Interactivemathjournal 1 by holyspirit

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Page 1

Table of Contents About This Resource

Before You Begin

Organization

Reflections – Left Side and Right Side Thinking

Assessment

Getting Started

Common Core Standards

Ontario Curriculum Strands

Operations Review

Oreo Mean, Mode, Median, and Range

Introduction to Patterning

Finding the Rule

Extending the Pattern

Summary of Learning

Steps to Problem-Solving

Hand-Shaking Problem

My Number Book

Place Value – Whole Numbers

Place Value – Decimals

Place Value Columns

Representing Numbers Candy Corn

Mean, Mode, Median, and Range

Types of Graphs

Goal-Setting

The Metric Staircase

Finding The Area – Rectangle and Triangle

Finding the Area – Rectangle and Parallelogram

Perimeter and Area Review

3D Geometry

Prime and Composite Numbers; Factors and Multiples

105

Factors, Common Factors, and G.C.F.

108

Prime Factors – The Factor Tree

1 1 1

Egg-cellent Multiples

115

Multiplication

118

Division

121

Operations with Decimals

124

Order of Operations

128

Types of Angles

130

Types of Triangles

134

Sum of Angles in a Quadrilateral

138

Symmetry

142

Transformational Geometry

146

Fraction Flipbook

150

Equivalent Fractions

158

Probability

162

End of the Year Journal Web

166

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Page 2

About this Resource Last year was the first year I started using interactive journals in math class. My only

regret was that I didn’t start them earlier. We started our math journals the first week of

school, and added one or two entries each week, finishing with our last post during the last week of school.

Interactive journals were new for my students, too. They were so excited about the

hands-on aspect of these journals. Over the course of the year, I became more and more excited about their value as I watched students turn to their journals to help them solve problems they

encountered during math class. The line-ups at my desk started to decrease as the students started to apply the lessons from their journals.

All journal entries in this resource have been tested in my classroom. I have included pictures

of actual student work for each concept we studied in class. Although I have a grade 5/6 class, I

believe many (if not all) of these entries can be adapted to fit math standards and expectations from grades 4 – 8. I have taken the time to align each entry with the Common Core Standards in the U.S., as well as the curriculum strands in Ontario.

My journals evolved over the course of the year. At first I started with just the

interactive entry – modelled by myself for the students to make a copy of and add to their journals. Throughout the year I added learning goals, student-friendly learning goals, example

problems, proof of concepts, and reflections (this will be discussed later). As the journals became more reflective for the students, I also added more assessment opportunities for myself and my students (assessment methods are discussed later on).

I have posted my journal entries on my blog (www.rundesroom.com) throughout this year during

my Math Journal Sunday posts. This resource will take my posts a step further by providing you with templates and ideas to save you (and your students) valuable time in class.

This resource is not meant to replace your math program – it is meant to supplement your

math program and provide your students with a tool to help them become more independent problem-solvers in math class this year, and for years to come.

The journal entries provided in this resource can be altered or changed to fit the needs of

your classroom. You may also wish to add more entries, using ideas from this resource. When possible, I will include templates for the students to cut out. I will also label some of these

templates when possible, but I won’t include all the wording and definitions on the template, as I feel it is important for the students to write down this information, and solve the problems, where

applicable. I want to keep the students “interacting” with their interactive math journals. I will

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Before You Begin Materials Needed: 

Notebooks – Each student will need a notebook with at least 100 pages, and a

sturdy cover and spine. We’re going to use spiral notebooks this year, and keep them in our math binders. 

Paper – Colored paper works well for the interactive tools in the notebook. If using white paper, you may want to have the students add color to the pages for visual interest and appeal.



Glue – I found that white glue works the best to attach the interactive tools to

the pages. Papers that were adhered with glue sticks tended to “lose their stick” over the course of the year.  

Scissors Markers / pencil crayons. Students will want to add color to their journals (especially on the interactive tools and their reflections).

