We LOVE Money

 

If I could predict the future...  I would guess that many of our children will become successful bankers, investment brokers and entrepreneurs because they all seem to love money!  We just recently started our money unit in math and the children have already demonstrated that they love to make change, can show a specified amount of money in multiple ways and are using their mental math strategies to count denominations more efficiently.

Erin and Trey show multiple combinations for 42 cents.

Natalie knows the value of money!

Future entrepreneurs, Kole and Lincoln use every single coin to represent 42 and 98 cents.

Traveling with Ms. Ricard

 

Hi friends!
We are currently on our way down to North Carolina. It says on our GPS that our whole trip will be a total of 803 miles. We are in New York and just went over the Tappan Zee bridge. The GPS (navigation system) says at this point we have traveled 214 miles so far. So if the total miles we have to travel is 803 miles...how many more miles do we have left to travel?
I look forward to hearing from you all!
From,
Ms. Ricard 

Please write Ms. Ricard your solution by clicking below in the comments box.

Snow Day Challengers

Congratulations to those students who participated in the Snow Day Challenge...your work is insightful, accurate and very creative. Remember learning takes place in the world around you...so always keep your eyes open and use your creative imaginations!   Weather Report from Chris Brady on Vimeo.

Megan and her sister Abby report the weather conditions live from their backyard during a record breaking snowfall in Topsfield.  They both have a future in broadcasting...look out Harvey Leonard!

Gavin wrote a multiplication sentence using food coloring.

Cole & Quinn are relaxing after shoveling snow off their trampoline.

Eliza has perfected her measuring skills using a meter stick.

Measuring Metrically

"Come on boys and girls put your snow gear on...
 we're going outside for an exciting math lesson."

The recent blizzard gave us the perfect opportunity to collect data and use our knowledge of metric measurements. The children worked with a partner to predict the height of a snowbank which measured exactly one meter, another at less than one meter and finally a third at greater than one meter. After each prediction the children used their meter sticks to accurately measure the snow height and then recorded the data for further discussion in class.

Natalie and Mia work hard to record their data; less than one meter.

Ramsay & Megan's prediction was perfection; exactly one meter!

Erin & Bea locate a snowbank that is greater than one meter.

Once inside our warm classroom we recorded our data and were sure to draw a detailed drawing so we could go outside and double check our results.

Common Core Standards Addressed:

2.MD.A.1: Measure and estimate lengths in standard units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 

 2.MD. A.3: Measure and estimate lengths in standard units. Estimate lengths using units of inches, feet, centimeters, and meters. 

2.MD.A.4:Measure and estimate lengths in standard units. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Measuring Our Heights Metrically

The children used meter sticks to estimate the height and arm span of their fellow students.  They estimated that all of the children's heights were at least one meter, or 100 centimeters high, but less than two meters or 200 centimeters high. Then we got to work and measured ...and measured...and...

Bea works hard to measure Alex's height..."got it Mrs. Madden it's 134 cm!"

Once we completed our data collection we used the information to make comparisons.  The students recorded the data in their math journals and made several observations based on the data we collected from our sample. We realized that Bea, Natalie and Alex are all 134 centimeters tall, and that the difference between two students' heights was 20 centimeters.  Here's our thinking...

144 cm - 124 cm = 20 cm

Who knew math could be so much fun!

Colin and Cole proudly display their metric measurements!

Solving Math Stories Using Bar Modeling

We absolutely L-O-V-E bar modeling because we can show how we solve math stories, or word problems in an engaging and challenging way!
The children have been working hard to solve each math story by answering these four questions:
1.  What do we already know?
2.  What type of bar model would work best to solve this math story?
3.  What question(s) are we trying to answer?
4.  Are there any "hidden" questions to answer? (may require multiple steps)

Here are several examples of students writing their own math stories using the app Educreations on our iPads, and then demonstrating their mathematical thinking and problem solving skills using bar models.

After creating and solving our own math stories, we swapped iPads and solved another classmate's math story.

Cole has written a part-part-whole math story and solved it using bar models.

We've used several different strategies to help us solve math stories, and your children really love the challenge of solving more complex math stories, so take a peek at some of the addition and subtraction word stories we have solved in class.  Please click below to practice your bar modeling skills using Thinking Blocks.

Erin uses technology to help demonstrate her mathematical thinking.

The answer is 127... what is the problem?  Trey demonstrates solid mathematical thinking by working backwards!

Bea proudly displays her math story using solid problem solving skills!

Common Core Standard 2.NBT.B.7 

Number & Operations in Base Ten

Use place value understanding and properties of operations to add and subtract.

 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Your Voice, Your Vote, Gives YOU Power!

The children have been studying the similarities and differences between our local and state governments, how they work and the children experienced first hand the responsibilities of being an informed voter!  We invited the Steward School second graders to participate in voting with us for a new Massachusetts governor.  Take a peek at some of the future leaders of our community and state.

"Name please, you're all set."  Nice job Alex!

Someday when we're 18 years old, we will be able to vote!

Every vote counts!

Our "mock election" was so close. The winner is....  Martha Coakley 34 votes & Charlie Baker 33 votes.

The children wrote first drafts of their governor speeches and are ready to hit the campaign trail. Students were required to choose one idea to make our state better for its citizens and build on how they would achieve their goal.  I think we have an amazing group of civic minded citizens who I know will make a positive difference in the world!

Connor has some wonderful ideas if he becomes governor.

Bea, you are such a wonderful environmentalist!

What a great game plan Bea, watch out Charlie Baker!

Once the results were tallied it was clear that it was going to be a close race to determine our new governor.  Here are the results we used to create our bar models during math.  Once we calculated that there were 67 second grade voters, the children were told that the winner won the election by one single vote and they were asked to calculate the missing data.  Here are several examples of students demonstrating their thinking using bar modeling. W-O-W... very impressive!

Cole created two part-part-whole bar models to demonstrate the number of students who voted for Coakley & Baker.

Lincoln invited his grandfather to our classroom recently and we learned how the town budget helps to support our school and other projects and services in our town.  The Selectman discussed the importance of voting when we turn 18 years old, and the students learned the importance of their voice in local, state and national governments.

Topsfield Selectman, Lincoln's grandfather visited our class recently to discuss the town's budget.

Shopping at the Elf Store

The children were given a budget of 60 cents to spend at the Elf Store in order to decorate their individual holiday elf.  They made conscience decisions about how much money was needed to collect the various fabrics, ribbons, pom-poms, glitter, buttons...which were needed to complete their task.  We had some tremendously frugal shoppers as nearly every student fully dressed their elf and still had money left in their wallets.  

Using the doubles strategy the children were able to calculate the total amount needed to make their purchases.  They were asked to make change, count forward and backwards, and add multiple amounts.  A few students were even successful in bargaining deals with the parent volunteers.

                                           MORE to COME ...

The next step is to write elf poems focusing on the differences between nouns, adjectives and verbs.  They will soon be published and adorn the newest members of our classroom.

                                               Happy Holidays!