Rhombus? Diamond? Square? Rectangle?

12 Replies

It happens every year, in what seems like every grade level…students continually call a rhombus a diamond. Last year, when we heard 3rd graders saying just this, Christopher helped the 3rd grade teachers and me put the students’ thinking to the test with a Which One Doesn’t Belong he created.

This year, at the beginning of the geometry unit, we heard the diamond-naming again along with some conversation about a rectangle having to have 2 long sides and 2 short sides. What better way to draw out these ideas for students to talk more about them than another Which One Doesn’t Belong? We changed the kite to a rectangle this time, hoping we could hear how they talked about it’s properties a bit more.

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Overwhelmingly, the class agreed D did not belong because it had “5 sides and 5 corners” and eventually got around to calling it a diamond, which in their words was “not a real shape.”

While we knew a lot of things could arise, our purpose was diamond versus rhombus conversation, so of course the students had other plans and went straight to the square versus rhombus.We wouldn’t expect anything different!:) For every statement someone had about why the square or rhombus did not belong, there was a counter-statement (hence the question marks in the thought bubbles).

Jenn, the teacher, and I were really surprised at how much orientation of A and B mattered to the name they gave the square and rhombus but did not matter for the rectangle. That was just a rectangle, although one student did wonder if a square was also a rectangle (he heard that from his older sister). The students had so many interesting thoughts that we actually had to start a page with things they were wondering to revisit later! That distributive property one blew me away a bit!:)

We then sent them back to journal because we wanted to hear how they were categorizing a square and rhombus. It ended up being really interesting just seeing them try to explain why they were different and change their mind because they just started turning their journals around!

Some stuck with them being different..

Some thought they were different, but one could become the other…

Some were wavering but the square was obviously the “right way.”

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Some argued they were the same…

So much great stuff for them to talk about from here! I left wondering where to go from here? In thinking about the math, is it an orientation of shapes conversation? or Is it a properties conversation? In thinking about the activity structure, would you pair them up and have them continue the conversation? Would you throw the rectangle into this conversation? Would you have some playing with some pattern blocks to manipulate? Would you pull out the geoboards? I am still thinking on this and cannot wait to meet and plan with the 3rd grade team!

However, before I left school today, I went back to the 3rd grade standards to read them more closely: Screen Shot 2017-01-05 at 7.07.05 PM.png

and read the Geometry Learning Progressions, only to find this in 1st grade:

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Would love to hear any thoughts and ideas in the comments!

Subtraction in 2nd Grade

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From my own experience teaching 5th grade and a lot of conversations with teachers in grades 1-4, subtraction always seems to be such an area of concern with students. After the introduction of subtraction as take-away, students tend to live in that land forever. This idea was spinning in my head the entire time I read Zak’s article in NCTM’s Teaching Children Mathematics. The article came at an ideal time as I had just planned and taught a subtraction lesson in two second grade classrooms.

As we were planning, the teachers and I discussed two reasons we think students struggle with relational thinking when dealing with subtraction:

The lack of variety in contexts we often give students to think about subtraction in different ways.
The lack of explicitness in connecting the ways students solve various subtraction contexts.

Based on the problems they were doing in their Investigations unit, we wanted to take the same numbers and create two different contexts for subtraction…one as a take-away context and one as a distance context and then have the students think about what made them subtract in one and what made them add in another. (After reading Zak’s article I want to try another structure where we keep the same context, but change the numbers to see if that impacts their solution process.)

First we did a notice/wonder on the following scenario:

Mike is saving money to buy a game. He already has some money saved.

After collecting the things they noticed and wondered (in black ink), I asked them what question they think we could ask and solve based on this story. They gave the question in red ink and then I asked them what information they would need to solve it and I put a red star next that information. I told them the game cost $22 and he had $8 saved and sent the on their way.

Every single student added up, as we anticipated.

We shared some strategies and asked students how they were similar and different. We wanted to hear if students were using the number to solve or represent their thinking. We also wanted those students using the number to solve to see how they could also represent their thinking with equations.

Then we gave the students a second problem to solve: same numbers, different context:

Bobby had 22 toy cars in his book bag. He gave 8 of his toy cars to his friend Becky. How many cars did Bobby have left?

