Fictional Holidays: Square Day's Eve

Happy Square Day's Eve, Readers!  Do you celebrate this (or other) fictional holidays with your class?  At my school, along with Math in Focus, we use Every Day Counts (or "Calendar Math," as we commonly refer to it).  The beauty of this system is its daily repetition.  But I like to make it fun with fictional holidays.  Kids, like all people, learn things better if they are emotionally involved.  So in looking over the math Common Core frameworks for fourth grade, I started thinking about where I could fit in square numbers.

I always feel like square numbers is one of those things that is easy to forget.  And what a waste that they get it wrong on their End of the Year tests or MCAS test, because it's not actually that difficult!  They just need a quick reminder every so often, and they'd all be capable of getting it right.

Fictional Holidays Make Calendar Time Way More Fun

This year I realized how easily square numbers could fit into the Every Day Counts portion of our day.  It would work especially well during a month when we work on area and perimeter every day.  So one day, after we looked at our improper fraction with a numerator of 9, the perimeter of a random figure we had drawn with 9 square centimeters, the geometric figures in our pattern, and the next entry in our running cash total, I got the idea of fictional holidays and wished my fourth graders a "Happy Square Day."

"What's Square Day?"  They asked.

"What's Square Day?  It's the happiest day of the month!  You don't get brightly wrapped square presents, or eat square shaped cake or sing, Happy Square Day to You, but it's still the BEST holiday."

"Why?"  They asked excitedly.

"Because it happens FIVE times every month!"

(...)

Hey, some of them saw the humor.  The ones that didn't, well, their curiosity about this fictional holiday stayed piqued as I started to demonstrate how to create square numbers with one, then two, then three, and finally 4 small squares, the latter which formed a larger square.  "We had a Square Day on the 4th.  It's a 2 by 2 square."  I continued around the first square with 5, then 6, 7, 8 and finally nine small squares that formed a square.  "And today is also Square Day!  3 long by 3 wide is 9.  A perfect square."

"So it's basically a doubles fact" my smart little former third graders extrapolated.

"You do use the number twice, so it's like a special sort of doubles fact.  But here's why we call it a SQUARE number.  You CAN'T turn 5 blocks into a square.  You CAN'T turn 10 boxes into a square.  But you can with 9, and you can with 16, and you can with other Square Numbers, nice and even and neat.  That's why I love Square Day!  Definitely my favorite of the fictional holidays.

After giving them time to draw their own squares with a partner, I challenged them; "So when is the next "Square Day's Eve this month?"
 

Let the Kids Show YOU when these Fictional Holidays Fall

Instead of drawing the squares on an anchor chart, I drew it on the white board so I could erase one square from each corner.



"When is the day after Square Day, also known as 'Extra Boxing Day' in England?"  (The fictional holidays, not actual Boxing Day).  We added a box to each corner.

Once we explored squares (as well as what it looks like right before and right after a perfect square is drawn) I challenged them to redraw their previous figures for the month.  I asked them to create figures that were as compact as they could.  That is, I wanted figures that are as close to squares as possible.  Although sometimes it's great to draw creative, zany shapes to find the perimeter, interesting patterns emerge when the figures are more compact.  The kids love it when it's their turn in our Calendar Rotation to color in the boxes.  Coloring at their desk is a fun break from sitting with the whole group while we complete the rest of the routine.

As a result, the kids started to see patterns in their work.  They were noticing that the figure that is one off from a perfect square has the SAME perimeter as a square!  "It's like that one square is just inside out; it goes in at the corner instead of out to fill the corner."  They also noticed that the perimeter never went down as we progressed.  Previously there was no rhyme or reason to how area and perimeter were connected, because many kids were drawing skinny rectangles instead of allowing for irregular figures in between squares.  Now they actually had some data to analyze and draw conclusions from.

And so, in my class we celebrate these fictional holidays, Square Days, and they know that on the day before each Square Day their weirdo teacher is going to be giddy with anticipation. 
 

Do you use fictional holidays in Calendar Math?

Estimating on Number Lines

I have found that estimating on a number line was a big shift for my class.  At first, they looked like EXPERT estimators; I was ready to hug their third grade teachers.  But then problems kept cropping up.  Why were they suddenly struggling?  Everyone knew that 48,053 rounds to 50,000 and everyone knew 21,923 rounds to 20,000.

It was pretty clear that when I asked them to round 34,356 to the nearest hundred and suddenly they looked like deer in the headlights that place value was the issue.  Oh, they all whizzed through chapter 1 and knew their word form and expanded form and lined up numbers in columns like pros.  And we've practiced regrouping on a daily basis in our Every Day Counts routine.  But they are still not able to put it all together to really conceptualize how numbers differ. 

To fix this I designed two activities.  The first was "Pin the Number on the Number line."  I started out with a single sticky note with the number 35,421 on it.  Then I created four number lines on sentence strips based on that number.  Each number line represented a different place value:

Ten thousands:  10,000  20,000  30,000  40,000 and so on.

Thousands:  30,000  31,000  32,000  33,000  34,000   35,000  36,000 and so on.

