Before winter break 2021, my 3-5th grade students started an isometric name design project. I found this idea a few years ago on the bird app and was reminded after taking a look at Adrianne’s Desmos task. Since most students that I teach are in-person this year, I thought it’d be beneficial to expand on my geometry and measurement unit by having students explore the connections between math and art. To introduce the activity I showcased isometric art and grid work. Students were especially fascinated with optical illusions. Students were given directions.

After reviewing the examples, the students were off to work independently. Some students created draft drawings and other immediately started on the isometric grid. There were errors – many as expected, and the students took it in stride and persevered. I heard a few comments related to how this was definitely different than “regular math” and some students even brought a few pages home to practice. I’d say most students used 2-3 pieces of isometric grid paper. The shading was key to make the letters pop. If I was doing this project again I’d probably spend additional time having the students watch this video. Students needed to look at the 3d letters and pick which side to highlight to show perspective. This took a different type of thinking. Students also were asked to find the volume of their name using cubic units.

After the projects were posted, one student mentioned that math is more than just numbers. I’m more than inclined to agree!

My students have been exploring decimals for the past week and a half. The class identified place values, rounded and placed digits up to the thousandths on number lines. While looking for ideas I came came across Erick’s response to my Tweet about decimal division. After reading Erick’s post, I delved a bit deeper into how to connect the activity with my upcoming standards related to decimal addition/subtraction and long division. I did not have the connected blocks needed for the activity so I asked the kindergarten teachers. Fortunately they had a few boxes that I could borrow. Some of the already connected blocks were stuck together. Trying to pull them apart the first time took Hulk-like strength (as one of my students mentioned). I then put together a few questions for students to follow as they progressed through the task. The questions were placed in Canvas and formatted as a quiz with image uploads.

I randomly place students in groups of 2-3 . Each group was given a bag with 15-30 blocks.

The groups were given around 10-15 minutes to create a prototype. Groups used trial-and-error to figure out what helped the top spin more effectively.

I found out quickly that not all snap-cubes are created equal. The one on the left in the picture spun longer (I think it was 5x) than the right. Since this was not considered a competition I do not think it mattered to much, but this is something to consider moving forward. Students then went into the hall to find a flat surface and timed the spins and recorded it on their sheet.

Groups then added the trials together to find a total.

Students were then asked to find the average time for the trials using the long division algorithm. Based on the student responses, this seemed to be the the most challenging part of the task. Most groups estimated the quotient first and used that as a baseline. Students then used long division (they are used to using partial-quotients) to find the quotient and remainder in decimal form. They were required to round to the nearest hundredth during the process.

Some groups were required to round a repeating decimal, which was a new skill for them. Groups then shared their spinner with the class and the strategy that was used during the creation process. I was impressed with the different models and the teamwork that was demonstrated by most groups. This is a task I am planning on trying out again in the future.

One of my classes has been exploring rates and ratios. We started off the lesson sequence by using tiles and eventually moved towards rate tables. The class used simulations and the paint Desmos deck. The class progressed nicely through the different ratio/rate models and late last week we began our final task of the unit. This task was adapted from the Chicago Everyday Math resource and I thought it was a nice blend between current events and rates.

In 2021, Texas was hit with a record winter storm. The storm knocked out power supplies across the state causing a shortage of electricity. Electricity is measured in kilowatt-hours. Customers are charged according to how many kilowatt-hours they use. An average household uses just over 30 kilowatt-hours per day.

Before the stormhit, customers who had a variable rate were paying on average about 12 cents per kilowatt-hour. Because of the shortage caused by the storm, some customers had their variable rates go up as much as 9 dollars per kilowatt-hour.

How much would a typical household on a variable rate contract pay for electricity for five days without a storm?

How much would a typical household on a variable rate contract pay for electricity for five days at 9 dollars per kilowatt-hour?

Why might some customers claim their bills are not fair? Make a mathematical argument to justly your claim.

This was a challenge for students. Students read through the directions at least a couple times and still had questions. The questions dealt more with the significant difference between $9 per kilowatt hour compared to $0.12. They asked how that could be possible? Is that even legal? Why was it so cold in Texas? Is it because of climate change? I appreciated their curiosity and willingness to think about this as a fairness issue. This discussion lasted around 15-20 minutes. We then dove into creating a rate table.