They all took away the 8 except for one student. The variety of strategies was great and we were actually surprised to see a student solve it the same exact way he had used in the previous context.

The lone addition solution…

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We shared some strategies and asked them to compare the two problems. They noticed they were the same numbers and same answer but one student actually exclaimed, “How can they be the same answer when we added in one and subtracted in the other?!” What a great jumping off point for future lessons!

Time was up for this class period, but I made sure I stopped by to chat with the student who added in both because I was interested in his thinking. He said he knew that he had to subtract in that problem because it was taking away and he knew that you can add up to solve a subtraction problem. So, how does that happen? He has been in our school with all of these other students K-2, so how does he know this? What experience did he have, inside or outside of school, that allowed him to decide this was subtraction, know he can add up, and solve it? and then, Is there ever a context where he WOULD take away or has he learned this as to never have to take anything away?

After this lesson and Zak’s article, I am still reeling with my thoughts on subtraction. There has also been a lot of great conversation on Twitter about sequencing student work and I wonder how a set of student work like this could/would/should play in to students seeing subtraction more relationally? Lots of great stuff to think about!

Cuisenaire Rods and Balance

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We have been having a lot of fun with cuisenaire rods in Kindergarten! The last time I was with this class, they explored ways to build the orange rod using the other lengths. As the students worked, I heard a lot of “A white and a blue make an orange.” and “Two yellows make an orange.”

After reading the beginning portion of Marilyn Burn’s About Teaching Mathematics, I have equality and use of the equal sign on my mind a lot, especially when reflecting on these particular activities with cuisenaire rods. In the last activity, there was a lot of talk that seemed to be about “making” the orange more so than the two of them being the same as one another in length.

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I wondered how we could shift that perspective a bit, or at least add another type of experience to the different rods being of equal length. I grabbed Balancing Act from my Math Reads kit and went to Kindergarten for another round!

After reading the book aloud, we did a notice and wonder. I was surprised at the ease of use of the word “balance” and the discussion about which different animals balanced one another out in the story.

My first direction to the students was to go back to their seats and find rods that would balance with one another. After looking around and seeing some rods on their ends with students creating their own teeter-totter, the teacher and I had to do a quick pause and redirection:)! She quickly grabbed rulers and we asked the students to pretend the ruler was the teeter-totter so that they rods could stay flat on the table, much better!

It was so interesting to see their different approaches! These two boys had different ideas. The one student liked to find rods the same length before putting them on the ruler, while the other put the longer rod on and kept adding smaller ones to the other side. He had to keep putting the longer one over the smaller ones each time, but his truly looked like balancing.

This was so interesting to see multiple rods balancing each side and I especially liked the red rod going vertical on the one ruler.

The student below was SO interesting because she was the only one balancing different sizes each time but the opposite sides were still staying balanced at the same time!

This table worked together so nicely, but started to have a great disagreement when I asked if all of the sides were balanced because the one side is shorter than the rest!

This group made the equal length rods but they was using the ruler to test that all of the sides were the same length:

I started thinking it may be a neat activity to ask students to take turns balancing out each other’s cuisenaire rods. For example Player 1 could put a rod or combination of rods on their side of the ruler and then Player 2 must balance out what they did, except using different rods. They could take turns being the first one to place the rod each time. If you wanted to be tricky, they could also remove rods on their turn instead of adding them.

I am wondering, however, how to incorporate notation into this? Would you ask the students to write equations for these rods during this activity?

First Fraction Lesson of 4th Grade

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The first lesson of a new unit always feels like an entire class period of formative assessment to me, which I love! I think finding out what the students know about a topic, especially if it is the first time it is introduced that year, is so interesting.

Since the first lesson of the 4th grade fraction unit starts with fractions of a 4 x 6 array, we wanted to create an introduction lesson that was more reflective of all of the great work they did with fraction strips in 3rd grade to get a better picture of what they know. In 3rd grade they do all of the cutting of the strips, and since we didn’t feel that was necessary to do again, I created a SMARTBoard file so we could build together. [the file is attached at the end of the post if you want to use it].

