I love the idea of having at least one What do you notice? posters at our Family Math Night events. I started it last year when I did an event at an IB school and the two teachers I was working with wanted to tie in some of the IB inquiry philosophy. It was really fun to watch the kids standing in front of the posters trying to ‘notice’ things. Besides, they got an extra Estimation Jar slip for…
This is an easy activity to do with students that shows the set model of multiplication: number of groups x number of objects in each group. Students (or the teacher) chooses the number of groups/circles to work with. Then they choose how many they want in each group and use stickers, rubber stamps or actual object to place in each circle. Students can glue their circles onto construction paper and record the multiplication equation underneath. Makes a great bulletin board!…
Here’s a fun activity I do with 4th graders but it can be adapted for third graders. I wouldn’t have the 3rd graders figure out the tip unless you want to offer the high achievers a challenge. It’s also a little difficult for 4th graders but I find it’s a teachable moment, so I help them figure it out using number sense (10% + 5%). If you like, you can simply skip the tip part. In advance: Collect real restaurant…
Patterns. It was always a theme throughout the school year in my mathematics classes. So to kick-off patterns, during the first week of school, the students create a color pattern using their name. Then, we discuss the patterns made by names of different lengths. It may seem like a simple activity, but some great conversations can be generated when students focus on the reasons why certain patterns appear. For example, in the photo above, there are 15 squares in each…
Estimates help us predict the reasonableness of an answer. Having students make an estimate before they perform the calculation, and even writing the estimate next to the problem, can help them to focus on making the numbers (and the problem) make sense. Example: 3.2 x 9.8 = Students use benchmarks to determine that 3.2 is close to 3 and 9.8 is close to 10, therefore, a reasonable estimate would be 3 x 10 = 30. If students perform the actual…