Today's Problem of the Day:
Sort classroom objects into two groups:
Long and Short
For this problem, students need to sort classroom objects into two groups: long and short. This Problem of the Day is a little different, because we will not be using the SMART Board. I put some examples of possible classroom objects on the slide, but I use actual objects for this problem. They do not necessarily need to be things pictured.
I have many students participate in this problem. As each student places an object I have the student explain why they are sorting it that way.
You are going to be working on this paper on your own. When you get the paper take it back to your seat, put your name on it and put your pencil in the air.
I use the procedures outlined here on the Paper Procedures
Listen for directions.
You need to cut out the gardening objects. Glue the long ones in the box with the mouse with the hat and glue the short ones in the box with the mouse without the hat.
I walk around and make sure that students are correctly placing the objects. I tell the students that they are finished, they can put their paper in the basket and get their center.
This week's centers are:
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers and work with them depending on the time they need (5 - 10 minutes).
Today I am helping students with their centers. Yesterday I found that many of my students needed help learning to measure in the various centers.
Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats. This is a paid resource, but there are many free examples of transition songs easily found in a web search. Another transition I have been using lately during clean up has been counting down from 20 slowly. The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.
To close, I put a student's paper on the document camera a project it on the SMART Board. I have that student explain their work. I mention positive things noticed during centers as well as something that needs to be better next time.
I review what we did during our whole group lesson. "Today we review comparing length and using measurement terms. Tomorrow, we are going to compare the concept of weight."