 

Sticky notes

Envelopes (for keeping track of pieces that haven’t been completed in the journals yet)



Brass fasteners



Paper clips



Ruler

Timing: Each journal entry took us about 45 – 60 minutes to complete (this included some of their reflection time and sharing with a partner). However, we were making each template from scratch. Hopefully, with the templates provided, you will be able to shorten this time a bit. We usually completed one entry per week (focusing on the major concepts), but some weeks we completed two entries. Depending on the time you have available, students may have to finish their reflections for homework. We completed the journal entries for the introduction of major concepts – that way, students could refer back to their journals when working on skills or problems related to the new concepts.

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Organization Start by having your students create a table of contents at the beginning of their notebooks. They will need two pages for their

table of contents. Last year we simply listed the journal entry name (named by concept) as

well as the page number. However, this year I plan to have the students color code their

entries – using a different color for each strand of mathematics we cover (we will need to use

five different colors as we have 5 strands of

mathematics to cover). This year I will also have students add a date column beside the page number.

Each journal entry is two pages – the right side of the page and the left side of the page. In the table of contents, this will only be ONE entry, and both sides of the page get the same page number as they are the same concept. For each journal entry in the notebook, both sides of the page get the same title (underlined), date, and page

number in the upper corner. If you prefer, page numbers can be written at the bottom of the page. Also, to keep your journals organized, glue an envelope into the front or back cover

of the notebook. Some of the journal entries contain a lot of parts to cut out and glue in, so if a student isn’t able to finish his or her journal in one sitting, he or she can place the parts in the envelope so they don’t get misplaced. Another great idea I’ve seen is to glue a ribbon to the inside of the back cover to be used as a bookmark. This is an idea I’m definitely going to add to my journals next year.

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Reflections – Left-Side and Right-Side Thinking

This is an example of left-side and right-side thinking from our math journals this year. We didn’t start “left-side of the page thinking” until later in the year … but it is something I plan on doing from our very first entry this year. The right side of the page is for the tools (copying the model the teacher provided), and the left side will be for the students’ creative thinking in reflections. The process will be slow at first (especially the students’ thinking and reflections). You may need to model a few reflections for students to copy before they get comfortable with the process. However, it didn’t take my students long to grasp this concept, and I was soon amazed by some of the proof and reflections they were coming up with completely on their own! They were pretty proud of their reflections, too – evident through their “begging” to be the next one to share their journals with the class.

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Right Side of the Page: Start with the title, date, and page number at the top of the page (all journal entries will be recorded in a table of contents, therefore the need to organize with dates and page numbers). For this side of the page, I modelled everything on my own page, and took the students through it step-by-step. I

have a document camera which I place my sheet under to model for the students, but if you don’t have access to a document camera, you can use the

overhead, whiteboard or blackboard, computer and projector, or simply show your students after each step.

Record the common core standard or curriculum expectation for the concept. For the right side of the page, this should be done in the actual language from the curriculum or common core document. Underneath the expectation you add your interactive tool for the concept. For some journal entries I have also added definitions, examples, descriptions, etc. All students’ work on the right side of the page should be the same. They are simply copying the teacher example (step-by-step) so they have correct definitions, tools, and examples in their notebooks. The teacher should explain each step throughout the process and relate the work back to other work the students have already completed or are already familiar with.

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Left Side of the Page: The left side of the page is for the students’ own thinking

(useful for teacher assessment).

The students start out with the same title, date, and page number as the right side of the page (in the

table of contents, the left side and right side of the page get recorded as one journal entry). They then record their learning

goal – rewritten from the common core standard or curriculum

expectation in student-friendly

language. They should use “I can …” or “We will …” statements (whatever

your district or board requires). You may need to model this the first few times students complete this. They then complete “What I Know”. They should write 1 – 2 sentences about what

they already know about the topic. The learning goal and “What I Know” will be completed after students copied the common core standard or curriculum expectation on the right

side of the page (BEFORE the interactive tool or main part of the journal is completed). This is to activate the students’ prior knowledge and for the teacher to use as an informal diagnostic tool. When students have completed the learning goal and “what I know” they should then turn to a partner and share what they have written (1 – 2 minutes). “What I Learned” (and following sections) should be completed AFTER students have completed the right side of their page. Here they write 1 – 2 sentences explaining any new information they learned. The information should be all in their own words – not simply copied off the right side of the page. The next section is “Proof”. Here the students prove that they have learned the

information. They may make an example problem and solve it, or the teacher may provide a problem for them to solve (with younger students, or at the beginning or the journal process, the teacher should provide a sample problem to solve). The problem should be Copyright © 2012 J. Runde

