategies. Parents even had an opportunity to see how base ten blocks were used to do regrouping.
Here is a station explaining to parents how Reflex Math works. We had a laptop set up to show parents Reflex Math from a kid’s perspective.
One teacher put together game packets for parents to play math games with their children at home.
Now it’s time for the fun stuff!
Below you will see beach balls with math facts written all over them using Sharpie permanent markers. When someone catches the ball, the right thumb’s landing spot determines the math fact that must be answered. We had large beach balls for the kids to play with and small ones for them to take home. We ordered the beach balls from Oriental Trading Company.
How many books will it take for YOU to weigh 100 pounds? That is the question that students had to answer when they stopped at this station. Students estimated how many heavy encyclopedias it would take for them to weigh 100 pounds. Having experiences with measurement is the best way for students to make reasonable estimates with measurement.
Uh-oh! Looks like he picked up too many books, but he’s close!
Fractions beckoned to students’ interests under the guise of a messy pudding party. Students had to measure out two cups of milk without using a 1 cup measuring cup. They had to use ½, ⅓, or ¼ measuring cup . Doing so made them repeat these measurements until they had milk equivalent to 2 cups.
What is Math Night without estimation stations?
I have done estimation stations every year we have had Math Night, but I wanted to do a little something different this year.
Instead of just having the estimation jar, ziploc baggies were placed in front of the jars with 10 of the candy item inside. This helped students make more precise estimates. I also had a wild idea about gluing base ten blocks together to see who could come the closest to estimating the total of the blocks in a base ten tower.
How many are in this base ten structure? Can you guess?
(above) I know the tower looks more like the leaning tower of Pisa than anything of mathematical value–it looks like a hot mess–a hot glue gun mess . What can I say…I think I should pose like one of Charlie’s Angels with my hot glue gun!
(below) Making 10 groups of 10 was a kid favorite last year and remained a kid favorite this year. Kids took small food items and grouped them on a mat. They got to eat their 10 groups of 10/100 items when they had filled up their mat! Yummy!
(below) Where did Freddy the Frog land on the hundred’s chart? These kids played Toss and Guess, a game with a giant hundreds chart grid and a beanbag–in this case a bean bag frog. The idea for the grid and the Toss and Guess game came from The Learning Carpet. Kids received prizes when they guessed where the frog landed correctly.
Below is my absolute favorite booth of all booths! How many hulas can you hoop? Students hula hooped until they could hula no more. Then they counted their hulas and wrote the total of their hulas on a piece of paper. They stuck this paper to the wall so other students could compete with the highest total. The two hula hoopers with the greatest number of hulas won a hula hoop!
The following made the evening worth while. This parent solved math problems with her Pre-K student. She helped him count on her fingers! This embodied the goal of the whole evening–helping parents connect to their children through mathematical thinking!
If you liked this post about Math Night, you might also like Math Night from 2012 and 2013…
I hope these posts inspire you to make your math night fun!
This Thursday and Friday, February 27-28th 2014, TPT will be having a huge sale on all their items. We will be celebrating 3 million teacher members! The site will be having 10 percent off all items. All of the items in my store will be 28% off!
Thank you Ashley Hughes and Kimerly Geswein for your amazing graphics! Have a great sale!
In response to the poor scores on a recent geometry quiz, I took advantage of the prime real estate near the bathrooms. Students in this particular class pass this area often, so why not put some geometry review in their path? I made good use of a roll of painter’s tape by making types of lines and angles all around the bathroom entrances and water fountains.
The yellow sign below says to identify the figures and tells students to check the answer key to see if they are correct.
Then in an easily accessible place outside of the bathroom, I placed an answer key for students to check themselves
Underneath the cover are the answers…
I had more types of lines posted than are pictured above, but I thought a few of the pictures would give you the idea. I’ve already seen kids looking to check their work on their way down the hallway. :)
If you remember from one of my previous posts, then you will remember I have a weighing station outside the bathroom. I also have a location for students to measure their own height with a measuring tape. I still see students stop by occasionally to measure themselves. I had one with a sideways grin tell me today, “I’m 47 inches.”
I hope this inspires you to do something similar with your students!
