It seems like just yesterday it all started...
And then we did all of this cool stuff and more (click on each picture to take you the original post)...
But then we had to take it all down...
And now we're off...
What a year.
It seems like just yesterday it all started...
And then we did all of this cool stuff and more (click on each picture to take you the original post)...
But then we had to take it all down...
And now we're off...
What a year.
1 Comment
During a spelling test in February, the kids started talking about what it would be like to have a lazy river in our school hallways. A few months later, we did our best to bring it to life. Here is our process...
BRAINSTORM THE LAZY RIVERFIND THE PERIMETER OF SCHOOL AND SET A SCALE
CONSTRUCT A SCALE MODEL OF OUR SCHOOLPROPOSE OUR IDEA TO PRINCIPAL COLE
Principal. Cole was able to see the lazy river pattern (represented by LEGO men in wrapped up Ziploc bags floating in water) and also addressed some valid points and concerns, such as cost and daily usage. If only we had more time in the year to go back and make it better!
And just in case you're keeping a Common Core tally at home:
CCSS.MATH.CONTENT.2.OA.A.1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 CCSS.MATH.CONTENT.2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.MATH.CONTENT.2.MD.A.3: Estimate lengths using units of inches, feet, centimeters, and meters. CCSS.MATH.CONTENT.2.MD.A.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. CCSS.MATH.CONTENT.2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. CCSS.MATH.CONTENT.2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. CCSS.MATH.CONTENT.2.G.A.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. CCSS.MATH.CONTENT.3.MD.D.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. CCSS.ELALITERACY.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELALITERACY.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 
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June 2017