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different from what was shown as an example on the right side of the page. Students

should also explain their proof (their thinking) with pictures or words, as well. The “proof” is an important assessment piece for the teacher when conferring with a student or assessing the journals. The last section is the “Reflection”. This is the creative aspect for the students. The students need to reflect on their learning, and express this learning in a different way – ANY way they want. They can make a mnemonic device, draw a picture, write a song, make a comic, create a table or graph, etc. – the possibilities are endless. As they complete the left side of the page, have the students complete their

“traffic light comprehension dot” (more information about this under the assessment

section). Basically, they make a small green dot in the upper corner of the page if they found the concept easy (good to go), a yellow dot for a bit of difficulty (proceed cautiously, checking for understanding), or a red dot if they found they had a lot of difficulty (should stop and practice the concept before moving on). This is another useful tool for a quick teacher assessment to see who could use further instruction in a small group setting. Depending on the time you have available in class, you may wish to have the students

complete the left side of the page for homework. At the beginning of class the next

day, invite one student to share their thinking (left side of the page) with the class. I have students show their page under our document camera and read through and explain what they have done. This serves not only as a review before the next class, but also

allows students to build on their oral communication skills and gives them an opportunity to shine. It also allows students who are having a difficult time coming up with their reflections with an opportunity to gather more ideas. On the next page I have a few samples of “left side of the page thinking.” I have also provided a sheet that explains this left side thinking. You can use the page to create an anchor chart that hangs in the classroom, or you can photocopy the handout and have students glue it into their journals.

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Page 10

Interactive Math Journals

Left Side of the Page Thinking Learning Goal: 

Rewrite the expectation from the right side of the page into your own words.

What I Know: 

Write 1 – 2 sentences about what you already know about this topic.

What I Learned: 

Write 1 – 2 sentences about new information you learned about this topic. Complete this after you have finished the right side of the page.

Proof: 

Make up a problem that proves you learned the new concept. Solve the problem. Explain your thinking with pictures or words.

Reflection: 

Express your new learning in ANY creative way. Your reflection should be neat, interesting, and visually appealing. Possibilities include: Opinions / personal perspective

Asking questions

Map

Written explanation

Illustration / drawing

Connection

Timeline

Folded interactive tool

Mnemonic device

Poster

“What if …” statement

Cootie Catcher / Fortune Teller

Brainstorm / web

Wordle or Tagxedo

Cartoon

Crossword puzzle

Comic strip

Song

Diagram

3D model

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Assessment These journals can be used for quick informal assessments, conferring with students, or as a formal assessment tool. For the most part, you will be assessing the left side of the page, because that is where the students are showing their own thinking and understanding. Traffic Light Comprehension Dot

When students finish their left side

thinking, I have them do a quick traffic light

comprehension dot on the upper corner of the page. This is something I do for a lot of our math activities. If the student feels the concept was easy to grasp, they make a green dot (green means “good to go on”). If a student felt that they had some difficulties

understanding the concept, they make a yellow dot on the corner of their page (yellow means “proceed with caution” – check for understanding before moving on). If a student feels they had a lot of difficulty with the concept, and does not understand the concept, they give themselves a red dot in the corner of the page (red means “stop” – must have extra practice with the concept before moving on). The

teacher can use this quick tool as he or she is circling the classroom. You can ask your

You can see that this student gave herself a yellow dot – I will make sure I confer with her to check for understanding. If I notice she is having difficulty with the concept, I will meet with her independently or in a small group for

students why they gave themselves the color of further instruction. dot they did, and listen to their responses. You may find that some of the students who gave

themselves a green dot should actually be a yellow, or some of the students who gave themselves a yellow dot should actually be a green or a red. For the most part, students are pretty accurate on these self-assessments. Students that need some extra practice can be grouped for some small group practice with the teacher, or paired with a student who has a green dot for a peer conference.

