# Tag Archives: percents

For the past few months, I’ve been completely sidelined with another project that required my full attention and writing skills.  Luckily, the project is finished and now it’s the waiting game.  SO my apologies for my disappearance.  However, I have a few blog posts that I’m going to catch up on in the next few weeks.

As most of you know, I’m a clothesline math enthusiast.  Love the routine.  Love the conversation surrounding it.  Love that it creates student engagement.  As a matter of fact, some of you might have seen this.  Chris Shore wrote a full book about it and gave me and my school an acknowledgement.  Super cool.

When it was time for my fractions, decimals, and percent unit, I was thrilled to use the clothesline.  I wanted my students to see the interconnectedness between each of the concepts.   After I taught them the skills needed (how to convert fractions to decimals, decimals to percents and fractions to percents), I broke out the clothesline.  This time, instead of pre-designated cards, I had my students design their own.  With the use of a hundreds grid, my kids got to design color in as many squares as they wanted.  From there, they collaborated with their table groups and figured out the fraction, decimal and percent of the grids colored in compared to 100.

Once they put them on the clothesline, we had a discussion about percentages less than 1% (and what they would look like).  We also had a discussion on 200% and where that would go in comparison to 100%.  Big math argument.  One student put 200% to the right of 100%.  Other students were arguing that it should be equally spaced compared to where 0-100% was placed.  100%-200% should be the same distance.

The lesson was a success.  But I had a revelation about clothesline.  Rather than me choosing with fraction, percents, decimals to, did I increase student engagement with having students create their own?  Is there more ownership with student-created clotheslines?  More importantly, how could other grade levels create their own clotheslines?

This sparked a new category of clotheslines.  I tried out my idea with a kindergarten intervention group.  The students were enthusiastic about it.  They liked seeing how many different ways we could create a certain number.  I saw the potential of using blank tens frames.  Kindergarten also creates their own with the use of the names. (see here)

Here are my latest additions to the clothesline world.  I’ve created blank templates in hopes that our students can take ownership of their own clotheslines.

10frame

double10frame

decimal

Fraction Decimal Percent

Until next time,

Kristen

# New Routines for 6th grade

In my district, there are several 6th grade teams at three separate elementary schools. They are an anomaly in that they are invited to secondary professional developments & textbook trainings with other middle school teachers, but yet they are their own special group.  It’s not easy to have secondary expectations, all the while being at a site with kindergarteners passing by your window.  With all these new expectations, new standards, and a new curriculum guide, I saw the need for help.  Me –being a middle school teacher turned math coach–jumped right in.

Our latest venture at one site has been to start math talks.  I introduced them to Which One Doesn’t Belong, Estimation 180 and Would You Rather. They were excited by these routines because they are engaging for the students.  It’s not their usual math.  It’s different.  The teachers are now sparking conversations with the pictures and questions.  It’s been incredible for them.  I recently took their principal on a math walk into the three 6th grade classrooms so she could observe their new routines.  The principal was supremely happy.

One popular thought that came up during our work last year and this year was a simple question….how do you review previous units?  How do we keep information that we did at the beginning of the year fresh?  For instance, 6th grade began the year introducing rates and ratios.  Part of their “Would you rather” routine reviews rates.  For instance…would you rather buy a Starbucks Venti for \$3.59 or a Starbucks Grande for \$2.99.  Essentially we are asking which is a better buy. We are starting a math argument.

So how do you bring fractions, decimals, percents, and ratios to life?  How do you make that lively and different from what they see in their textbooks?   Well…let’s first look at this pic….

What do you see? What do you notice?  What math questions could we ask?

What fraction of the donuts have green icing?  What’s the ratio between sprinkled donuts to stripped donuts?  What percentage of donuts have chocolate icing? What fraction of the donuts have purple icing?  Can you turn that into a decimal?

A simple routine comprised of many pictures of donuts, cupcakes, legos, or any variety of objects.  I’ve seen many math educators use pictures like this to start a visual routine/number talk.  Pictures are an amazing way to wake the students up and look at things differently.  I might bring this routine to my kindergarten teachers as a sorting activity.

So many donuts…..so many possibilities.

Until next time,

Kristen