And so on for the hundreds and tens...notice that the original number will fit on both of the number lines.  All the number lines were designed to have a space where the given number would fit into. 

Next I wrote 7 more sticky notes that could all fit somewhere on the tens number line, since of course that line would have the most limited choice.

For the activity, I put a number line at each table and had students rotate through, working with a partner to determine where to place the sticky note would go each time, and record it onto their sheets.  As they finished they switched sticky notes with others to get more practice. 

This activity was simple enough for all students, yet it gave them the practice they needed to start looking at a number more than one way.  They had to switch the focus of the place value at each spot.  Since they already had the concept of the 5 determining if a rounded number is larger or smaller than the original, I didn't even focus on that in this lesson.  It was all about find the place value and determining what the higher or lower value was.  In fact, when they sat down and looked at their recording sheets with the higher and lower value their number fell between, they automatically made the connection to circle which of the two the number rounded to.

I have a no prep version of this estimating to the hundred thousands place activity available in the form of Number Line Worksheets.  This packet is part of my Estimating Bundle.  Or if you'd like to read more, I had an estimating extension activity that I cycled students through.  This estimating activity was also hands on, but instead of using number lines as a tool I used money to help us estimate! 

Originally posted on All Things Upper Elementary

Daily Math Tasks Rotation Chart

This year I'm going to try out a rotation chart I designed and made.  I'm really proud of it, but time will tell how well it works!

Last year my fourth graders had a hard time with doing their Every Day Counts tasks consistently.  I tried putting cards on their desks to let them know it was their turn to complete a task, but they'd tell me they:

1.  Lost the card

2.  Forgot

3.  Didn't know they were supposed to do it because they thought someone else put it on their desk

Mmhmm.  So I to post them.  The trouble is, I dreaded the idea of moving every kids' clothespin every single day after school.  I know this works for some teachers; I just wasn't feeling it.  No, I wanted something that I could just slide and everyone's name would move down.  Hence the Daily Math Tasks Rotation Chart was born!  Here's how I did it:

1.  To create this chart, I started with standard 8 1/2 by 11 aqua paper, but turned it to landscape. 

2.  I stuck the title at the top, of course.

3.  Then, all still in landscape, I created a table with 2 columns.  On the right I typed up the tasks I wanted.  I'm not sure if you can see that I left between a quarter of an inch of space between each row.  Then on the left I typed up the kid's names (I changed half of them for this post for student privacy) with the same amount of space. I left some blank spaces for when (not if, it's always when) I get new students.  I made an extra column of blank rows for tasks so that I can add tasks as the year progresses.  I also made a second column of kids' names (not shown) because I'm guessing I'll need them in order to "loop" the names.  Otherwise if I move the strip down, when the kid on top is doing the second task, there will be no one above him to do the multiples task!

4.  I cut out each column separately.  The tasks got glued to the right and then I laminated it.  I laminated the kids' names separately.

5.  Next I cut the slits.  I used a ruler and a box cutter to make sure I was following the guidelines on the task list.  I was careful to leave those vertical borders while still making the slits wide enough for the names strip to fit through.   

I'm really happy with the look and construction of this chart. There are just 2 things that I need to think about:

1.  What happens when a kid is absent?  My plan will be to take the first name that appears below the blue, write them on a post it, and stick it over the absentee kids' name.  Or I could have an early finisher volunteer to do it (Update:  One of my students suggested that I create another job called "Substitute" and that person fills in if anyone is out that day.  Apparently another teacher in the building uses that job for her job chart.  Love it!  Thanks Mrs. L...I'm guessing that was all you, haha). 

2.  Is it going to be possible to loop the names back behind the chart while it's hanging up?  That was actually my plan all along, but now I'm wondering how it will lay flat.  Oops.  I might need to reconsider that plan and just hang a poster under the chart to hide the names.  That would probably be the most sensible solution and let me focus on other things!  (Update:  I having it hanging in a corner so that the names section has space and it's even closer to the calendar itself.  Like it was meant to be!)

I think it's got some potential for this year.  Plus it looks nice with the rest of my Every Day Counts wall!  I did update this wall (it was one of my Summer Projects).  Some of my other upgrades include:

1. I'm hoping the Depositor is easier to see but still reach now that it's above the calendar.
2. The containers for money lay flat and coordinate so nicely with my colors!
3. Fractions labels are typed and ready (but hard to see when laminated, grrr).
4. There is a spot and organization system in place for the monthly geometry words!  That polka dot poster board (made from wrapping paper mounted on poster board and laminated) will house all the words as we generate and discuss our list.  At the end of the month the September poster will be hung above the closets for the remainder of the year. 
5. The only thing I have left to add (now that we're halfway through September) is I realized we sort of need to create a "pattern" section as well.  After the kids noticed alternating colors for September we don't really need to talk about it every. single. day.  Maybe once the pattern is posted they'll get the idea that they don't need to bring it up every time, haha. 

Any thoughts?  Has anyone tried a rotation poster that they can link in the comments below?

Every Day Counts Wall (Summer Project #6)

This is the final installment of my Summer Project series for the year.  Like many of the other spaces I analyzed this summer, my Every Day Counts Wall has already undergone some real improvement over the past couple years, but that bar can always be raised a little higher and I think I know what needs to be done here!