I posed this slide to introduce the whole:

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Then I asked this sequence of questions as we built them on the board:

If I wanted halves, how many pieces would I have? What is the size of each piece?
If I wanted thirds, how many pieces would I have? What is the size of each piece?
etc….until they were all built.

I wanted to reintroduce the language of “size of the piece” from their 3rd grade experiences. Every once in a while I would pause and ask how much I would have if I had more than 1 of those pieces to see if they could name fractions over a unit. For example, What if I had 3 of those fourths? How much would would I have?

Next, we put up the following questions with the picture of the fraction strips we built:

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They recorded them in the journals as a group and then we made a poster to add to as the year progresses. They started with fractions they could show on the fractions strips and an interesting conversation about the fact that we couldn’t list any for 1/8 or 1/12 based on the strips, arose. After talking with their groups, they generated a couple. The conversation about the change in the size of the piece when we make equivalents and how many pieces we would have was really awesome (Yeah, 3rd grade team):)

This was as much as we could fit into one class period, so we asked them to journal about any patterns they noticed or things they were wondering about fractions.

I apologize for the overload of student journals from this point forward, but there were so many great things to think about in planning the unit from here!

These are things that jumped out at me after reading and leaving notes in their journals, I would love to hear any other things that stood out to you:

A lot of talk about “doubling” and “halving” when naming equivalent fractions. Will want to address what is exactly doubling, what that means in terms of the fraction strips, and how it is affecting the numerator and denominator.
Interesting noticing and wondering about addition. Some wondering how it works and others thinking they know.
Love the even and odd talk throughout!
Some wondering about multiplication and division of fraction!
The range of fractions – how many we can name, how many unit fractions there are.
The size of a fraction in different forms – Is the whole the biggest fraction? Is the numerator smaller than the denominator?

In case you want to try it out:

SMARTBoard file for 4th grade

SMARTBoard file for 5th grade

PDF file of the file.

Cuisenaire Rods: Fun in 4th

10 Replies

The 4th grade has just started their fraction unit, so I was curious how that may impact their work with the Cuisenaire rods. I started just like I did in Kindergarten and 3rd grade, with a notice and wonder:

There were two of the ideas that really struck me as things I want to have the students explore further later: First was, “2 of the staircases (the staggered rods in order of size) could make a square.” They had them arranged on their desks like the picture below…but I want them to answer:

Is that a square?
If not, could we make it a square?

Then I started to wonder, do we call it a square? Should we say square face? Then what about area…would we say, “What is the area of the rectangle?”? That feels wrong because they keep calling the white rod a cube (which it is). But then asking about volume is not 4th grade. BUT, the tiles we use for area in 3rd grade are also 3-dimensional. <–would love thoughts on any of that in the comments!

One student noticed that the orange rod was the height of the staircase and I thought of area again since it was said right after the comment above. This idea would be really helpful for the students above when they are determining if their figure is a square.

I loved that one group noticed that any of the rods could be a whole and another group wondered if orange was the whole. Great lead into what I was thinking I wanted them to explore!

I asked them to find values for the rods based on their relationships. Of course the very first group I call on had 2 as the whole, which blew a lot of students minds, so I want to revisit that a bit later and ask them to explain how that works.

All of the other groups had orange as either 1 or 10, so I asked them to find the other values if the orange was 5 and 100. They played with that for a bit and then I began to hear a lot of aha’s, so I set them off to find more and they could have gone on forever.

I left them with the prompt, “Tell me about the patterns and relationships you notice.” and for those who looked like they were struggling to answer that question, I added, “If you are struggling with that, tell me how you could find the rest of the values if I gave you one of them and which one would you want?”

I loved how this student chose the orange, white and yellow as the easiest end, beginning, and half. I also like the red x 2 is purple, but we need to talk through that notation a bit.

This was the most common response, seeing the numbers get smaller as the rod got shorter.

This student’s noticing could be an interesting number choice question to pose: Why do you think groups chose numbers for orange that were doubles or halves of the other numbers we already had?

This student disagreed with the student who gave the responses in the first column because he is determined the white is 1/10 because the orange is 1. Would be great to pair them up and have them come to an agreement.

