Solving Problems To Learn New Mathematics

Posted on October 30, 2015 by Bixby Teachers

“Students solve problems not to apply mathematics but to learn new mathematics,” according to John Van de Walle in his book, Teaching Student Centered Mathematics. Giving students a problem and having them figure out how to solve it and then discussing their techniques is a primary method of math instruction at Bixby. In using what they know to figure out how to solve a new problem, they are constructing their own understanding of the concepts and connecting that understanding to their experiences.

Over the past couple of weeks, 2nd and 3rd graders have been solving perimeter and area problems. Problems began at a basic level and built from there. At one point, students found multiple ways to make rectangular puppy pens given a certain amount of fencing. Students noticed that some pens would give the puppy more space than others. This led students to a study of area. As a part of the study, students figured out all the ways to make a rectangle with 36 one-inch tiles. When analyzing the results, they noticed that when a 1” x 36” rectangle was made, three sides of the end tiles were exposed and two sides of all the other tiles were exposed resulting a long perimeter, but when the tiles where organized in many rows, some tiles were not exposed resulting in a shorter perimeter. As students studied area, they began to organize their count noting that they were covering rectangles with equal rows of tiles. Some knew about multiplication and discovered that the length and width could be multiplied to find an area. Those that do not have a background in multiplication yet found other efficient ways to solve area problems. This background in area was a great jumping off point for a study of multiplication. This week, we have been translating repeated addition situations to multiplication equations. We will be continuing our introduction to multiplication next week. I will discuss my approach to teaching multiplication in my next blog on November 20.

First graders also use problem solving as a way to learn new concepts. For the past few weeks, they focused on geometry concepts often using puzzles and games to learn more about the characteristics of different shapes. This week, they have been using problem solving to identify new understanding of number concepts. Specifically, they have been solving pairs of problems to identify that numbers can be added in any order. They have also been solving problems in which they find many combinations that make a given number. As they share techniques, students find more efficient ways to solve these types of problems. Next week, first graders will focus on subtraction.

Word Study with Connie… More Than A List of Spelling Words

Posted on October 29, 2015 by Bixby Teachers

Word study is the learning of and practice with word patterns that lead the children to discover how to spell words! Words they are studying and words with similar patterns that they encounter in text and in the world around them. Or, to put it into “edu-speak,” through an explicit, multi-sensory approach, they are learning to decode or spell hundreds or thousands of words based on word structure expectancies within predictable patterns and syllable types, rather than memorizing a finite number of spelling words each week.

For example, they will recognize that a vowel has to have a reason to say its name (or long sound). One way this is done, is through words pairs that illustrate changes in the word when the vowel goes from its short sound to its name (and the associated memory phrases, rhymes, or gestures that go with these expectancies). Below are some basic word pairs that illustrate this:

Vowels

Short Long

kit kite

pin pine

cot coat

got goat

Generally, first graders are learning to read these words, second graders are learning to spell and apply them and other expectancies to multi-syllable words (i.e., inflate), and third graders are mixing patterns, expectancies, and syllable types for decoding unfamiliar words and for spelling practice. Children will be working at a more supported, typical, or accelerated pace depending on their individual needs.

First grade families, be watching your Friday folders for word games to play with your child!

Swings: A Place To Explore, Build Strength, and More!

Posted on October 28, 2015 by Bixby Teachers

“Let’s go to swings!” is a phrase often heard coming from the preschool children. As a favorite of many, the swings in preschool yard provide the children with multiple opportunities to explore, build strength, and more. The swings development and design was created by founder, Harlan Bartram (Bart). Bart had a vision of providing an outdoor gross motor challenge; one in which the children thoroughly enjoyed.

Swings consists of a large wooden structure, with various ropes connecting from point A to point B, and sometimes to a point C. The ropes are long, short, low, and high. With each differing rope challenge, children are working on balance, agility, coordination, as well as demonstrating a curiosity for how things work and why things happen. Because of the variation, there is a challenge for any age and/or size of a preschooler. The possibilities at swings are endless. Children are continuously discovering new ways and routes to achieve their personal goal. Children may receive one “getting started” push on the largest rope, but it is ultimately up to them to build and gain their own strength and confidence to successfully meet their own challenge.

Spanish Is All Around Us!

Posted on October 27, 2015 by Bixby Teachers

Spanish is all around us, is the topic for third, fourth and fifth grades for the coming month of November.

Besides learning Spanish grammar and vocabulary, we believe that it is essential for the students to understand the importance of learning a second language. In November, students will take the time to find Spanish words in their homes, on the street, and in stores.

Children will also discover how many cities and town names in Colorado are of Spanish origin. For example, did you know that Colorado means red in Spanish? Or that the town Salida means exit in Spanish?

