Math 2016  2017
"Hubble Bubble, Double Trouble" Song
Click the play button below to hear the song the students wrote while studying doubles facts. The inspiration for the chorus came after reading the book Hubble Bubble Granny Trouble that we were reading as a Halloween/Family Heritage Studies book. There was a lot of rhyme brainstorming to create all of the versus. It was a great creative and collaborative effort for the entire class. Everyone is getting really good at remembering these math facts because of our created tune. We hope you enjoy our song as much as the kids have!
To begin the school year, much of the math has revolved around the letters in our names. The students built their names while focusing on capital and lower case letters, in addition to vowels and consonants. The kids helped to decide that the capital letters would be represented in blue, the vowels in green, and consonants in white. When we built our graph together to show all of the letters of our name, the consonants were shown in black so they would show up on the white graph paper. Look at all of our letters. The next mission is to find out the total number of letters!
We read Ten Black Dots by Donald Crews. Students created designs after exploring with the dots on ten frames and discussing number concepts.
The students are studying trees and forests and each student has selected an animal of focus (some students are studying the same animal). Each student researched the length of their animal. After all the lengths were found we converted all the measurements into inches, then sequenced the lengths. The students decided to work from smallest to largest, then we used inch cubes to represent the size of each creature! The butterflies were the smallest creatures and the deer was so long it needed two photos!
Math 2015  2016
Exploring Objects Made of Wood
During the first week of school each student brought in a wooden item from home. Everyone shared their object and told where it came from. After that, the sorting began. Students brainstormed ways to group the items by things they had in common such as "these belong in a kitchen". The children came up with numerous ways to organize the pieces. There were many groups for many of the objects. All of the items went into the category "it has lines". That surprised many of us that all of the items were in a group other than "made of wood". One student suggested to sort the items into big and little. That comment lead us to sequence the items according to size as seen in the photo on the left. We had to hold many items next to each other to be certain which was larger or smaller. We also used iteration to compare objects using another object. It is an interesting collection and we had a great time thinking together as we started our learning adventures this school year.
During the first week of school each student brought in a wooden item from home. Everyone shared their object and told where it came from. After that, the sorting began. Students brainstormed ways to group the items by things they had in common such as "these belong in a kitchen". The children came up with numerous ways to organize the pieces. There were many groups for many of the objects. All of the items went into the category "it has lines". That surprised many of us that all of the items were in a group other than "made of wood". One student suggested to sort the items into big and little. That comment lead us to sequence the items according to size as seen in the photo on the left. We had to hold many items next to each other to be certain which was larger or smaller. We also used iteration to compare objects using another object. It is an interesting collection and we had a great time thinking together as we started our learning adventures this school year.

This February Olympic fever hit Room 17 in a very mathematical way. The students were enthusiastic about the upcoming games in Sochi, Russia, but even more eager for the Lyman 2014 Games. Each team was currently researching an Asian country for social studies. They found the flag, and used geometry, measurement, and/or fraction knowledge to create the flag on their headbands. Each of the national anthems from China, India, Japan, and Singapore were played in our opening ceremony along with the Star Spangled Banner and the Olympic Creed. Each athlete additionally wore a three digit number. To earn the right to wear this number they had to pass a rigorous set of place value skills centered around that number of their choice. The torch was passed around, then the participants bundled up for the games. Once outside in the snow, the events began. Measuring of distances and times took place so students practiced these mathematical concepts. Students used the timer on the iPad to record the performances of the athletes. Many of the students became interested in helping to find the "medium time" on the three iPads. (they were figuring the average of the three times with no instruction, just mathematical instincts). All of the athletes demonstrated the Core Ethical Values and superb sportsmanship throughout the games. The next day, when the results were in, the data was organized, but the teams needed to add together each athletes total score (names were removed so we just focused on the numbers). This involved four digit numbers, some with decimals, and rounding inches to feet. The mathematicians were amazing! Next, we sequenced the scores from least to greatest for speed events and greatest to least for distance events. Finally, the names were revealed, and the medals awarded. The medals were penny for 4th place, nickel for 3rd place, dime for 2nd place, and quarter for 1st place. Once the ceremony was done, the math began again as teams totaled the value of their prizes. They also came up with other ways they could have earned the same prize money. The Lyman Olympics of 2014 was a truly special event that integrated so many mathematical and social studies concepts into an engaging and memorable experience for all.
The photo near the button text box at the top of the page was taken on Dot Day. The children used Dots candies to explore using tens frames and organizing items to make mathematics more logical. Each student rolled a die. The first graders used a 6 sided die, the second graders used a 10 sided die. Each student built their number and made a dot on a paper ten frame. We looked at all of the papers and realized it would be hard to total the number looking at the dots that way. (See image below). Next, we used the dot candies and organized them all together carefully arranging the dots and adding each total as everyone put on their number. Then it was very easy to see with ten ten frames filled and one ten frame with one dot, that our number was 101 dots!
Click the link below to practice one of our favorite SMARTBoard games. It helps us to practice fact fluency. Download and adapt it to your own challenging numbers!
subtraction_practice.notebook  
File Size:  17 kb 
File Type:  notebook 
The children explore concepts of addition, subtraction, place value, and geometry using a wide variety of materials. There are also
many opportunities in the classroom that have presented themselves for real world problem solving.
Here are some of the problems
the children have explored:
many opportunities in the classroom that have presented themselves for real world problem solving.
Here are some of the problems
the children have explored:
How many cubes do you think are in this tower?
The children worked together to answer this question after building this structure. Everyone had to cooperate and use skip counting abilities with 100s, 10s, and 1s. It took awhile as we don't usually count so far into the 1,000's. We also had to doublecheck our work. The result had a 4 in the thousands place, a zero for the hundreds place, 6 in the tens place, and 3 in the ones place. So there are 4,063 units represented altogether in the tower.
How many vowels and consonants are in each student's name? After each child created the work for their own name using cubes and color coded paper strips, a graph was made, and the total number of letters for the names in the whole class was discovered.
How big is the base of a redwood tree? Rulers were used and the students worked together to measure out the size of the base of the trunk. Unfortunately, we would have had to break down a wall to see the exact dimension as we were nine feet short in the classroom!
What does a million look like? The children were inspired to learn about a million and decided to create a million cube to show what 1,000,000 units would look like. It was bigger than any of us had estimated. A washing machine box had to have box lids added to each side to create this representation. Our school has units to show one, tens rods to show ten, hundreds flats to show 100, and thousand cubes to show 1,000 in each classroom. But now we also have a 10,000 rod, a 100,000 flat, and the million cube to show these large values as well!
Can you create a polygon? The children used paper to create multisided shapes. Next they added their shape to the class collection and wrote "I Spy" types of clues to guide the reader to find the selected shape in a photo of many geometric shapes created by classmates.
How much money did we raise for the Green Belt Movement? The children will need to sort, count, and total coin amounts to discover the exact amount of money that we have to donate to the charity. When they figure out the number of each type of coin, the values, and have understanding of how it all comes together, the money will be sent on to do good to improve the economy and environment around the world.