Beginning Fractions

Today in math, we began our third grade fraction unit.  Students began thinking about way to fairly share brownies.  Using their own inquisitive math minds, students began making connections way beyond the teacher's expectations! The following statements were made by students during the work period and/or closing session:

• "I noticed that the more people you have to share the brownie with, the smaller each person's brownie will be!"
• "I noticed that 4/4 (four fourths) is equal to one whole!"
• "When the numerator is the same as the denominator, the fraction is equal to one whole!"
• "One-eighth is half of one-fourth!"
• "I can use multiplication to help represent all of the eighths that equal one whole. For example, 8 x 1/8 = 1."

This chart was made during our closing session based on what the students noticed during the work session. 

This is the Student Sheet that the students worked on during the work session.  The yellow pieces represent a brownie cut into fractional pieces.

Tricky Triangles!

For the past two days, our tiny mathematicians have been exploring the attributes of triangles through the essential question: "What are attributes of all triangles?" Yesterday, students constructed triangles with straws and explored the similiarities and differences between them.  During the closing, we compiled a list of attributes of all triangles (see picture below of our closing thoughts). 

All triangles...

• have 3 sides, angles and vertices
• are closed figures (no openings or "cracks")
• have straight lines (no curved lines)
• no "extra pieces" hanging off
• are 2-dimensional

As we continue to explore triangles, we will see if we can add to this list. Also, next week students will be exploring the same essential question only instead of thinking about triangles we will focus our attention on quadrilaterals.

What do you notice about these two triangles? What is similar about them and what is different? Leave your comment below!

Division Strategies

Lately in math class, students have been exploring the idea of division and how it relates to multiplication. Students have been developing strategies that make conceptual sense to them in order to solve. Here is a chart of the strategies that came up in our closing session based on just one problem! These kids are pretty smart. Wouldn't you agree?