Today we continued our work with fractions only now we are multiplying them. I started the session differently than previously. After our meeting last week about setting up our virtual classroom like a brick and mortar room, I thought I would incorporate some suggestions. One was to have something for them to work on when they enter and the other was to list the rules for them. I explained these changes to our room and the students had no problem with them.
After the housekeeping parts it was on to the actual lesson. This went extremely well. I explained to them that multiplying fractions was like looking at the problem as 2 multiplication sentences on top of one another. This really seemed to help them understand. Everyone wanted to work a problem and all did very well with this. The challenge came when we started to talk about using Mixed Numbers. Since we cannot multiply them like they are we have to convert the mixed number to an improper fraction. I demonstrated this since most of the lcass presented me with confused faces. Once I went over how to do it, they reeally caught on. We continued on to the multiplying part. In the end, I mentioned they would need to simplify the new fraction. This meant they needed to create a new mixed numbers. Since I had mentioned this last week, we reviewed how to go about it. There were some students who were still confused. I mentioned they can come back to class tomorrow when we go over everything once again.
I was very pleased with today's lessons. Once again, if they do not understand something they will not hesitate to tell me and we work it out together. They feel very comfortable with making errors and learning from them.
Til tomorrow!
Monday, October 12, 2009
Friday, October 9, 2009
Finally Friday!
Well, it is finally Friday. No scheduled teaching classes today. Several parents missed their conferences when I called so I scheduled them for makeups today. Of course one person read the message and they were not even there (or answering the phone) when I called. That part is so frustrating. I did successfully make contact with 2 of them.
The rest of the day was spent completing my notes and other miscellaneous administrative tasks. It will be nice to relax this weekend.
Next week, we continue working with fractions. This time we will be multiplying fractions and even multipying fractions and whole numbers. It will be interesting to see how well they pick up the concept presented in these lessons.
Until Monday!
The rest of the day was spent completing my notes and other miscellaneous administrative tasks. It will be nice to relax this weekend.
Next week, we continue working with fractions. This time we will be multiplying fractions and even multipying fractions and whole numbers. It will be interesting to see how well they pick up the concept presented in these lessons.
Until Monday!
Thursday - Reviewing this week's lessons
Thursday ended up being quite a busy day. I had a meeting about using our Elluminate classroom in a similar fashion as the brick and mortar building. Then, I reviewed with the students Adding and Subtracting Fractions with Uncommon Denominators. Finally, the day ended with conferences with some parents. I was so exhausted that I didn't get a chance to post.
In our meeting, they really reinforced how we need to make sure we have things set up just like in a brick and mortar building. They even provided some examples. I know now I have to get some things set up, but quite a few of them I already incorporate in my room.
The math lesson was a huge success. It was more of a review of what we covered this week. In fact, I did notice several students who have come to all the sessions this week. We reviewed the steps and then I provded practice problems for them to work out on the board. They love working on the whiteboard. Some of the students made minor calculation errors, but this provided a wonderful opportunity to point out how we can use these as a learning opportunity. As I was going through the problem, I would gently point out where an error has occured. In the end, I asked the student if going through this helped and received quite a few smiley faces. :-). I was also greeted in the chat window with several messages saying "Hugs for the Teacher".
Although it was a packed day, I couldn't help but smile from receiving my virtual "hugs". What a great group I had on Thursday.
In our meeting, they really reinforced how we need to make sure we have things set up just like in a brick and mortar building. They even provided some examples. I know now I have to get some things set up, but quite a few of them I already incorporate in my room.
The math lesson was a huge success. It was more of a review of what we covered this week. In fact, I did notice several students who have come to all the sessions this week. We reviewed the steps and then I provded practice problems for them to work out on the board. They love working on the whiteboard. Some of the students made minor calculation errors, but this provided a wonderful opportunity to point out how we can use these as a learning opportunity. As I was going through the problem, I would gently point out where an error has occured. In the end, I asked the student if going through this helped and received quite a few smiley faces. :-). I was also greeted in the chat window with several messages saying "Hugs for the Teacher".