Here are a few costumes from some of the kids for the hundredth day of school…I thought you would enjoy a look at the creativity! You may even get an idea for your costume!
Lots of kids used 100 hearts since Valentine’s Day is soon…
100 candy conversation hearts…
Paper hearts counting by 1′s…
Paper hearts counting by 10′s…
Up close picture of the paper hearts above…
100 puzzle pieces…
100 puff balls…
100 tally marks…
100 eye balls…
50 groups of 2 = 100
Two kids dressed alike with eyeballs that made mathematical equations…
100 years old…
Math facts with answers that add up to 100 on the front and back…very clever!
Happy 100th Day!
I already had created my Masked Mathemagician character who comes for a visit at unsuspecting times at school…but I added a little to her this year .
I had to figure out a way to make the costume include 100 items. So what did I do? I wrote 100 100′s on the back of my Mathemagician cape! To make the plastic tablecloth cape, I found directions on some blogs here and here. Then I started cutting freehanded. When I bought the plastic table cloth, it was so large that if I messed up there was plenty left to try cutting the shape again. The first time worked though. I used two small sticky velcro pieces to attach the pieces around the neck. Here is the best picture of the cape from the back. I know my hair looks a mess from the back …I had to hide it in a bun to pull off the whole Mathemagician effect!
It took me forever to make the logo for my Masked Mathemagician Emblem in case you want to use my idea at your own school you can download the emblem by clicking the link.
I placed the sign above at the bottom of my cape. I told the kids that if they figured out the answer they could win a prize!
I will be posting more 100th day fun soon…come back to see!
What does a day out of school equal? A finished product for Teachers Pay Teachers! Here is a little something I have been working on that I was able to complete today since we got a surprising day off from work due to the icy weather.
Because decimals seem abstract to students–especially when the zeros fall off the ends, I created these decimal pocket chart number cards. The zeros are grayed out so that students begin to make the connection that the zeros don’t necessarily have to be on the end of a decimal number. The number cards are great for 4th graders just beginning to make the connection that the zeros have no value.
The cards come in 3 different color variations–red backgrounds with white numbers…
white backgrounds with red numbers….
and white backgrounds with black numbers. The black numbers offer a host of variations if printed on colored card stock. The pattern possibilities using colored card stock are endless.
The numbers also come in two different variations–without the whole number 1 and with the whole number 1. This will aid in giving students the understanding that decimal numbers may or may not have whole numbers in front of them.
Come by my store to check these out!
Congratulations to Malinda Quinn! She is the winner of the class Doorman contest. Yay, Malinda!!
Oh my gosh! I have just been introduced to a lifesaver! For you to understand the depth of my appreciation for the class Doorman, you will have to hear the whole story…
BANG…DA-DUM! My door has just been shut again by the custodian on one of many occasions because I left it open when I merely ran down the short hall to make a copy. I mean I was going to come right back, so why close the door? Then I would have to wrangle the key out of my pocket and open the door AGAIN wasting precious time. You see, we have an “energy guy” in the district who literally comes to our school at unannounced times to see if we have our doors shut (these are inside doors mind you). If our doors are not shut then our school is documented in some sort of way. I don’t know what happens to all this documentation, but nevertheless we are documented. We can also be documented for leaving our computers on. Even over Christmas break, we have gotten little notes that say you left the itty bitty light on your button’s monitor on… (whaaaaaaa???? me???? no never!!!) The little bitty button costs a total of .6 cents to leave on for the entire year–YES, 6 tenths of a cent.
Anyway, back to the Doorman—So, you see, when I was introduced to the Doorman, it meant I didn’t have to run to answer the door, I could just say “come in.” I could also run down the hallway to make a copy without unearthing the key out of my pocket–saving time. Like I said–LIFESAVER!
The Doorman is a flexible vinyl strip with velcro attached that wraps around a door handle. The other end of the Doorman loops around the handle so that the vinyl covers the latching part of the door as you can see below. This keeps the door from locking providing many less interruptions. I have tried this idea before with a piece of masking tape across the door latch but this has never worked because the tape isn’t ever strong enough to hold the latch in–plus you can’t take the tape off without a hassle. The Doorman works simply, and you can easily take it off when you need to latch the door. Then the Doorman just hangs on one of the knobs until you need it again. Mine blends in nicely with the door when I have it hanging since I have black paper all over my door. My Doorman is black, but they come in lots of other pretty colors, too.