Parallel to these activities, children will continue learning the language. In order to address the needs of each individual child, as is Bixby’s policy, I will continue meeting with your children in small groups, twice a week, for 45 minutes. We put extra care in assuring that each child is in the right place according to his/her proficiency; in this way, the new kids start learning the basics while the older kids continue advancing in their acquisition of Spanish.

Third, fourth, and fifth grade students continue learning and practicing the sounds and rhythm of the language through games, songs, poems, and storytelling. However, they are mature enough to start understanding the language itself; they learn grammar, they read and write small paragraphs in Spanish, and they find connections with their own language.

I am excited to continue being part of the education of Bixby students and to have the opportunity to introduce them to the Spanish language and culture.

Hasta la próxima,

María Gamboa
Spanish teacher

The Science Behind What We See

Posted on October 26, 2015 by Bixby Teachers

Imagine as a 2nd or 3rd grader trying to piece together the complex movements of the Earth, moon, and sun, to understand ways those movements affect our lives: seasons, moon phases, eclipses, and tides. It’s hard work! Bixby’s young scientists have practiced with models, simulations, and written work, to clarify these abstract concepts. They’ve compared what they see in models to what they observe outside, and it’s great fun to hear them excitedly call out what they notice. For instance, one student watched a simulation of summer and exclaimed, “The sun is so much higher in the sky!” Another wondered aloud, “Can a planet be upside down in space?” 2nd and 3rd graders are making some keen observations and showing some deep thinking.

We’ll revisit topics from our moon and seasons unit throughout the school year, to help students retain what they’ve applied themselves to learn. In November, we’ll begin exploring chemistry, which quite a few of students already say is their “favorite!”

In 4th and 5th grades, students continue their study of flight by tackling Newton’s Laws of Motion. They’ve practiced demonstrating the laws with props in the science room. They’ve listened to songs, which now, they say ruefully, are “stuck” in their heads. That’s the idea! Now, to make these academic concepts more real, they’re working to spot examples of Newton’s Laws in their daily lives, especially in the sports they play and activities they enjoy. A 5th grader pointed out that rock climbing is a great example of an equal and opposite reaction, because “you pull down and move your body up.” Another suggested a hockey puck shows us how an object in motion stays in motion, while a 4th grader analyzed a karate chop’s force, mass, and acceleration. One class picked apart what happens when a drumstick hits a drum. Through these discussions, Bixby scientists are showing their understanding of Newton’s Laws and that they’re a very active, involved bunch!

Soon, to conclude our unit on flight, students will build and fly paper airplanes, relying on what they’ve learned about forces and motion. They’ll answer questions about their designs. This culminating project allows students to show what they’ve learned and to address areas where they may have lingering confusion. In November, they’ll begin their next undertaking in science: exploring human body’s systems.

Pumpkins, Ghosts and Bats! Oh My!

Posted on October 23, 2015 by Bixby Teachers

It is almost the end of October and we’re making pumpkins again. It never ceases to amaze me the different combinations of faces, accessories, and ailments that our pumpkins end up with. Each are unique and different as the students themselves.

John pointed out today, and I have to agree, the art room is a bit of an oasis in that kids can come here and create what they want. Sure there are goals and expectations, but with an average of 6 kids in a class, those expectations can be adjusted so that everyone is working to their potential and creating successfully.

Our lesson today was a repeat of one we had last week on symmetry and how it relates to ourselves and our pumpkins. The great thing about repeating a lesson, is that I can present it in a slightly different manner that reinforces what they have already learned. Last week it was multiple steps explained, written on the board, and we did the basic steps together. It may seem elementary, drawing and cutting, but visualizing and successfully manipulating different types of scissors and keeping track of more than three steps in a busy room can be hard work!

This week, it was a ghost instead of a pumpkin; less steps written on the board and one quick demo. Each and every student was successful in getting their own supplies, following directions on the board and completing the assignment. Maybe it wasn’t the most taxing or difficult assignment they had today, but it was a home run for every student in that class and we also had 45 minutes of pure fun.

Watch our 2nd grade class is super speed below!

Inside A Bixby Body

Posted on October 22, 2015 by Bixby Teachers

“Oh that tickles.” “Don’t forget to trace my dreadlock.” “I want to have my leg on the body.” These were some of the enthusiastic quotes that came out of the kids’ mouths this past week as we completed our model of the inside of a human body. This wonderful investigation of our most inner world led to many great questions, interesting ideas, and exemplary teamwork.

