Task Cards Save Paper: Using task cards can cut down on the number of copies and paper used because you don’t need to make a set for each student and if laminated or kept in protective sleeves, they can be used for years without printing new copies.
Task Cards Increase Engagement: They add to student engagement because they add novelty. Paper and pencil practice is certainly useful, but can become dull and routine. Using dry erase markers on a task card can mix things up a bit. Also, task cards can be printed with fun colors and clip art to add interest for the students.
Centers and or Work Stations – Print cards and keep in small containers or baggies. Have students work in pairs or groups solving problems on task cards and recording on a record sheet. I like using record sheets for two reasons. One, the students are more likely to stay on task if they know they will have to turn something in at the end of the center. And, the other reason, I like to look over the record sheets to see if students need re-teaching or extra help with the skill/concept worked on in the center. If you do not have a lot of copy paper you can always have students use notebook paper to create a record sheet. Have them write the name of the center on the paper and then number or letter their answers.
Whole Class Cooperative Groups – My suggestions for whole class would be the same as for work stations & centers except you would need one set of task cards for each table group. After learning or reviewing a concept with whole class, the students could work on the cards with their table groups. After the group work you could have a class discussion about the task cards as a way to wrap up. Another whole class activity which would require only one set of task cards is a “Scoot” or circuit. To set up a Scoot you have a different task card on each desk and have the students work in pairs rotating around the set of task cards in numerical or alphabetical offer. Some teachers will set a timer for scoot and others will let students move as they finish. For a FREE “Scoot Record Sheet” that can be used with any set of task cards, click here.
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Are your little leprechauns looking for a pot of gold? St. Patrick’s Day can be a lot of fun and also educational! Here are a few great ideas!
I absolutely love crafts for any occasion! Here are a few fun crafts for St. Patrick’s Day:
Leprechaun Mask by Abc Creative Learning
Paper Strip Shamrocks by Sugarbee Crafts
Water Bottle Shamrock Stamp by Crafty Morning
I guess it is no secret! I also love Math!
Lucky Charms Graph by How to Homeschool My Child
Ten Lucky Leprechauns by One Sharp Bunch
March Math Freebie by ME!
And just for fun …
St. Patrick’s Day Joke Cootie Catcher by Bren Did
Leprechaun Poop by Penny Pinchin Mom
So, the fun and games of learning how to make arrays, skip counting on number lines and using models to solve multiplication problems has lead to the equally exciting task of solving division problems. Everyone seems to be making great progress and making meaning of multiplication and division in real world problems, UNTIL … wait for it … wait for it … We mix the two together!
And here the real “fun” begins … A few students usually have an intuition about the structure of the problems and just “get it” with out much help, but the majority of students need direct, systematic instruction paired with hands on or pictorial examples to really, truly, deeply, understand the difference between multiplication and division in word problems. But where can we start? Continue reading →
As I have mentioned in previous posts about fractions, starting with hands on and pictorial activities is vital for helping primary intermediate level students understand fractions. Today I would like to share my top 5 tips for decomposing fractions. These are mainly focused on 3rd – 5th grade, but may be helpful for some older and younger students as well.
1.) I love using my pizza game for hands on fractions! If you don’t have a pizza game, you can use plastic fraction circles or make pizza fractions from paper plates. Show your students a fraction of a pizza such as 5/6. After guided them to name the fraction, show them one way to decompose it by giving 2/6 to one student and 3/6 to another student. Point out that 2/6 + 3/6 is a way to decompose 5/6 and ask if they can name any other ways. Act out other representations such as 2/6 + 1/6 + 2/6 by giving those slices to other students. Try this with several different students.
2.) Give students color tiles or unifix cubes. Give specific directions such as make a rectangle with 3 red, 2 blue and 7 yellow. What fraction of your tiles are not yellow? (5/12) Move the red and blue apart a little to show how 5/12 can also be represented as 3/12 + 2/12. Do this with a few other fractions as well.