Guess what? I’m teaming up with Jen from Teacheropolis to give one Doorman away for free! All you have to do is comment below with your favorite winter door decoration idea or link. The contest will close on Sunday, January 26th at midnight. I will pick a winner at random and announce them on Monday, January, 27th.
Oh, my gosh!! I have wanted to post about this forever, but when I taught the lesson, I didn’t think to take pictures. Well, here arose the opportunity when a 5th grade teacher wanted me to do this lesson with her class.
First it was all out WAR with the copy machine when I shrunk a larger clock face to smaller clocks to make this original. I wanted to have smaller faces so I could give them several and not waste paper. Plus I wanted to use colored paper. I shrunk the larger face to about 60% on the copier. Fifty percent was too small. I wanted the faces to be large enough for the kids to still be able to easily see the tiny marks around the sides of the clock.
I copied a class set of these on 3 different colors of paper.
First we discussed how many minutes were included in one hour on the clock face…Sixty of course. Then I had the kids tell me how many minutes were in half of a clock face or half an hour…too easy…30 minutes! Each time we found a fraction on the clock face, I had students label it with the fraction and with the amount of time.
Next, I asked them how many minutes were in a fourth of a clock face. To see what kids knew, I didn’t allow them to raise their hand or blurt out. I really wanted to know what each child thought. I had them write the minutes they thought were in a fourth on the back of the clock face and then cover it with their hand–so no cheating . This gave me a quick assessment of the class. Before students drew lines on the clock face for fourths, we discussed where to draw these lines so there were equal pieces. Fifteen minutes are in ¼ so students drew a line from the center to the 12,3,6, and 9. Then they snip, snip, snipped on the lines to make pull apart fraction pieces.
Now, for one that doesn’t work out quite so nicely–thirds. How can you split up 60minutes into 3 even sections?Hmmm…students gave me answers ranging from 10 to 60 when they did secret answers on the back of the pink clock face. I wrote down the ranges of answers that students gave me on the board. We weeded out the wrong answers as a class by justifying why the wrong answers couldn’t be right–this way the mathematical practices were involved. Several students, however, were easily able to tell me 20 minutes and reasoned that 3 sections of 20 minutes would be able to fit in the clock face. We discussed again where to cut the clock face so that the sections would be equal.
Below are all of the clock faces together….I LOVE, LOVE, LOVE colored paper
Then I started posing problems to the kids, so they could use their clock pieces as manipulatives. The picture below shows what the kids had on their desk when I asked them to show me how many minutes 2/4 of an hour was–EASY 30 minutes.
How many minutes is ¾ of an hour? Just look at the clock pieces to see how many. Below is a simple sheet I gave students to do as guided practice to make sure they were following along while we discussed their clock faces.
Yes, I do quick smileys (although usually with a pen) on every single one students get right as I walk around the room. I do this for two reasons. 1. It gives students a boost if I ask them to fix something. They don’t feel defeated because they got so many right and only a few were wrong. 2. This saves me time from grading papers later because I can tell which ones I have already checked.
To make students think outside the box, I also changed the size of the whole. For example, students had to find ⅔ of 45 minutes. This tripped up most students who were used to figuring out ⅔ of 60 minutes/the whole circle. Hmmm…if I think about 45 minutes in thirds, I can use three of the fourths pieces. Now these fourths pieces turn into thirds because three of them now make the whole of 45 minutes. If two of them are chosen then that makes ⅔.
Finally, students will tuck their fraction clock pieces away behind fraction notes in their journals for safe keeping. We taped envelopes down in journals for this. Most kids are able to do this on their own, however, some are not as self sufficient as one would hope in 5th grade.
A little more about this lesson… I gave each student a large white sheet with the three clocks (my original copy shown way above) for them to figure out other fractions of a clock such as twelfths or fifths. Students also did two word problems following the easy guided practice sheet. Those are not pictured. Here is the FractionClockConversions guided practice sheet shown above.