As I prepared for the activity, I gathered as many different materials for them to use to model the many organs and parts of our bodies. I traced a different part of each student’s body to create the outline of the body. With rubber bands for muscles, sponges for lungs, noodles for bones, kidney beans for kidneys, and yarn for intestines, the kids got constructing. The students received little instruction about where anything should go on the body. Instead, they were directed to the many books about the human body in the classroom and the anatomical model named Larry. They excitedly worked together, sometimes arguing about where something went. Their engagement was so high that many of them invested a lot of emotional well-being into the outcome of their model.

Little by little, the kids figured out where to put the lungs, the heart, the kidneys, etc. My favorite part of the activity was when a few of the students started to notice things in the books we did not have on the body. One student exclaimed, “none of the organs can function because our body has no veins. We need to get blood to the organs!” These students rallied the class to create drawings, build models, and add details to the body. In the end, the models came out with more details than I could have ever prepared them to create. This activity was a true testament to our innate human desire to explore and create. When given the space and authority to be the directors of the project, the outcome was more unique and detailed than a teacher ever could have coordinated.

If you haven’t already seen the models hanging downstairs by the island, please check them out soon!

With great joy and love,
Garrett

A Progressive Approach To Learning The Human Body

Posted on October 21, 2015 by Bixby Teachers

Group Time at Bixby Preschool is a wonderful time when our students have a chance for in-depth learning with children their own age and in a smaller class size. The focus is learning with real and careful hands-on experience. The “Night Fury” group has the oldest kids in preschool this year, the 4-5 years old.

Today we are studying the human body. Fortunately, Kathy our science teacher for 2nd-5th grades has lent us Elmer, the school skeleton.

While laying Elmer gently down on a padded surface, the mood was a little tense. No one has seen a real skeleton before. This is very different from our picture books and there is a feeling of respect for a real being lying there in front of us. Harpur bravely pokes out a finger and asks if he can touch Elmer’s leg.
I say yes and ask if anyone else is interested… Not yet.

We read from the book and go over the parts of the body. I pulled out a ruler and then I added another wonderful teaching tool, music, to show the kids how the bones on Elmer are like the bones inside their own growing bodies.

The Skeleton Dance is a wonderful song that is as old as time and really got us moving and having fun.

While dancing and shaking there own bones to the music, they began to giggle and laugh as they pointed to parts on themselves and Elmer when the music called out a bone.

When the room quieted down and we had played the song at least 4 or 5 times, they settled in to explore the skeleton more fully and then they decided it would be fun to draw him. It was so amazing to watch them begin to identify their chin with Elmer’s chin, their teeth with his.

It was a another great chance to practice holding pens and writing their names while noticing their hands and fingers (bones) moving while they write.

Take Apart and Front End Multiplication Methods

Posted on October 20, 2015 by Bixby Teachers

In Kitty’s 4th/5th math classes, we have been learning about strategies for multiplying larger numbers. The first strategy we learned was called “take apart” multiplication. This method involves breaking apart multiplication expressions into a combination of simpler expressions using the distributive property.

The second method we practiced was “front end” multiplication and it was useful when multiplying with friendly ones, tens and hundreds (30 x 20 or 300 x 40). This was also an opportunity to teach students where a comma goes in a number and that the answer to a multiplication problem is called the product. Allowing students to choose the method that makes the most sense to them deepens their understanding.

After learning and practicing these strategies, we played a game called “Multiplication Compare.” Each pair of students turned over 2 cards from their deck of numbers (300 and 10/ 40 and 500). They each found the product of their 2 numbers (3,000 and 20,000). The person with the larger product wins. The games were lively and focused on the math.

Regardless of the method used, knowing the multiplication facts quickly and accurately greatly improves students’ ability to solve these problems efficiently, without becoming bogged down in the arithmetic.

Inside Kindergarten Math

Posted on October 19, 2015 by Bixby Teachers

Young children’s natural curiosity to learn about the world around them, make kindergarten a special place in which to develop number sense. In Kindergarten Math Groups, children are encouraged to explore numbers through sorting, patterning, and counting activities which provide them with rewarding experiences to foster the development of their number system.

$math one$ The activities help children become fluent with number words in both forward and reverse order and to begin counting with numbers other than 1. They purposefully count objects and make comparisons between counts. These games give me an opportunity to assess their thinking. $math 2$

The concepts of “more,” “less,” and “same” are basic relationships contributing to children’s overall understanding of a number. The activity was conducted in a spirit of inquiry and requests for explanations. “Can you show me how you know this group has less?’

By playing dice games, children start to recognize the dot arrangements on dice. Subitizing is one of the four interrelated aspects of early numerical knowledge. These activities encourage reflective thinking about patterns. Children will then begin to recognize larger amounts without counting, by finding smaller groups within larger amounts.

Inside The Classroom

Monthly Archives: October 2015