Students first found out how many kilowatt hours a typical family uses in five days.

Once students put together their rate tables they started to work on the written response.The students were elaborate with their written responses. One of the more challenging aspects of this task was that students needed to create a mathematical argument. Students are not used to that type of questioning at fifth grade and the strategies involved in finding a solution.

I am looking forward to using more tasks like this throughout the school year.

Last week I was paging through Building Thinking Classrooms in Mathematics by Peter Liljedahl and thought it was time to revisit math station norms. I’ve been using them more this year than ever and for the most part, the students have reaped benefits from being in them. Last week I walked through the classroom to find some groups on-task while others were talking about non-math topics. I really don’t mind the social aspect of the math stations, but I also want to make sure that time is being spent wisely seeing that I only see students for 50 – 60 minutes.. I find that the math conversations and strategies that that occur at these stations pay dividends later on throughout the school year. I remember briefly discussing the math stations back in August and I thought a refresh was needed. My intention was to start off the week discussing math stations and then have students work in partners keeping in mind the expectations that were discussed that day.

I ended up using Desmos to collect student information about the environment, attitudes and behaviors occurring during math station work. Students first started by self-reflecting on their beliefs during math stations and then rated their group’s actions.

The class then reviewed overall results. This helped spur on conversations about math stations and group work. This also reinforced the notion that math station groups are meaningful and intentionally used in the classroom.

The conversation was essential in my mind to get students to think more critically about what makes a great math station. Students were then given the following slide with a text box.

This was also followed-up by:

What does a great attitude for math station learning look/sound like?

What does great behavior for math station learning look/sound like?

Every student added their response to the list. The class reviewed the results together and we created a notable list of the highlights. Students agreed to what was written down and then we categorized them into groups.

The answers were put together into a document and printed out.

Students then went to math stations for a group task. I’m looking forward to referring back this day to reinforce what math station groups should look/sound like moving forward.

You can find the slide deck for this activityhere.

The first day of school is in the books. Not similar to last year, students were in the classroom and masked today. Most teachers that I know are exhausted after the first day and are look for a short respite before heading back for day two tomorrow. Today I was able to see all of my classes and I tried out a couple different activities. This post will highlight a one of them.

I started off the day with a classroom discussion about our summers. We had a conversation about highlights of the last few months and what we’re looking forward to for the new school year. I then put up a “numbers about me” slide. Students worked in partners (it has been so long since they’ve been able to do this!) for a few minutes to match each number to a statement.

I borrowed this idea from Annie from the recent ICTM mini-conference and used it with a group of third grade students Kids especially had trouble with the numbers that were closer together. After the partners presented their responses I slowly revealed the numbers that matched each statement. Now it was the students turn.

I gave each student this sheet and they came up with three statements. We had a classroom discussion about what is considered a better question than others. They then filled out the numbers. I’m in the process of filling out each student’s sheet so they can grade them tomorrow. : ). Here are a few that I’ve come across so far.

I’m looking forward to seeing the students reactions when they grade my guesses tomorrow. Day two is tomorrow. Here we go!

This year my students have been learning about mathematicians and scientists. This exploration started back during Women’s history month in March. My 3rd-5th grade classes highlighted a different woman mathematician every week. We studied Ingrid Daubechies, Florence Nightingale, Ada Lovelace and Marie Curie during the month of March. Not surprising, the study of women mathematicians was new to most students in the classroom. That dynamic changed when I asked the students to explore Mathigon’s site on the history of math.

Students were tasked to review the different mathematicians on the timeline and their contributions to society. I also asked to students to review the posters on a class bulletin board.

By the beginning of April I felt like students were feeling confident with the four women mathematicians and students started to show interest in wanting to learning more. I decided to assign a women in mathematics (could have been titled women in STEM) project at the beginning of May. Students were asked to study a female mathematician from a list

The list was mainly created from the Mathigon site and the Women in STEM site. A google form was used for students to pick their mathematician. I used a Form add-on that eliminated a choice once a person was picked to ensure different mathematicians were chosen. I also asked students to email me if they would like to study another female mathematician that was not on the list. That is howTrachette Jackson and Shakuntala Devi were added.

Students were then asked to make a copy of a Google Slide presentation template. That template was used to help students organize their thinking about what a particular slide should contain. A rubric was also created in the process.

