February 1, 2023 | Rebekah Lowe
Second grade has just started a new unit on DATA! We have been playing games like Guess My Rule to make categories and groups. In the game, a student is told that they “fit the rule” while another student is told that they “do not fit the rule.” (The rule might be wearing glasses, having a design on their shirt, having a zipper.) Students then decide whether other students in the class fit the rule or not. In the end, they get to guess what is the rule.
Another game we play is Guess My Rule with Yektiis. Yektiis are a made-up beings. They have eyes, a shape for a body, and antennae. They look like this. No two yektiis are the same.
Students use these yektii cards to play the same game – Guess My Rule. For example, the rule might be 4 antennae. Students will put a yektii card that has 4 antennae into the circle since it fits the rule. They will put a yektii card that does not fit the rule outside of the circle. After a few cards have been put into the circle, they get to guess what the rule is.
After learning and talking about groups/categories, students take this data and represent it on a graph. We started with a picture graph and then moved onto bar graphs. Their graphs need to include the title, labels, and bars/pictures. After making their graphs, they interpret them. Graphs share a lot of information with us!
One of the second grade standards is this:
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph.
Second grade has been working hard to make these graphs and answer questions about them! Hopefully, you have already seen some of their work come home with them!
In third grade, students are measuring! They use yardsticks, metersticks, and rulers to measure the perimeter of objects in the room.
This student decided to measure the perimeter of the ruler itself!
12 in. x 2 = 24 in.; 1 1/2 x 2 = 3 in.; 24 + 3 = 27 inches!
Last week, we got into teams and measured the perimeter of the classroom in feet. We had to move some furniture to get a straight line. Students were careful in placing the yardsticks end to end, and keeping track of how many yardsticks were used (partial measurements). In the end, our measurements were remarkably similar to each other!
Students chose perimeter “puzzles” to complete with a partner.
They compared answers with another friend group who completed the same puzzle. When they had different answers, they had to explain how they came to their conclusion.
Finally, IXL has provided wonderful practice of perimeter problems.
Now that students know how to calculate perimeter, our next investigation is calculating area!