Welcome back for another month of bright ideas! This month we are doing a Round-Up of all the ideas shared so far. Each of the pictures below is a clickable link that will take you to the original post from the Bright Ideas Link-Up!
Way back in February, I shared an idea about helping students to make connections between differents texts, characters, or pieces of media!
Then in March, testing was in the air, so I shared three of my favorite review games that I have seen loads of success with!
In April it was all about having a bit of fun among the testing with a twist on a popular childhood game. This is a brain break that our class still uses all the time!
In May I wanted everyone to know about simultaneous shared writing, and how it gets even the most reluctant writers excited!
In June I shared how I tamed the electronic cords on our back counter without buying anything!
In July I prepped materials to make math centers a breeze all school year long!
In August we started the year off right with our math time capsules!
In September we were working on number lines and created an interactive one on our classroom floor.
Finally, in October I shared about how we are working O.T. into our daily schedule.
I hope that you were able to find an idea that will work in your classroom! Please check out the link-up below for MANY more bright ideas that are sure to inspire!
Oh my goodness, it is time for remainders. To ease the transition of "Having something leftover," (GASP!!!!) We are worked on some story problems all week to help us understand.
On Monday the fun began with a sort. Students worked in teams to read the problems and determine how they were going to interpret the remainder. We named our three ways to interpret drop it, round it, and use it. This was a showstopper for use of mathematical language!
I was so impressed with my students and how they reasoned with one another about how to interpret the remainder. They asked each other questions like, "Are you just going to leave those students out?" or "Leftover, doesn't that mean we use the remainder as the answer?"
It was a tremendous way for me to see right there who was getting it and who wasn't. I wandered the room with my clipboard in hand checking off students who were getting it, those who at least had the gist, and who I needed to pull to go over the skill more. If only it were always that easy!
The next day we went on a scavenger hunt. This set of cards comes with 28 problems that are actually three mini-sets with two, three, and four digit divisors. I copied each set on a different colored-paper and hung them around the room.
Each student was assigned a color (differentiation for the win!) to locate and complete. I had my students use a piece of paper of the same color, to remind them what they were looking for, to answer their problems instead of the recording sheet. This made it really easy for me to look around the room to ensure everyone was working on an appropriate problem. Since we were still new to the idea, I had students check in with me after they solved each problem to make sure they were on the right track.
The only thing that would have made it better is if I would have remembered to take pictures of it while it was happening... blogging fail, but alas I am human.
Finally, after a few days of working problems in different ways it was time to assess. I chose four "random" cards to display, and everyone solved them on their own.