Although it was a packed day, I couldn't help but smile from receiving my virtual "hugs". What a great group I had on Thursday.
Thursday, October 8, 2009
Wednesday's Work - Adding and Subtracting Mixed Numbers!
Today was challenge day in the class. It was a smaller than usual class, but I anticipated this since the topic was a challenge. We reviewed how to add and subtract fractions since this was part of what is needed. Regrouping was also reviewed since with some of the problems they needed to regroup fractions. I received quite a few confused faces (icons they can use) when mentioning regrouping with fractions.
I just did what I have done previously and broke it down for them in simplier terms so they could get what I meant. Since it was a smaller class, this allowed almost every person to try a problem. If for some reason, they were incorrect with setting up the problem we worked it out so they could see how to accurately solve the problem.
I enjoy working with smaller groups and posing a challenge to the students. All of these students were up for it and even though at times they were confused they immediately spoke up so I could offer any assistance. Did not have anyone in class today who only wanted social hour. They were here to work and it was obvious. Great class today!
Tomorrow (Thursday) is a review session over Adding and Subtracting fractions. The more they practice this skill the better they will get at using it when necessary.
I just did what I have done previously and broke it down for them in simplier terms so they could get what I meant. Since it was a smaller class, this allowed almost every person to try a problem. If for some reason, they were incorrect with setting up the problem we worked it out so they could see how to accurately solve the problem.
I enjoy working with smaller groups and posing a challenge to the students. All of these students were up for it and even though at times they were confused they immediately spoke up so I could offer any assistance. Did not have anyone in class today who only wanted social hour. They were here to work and it was obvious. Great class today!
Tomorrow (Thursday) is a review session over Adding and Subtracting fractions. The more they practice this skill the better they will get at using it when necessary.
Wednesday, October 7, 2009
Tuesday's Teachings - Adding & Subtracting Fractions with Uncommon Denominators
Back to teaching on Tuesday. It is always so nice to get back into the "room" with the students. They really enjoy our time together and I think this helps them and the parents with the lessons they are covering at home.
Since my classroom is quite different from the "normal" brick and mortar room, completing the time on task needed to be interpreted creatively. After reviewing the chart, I have really taken to noticing the tasks we are working on, if any one is off task (in this case that usually means randon chatting in the chat window instead of paying attention to the lesson), how is this managed, who am I calling on to answer the questions, and what interventions have I taken.
I cannot use proximity since I am not physically in the room, but what I can and do often use are my words. For example, during today's lesson one student what totally off track and typing away in the chat window (she only has priviledges to chat with me) about anything but Math. I reminded her "
If I needed to evaluate where I am considering my Classroom Managemnt and Organization, I would say I am a Professional who is working towards Mastery. I feel there is always room to grow even if you are at the top, but I know I am not there yet.
Today's lessons dealt with adding and subtracting fractions with uncommon denominators. The students really seemed to understand and like I said if they didn't they would ask. We reviewed vocabulary - denominator, numerator, common (from last weeks lesson), multiple, least, operation (in math terms), special form of one (1/1, 2/2. 3/3, etv.). I always feel reviewing the vocabulary will help them as they see these words in books and on the tests they take.
After reviewing the vocabulary, we moved on to working on finding the LCM (lowest common multiple). I reminded them this was skip couting with that number such as 2, 4, 6, 8 . . . or 3, 6, 9, 12, 15 . . .. I strongly suggested they write this out so they can easily seem what the LCM is. We practiced this quite a bit since they did seem to struggle with it (the same person wanted to answer so I knew it was time to really go over this deeply). Once this seemed to be something they understood, we moved on to using the special form of 1 to get an equivalent fraction so they would both have the same denominator. When this is accomplished, the adding and subtracting seems easy for them - denominator stays the same as the LCM and you simply add (or subtract) the numerator. This also allows me the opportunity to reinforce how important it is to know in your head the multiplication facts since we use these to determine the equivalent fraction. At the very end, I showed them how we can use what we just learned and challenge ourselves to work with mixed numbers. This will be Wednesday's 11AM class - working with adding and subtracting Mixed Numbers. Hopefully, they have remembered what we worked on earlier since this will really help them with this lesson.