After that the students used a Nearpod collaboration board to brainstorm what a great presentation looks like. I gave the students time to write whatever came to mind. The document was saved and then shared with the students to keep them thinking about what might help improve their presentation moving forward.

Students were then given about 2-3 weeks to periodically work on the presentation. They used time in and outside of class. They used this resource site to gather information about the mathematician. I found early on that more resources were needed and that is why I eventually turned it into a Google Sheet. Feel free to make a copy if you would like to use a similar project in your classroom

After about two weeks students were asked to share what they have put together so far. Most had 3-4 slides completed. They shared via Zoom screen share (since there are elearners and in-person students in the same class) with a partner and gave constructive feedback. Students used the opinions shares to polish up their presentations.

After finalizing their projects in Slides students screen recorded the presentation. Students used iMove to add effects and some even added a voice over element to narrate the presentation.

I am proud of what the students created given the circumstances this year and am encouraged to see students learn more about women mathematicians. I am looking forward to next week when all of the projects will be shared.

This week one of my classes has been studying coordinate grids and graphing. They’ve learned about coordinates, using a table, identifying rules and created ordered pairs during the last part of March. On Monday the class reviewed line graphs and change over time. At this point in time the class is identifying the informal slope (without a formulas) of a graph and describe events that are taking place by analyzing the relationship between the x and y-axis. Earlier this week my students worked through Kurt’s Retro Desmos solving systems by graphing task.

I selected specific slides to complete as the class hasn’t been introduced to the y-intercept yet. The class spent a good chunk of time on slide four – a class favorite. Students tried out different strategies to see what happens as the lines cross or increase in steepness. This led to a class discussion about the slope of the line and what the x and y-axis means in context. A number of students experimented with what happens when you make multiple lines on the graph. This slide caused students to think about the context first and then how the lines look second. Near the end of the class students mentioned that they’d be interested in the process of finding the rate or speed of each character as time progresses.

During the next class I used Kurt’s slides and idea to create an assignment. I added a few criteria pieces related to the 100 meter dash. Some of ideas were taken straight out of the original activity. Click here for the Desmos assignment slide.

Criteria: Mario starts 30 meters ahead, Sonic and Mario are tied at 4 seconds, Sonic takes a 3 second break, and Sonic wins at 9 seconds.

Students worked on this assignment in class and checked their work by pressing play. I was impressed with how students made multiple attempts in trying to meet the criteria. The video playback of the race was used as a self-checking mechanism.

Students then answered a question related to Sonic’s line.

Tomorrow the class will review the graphs in more detail. I’m looking forward to diving into more graphing fun tomorrow.

For the past few weeks my students have been exploring equations. The current unit of study introduces equations by showing different visual models end eventually ending with an inverse operations strategy. Students initially see equations through solving for ? or x by using trial-and-error. Up to this point in time that’s how they’ve solved equations. There hasn’t really been a formal procedure until this particular unit. As the unit progresses the class uses bar models, pan-balances, hanger models and inverse operations. This post is designed to review the different models that are introduced.

Bar-Model

Using a bar model is fairly new for most of the students that I teach. Students separate a box with a line. The left side of the equation goes on the top and the right on the bottom . Students use logical and spatial reasoning to solve for x. This was a jump in challenge for students. The spatial piece of being able to visualize how much space the variable will take has the potential to be confusing. My class ended up spending about two sessions reviewing this strategy.

Hanger Model

Students have already been introduced to Solve Me mobiles so this wasn’t as much of a stretch as a bar model strategy. This was the first time that students started to “balance” terms with a hanger. Another two lessons were spent here. Students enjoyed working on this although it was quite challenging when students reached the mastery level on the solve me mobiles site

Pan-balances

The next strategy involved pan-balances. This model involves more operations and steps. Students tended to thrive with this and it was great to use in breakout rooms. Students took items away from both sides of the equations and strategy played a role. As students discussed their strategy they found not all methods to solve them were efficient.

Inverse operations

Near the end the unit students were introduced to the inverse operations strategy. This is generally what students come to class knowing, but they’re unsure of why it works. Up to this point students have relied on visual models and are continuing to make sense of equations. They also reviewed how to combine like terms and integers during this process.

The progressions of how students see equations starts to really shine through between the pan-balances and inverse operations strategy. After reviewing all of the different strategies I surveyed my students and most are now more favorable to using the inverse operations strategy. I even had a few students comment that the strategy actually depends on the equation. Bingo!

