Today fourth grade students were given a division problem (2,472 ÷ 6) and asked to solve it. Most students used what we call the bubble method, which is a good, though fairly inefficient strategy. Some students immediately used bigger numbers such as 100 or 200 to start with while other students used smaller numbers. Both strategies are fine, though using bigger numbers is more efficient. As students mastered that problem, they were then asked to solve a second problem that included a remainder just to see if they knew what to do with that remainder. While most students were still working on the first problem, a few finished with both problems. Those students came back to what we like to call the “Firepit,” (we also have the cave – for when you want to work by yourself, and the water-cooler – for when you’re working with a group) which is the table where I pull small groups to learn a more efficient way of dividing. This method is called the partial quotient method and while it is more efficient than the bubble method, it is not quite as efficient as the algorithm itself. This is the perfect stepping stone for students.
While most students will leave fourth grade having mastered the partial quotient strategy, a few will move on to the actual algorithm. I know that it may seem like a weird way of teaching division, especially when you were taught a completely different way. This strategy helps to cement their conceptual understanding of division rather than having them simply following steps they don’t understand.
Third grade reading started their study of Greek mythology. We talked a bit about word parts having meanings by breaking up the world pantheon to help us understand it and why it’s important in our study of Greek mythology. We will likely continue to have discussions like these during this unit and Greek and Latin roots make up a sizable chunk of the English language. We also discussed the importance of understanding what you read and paying attention to whether or not you understand it. They have a bookmark of sorts that they will use during this unit to help them with the “Fix-it up” strategy. It gives them a series of suggestions on what to do when they realize they’re having trouble with what they’re reading. For bright kids who have had few issues with learning to read, they often don’t realize when they’re missing important information so that will be one of the most important aspects of this unit. In addition, they are being asked to write a summary about each story using the “Somebody wanted but so then” strategy. Using Cinderella as an example, students might write: Cinderella wanted to attend the ball but her step-sisters wouldn’t let her so a fairy godmother helped her then she married the prince. It is a quick and easy first step towards learning how to summarize.
Second grade math completed their study of geometry. We talked about the differences between 2D and 3D shapes, how many faces each had, vertices, etc. Geometry is very much about vocabulary so we reviewed the root words for numbers.
Fourth grade reading had another great conversation about World War II. Today we discussed propaganda and the Holocaust. Students asked some hard questions and we took a few detours as I tried to answer those questions in the most age-appropriate way while also honoring their thoughtful questions. I’m interested to see what they want to do next. They’ve asked for a chapter book and I think I might have one in mind that will push them to think a little harder than they’re used to – even if they’ve already seen the movie.
Third grade math worked on graphing. Today I gave them a chart and a graph that had discrepancies. They were asked to share their observations about the data they were given. All of the groups spotted the discrepancy between the chart and the graph, but all of the groups also missed the data that was not reasonable. We talked about how important it was that, when looking at data, to evaluate its reasonableness as well as checking for any errors that might be present. On Thursday they will be asked to create their own set of faulty data that they will have to share with other students who will then be asked to determine where the mistakes are.