I'll let you know how adding and subtracting Mixed Numbers goes Wednesday afternoon. LATER!
Since my classroom is quite different from the "normal" brick and mortar room, completing the time on task needed to be interpreted creatively. After reviewing the chart, I have really taken to noticing the tasks we are working on, if any one is off task (in this case that usually means randon chatting in the chat window instead of paying attention to the lesson), how is this managed, who am I calling on to answer the questions, and what interventions have I taken.
I cannot use proximity since I am not physically in the room, but what I can and do often use are my words. For example, during today's lesson one student what totally off track and typing away in the chat window (she only has priviledges to chat with me) about anything but Math. I reminded her "
If I needed to evaluate where I am considering my Classroom Managemnt and Organization, I would say I am a Professional who is working towards Mastery. I feel there is always room to grow even if you are at the top, but I know I am not there yet.
Today's lessons dealt with adding and subtracting fractions with uncommon denominators. The students really seemed to understand and like I said if they didn't they would ask. We reviewed vocabulary - denominator, numerator, common (from last weeks lesson), multiple, least, operation (in math terms), special form of one (1/1, 2/2. 3/3, etv.). I always feel reviewing the vocabulary will help them as they see these words in books and on the tests they take.
After reviewing the vocabulary, we moved on to working on finding the LCM (lowest common multiple). I reminded them this was skip couting with that number such as 2, 4, 6, 8 . . . or 3, 6, 9, 12, 15 . . .. I strongly suggested they write this out so they can easily seem what the LCM is. We practiced this quite a bit since they did seem to struggle with it (the same person wanted to answer so I knew it was time to really go over this deeply). Once this seemed to be something they understood, we moved on to using the special form of 1 to get an equivalent fraction so they would both have the same denominator. When this is accomplished, the adding and subtracting seems easy for them - denominator stays the same as the LCM and you simply add (or subtract) the numerator. This also allows me the opportunity to reinforce how important it is to know in your head the multiplication facts since we use these to determine the equivalent fraction. At the very end, I showed them how we can use what we just learned and challenge ourselves to work with mixed numbers. This will be Wednesday's 11AM class - working with adding and subtracting Mixed Numbers. Hopefully, they have remembered what we worked on earlier since this will really help them with this lesson.
I'll let you know how adding and subtracting Mixed Numbers goes Wednesday afternoon. LATER!
Monday's Musings
Well, sorry to say no teaching today since I helped proctor the 3rd Grade Reading OAT test. I do have class scheduled for Tuesday @ 1PM and Wednesday @ 10AM. Both of these sessions are covering adding and subtracting fractions with uncommon denominators. Wednesday @ 11AM I am going to extend the other lessons and work with adding and subtracting Mixed Numbers!
Sunday, October 4, 2009
What happened on Friday?
Well, I was not in my class on Friday since I had an all day meeting. Working from home allows me to attend these meetings when needed with very little disruption to my class and no sub required!
Friday we had an LPDC meeting - this is our License and Professional Development Committee. We look over the goals teachers have established for their renewal every 5 years. It is always interesting to see how some are quite specific and others are quite general. The state has certain guidelines we must follow and it is our job to ensure the teachers follow this as well.
The goals require teachers to be reflective on what they will work on to help them in their job as a professional and how will this impact student learning. Many things to consider when working on completing these. I enjoy looking over what other teachers are working towards and helping them in any way I can. When we have the pieces in place, the teachers and students all benefit.
Monday starts another week. We are on to fractions this week in Math! Until later~
Friday we had an LPDC meeting - this is our License and Professional Development Committee. We look over the goals teachers have established for their renewal every 5 years. It is always interesting to see how some are quite specific and others are quite general. The state has certain guidelines we must follow and it is our job to ensure the teachers follow this as well.