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Conferring With Students This year my students will be starting each math class with 10 minutes of independent skill practice. I will use this time to hold a conference with one or two students to discuss their math journals. During this time I will look over their proof and reflections (especially on any pages with a yellow or red comprehension dot). I may give them another question to solve (similar to their proof), or ask them to explain their

reflection. The main point of this conference is to check for comprehension. I will also be

able to check for any incomplete left side thinking pages. Below is a checklist you can use when conferring with the students (you can fit two to a page for photocopying). This

checklist can be done alongside the student during the conference. There is a spot for students to reflect on the conference and set a goal for the next conference. Students should glue this sheet into their journals after the conference. Meeting with one (or two) students a day should ensure you are able to get through the whole class each month.

Math Journal Conference Name:__________________________________

Date:____________________ Always Sometimes

Never

1. All journal entries are complete.









2. All journal entries are completed neatly.









3. Table of Contents is kept up to date.









4. Learning Goals are written in student-friendly language.









5. Proof is given AND explained.









6. Reflection types are varied.









7. Reflections are creative and show understanding.

















8. Comprehension is evident through journal entries and answers to questions asked orally in conference. 

Teacher Comments:

Student Reflection and Goal for Next Conference:

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Assessing the Notebooks If you don’t have the time to confer with students individually, you could collect the math journals for assessment. I still have the students respond to their assessment and set a goal for their journals and next assessment. Below I’ve included the checklist from the previous page (altered so that it’s not specific to a conference).

Math Journal Assessment Name:__________________________________

Date:____________________ Always Sometimes

Never

1. All journal entries are complete.









2. All journal entries are completed neatly.









3. Table of Contents is kept up to date.









4. Learning Goals are written in student-friendly language.









5. Proof is given AND explained.









6. Reflection types are varied.









7. Reflections are creative and show understanding.









8. Comprehension is evident through proof and reflections. 









Teacher Comments:

Student Reflection and Goal for Next Assessment:

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Oral Presentations The day after we complete a journal entry, I ask a student to share, or present, his or her entry at the beginning of class – this serves as a quick review for the class, and the student gets a leadership opportunity. We use the document camera to do this, but the pages could be photocopied on transparencies for the overhead, or you could take a

picture of the pages and project them onto a whiteboard. The student explains why the interactive tool is useful to learn the concept, then explains what he or she did for the

left side of the page (the learning goal, “What I Know”, “What I Learned”, the proof, and the reflection). If you have the time, you may invite other students to ask questions related to the proof or the reflection. You could use this sharing time as an informal

assessment for oral language or math comprehension. You can use this checklist below, or just give a quick mark for your assessment books.

Math Journal Oral Presentation Name:__________________________________

Date:____________________

1. Journal entry was complete.





2. Journal entry was completed neatly.





3. Learning Goal was presented in student-friendly language.





3. Proof was given AND clearly explained.





5. Reflection was clearly explained.





6. Reflection was creative and showed understanding.





7. Student used a clear speaking voice and made eye contact with audience. 8. Student could answer questions posed by teacher or other students. 

 

Teacher Comments:

Student Reflection and Goal for Next Oral Presentation:

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Getting Started You want your students to get excited about their math journals from the very first day. You also want them to have pride and ownership over their journals. For this reason, I allowed the students to decorate their journals to make them more personal.

Last year I let the students decorate their journals using recycled magazines. They cut out the letters to spell “Math Journal”. They also cut out pictures and phrases that

represented them. They glued these pictures to the cover of their math journals. Our

covers held up pretty well through the course of the year because students kept them in their math binders. However, if the journals will not be kept in something that protects them, I recommend using some mod podge over the covers, or decorating in a different manner.

This was the start of their covers. You can use any title that fits your math program. Some ideas I have seen are: JAM (Journals About Math), ISN (Interactive Student Notebooks).