This student is seeing the white value adding to each value above it to get the next. I also love how she writes notes about how neat her handwriting is:)

I would love to have them play around with this first pattern in this entry! What other relationships could they find after they explored this one?

So much fun! Cannot wait to get into other grade levels to see if I can begin to find a progression of ideas with these rods!

My Beginnings With Cuisenaire Rods

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I have never been more intrigued with using Cuisenaire rods in the classroom until I started reading Simon’s blog! I admit, I have read and watched his work from afar…not knowing really where to start with them and was afraid to just jump into another teacher’s classroom and say, “Hey let me try out something!” when I really didn’t know what that something may be. However, after Kassia reached out to Simon on Twitter asking how to get started with Cuisenaire rods and Simon wrote a great blog response, I was inspired to just jump right in!

I am a bit of an over-planner, so not having a really focused goal for a math lesson makes me a bit anxious. I am fairly certain I could anticipate what 4th and 5th graders would notice and wonder about the Cuisenaire rods because of my experience in that grade band, however I wanted to see what the younger students would do, so I ventured into a Kindergarten and 3rd grade classroom with a really loose plan.

Kindergarten (45 minutes)

Warm-up: Let’s notice and wonder!

Dump out the bags of Cuisenaire rods in the middle of each table of 4 students.
Tell them not to touch them for the first round.
Ask what they notice and wonder and collect responses.

Things they noticed:

White ones looked like ice cubes.
Orange ones are rectangles.
End of blue one is a diamond (another student said rhombus)
Different colors (green, white, orange..)
They can build things (which is why we did no touching the first round:)
Orange is the longest.
They are different sizes.
We can sort them by colors.
We can sort them by size.

Things they wondered:

What do they feel like?
What can we make with them?

Activity 1: Let’s Sort!

Tell the students to sort them by size or color. (they quickly realized it was the same thing)
Discuss their sort/organization and check out how other tables sorted.

I was surprised to see not many sorted them into piles because that is normally how they sort things. I am wondering if the incremental size difference between each rods made them do more of a progression of size than sort into piles? Some groups worked together while others like making their own set with one of each color (and size) and keep making more of those!

Activity 2: Let’s Make an Orange!

Since a lot of students kept mentioning that the orange was the longest, I decided to see if they could build some trains (as Simon calls them) that made an orange.

My time was running out, but it left my mind reeling of where I wanted to go next! My inclination is to ask them if they could assign numbers to some of the rods or if they could build some trains the same length as the different colors? I would love to hear which piece is their favorite piece because a lot of them found the smallest cube really helpful when building the orange.

3rd Grade (60 minutes)

Warm-up: Let’s notice and wonder!

Things they noticed:

Groups were the same color and length.
Blue and white is the same length as the orange rod.
Kind of like adding.
White is 1 cm.
Go up by one white cube every time.
Odd + even numbers
2 yellows + anything will be bigger than 0.
1 white + 1 green = 1 magenta

Things they wondered:

Is red 1 inch?
How long are the rods altogether? (Prediction of 26 or 27 in wide)
Is orange 4 1/2 or 5 inches?
Why doesn’t it keep going to bigger than orange?

Activity 1: Let’s build some equivalents!

I found 3rd graders love to stand them up more than Kindergarteners:)

Activity 2: Let’s assign some values!

After they built a bunch, I asked them to assign a value to each color that made sense to them…this was by far my favorite part – probably because it was getting more into my comfort zone!

Again, time was running out, but next steps I am thinking…

What patterns and relationships do you see in the table?
What columns have something in common? Which ones don’t have anything in common? Why?
What if I told you orange was 1? What are the others?
What if orange was 2? What happens then?

Thank you so much Simon for all of inspiration and Kassia for the push into the classroom with these! Reflecting, I was much more structured than Simon and Kassia, but I look forward to a bit more play with these as the year goes on! I look forward to so much more play with the Cuisenaire rods and continuing Cuisenaire Around Ahe World!

Number Talks Inspire Wonder

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Often when I do a Number Talk, I have a journal prompt in mind that I may want the students to write about after the talk. I use these prompts more when I am doing a Number String around a specific idea or strategy, however today I had a different purpose in mind.