What works:

1. Everything is at a good "level."  The calendar is high enough to be seen across the room.  Same with the fractions and vocabulary words.  Those are really the most important things to keep track of, in my mind.
2. Nothing has fallen off.  Even though these are closet doors, everything has stayed securely in place, even those cups holding the bills.  It worked out better than the rubber banded things last year and the plastic sleeves provided by the kit the year before.
3. All forms were at our fingertips this year.

What needs to change:

1. The cups are not really attractive.  At first I thought a strip of Duck Tape would make them look nice, but then I realized it's not just the color that's the problem.  The fact that they are round means that they are always going to look wobbly.  What I need to do is either shell out at the party store for nice flat "chinese food" style boxes, or fold my own out of cardstock.  Then I can whip out the Duck Tape, no problem.
2. There is not enough room for the vocabulary words, and as a result, they are not organized.  And disorganized words are difficult to follow and learn.  Luckily I have a solution.  It might be lofty, but the plan is every month I will take the words off the board and adhere them to poster board.  I might even create a "central" word or number (since each month is based on a multiple) to use as a title instead of just the name of the month.  Those posters will need to be trimmed to fit over the math wall.  It's too high for me to reach on a daily basis, but I can climb up once per month, no problem.
3. File those forms away.  I was SO proud of all the calendar math forms I created, but I have to admit; worksheets and empty templates do NOT belong on display.  It's not enhancing the decor or the learning experience.  I'll tuck them in with the other "Weekly Worksheets" over on the kids' paperwork table. 
4. Create a new daily calendar job system.  I thought the ticket system I created this year was a great idea.  I started it near the end of the year before when the kids were more independent.  This year it was a DISASTER.  Any time I tried to ease off and give the kids some independence in the process of updating the calendar it didn't get done.  I abandoned it, tried names on the board, abandoned that to try calling kids up on the spot...I still couldn't perfect a system for this past group.  However, every group is different, and now I have 4 different systems to try out with the new group.  I'll be setting up a posted rotating schedule to start out with, and if it doesn't work, onto the next idea!

This has been the final installment in my "Summer Projects" series.  The next few posts will be focusing on what I actually did accomplish!  I think that's even more exciting, although I hope seeing some of the "befores" got your creative juices flowing in terms of how you'd fix the problems.  If you're setting up your class this week, I hope you're feeling excited about some new things and you'll share them in the comments below!

Every Day Counts Calendar Area Upgrades for 2012

I really needed to redo my calendar bulletin board.  

It just wasn't my first priority when I was setting up my classroom last fall.  I was too focused on learning the new Math in Focus program, and didn't realize at first that we were supposed to teach the Every Day Counts calendar program TOO.  "Surely they wouldn't make us learn TWO new math programs in the same year?" 

Wrong. 

So it got off to a slow start, but after I signed up for additional training I got more excited about it.  By the end of the year I had made learning centers out of the measurement and fraction activities, which I was proud of.  But my display needed some work.

So this year I've moved the calendar over and doubled the amount of space for it so that all the parts are together.  I upgraded the labels so that they are actually visible (and colorful) from a distance.  And although it's empty for now, I'll keep you posted with how the display evolves with student work. 

And the "counting tape" to show the multiples for each day of school had to go.  I needed a system that would result in the graphics not being damaged (so tape is out) and not falling off (like paper clipping them together in a chain, which didn't work so great last year).  So I used my old standby:  cutting slits for paper clips.  It never fails!  Here's the result:

Yeah...that was a lot of slits to cut.  Still, easy enough task to spread out over a week in the summer.  And now it's done, sturdy and clean looking thanks to the powers of lamination, and hopefully those multiples icons won't fall off.

***Update as of February***

Here is how the new Every Day Counts displays are progressing:

Not bad!  The fraction circles look a lot better now, and so do the labels.  I quickly realized the depositor money didn't work on binder clips, and the paper cups work better than the short lived plastic disposable ones that cracked.  They're not as pretty, so I might need to work some Duck Tape magic on them.  I think a few changes are needed for next year, though:

• I did realize I need to work from right to left in order to end with the shorter columns above the doorknob.  
• Also, I don't think I will keep the blank measurement pages posted; it looks too cluttered. I'll relegate them to my worksheets filing tub. 
• I think I might just need a third panel devoted to math next year.  The vocabulary terms alone need at least half a panel as the year goes on, and I'd like to do a better job of organizing them. 
• My Depositor Record sheet just didn't work for this group!  They are having such a hard time with the concept of keeping a running tally, adding a new total to the old total.  Yikes.  For now I'm going to keep modeling, but I know I need to come up with an easier way to help them learn it faster.
• The management system needs an overhaul if next year's class is anything like this one.  This group is just not at all independent, and although the goal is to have students run the calendar, it's still very teacher directed at this point in the year.  I think I'll need a "math job chart" instead of leaving it to early finishers to select a task and do the updating.  I might do "at a glance" tips that change specific to the month in order to help kids remember what to do, as well.

How have you set up your Every Day Counts board?