By Marilyn Burns
For a few years, Marilyn Burns has produced a e-newsletter for academics. every one e-newsletter comprises classroom-tested actions from lecturers around the state. This compilation provides the newsletters' top problem-solving classes for grades 1-6. the teachings span the strands of the mathematics curriculum and are illustrated with kid's paintings.
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Extra info for 50 problem-solving lessons: The best from 10 years of math solutions newsletters
Then you’ll talk in your group about how you might share the apple equally, so you each get the same amount. After you share your ideas, agree on one plan that you think would work. ” Bonnie showed the children the knife she had brought for cutting the apples. “When you show me your plan, I’ll follow it and cut your apple, and then you can eat it. It may help to include drawings on your plan so it’s clear to me what to do, but I also want you to explain your plan in words. ” Jason asked. ” Bonnie then reviewed the instructions and wrote on the board: The children’s writing showed a variety of methods.
Like a fence 34 Grades 1–2: Lessons with Geoboards Note: These lessons appear on the geoboard videotape in the “Mathematics with Manipulatives” series. ) When all of the students had made their shapes, Bonnie called for their attention and invited Rebecca to come to the front of the room and show the class the triangle she had made. Bonnie then led a class discussion, asking: “How many sides does Rebecca’s shape have? Has anyone else made a shape that also has three sides? Come up and show it. How are these alike?
However, as with the first plan, there weren’t enough columns on the paper. Finally, the class settled on five numbers to a column and labeled Revisiting the Lesson Sharon returned to the activity a week or so later. Children often benefit from trying an activity a second time. Their prior experience eliminates the confusion that new activities often generate and allows children to focus more easily on the mathematics. Sharon told the students that they would investigate more carefully how the sizes of their hands compared with the number of beans they could hold.