You will also want your students to set up their table of contents (see page 5 – Organization). I would also have them glue an envelope and a ribbon on the back page (the envelope for spare parts, and the ribbon for a book mark). I discussed this on the organization page at the beginning of this resource. I think it would also be a good idea to glue the Left Side of the Page Thinking

handout (pg. 11) to the inside of the front cover if you are not reproducing it as an anchor chart to hang in the classroom. Students will need to refer to the handout to know what to include in each section, and will also need ideas for their reflections. Copyright © 2012 J. Runde

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Before you get started with the first entry, it would be a good idea to create a

set of success criteria, or discuss your expectations for the math journals. At my school we are required to co-create our success criteria with the students. As we discuss the expectations, I would write our list of success criteria on chart paper, and hang it in the classroom where it can easily be observed. You could also have students record the

success criteria on the first page of their math journals, so they can easily refer to it.

You may wish to hand out one of the assessment checklists provided in this resource for students to refer to as you are discussing your success criteria. The success criteria

should be built from the assessment you are going to use â&#x20AC;&#x201C; or the assessment should be built from the success criteria you agree upon.

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Common Core Standards Journal Entry

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

1. Operations Review

4.NBT.4 4.NBT.5 4.NBT.6

5.NBT.5 5.NBT.6

2. Oreo Mean, Mode, Median

6.SP.1 6.SP.2 6.SP.3 6.SP.5c

3. Introduction to Patterning 4. Finding the Rule

4.OA.5 4.OA.5

5.OA.3 5.OA.3

5. Extending the Pattern

4.OA.5

5.OA.3

6. Summary of Learning

4.OA.5

5.OA.3

7. Steps to Problem-Solving

4.OA.2 4.OA.3 4.OA.2 4.OA.3 4.NBT.2 4.NBT.1 4.NBT.2 4.NBT.3

8. Hand-Shaking Problem 9. My Number Book 10. Place Value Whole Numbers 11. Place Value Decimal Numbers 12. Place Value Columns 13. Representing Numbers 14. Mean, Mode, Median and Range

4.NBT.1 4.NBT.2 4.NBT.2

15. Types of Graphs 16. Goal-Setting 17. The Metric Staircase 18. Finding Area – Rectangle and Triangle 19. Finding Area – Rectangle and Parallelogram 20. Perimeter and Area Review 21. 3D Geometry Copyright © 2012 J. Runde

6.NS.2

6.EE.6 6.EE.7

7.EE.3

5.NBT.3a 5.NBT.1

5.NBT.3a 5.NBT.3b 5.NBT.4 5.NBT.1 5.NBT.3a

5.G.1 5.G.2 4.MD.1

6.EE.2b 6.EE.2c 6.EE.3 6.EE.2b 6.EE.2c 6.EE.3 6.EE.2b 6.EE.2c 6.EE.3

6.SP.1 6.SP.2 6.SP.3 6.SP.5c 6.SP.2 6.SP.4

8.SP.1 8.SP.4

5.MD.1

4.MD.3 5.MD.5a 5.MD.5b

6.G.1

7.G.6

6.G.1

7.G.6

6.G.1

7.G.2 7.G.6 7.G.2 7.G.6

6.G.2 6.G.4

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8.G.9 Page 19

22. Prime and Composite, Factors and Multiples 23. Factors and GCF 24. Prime Factorization 25. Egg-cellent Multiples 26. Multiplication 27. Division 28. Operations with Decimals 29. Order of Operations 30. Types of Angles

31. Types of Triangles

32. Sum of Angles in a Quadrilateral

33. Symmetry 34. Transformational Geometry

4.OA.4

6.NS.4

4.OA.4

6.NS.4

4.OA.4 4.OA.1 4.NBT.5 4.NBT.6

5.NBT.6

6.NS.2

5.NBT.7

6.NS.3 6.EE.1

5.G.1 5.G.2

6.NS.5 6.NS.6a 6.NS.6b 6.NS.6c 6.NS.8 6.G.3

7.NS.2c 7.NS.2d 7.NS.2c 7.NS.1d

4.MD.5a 4.MD.5b 4.MD.6 4.G.1 4.MD.5a 4.MD.5b 4.MD.6 4.G.2 4.MD.5a 4.MD.5b 4.MD.6 4.MD.7 4.G.3

