Math Mystery Flag Message

Inspired by a mystery math message activity, BOPDs applied their problem-solving skill by creating their version. Using research they had encountered flags, they chose a 

tribar-designed flag and use it as the mystery image that would be created should all the equations on the grid were correctly solved. They chose their own flag and then created equations that matched the legend provided.

Mathlympics with the Awesome Emojis

BOPDs were very excited to welcome the Awesome Emojis to our class for mathlympics! We have used games to learn math concepts and today we decided to design and create our own games using tools around our classroom. Many of us created board games that entailed using the four operations. Some of us shared a game that we learned. To end our time together, we asked the Awesome Emojis to give us feedback about our event. It was fun!         

My Life in Polygons

After watching, 'The Greedy Triangle", BOPDs personified polygons to reflect their thinking about mathematics. Their explanations highlighted their knowledge of attributes and ability to make connections.

Polygons and Perimeters

BOPDs shared all that they know about polygons. Ms Montilla wrote their statements and one by one, the class went through them and decided if they were true or false. Coming from this knowledge, each student created their own polygon on a piece of paper. Next,  the class reviewed the idea of perimeter - how to solve for it and what it means. BOPDs paired up and solved for the perimeter of the polygons that they created, and predicted an answer to the question, "What makes the greatest perimeter? Number of sides or length of sides?"

"What's a Quadrilateral?"

BOPDs talked about the word, "quadrilateral" and based on their shared definition, they came up with one for the class. Then every student had to draw three examples and three non-examples of quadrilaterals. We placed these drawings in a pile and broke the class into two groups. Each group played the game,"What's a quadrilateral?". Students take turns picking from the pile and reasoning with the shapes and attributes to prove whether or not the drawing is a quadrilateral. There were two options aside from reasoning independently. They could use a 'lifeline', meaning they could get one more drawing from the pile and use it to compare with the first one. The comparison is aimed to help their reasoning. Another option was to 'call a friend' and ask that person to give the attributes of quadrilaterals. It was a fun game and one that got us thinking about other terms to describe shapes.

Battle of Multipiers

On Monday, Ms Montilla asked BOPDs to create their own multiplication table in preparation for a game during Math Choices. Students needed to work in pairs. Using a chromebook, they needed to share each other's tables through Google Drive. Opponents needed to change ten cells on the multiplication table and once done the rightful owner needed to find the errors.

Definitions and Illustrations

After playing our class game called,"What's a quadrilateral?", BOPDs wrote their own definition of different terms that came up during the game. 

Geometry Game

BOPDs were given a set of cards containing either a  picture of a shape or attributes. They sorted the cards and tried to find pairs. Each student had to prove how they cards match which opened the discussion to questions about attributes.

Thinking about Attributes

attributes https://t.co/YGt3DzLxes

— TheBOPD's (@msmontilla) May 11, 2016

To get us thinking about attributes, we played a game entitled, "Who am I?". Students spoke about the word, 'attribute' and shared their definitions. Each student got a manipulative from a collection and then they needed to think about how to describe that certain shape. The game starts when the person in the middle announces an attribute. If one's shape has the same attribute, that person needs to change spots. The last person caught in the middle of the circle, announces the next attribute that describes the shape they got. We extended the use of attributes to human beings and applied the same rules. It was interesting for us to see the same attributes on shapes and the same interests for people.

Number Talks at Math Choices

One of our Math Choices is working in a small group with Ms Montilla to solve number problems. we start with the problem and then students solve on their own, making sure to document their thinking and highlight their solution. They make sense of the problem and represent their solutions in diagrams or drawings. We share our thoughts and have a discussion about our solutions.

Justifying Comparisons

BOPDs continued to hone their skill of comparing fractions by justifying their reasons. Many of them used a number line for accuracy, while others focused on numerators and denominators. All in all, students have shown skill in analyzing fractions.

Comparing Fractions

BOPDs crated a visual fractional model on their slates and walked around the class to share it with a friend while using relevant vocabulary. The next step was to find another fraction that was equivalent. The whole class looked at the slates as we placed them on the rug and grouped them by equivalent fractions.

Equivalent Fractions

 BOPDs used foam fraction circles and strategized for ways to prove whether or not the fractions were equivalent.

Math Choices

Math Choices help us practice our skills. Our choices range from games, to individual activities, all designed to build proficiency. In this example, students are playing the 'Capture the Hexagons" game which divides a hexagon into equal parts, and the other one is, "Jenga Multiply" where students share products as their build their structure together.

Bridge

BOPDs analyzed the 3-2-1 comments they made and compared the first set to the second set, wherein a lesson on fractions was placed in between. These are their statements that bridge their thoughts from one set to another, reflecting a change in their understanding.

I Can Statements and Unit Fractions

I CAN DIVIDE SHAPES INTO EQUAL PARTS, 

USING UNIT FRACTIONS TO DESCRIBE EACH PART.

BOPDs unpacked an "I can" statement on fractions. In the process they defined what 'unit fractions' means and then labeled a shape of their choosing based on what they learned. A unit fraction shows, 'one part' and the numerator is "1".

Fraction Fun

BOPDs attempted to represent fractions in a number line from 0 to 1 and then played a game that they entitled, "Fraction Fun" to see how they well they can do this and if they can recognize the bigger fraction between two examples. The players were in pairs and whoever had the bigger fraction moved on to another partner. The fractions were randomly chosen by rolling a die and then the student had to represent the fraction using a number line.

Thinking about Fractions

Using magnetic fraction circles, we broke into groups and shared our thinking. We used a routine called 3-2-1-Bridge that asks us to write down 3 words, 2 questions, and 1 metaphor or simile about fractions. Teams talked and wrote their replies on the board. Afterwards, teams played with the fraction circles and focusing on three big ideas: fractions are parts of a whole, fractions can be shown on a number line, and fractions can be equivalent. Teams worked together to explain their thinking and in the end, even swapped fraction pieces with other teams when they were solving for equivalent fractions. At the end of that task, teams wrote a another set of 3-2-1 right beside their first thoughts. Today we went back to those two sets and performed the 'bridge' - we looked to see if our thinking had changed. Our bridge statements will guide our next step for our lesson on fractions.

Our Restaurant, Our Passion

BOPDs are excited to open their restaurant tomorrow during International Day. It has been our class passion project to transform our classroom into a restaurant serving food from different cultures. It was a chance for us to research about the nutrients contained in foods that we usually eat, and an opportunity to collaborate on a project that celebrates culture. Today was our final day of setting up. Students set up tables and added the centerpieces. We learned a napkin fold from classmates and wrote "Thank You" notes to the parents who have volunteered to be the staff at our restaurant.

Tic Tac Toe Fraction Statements

BOPDs watched an actual video of Mrs Phillips cutting the birthday cake of Ms Camile. We used a familiar routine called, See Think Wonder, to share our ideas. Using those ideas, we focused our attention to words that connect to the concept of fractions and created a an array of 3 rows by 3 columns. Each student created 6 statements each using at least three words from the array. The statements are aimed to show what they know about fractions. After completing thins and sharing with another, they wrote their best statement on a piece of paper shaped like a slice of a cake and found others to complete their fraction cake!