Halloween Bilateral Symmetry Art Project: CCSS 4.G.3
Super simple, and super fun. Great way to introduce bilateral/mirror symmetry. I usually do this with fourth graders but I think third graders could probably do it, too. CCSS: 4.G.3
Multiplication Arrays Around Us…and Division, Too
If you look close enough you’ll find yourself surrounded by multiplication arrays. An array is made up of horizontal rows and vertical columns. It’s a great, visual way to show multiplication as repeated addition or divisions as equal shares. For example, the top array shows two rows and three columns. The equations that represent this array are: 3 + 3; 3 x 2; 6/3. In a multiplication equation, we always say rows first, then columns. If you want to tie…
The Artistic Side of Math – Line Design
I love asking my upper elementary students to draw a curved line using only straight lines that are at least five inches in length. It stumps them. And that’s part of the fun. Because now I get to show them how to do it! This is a super easy lesson and great to keep in their desks to work on when they finish other work. Mounted on black construction paper, these look awesome on a bulletin board. Students use a…
PomPom Fractions – A CCSS Activity for Third, Fourth and Fifth Graders
Recent research points to a students’ early understanding of fractions as critical for later success in mathematics. We need to give our students plenty of hands-on experiences with fraction concepts along with meaningful dialogue about what they are learning. The photo above is an example of developing the idea that fractional parts of a whole unit need to be equal in size. If you feel the colors of the pom poms will get in the way of learning, supply students…
Pocket Chart Math – Memory with Dominoes
Here’s a fun game I’ve played with kindergatners and first graders. It’s a twist on the Memory game where two cards are turned over and, if it’s a match, the cards go to that player. The one at the end with most cards is the winner. There are two ways I’ve played it. The first way is to have students match the total number of dots of both cards. The second way is to have students match a numeral card…