35. Fraction Flipbook

4.NF.1 4.NF.6a

36. Equivalent Fractions

4.NF.1 4.NF.3a 4.NF.3b 4.NF.6a

37. Probability

5.NBT.5

6.SP.5a

8.G.1 8.G.2 8.G.3 8.G.4

7.SP.5 7.SP.6 7.SP.7b 7.SP.8a 7.SP.8b 7.SP.8a

38. End of the Year Journal Web

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Ontario Curriculum Strands Journal Entry 1. Operations Review

2. Oreo Mean, Mode, Median 3. Introduction to Patterning 4. Finding the Rule 5. Extending the Pattern 6. Summary of Learning 7. Steps to ProblemSolving 8. Hand-Shaking Problem 9. My Number Book

10. Place Value Whole Numbers

4th Grade Number Sense and Numeration

Patterning and Algebra Patterning and Algebra Patterning and Algebra Patterning and Algebra Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration

11. Place Value Decimal Numbers 12. Place Value Columns 13. Representing Numbers 14. Mean, Mode, Median and Range 15. Types of Graphs 16. Goal-Setting 17. The Metric Staircase 18. Finding Area – Rectangle and Triangle 19. Finding Area – Rectangle and Parallelogram 20. Perimeter and Area Review Copyright © 2012 J. Runde

Number Sense and Numeration Number Sense and Numeration

Data Management

5th Grade Number Sense and Numeration Data Management Patterning and Algebra Patterning and Algebra Patterning and Algebra Patterning and Algebra Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Data Management Data Management

6th Grade Number Sense and Numeration Data Management Patterning and Algebra Patterning and Algebra Patterning and Algebra Patterning and Algebra Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Data Management Data Management

7th Grade Number Sense and Numeration Data Management Patterning and Algebra Patterning and Algebra Patterning and Algebra Patterning and Algebra Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Data Management Data Management

8th Grade Number Sense and Numeration Data Management Patterning and Algebra Patterning and Algebra Patterning and Algebra Patterning and Algebra Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Data Management Data Management

Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement

Measurement Measurement Measurement

Measurement Measurement Measurement www.rundesroom.com

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21. 3D Geometry 22. Prime and Composite, Factors and Multiples 23. Factors and GCF

24. Prime Factorization 25. Egg-cellent Multiples 26. Multiplication

27. Division

28. Operations with Decimals 29. Order of Operations 30. Types of Angles 31. Types of Triangles 32. Sum of Angles in a Quadrilateral 33. Symmetry 34. Transformational Geometry 35. Fraction Flipbook

36. Equivalent Fractions 37. Probability 38. End of the Year Journal Web

Measurement Measurement Measurement Geometry Geometry Geometry Number Number Sense and Sense and Numeration Numeration Number Sense and Numeration Number Sense and Numeration Number Number Number Sense and Sense and Sense and Numeration Numeration Numeration Number Number Number Sense and Sense and Sense and Numeration Numeration Numeration Number Number Number Sense and Sense and Sense and Numeration Numeration Numeration Number Number Number Sense and Sense and Sense and Numeration Numeration Numeration Number Sense and Numeration Geometry Geometry Geometry

Measurement Geometry Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Number Sense and Numeration Geometry Geometry

Geometry

Geometry Geometry

Number Sense and Numeration

Number Sense and Numeration Number Sense and Numeration Probability

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1. Operations Review This interactive tool is a good one for the beginning of the year as it reviews the vocabulary

associated with operations (sum, difference, product, quotient), as well as having the students perform each operation.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See pgs. 8-11 for examples of left-side thinking). 

Have students complete the folded

tool. Use the template provided on the next page. You can use the questions provided, or you can make up your own

questions to better fit your grade level (I used these questions for grade 5/6).