Today I was in a 4th grade class in which I was just posing one problem as a formative assessment to see the strategies students were most comfortable or confident using.

The problem was 14 x 25.

I purposefully chose 25 because I thought it was friendly number for them to do partial products as well as play around with some doubling and halving, if it arose. When collecting answers, I was excited to get a variety: 370,220, 350 and 300. The first student that shared did, what I would consider, the typical mistake when students first begin multiplying 2-digit by 2-digit. She multiplied 10 x 20 and 4 x 5 and added them together to get 220. Half of the class agreed with her, half did not. Next was a partial products in which the student asked me to write the 14 on top of the 25 so I anticipated the standard algorithm but he continued to say 4 x 25=100 and 10×25=250 and added them to get 350.

One student did double the 25 to 50 and halved the 14 to 7 and then skip counted by 50’s to arrive at 350, instead of the 300 she got the first time. I asked them what they thought that looked like in context and talked about baskets of apples. I would say some were getting it, others still confused, but that is ok for now. We moved on..

Here was the rest of the conversation:

I felt there were a lot more wonderings out there than there was a need for them to write to a specific prompt, so I asked them to journal about things they were wondering about or wanted to try out some more.

I popped in and grabbed a few journals before the end of the day. Most were not finished their thoughts, but they have more time set aside on Wednesday to revisit them since they had to move into other things once I left.

What interesting beginnings to some conjecturing!

Number Talk Karaoke

3 Replies

It is always so fun when I have the chance to hang out with my #MTBoS friends in person! This summer Max Ray was in town and of course, during lunch, we chatted a lot about the math work we are doing with teachers and some of the routines we are finding really valuable in their classrooms. From these two topics of conversation, Number Talk Karaoke emerged.

We both agreed that while Number Talks are invaluable in a classroom, it can be challenging to teach teachers how to use them in the classrooms. As much as we could model Number Talks during PD and show videos of them in action, it is still not the same as a teacher experiencing it for themselves in their classroom with their students. There is so much to be said for practicing all of the components that are so important during the facilitation with your own students.

That conversation then turned into two questions: What are these important components? and How do we support teachers in these areas? We discussed the fact that there are many books on mathematical talk in the classroom to support the work of Number Talk implementation, however the recording of student explanations during a Number Talk is often left to chance. What an important thing to leave to chance when students often write mathematics based on what they see modeled. We brainstormed ways teachers could practice this recording piece together, in a professional development setting, where students were not available.

Enter Number Talk Karaoke.

During Number Talk Karaoke, the facilitator:

Plays an audio recording of students during a Number Talk.
Asks teachers to record students’ reasoning based solely on what they hear students saying.
Pair up teachers to compare their recordings.
Ask teacher to discuss important choices they made in their recording during the Number Talk.

Max and I decided to get a recording and try it out for ourselves. So, the next week, I found two of the 3rd grade teachers in my building who were willing to give it a go!

They wanted to try out the recording piece themselves, so they asked me to facilitate the Number Talk. They sat in the back of the room, with their backs to the students and SMARTBoard so they could not see what was happening. All they had in front of them was a paper with the string of problems on it.

Before seeing our recording sheets below, try it out for yourself. In this audio clip of the Number Talk, you will hear two students explain how they solved the first problem, 35+35. The first student explains how he got 70 and the second student explains how he got 80.

Think about:

What do you think was really important in your recording?
What choices did you have to make?
What question(s) would you ask the second student based on what you heard?

The talk went on with three more problems that led to many more recording decisions than the ones made in just those two students, but I imagine you get the point. I have to say, when I was facilitating, I tried to be really clear in my questioning knowing that two others were trying to capture what was being said. That makes me wonder how this activity could be branched out into questioning as well!

Here was my recording on the SMARTBoard with the students:

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Here are the recordings from the two teachers in the back of the room:

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We sat and chatted about the choices we made, what to record and how to record certain things. We also began to wonder how much our school/district-based Number Talk PD impacted the way we record in similar ways.

Doesn’t this seem like a lot of fun?!? It can be done in person like mine was, or take the audio and try it with a room of teachers, like Max did! <– I am waiting on his blog for this:) Keep us posted, we would love to hear what people do with this!

