Busy as always in Room 39! Check out what we’ve been up to…
We continued on with Show, Don’t Tell (see previous blog post or click here to see an example). We wrote about a photograph we were given using rich descriptions.
We are also in the planning stages of writing our own stories. There will be photos to come! Once we have planned and drafted our narratives, we will be publishing them and we will hopefully be able to display them at the library for other children to read.
We have been learning how to measure using informal units. Length can be measured using informal or non-standard units, such as hand spans, paperclips or popsticks.
Why bother with informal units of measurement?
We have used paper clips and blocks to measure items within our class. Our estimates are becoming more accurate as we get better at understanding measurement. In the activity pictured below we used 1cm cubes to measure how far the monster on the page moved:
We have also been using various strategies to help us add. Even though we may be able to add large numbers together, it’s important for us to learn multiple strategies to solve problems and choose the best strategy that works for us.
Skilled mathematical thinkers have a variety of problem solving strategies in their toolbox and can access them quickly and efficiently. They understand that the same strategy doesn’t work for all problems and are able to apply the best, most effective strategy to each problem they solve, almost effortlessly or without even thinking about it.
We have been learning how to add double digit numbers using an open number line:
Watch this video that demonstrates how to use a blank number line to add (and subtract) two-digit numbers together easily!
When we add by tens, we call this ‘jumping’ on the number line. When we add by one, we call this a ‘hop’.
If we were adding 43 plus 24, I would say to the students “start on 43. Make 2 jumps of ten, and count on 4 hops.”