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The Art of Persuasion

We are finishing up persuasive writing and looking a persuasion in the media. This video give some examples of persuasive techniques used in advertising.

http://www.readwritethink.org/util/media/rwt_video.swf?1

 
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Posted by on June 17, 2015 in Uncategorized

 

Multiplying Fractions with Fraction Strips

This is what we did today – alas, no photos of the students so this video will have to suffice.

 
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Posted by on May 27, 2015 in Uncategorized

 

Multiplying Fractions with Play Dough!?

Yup -that’s what we did yesterday.  I gave the students a recipe for play dough and they had to make 1/2 of the recipe. Seems easy right?  Maybe not so easy but certainly fun! They also had to write and equation for changing the amount of each ingredient. In the end, we discovered how to multiply fractions.  

   
                 

 
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Posted by on May 27, 2015 in Uncategorized

 

Asking Questions about Child Activists

Both classes are learning about the reading strategy Asking Questions.  As we are about to start writing reports, it is a good introduction to doing research.  Without questions we have nothing to find out!

 

We talked about thin & thick questions.  The students hypothesized that thin questions were simple and had straightforward answers, the meaning of a word would be a thin question, or the location of an event.  Thin questions are often answered in the text or with simple, quick research.

 

Thick questions have more complicated answers and sometimes can’t be answered at all.  Thick questions require inferring and complex research and analysis.

 

We started with a read aloud from the book Our Rights:  How Kids are Changing the World by Janet Wilson.

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The grade fours learned about Shannen Koostachin, a First Nations girl from Attiwapiskat who took a stand about her town’s lack of a proper school.   Shannen had to leave her family to go to high school right here at TDSS.  Tragically, she was killed in a car accident.

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Here are some of the questions the grade fours had after listening to Shannen’s story.    We will research some answers to their questions next week.

 

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The grade fives read about a girl in India named Anita Khuswaha.  Anita was born to a lower caste family so her future was marrying young and shepherding goats and having lots of children.  Anita stood up to her parents and her culture and decided to become a bee keeper.

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The grade fives have already researched their questions and will present their findings to the class next week.  I will post their findings here.

 

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Rockin’ Grade 4 Work!

We’ve been busy in grade 4 lately and have lots of work to show for it.

Here are some of our Dodecahedron book reports. They look marvelous! This was a really fun project and I think most of the class really enjoyed it.

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Yesterday we played Scoot which is a fast moving game using task cards. These task cards involve spelling words with the “tricky y” rule, what to do when you have to add a suffix like -ing, -ee, – est, -ful, -ness to a root word. Each desk has a task card and each student has an answer sheet where they write the word. When I say “Scoot” they move to the next desk, play continues until each student has finished each task card.

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Here is a completed answer sheet.

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In math we are working on our nines times tables – did you know there are some pretty amazing patterns in the nines?

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If you look at the nines times table you might notice that the tens digit in the product is one less than the second            factor.  For example, in 9 x 3 = 27 , 2 is one less than 3.  You might also notice that the digits in the product add up        to 9. Eg:   2 + 7 = 9

So, if I haven’t memorized the times tables yet and I see 9 x 7 in front of me I think:  6 is one less than 7 so the                answer is 60 something.  6 + 3 = 9 for the product is 63.  Look, it works for all of them up to 9 x 10 and if you look at the product of 9 x 11 you will see that 9 + 9 = 18 and 1 + 8 = 9!

There is also the famous finger trick:

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Posted by on April 9, 2014 in Uncategorized

 

Book Trailers!

The book trailers are finally published!

 
Braydon
 

Luke

Jared

Bradley

Gracie-May

Ryan O

Ryan S

Michael

Gordon

Charlie

Shannon

Jeremiah

Eric

Wade

Keagan

 
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Posted by on April 7, 2014 in Uncategorized

 

Multiplication & Division – Part One – Concept & Skill Development

The grade fours have been working on multiplication and the fives on division.  All the ideas below apply to both grades as the fives are already expected to understand the multiplication (they need to also understand 2 digit by 2 digit multiplication) and the fours will be moving on to division later.

With all concepts in mathematics there is a progression from a concrete understanding to an abstract understanding.  There are phases of development that all students go through, some move from concrete to abstract quickly and others need to remain concrete for longer before they are developmentally ready to move to abstract thinking about the concept.  Concrete means needing manipulative and/or pictures to solve problems.

This developmental process is why I do not teach them the algorithm right away and when I do teach it, I insist they understand what they are doing.  A child can memorize a series of steps to do for multiplying or dividing without understanding the what or the why.  This can lead to problems in math in later years, particularly in algebra.  (as an aside, preschoolers can do pre-algebra easily, it seems the steps and formulas are what mess up students!)

I use a chart that shows movement through the phases for understanding the operations (+ – x \ ).  It was developed for Nelson by Dr. Marion Small.  The phases of operations development are across the top of the chart and the concepts and skills are down the left side of the chart.

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The five phases are:

Phase 1 – Beginners, focus on counting to solve problems.

Phase 2 –  Concrete – formal operations with numbers to 20; Concrete operations with numbers to 100

Phase 3 – Whole Number Comfort – formal operations with whole numbers; concrete operations with decimals

Phase 4 – More Abstract – Fluency (can use multiple methods to solve) with whole number operations; formal operations with decimals

Phase 5 – Flexible – Fluency with whole number and decimal operations; Concrete operations with integers and fractions

There are also 3 concepts and 3 skills on the chart but for this post I am only looking at:

Concept 2 – Multiplication and division are extensions of addition and subtraction.  Multiplication and division are intricately related.

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Concept 3 – There are many algorithms for performing a given operation with multi-digit numbers.

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Skill 3 – Computes with multi-digit whole numbers and decimals using pencil and paper without the aid of a calculator.

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I approach multiplication and division from a problem solving perspective.  This means I pose problems that the children can relate to and then I have them solve the problems in pairs using whatever method they would like to use.  I ask them to check their work using a different strategy.  The groups solve their problems on chart paper and then they share their solutions with the class.  The children are exposed to many different ways to solve the same problem and they see that there are many ways of thinking about and solving problems.  Every year I learn something new from the students, there are ways to solve grade 4 & 5 problems that I have not thought of yet after 12 years of teaching math!  That is awesome!

Here are a few examples of the grade 4s solving a multiplication problem:

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After we share our examples we talk about how efficient the methods are.  In this case, 23 x 3, drawing a picture is doable but not very efficient.  Repeated adding is fairly efficient.  But what if it were 233 x 23?  Would drawing a picture be efficient?  Repeated adding?  From here I get into algorithms (procedures for calculating).  I try to direct the children to come up with their own algorithms because they really remember those the best!  Naturally, none of the children has come up with the traditional algorithm on their own so I do have to teach those, but I want them to fully understand what they are doing.  But before I do that, I let them discover the break apart method!

The purpose of this post is to explain the development of students’ developmental learning in math.  Some students go through the phases quickly – some can multiply and divide quite well using several methods.  Others take longer and they are still not quite there.  This is normal and is one of the challenges of organizing children by age into grades.  All kids develop at their own rate (of course there are learning skills such as attention, work ethic, etc., that also come into play).  It is important for ALL kids to understand how to multiply and divide concretely before they move into the more abstract algorithms such as the ones we learned.

The next post will describe the break apart method of multiplying and the alternative long division algorithm.

 

 
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Posted by on March 19, 2014 in Math, Operations, Uncategorized

 

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