Whew! This has been quite a school year! I did not imagine I would have so much fun getting to know new coworkers and new students. 3rd grade has been a great adventure and we are going into our last stretch of the school year. I am so upset that I have not updated here as often as I would like. Since I have not done that, I have decided to feature some retro information to update you on all of the amazing things we have done this school year. I am so proud of how far my Superhero Panthers have come and I am so excited about where they will go in the future!
Let me give you a recent retro post now as I sit here wishing I was back home for one more day...check out the feet...do you know where I want to be??? 👀💖😀
Mama Stricklini’s Pizzeria (March 2019)
This past week...before this amazing Spring Break :)...we closed out our unit on fractions. I must admit that I had tons of fun exploring all of these different concepts with students. It is different seeing it from the 3rd graders perspective. Coming from 5th grade, I definitely understand the importance of setting a solid foundation for fractions because...chile!...it gets intense!. Anyway, I am so proud of my Panthers and how they pushed through identifying fractions of a whole and set, composing and decomposing fractions, partitioning fractions (👀), equivalent fractions (thankful for number lines and pictorial models 😄) and comparing fractions. We have done so much! They have out performed themselves. I thought it would be a great idea during our reteach day, to review these concepts in Mama Stricklini's Pizzeria (established March 2019...haha). Intro the logo please!!
The students entered the room and saw this setup.
Each table was a different station that was used to review a fraction concept. The aluminum take out plates have STAAR questions aligned to the concept of that station. As students answered questions, they wrote them down on an answer sheet that traveled with them on a clipboard.
*I used this a mini transformation, so no background changing, but students were immersed in Italy with music that played for the duration.
Students were dressed in chef hats and aprons to add to the ambiance...
I had my apron on too!
There was one teacher led table. The content for the teacher led table was chosen because it was one of our weaker areas I noticed after analyzing our previous day's unit assessment. I had so much fun working with each student in small groups addressing the misconceptions of partitioning fractions of a set. The conversations we had were insightful! Here is a breakdown of each group.
We used Gummi Pizza Candy to practice partitioning whole pizzas among friends (i.e. 2 pizzas, 5 friends...what fraction would each person get...etc.)
After we practiced with the Gummi Pizza, students used stickers of whole pizzas and we created word problems that needed them to share those pizzas with different amounts of friends. We were also forced to analyze the "Cathy and her 4 friends" questions. Students learned to not leave out the main person in these situations. Or, as I would say...Poor Cathy gets no pizza!
Oh yeah...they got to eat the Gummi Pizza while answering questions!
Students were able to spend two rotations working on this project.
Let me give you a recent retro post now as I sit here wishing I was back home for one more day...check out the feet...do you know where I want to be??? 👀💖😀
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| My favorite accessories worn Mardi Gras day purchased from a cart at a parade...home is where my💖 is. |
This past week...before this amazing Spring Break :)...we closed out our unit on fractions. I must admit that I had tons of fun exploring all of these different concepts with students. It is different seeing it from the 3rd graders perspective. Coming from 5th grade, I definitely understand the importance of setting a solid foundation for fractions because...chile!...it gets intense!. Anyway, I am so proud of my Panthers and how they pushed through identifying fractions of a whole and set, composing and decomposing fractions, partitioning fractions (👀), equivalent fractions (thankful for number lines and pictorial models 😄) and comparing fractions. We have done so much! They have out performed themselves. I thought it would be a great idea during our reteach day, to review these concepts in Mama Stricklini's Pizzeria (established March 2019...haha). Intro the logo please!!
The students entered the room and saw this setup.
Each table was a different station that was used to review a fraction concept. The aluminum take out plates have STAAR questions aligned to the concept of that station. As students answered questions, they wrote them down on an answer sheet that traveled with them on a clipboard.
*I used this a mini transformation, so no background changing, but students were immersed in Italy with music that played for the duration.
There was one teacher led table. The content for the teacher led table was chosen because it was one of our weaker areas I noticed after analyzing our previous day's unit assessment. I had so much fun working with each student in small groups addressing the misconceptions of partitioning fractions of a set. The conversations we had were insightful! Here is a breakdown of each group.
Teacher Group (Rotation 1)
We used Gummi Pizza Candy to practice partitioning whole pizzas among friends (i.e. 2 pizzas, 5 friends...what fraction would each person get...etc.)
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| *It was a plus that they were already divided in fifths! |
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| You can see the answer sheet here with question numbers for each space. |
After we practiced with the Gummi Pizza, students used stickers of whole pizzas and we created word problems that needed them to share those pizzas with different amounts of friends. We were also forced to analyze the "Cathy and her 4 friends" questions. Students learned to not leave out the main person in these situations. Or, as I would say...Poor Cathy gets no pizza!
Oh yeah...they got to eat the Gummi Pizza while answering questions!
Rotation 2 & 3 (Make a Pizza)
Students at this table took their planning sheet and used it to create a pizza box pizza. The box had to include equivalent fractions and decomposing of fractions according to the slices of pizza they decorated.
Students were able to spend two rotations working on this project.
Rotation 4 (Design a Pizza)
Students at this table created pizzas using stickers. For each fraction they created according to a pizza slice, made a comparison. (For example, 1/2 pepperoni > 1/8 sausage, etc.)
Rotation 5 (Fill it Up!)
Students at this table played a game of who can create a whole pizza the fastest. They used a spinner to find out what pieces they could use. Students had to bring in knowledge of equivalent fractions to know if they could finish before their group member.
Rotation 6 (Break It Down)
Students at this table roll die to create a fraction. They then decomposed that fraction using unit fractions. Students competed to see who could create the sum of unit fractions the fastest.
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| This is me..searching a picture of this table that I obviously do not have...ugh! |
Give Me Pizza!
Finally, after all of that hard work and talk about pizza, I gave students an opportunity to make their own pizzas. I threw them in my toaster oven that I dragged out of my pantry and students ate those little pizzas up like they had never had pizza before. Maybe it's because they made it with their own hands...? I don't know, but it was an amazing way to end an amazing day filled with learning and fun! Stay tuned for another retro post coming soon!