Writing in Math: After a Number String

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Many people ask me when and how I use journals in math class. At those moments, I always seem to have so many reasons that it is hard to pinpoint just one to focus on during the conversation. And even when I seem to find a coherent way of explaining when and how I use journals, I often forget the reasons that seem to happen naturally in the classroom. The other day I had one of those moments that I think Joan Countryman, author of Writing to Learn Mathematics, would classify as continuing the conversation.

During Number Talks or Number Strings it always seems to happen…one student has a way of solving the problem that, as he or she gets midway through the explanation, the rest of the class begins to disengage either because it is a long explanation or they are lost in what is being said mathematically. Journals help me continue that conversation with the student who is sharing. I attempt to clearly capture what is being said, but ask the student to tell me more in their journal because I am so interested to hear all of their thinking.

This particular string was in a 3rd grade class who has been working with multiplication. I wanted to see how they thought about changing one of the factors in a particular way. This was the string:

3 x 4

4 x 4

6 x 4

12 x 4

The majority of students shared strategies that involved either skip counting or using repeated addition of one of the factors. Some used previous problems (which was my goal) to help them with the new one, however there was one student who started using 5’s for the last two problem instead of either of the factors. He had a very clear way of explaining it, but I could tell many students were beginning to get lost in the explanation. I encouraged the students to ask him some clarifying questions, but that conversation began to stretch this number talk a bit too long time-wise. Not to mention, many had stopped listening at this point.

I was so curious to hear more about his strategy because to be honest, I was getting a bit lost in his explanation of 12 x 4 using 5’s. I told him I wanted to hear all of his thinking but we needed to finish up the number talk to get started with class. I asked him to explain to me what he as doing with 12 x 4 in his journal and I would be sure to check it out later! He went right to work and knocked out this beautifully clear explanation, not just for 12 x 4 but EACH of the problems!

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The thing that I appreciated most was the opportunity if gave me to continue this conversation with him. I could feel he wasn’t done explaining his strategy during the talk and this also gave him the chance to think about how he could clearly communicate it to me in his writing. What a powerful thing for a student to be able to do! It was amazing to me he had done all of that decomposition, adjusting, and adding in his head!

So, if you asked me this week for a reason I have students write in math class, it is to continue the conversations that are not quite ready to end during our class time together.

Dot Image with Halves

2 Replies

Yesterday, I was thinking about some new number routines for the 4th and 5th graders who will soon be in their fraction units. I wanted to find something that both grade levels could engage in so the teachers could try them out and have a common talking point when we met to discuss what we learned about student thinking. I tweeted it out and didn’t want to lose all of the great thoughts so I going to compile them here!

This was the image I created:

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Before launching this with the students, I thought the teacher would establish that a full circle was 1 and ask the question we typically use with our dot images, which is

How many dots do you see and how do you see them?

I thought there could be a variety of responses, but I was most anticipating these two responses:

I know two halves make 1 and so the first row is 3. There are 4 rows so 4 x 3 =12.
I know two halves make 1, so the first column is 2. There are 6 columns so 6 x 2 =12.

I knew questioning would be important to move from those descriptions to what the equation would look like and imagined we would get to some like this:

6 x 1/2 x 4 = 12
4 x 1/2 x 6 = 12

Other interesting things I am now thinking about thanks to others on Twitter:

You could just start with ambiguous “How many?” Some may count half circles, some full. I’d love to listen in.

— Michael Fenton (@mjfenton) October 22, 2016

Why am I stuck on dots? Circles makes so much more sense!

Yes, why not leave it completely open,not tell them that circle is 1 and talk about the unit?

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It is funny that the same image conjures up different student responses, I always love that! I had not anticipate half of an array. I also love the idea of messing around with quarters here!

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Awesome to have them do some scaling of the dots to find how many are there? And then I can see them saying it is half of the array like Michael suggested once it is uncovered!

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I like the idea of moving them around however the cutting and tearing thing never goes well in my room!! I do love changing the value of the whole a lot!

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I debated this part a lot when I was making it! I thought for the 1st one, a whole number would be best and then move to non!

There is the running list so far! Add away in the comments!

MathMinds

by Kristin Gray.