3.) Give students pictures of fractions and have them cut them up to show ways to decompose the fraction.
4.) Coloring Practice – Give students pictures of fractions with nothing shaded. Give them directions on what color to color different parts. Then guide them to write number sentences to decompose the fractions.
5.) Play Games! Make your own games to practice decomposing fractions or try one of the games I have available on my TpT page.
There have been a lot of changes in Math objectives and instruction over the past few years. One change that I wasn’t so sure about at first was “decomposing fractions“. At the time I was teaching third grade and there were already so many fraction concepts to teach. But, let me tell you, after working with my students on decomposing fractions, I see that they understand fractions a lot better than when we just labeled the fractions. Composing and decomposing the fractions helps them to really see how the parts and wholes relate. Now that I am tutoring 4th, 5th and 6th graders, I see how decomposing fractions really helps them to understand the “bigger” things that they do. Continue reading →
Adding two digit numbers can seem like an easy enough task to those of us who have been doing it for a long time! But for elementary students it can sometimes be confusing, especially if there is regrouping involved.
It is helpful to most students to start with something concrete, like place value blocks. Before I teach students the Continue reading →
Yesterday I wrote about making math real for children at home. Connecting Math to everyday life helps children be successful in school by showing them Math is important, building vocabulary and math fluency, and promoting critical thinking and problem solving skills. If you missed yesterday’s post: Getting Real With Math – Part 1 of 2 (@ home) click here to check it out. Today I am going to add onto yesterday by pointing out ways to make Math connections outside of the house. Just like yesterday, I would suggest that you keep it real by discussing problems with your child, give them time to think, reflect, talk it out and try to come up with solutions in a way that is natural and does not feel forced or too much like a “lesson”.
Math at the grocery store:
The grocery store is a great place to use math. Weighing produce, counting soup cans, and comparing prices of cereals are ways to use math skills and expose younger children to math and numbers. As your children get older you can increase the difficulty of your math conversations. My kids and I used to make a game out of estimating our total as we grocery shopped. This helped with rounding and mental math. When we got to the checkout we would see who was closest to the actual total. We haven’t actually played the estimating game lately, but they are older now and really good at comparing prices and figuring out an estimate for a total when we are shopping (especially when they are spending their own money).
You can also promote problem solving skills by asking questions such as:
- If these apples are $1 per pound, how much would 3 pounds cost? How did you figure that out?
- These potatoes are $4 for a 5 pound bag. How much is the cost per pound?
- If I use this coupon, what is my final price going to be?
- Which package is a better deal? How can you tell?
- How many packages do we need to buy to make sure we have enough toilet paper for the week?
Beyond the grocery store:
Once you start thinking of connecting math to your child’s world you will probably find all sorts of teachable math moments as you are out and about. Here are a few ideas:
- Comparing a value meal to buying items a la carte at fast food places.
- Finding total cost of an outing to a water park or movie.
- Elapsed time: keep track of start and end time and figure out time spent somewhere.
- Calculating distance traveled on a trip (out of town or just running an errand).
- Shopping for clothing, toys, books, etc.
I hope you enjoyed my post. Please feel free to leave comments with more ideas for using math out and about.
One of my favorite children’s books is “Math Curse“, written by John Scieszka and illustrated by Lane Smith. It is a picture book about a child who has been “cursed” by looking at everything in her world as a math problem. The illustrations are fabulous and the story is clever, but that is not all that I love about it. As a teacher, I love reading the book to my students and challenging them to find math problems around them. It leads into great discussion about how we use Math in “Real Life”, not just in school. Continue reading →
Summer is a great time to sleep in, watch movies, read books, play in the sprinkler and eat ice cream! Summer should be fun and children need time to relax and play. However, the summer can be long and children can forget some of the skills they need for the upcoming school year. I am adding this post to give you some FREE, FUN ideas for helping your children practice math skills! Continue reading →