I’m looking forward to reviewing the solving equations unit after spring break.

Here are a number of Desmos activities that I used throughout and to review the solving equation strategies:

One my school’s themes during the past few years has revolved around acts of kindness. There has been an intentional effort to reinforce what kindness looks like and sounds like in elementary classrooms. It is part of the community culture and I believe the school even purchased a banner or two that students see as they enter the school.

It was much easier to reinforce the idea of kindness when students were all in-person. Quick acts could be mentioned in the moment and then used as reference points throughout the year. Fast forward to today and the instructional setting has dramatically changed. Many schools now have at least a certain amount of their population online and some are present in a socially distant classroom. This has made it more challenging this year and I am finding the new emphasis on social/emotional needs ties nicely with the kindness theme.

Earlier in the year I came across a tweet from Megan about an optional kindness calendar. I have seen similar calendar but I was digging the idea that her students came up with daily acts of kindness.

I took Megan’s idea and had my students come up with a list of how they could be kind for the next month. They had a number of ideas and many were built from the original calendar that was shared. I was able to collect around 60 different responses.

The ideas were then put into a calendar for the next month. Students online and in-person were able to view it as a Google Slide and it was part of my agenda presentation. Each day the class briefly reviewed the ways in which they could be kind. I made sure to indicate that this was optional and just an idea to consider for the day. As the weeks went on students expected to see the daily kindness act of the day as part of our routine.

This week I tried something different to see the calendar’s relevancy and if it was something that I would like to keep for the remainder of the year. I used Desmos and asked students how they were kind for that week.

Students reviewed the past week and picked one day. I did not want to guilt anyone into having to pick one so I added the did not participate option. Here are the results for students in grades 3-5.

The results were fun to look at but the real gem was in the open response sections. It was great to see the different acts of kindness and how deliberate people were in completing them.

Based on the responses I will most likely keep the calendar for the last couple months of the school year. Feel free to use the Desmos template by clicking here.

I’ve been teaching in a hybrid model setting for most of the school year. My school started remotely and proceeded with an in-person staggered start. The classes are divided so I have half of the students in the morning and the other have in the afternoon. I appreciate that the school has made social distancing a priority and is limiting the amount of kids in a physical classroom at one time. The overall schedule has also changed and my math block has decreased to 40 minutes instead of 60.

Long story short, I teach kids at home and in the classroom at the same time. My instruction is mostly digital. I do that for a number of different reasons. While the digital model hasn’t been ideal, it allows everyone to participate and I can gauge engagement by looking at a teacher dashboard. My agenda and routines for each class have changed over time. Currently this is how I’ve been managing my quick 40 minute block.

11:00– 11:05

Students come into the classroom and login to Zoom. Students at home do the same. Once everyone is logged in we start the meet and greet session. Usually there’s a prompt that students answer. This is whole group and students talk to each other about the responses. This time is dedicated to help build classroom community and connect with students. You can find many of the pictures for the meet and greet here.

11:05 – 11:10

Students log on to Nearpod for a brief review of past concepts. I use Nearpod for this time slot around three days a week or so. It’s a quick 2-3 slide presentation. Sometimes I’ll replace the Nearpod with a Quizzes or Desmos task. This time is purposefully used for students to review past concepts and I can see if additional practice is needed for specific skills.

11:10 – 11:25

Students take a look at the agenda slide and then review the goal for the day. The class completes a consumable journal page under the document camera. This is generally the time that is used to introduce new concepts/skills. Questions are asked the most during this slot. This time slot can be a challenge to manage as far as engagement is concerned. Still tweaking.

11:25 – 11:40

During this time students are either working in breakout rooms, on a set of problems from the consumable journal or independently working through a teacher-paced Desmos task. During this time I’m working in Zoom breakout rooms with students or sending feedback through the Zoom chat. I’ll often turn off my mic and video so I can hear the students and so the conversation doesn’t slow when I enter a breakout room. At times I might ask a question or two to check for understanding. The class then comes back together before the end of the session to review the group work/Desmos task results. There’s a quick closure statement about what we explored that day. I then say goodbye and a new group of students start populating the Zoom waiting room.

This routine will probably change, but it has been working so far. Ask me in a week and I might have a different answer.