The goals require teachers to be reflective on what they will work on to help them in their job as a professional and how will this impact student learning. Many things to consider when working on completing these. I enjoy looking over what other teachers are working towards and helping them in any way I can. When we have the pieces in place, the teachers and students all benefit.
Monday starts another week. We are on to fractions this week in Math! Until later~
Thursday, October 1, 2009
Factors, Primes and Composites Oh My!
After working on GCF, we went backwards and worked on Factors, Primes, and Composites. It still amazes me how many of my students have a poor recall of their multiplication facts. This is going to really hinder them as the lessons continue. I will continue to stress to them the importance of knowing those facts without even thinking about them. However, until they see the real need to commit these to memory we can only prod them along.
This is another challenging topic especially for 5th graders. We started with a PowerPoint again and reviewed the definitions of factors. I also showed them with a triangle how the multiplication and division work together instead of thinking of them as separate math topics. Maybe if they see this connection it will be easier for them to remember the divison facts.
After the review of what factors well it was on to the new words Prime and Composite. Explained that a prime number only has the factors of 1 and itself (however, 1 is NOT a prime or a composite since it does not have 2 or more factors). Composite numbers have more than 2 factors such as 4 (Factors - 1,2,4). Worked on breaking these down using various numbers. Was also able to introduce the term exponent and show them what it means. I think they really enjoyed knowing this and the fact it makes writing a factor sentence much smaller and quicker.
Overall, they did quite well with this new topic. At the end, we used an interactive whiteboard Prime Factor Tree. I mentioned I had sent this to them as well and they were excited they could practice with this as much as they want. Planning on revising this topic since they are usually tested on it on the 5th grade OAT test (although it is really a 6th grade standard). I don't know who set up those standards or our math book but they need to work together on this :-). My one student who like to monopolize the chat window was back. However, this time I only allowed her to write to me. No one could see her posts. Since they were not on topic, it was better for everyone so they could concentrate on the lesson. I only hope she understood what we were doing since she seemed to writing in the chat window while we were going over things. I guess time will tell.
Next week in Math we are working with Adding and Subtracting fractions with unlike denominators. This is in Unit 4 and I am not sure some if the students are at this section. If that is the case, this will be nice preparation for them.
Until next time - Practice those math facts!!!
This is another challenging topic especially for 5th graders. We started with a PowerPoint again and reviewed the definitions of factors. I also showed them with a triangle how the multiplication and division work together instead of thinking of them as separate math topics. Maybe if they see this connection it will be easier for them to remember the divison facts.
After the review of what factors well it was on to the new words Prime and Composite. Explained that a prime number only has the factors of 1 and itself (however, 1 is NOT a prime or a composite since it does not have 2 or more factors). Composite numbers have more than 2 factors such as 4 (Factors - 1,2,4). Worked on breaking these down using various numbers. Was also able to introduce the term exponent and show them what it means. I think they really enjoyed knowing this and the fact it makes writing a factor sentence much smaller and quicker.
Overall, they did quite well with this new topic. At the end, we used an interactive whiteboard Prime Factor Tree. I mentioned I had sent this to them as well and they were excited they could practice with this as much as they want. Planning on revising this topic since they are usually tested on it on the 5th grade OAT test (although it is really a 6th grade standard). I don't know who set up those standards or our math book but they need to work together on this :-). My one student who like to monopolize the chat window was back. However, this time I only allowed her to write to me. No one could see her posts. Since they were not on topic, it was better for everyone so they could concentrate on the lesson. I only hope she understood what we were doing since she seemed to writing in the chat window while we were going over things. I guess time will tell.
Next week in Math we are working with Adding and Subtracting fractions with unlike denominators. This is in Unit 4 and I am not sure some if the students are at this section. If that is the case, this will be nice preparation for them.
Until next time - Practice those math facts!!!
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