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Fractions on a Number Line with Frankie the Fraction Frog

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Frogs and fractions.. go together like peanut butter and jelly?! Stay with me, I promise this one will CHANGE how students understand fractions on a number line.

Frankie starts on his lily pad and jumps to the spot on the number line that is marked to eat his fly (the point). Each jump counts as one, therefore if he jumps 4 times, our numerator is 4. After, Frankie is so tired from his jumping he needs to swim to his lily pad. He starts at one lily pad (0) and goes UNDER the water, and comes up for breath every hash mark. Each time he comes up for water, it counts as one and that is our denominator. He swims across the whole pond to the other lily pad which is 1. I love using these mats (pictured below) so students get a lot of practice with finding fractions on a number line.

It usually works WONDERS with my kids! We spend a lot of time creating our own number lines and using fraction tiles to help us understand that each part of our number line is a part of our whole prior to this lesson. The kids are always so excited about Frankie and how he helps us! I also bought a frog onesie from Amazon to really spice it up!

My kids LOVED this whole lesson and is always a standard they perform so well on, a win win! 🐸

Click on this image to bring you to my TPT store to add Frankie to your classroom!

Let me know if you use Frankie in your room and how it works!

Numberless Word Problems in the Elementary Classroom

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Word problems can always be tricky to teach and tricky for kids to understand. In the beginning of my teaching career, I focused so much on key words and strategies that told my students to underline the problem and box key words. As the years went on, I realized that even when my students are doing all of “the parts” of the word problem strategy that I am asking them to do, they aren’t actually understanding how to attack the word problem independently.

I wanted my kids to focus more on what is actually happening in the word problem so insert numberless word problems. When I first learned about numberless word problems, my first thought (if I am being completely honest) was, “How in the world would that actually help them understand if there’s no numbers?” As time went on and I learned more about the importance of taking the numbers away, the more I learned how this actually helps deepen students understanding of the word problem.

Let’s take a peek at what I do!

First thing I will do is display the numberless word problem on the Smartboard. Students will have a graphic organizer in front of them.

When this first is displayed I will read the word problem and ask students what they are picturing in their minds as I read the story. Students will record some thoughts/pictures/notes onto their graphic organizer.

I will now ask students about what information do we have now? (George=32 fish) What information are we missing? (How many more he bought) Students are recording this onto their graphic organizers as we are working through the problem.

I will now ask students about what information do we have now? (bought 18 more fish) What question could we be asking? Students may say how many fish does he have in all? We want students to start understanding that when you have some and you got some more, you will have a bigger amount than you started with. Students are recording this onto their graphic organizers as we are working through the problem.

I will now ask students about what operation we will use to solve the problem. It takes time but students will start to understand that they are looking for the total. They will see that they have a part, and got another part, which will help us to find the total. Students are recording this onto their graphic organizers and once the operation is determined, they will solve the problem using pictures, numbers, and/or words.

Here is an example of what it may look like!

I will use these numberless word problems as a warm up as a whole group or even in small groups. As time goes on and students feel comfortable with this, they can do it independently or with a partner!

Do you use numberless word problems in the classroom? Let me know if you have any comments or questions about this!

Math Workshop – How? What? Why?

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Math Workshop has truly become one of my favorite times of day. When I first started math workshop, I had NO idea what I was doing but read a ton of research on the importance in making this shift in math instruction and haven’t looked back. With the Common Core Standards, we as teachers cannot simply rely on teaching students just a formula to answer math problems anymore. As we know, students learn concepts at different paces and having math workshop in your classroom allows you to meet the needs of each and every learner.

What is Math Workshop?

Math Workshop is a method in which teachers assess students and group them according to their proficiency level. Groups will change depending on the topic/skill. I give a quick pretest before major topics are taught to be able to adequately group students.

•Each student receives small group instruction, followed by independent work time.

•Allows for students to be rotated/moved to different groups by lesson or unit.

•Students are engaged at all times in mathematics practice and concepts are reinforced daily in stations.

•Students are motivated by the rotation, and manage themselves with little need for teacher interruption.

What does Math Workshop look like? 

Math Workshop consists of a problem of the day, a mini lesson, four rotations, (Math Facts, At Your Seat, Teacher’s Choice, and Hands On) and a wrap up/exit ticket.

Before the Mini-Lesson

We often start off Math Workshop with a problem of the day or a math warm up to get our brains ready for our lesson. The problem of the day is projected on the whiteboard and students complete the problem in their math journal or on a personal whiteboard. These problems are open ended questions and are created from the Common Core Standards. Our math warm ups are quick ways to get kids thinking and talking about numbers.

The Mini-Lesson
Mini lessons usually take about 12-15 minutes depending on the topic. During this mini-lesson, I am introducing the skill/standard that is going to be taught. I always have students on the rug with a whiteboard, marker, and eraser. First, I model how to solve a problem on that topic. For example, if our topic is using arrays for multiplication, I will explain to them what an array is, how to create an array, and why they are helpful. Next, we practice solving one or two problems together. Finally, students will do one or two problems independently and will usually Turn and Talk with a partner to explain their thinking. I invite students to come to the front of the room to share their genius thinking with their classmates. Teachers will then go over what the rotations will look like and math workshop begins! Rotations last about 15 minutes long.
M: Math Facts
At this center, I focus on strengthening fact fluency. I use anything from flashcards, math games on an IPAD or computer, math drills, or more.

A: At Your Seat

At this center, one of the most important things I learned was to review the skill/standard from the PREVIOUS day’s lesson(s). Since a group of students go to this rotation first, it is important that this rotation is used as a review. Students would not know how to complete the assignment since they have not yet been taught by you! (I learned this the hard way!) Some things students do in this rotation are worksheets, journaling, completing task cards, and independent centers.

T: Teacher’s Choice
At this rotation, students meet with the teacher for a small group lesson to practice the skill that was just taught in the mini-lesson. I always try to include a fun warm up activity before we get into the lesson. (Again, a review activity, not an activity that mirrors that lesson if it is the first day of teaching it!) I love having students use whiteboards and different manipulatives. As students are working, I will conference with a student and will take anecdotal notes during those conferences.
H: Hands On
At this rotation, students will work together to problem solve, play games, and collaborate with one another. Students can play math games/centers in small groups or in partners. They bring their math journals, whiteboards, or recording sheets with them to record their work while playing.
Exit Ticket/Wrap Up/Share
After the rotations are complete, students will come back to their seats and complete an exit ticket and then come to the rug. Exit tickets are very helpful for grouping students for the following day! Once the exit tickets are completed, (this should not take more than 5 minutes!) students share used strategies, ask questions, make connections, and reflect on their mathematical practice during math workshop.
REMEMBER to choose stations that:
  • You don’t need to change often.
  • Students know routines and can get started quickly and independently.
  • Are much less time consuming for you and allows you more time spent planning quality small group lessons.
  • Don’t require a ton (or any!) paperwork.

When planning the lesson:

  • Determine big ideas (based on student needs and standards!)
  • Decide what students need to learn and do to be successful.
  • Use assessment information. (informative and formative)
  • Choose specific teaching points for each group
  • Prepare differentiated lessons; gather materials.
CHECK OUT SOME OF MY FAVORITE MATH MATERIALS BELOW!
Math Warm Up Year Long Bundle    Error Analysis Bundle 
I hope this was helpful for you as you are planning how to run math workshop in your room! Please let me know if you have any questions or comments. I would love to hear about how you use math workshop in your room! 🙂
-Jen
 
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