This is done altogether as a whole group – model the whole process, including how to answer the problems. 

Glue the folded tool to the right side of the page, under the learning goal.



When students have completed this,

have them finish the left side of the page thinking. They need to finish

“What I Learned” (1-2 sentences),

“Proof” (give students questions to

solve, or have them make up their own), and “Reflection” (where they can show

their understanding in any creative way – have them refer to the Left Side

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of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room).

When they have finished the left side of their page, have students make a “traffic



light comprehension dot” in the top corner (see page 12).

Before we move on to a new lesson the next day, I ask for a volunteer to share their



journal with the class. They show the interactive tool they made, and read through their left side of the page thinking. They explain what they chose to do for their

reflection, and why they made that choice. Keep track of who shared on a class list to ensure that everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold the corners (along the dotted line) into the middle (figure 1).

Step 2: Write each operation name on the outside of the folded flap (figure 2).

Step 3: Open flaps back up. Write the definition for the operation answer term (product, sum, etc.), and sample problem for each operation (figure 1).

Step 4: Fold flaps back in and glue into notebooks. Step 5: Add color for visual appeal (optional). Figure 1

Definitions: (You can use these definitions or ones from your math text).

Product – the answer to a multiplication question

Addition Division

Subtraction

Sum – the answer to an addition question

Multiplication

Figure 2

Quotient – the answer to a division question

Difference – the answer to a subtraction question Sample Problems: (You can use these or make up your own) 743 x 56 = 41 608

112 + 394 + 67 = 573

662 ÷ 4 = 165, remainder 2 647 – 382 = 265

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Operations Review – Student Template

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2. Oreo™ Mean, Mode, Median, and Range This math journal entry was created for our special OREO™ day. It doesn’t have an interactive tool, but it sure was hands-on fun for the students. For more information about how to get involved in the OREO™ project, check out: http://www.jenuinetech.com/Projects/2011oreo/2011oinformation.html

Procedure: 

You will need approximately one box of

Oreos for every three students in the class. (See website above for other activities to use the Oreos when you are finished with this activity). The Oreos are optional – you can also complete this activity using any stackable objects. 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See pgs. 8 -11 for examples of left-side thinking). 

In pairs, students complete Oreo

stacking activity (I have included an

instruction sheet on the next page). Each student gets two attempts.

Record results on chart paper so all students can see. (See 1st picture). 

Review definitions for mean, median, mode, and range. I wrote these on

chart paper and had the students

copy this information into their math journals (right side of the page – see

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2nd picture). 

As a whole class, use the results from the stacking activity (use the BEST result from each student) to find the mean, median, mode, and range. Model the step by

step process for finding each concept. Have students record this information into their math journals (right side of the page). 

When students have completed the right side of the page, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences),

“Proof” (give students questions to solve, or have them make up their own – they could use the lower results from each student to find the mean, median, mode, and range),

and “Reflection” (where they can show their understanding in any creative way – have

them refer to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the journal entry they made, and read through their

left side of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

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Project 1. Stacking Oreos

 Take turns stacking Oreos as high as you can. Each partner gets 2 turns. Stack Oreos on a piece of scrap paper.  Count as you add each Oreo - don’t wait until your tower falls. Record the highest number for each partner.  Each time you finish a stack, come to me so I can record the number you stacked.  Rules: - Add one cookie at a time. - You may NOT adjust the cookie after you placed it and moved your hand away. - Cookies need to be freestanding and not leaning against any objects. - A tumble has occurred once one or more cookies tumble from the stack. The whole stack does not need to fall to be considered a tumble. - As soon as the tumble occurs, record the total number of cookies you stacked.

2. Oreo Math

 Using the highest stack number for each student (recorded on chart paper), we will find the mean, mode, median, and range.

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3. Introduction to Patterning This interactive tool is a good one for an introduction to algebra, or patterning rules. In our class

we study the recursive and explicit patterning rules, but you can alter the folded tool to meet the needs of your curriculum.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Discuss and have students copy the

definitions and examples for pattern

rules. I used a recursive pattern for

this because my students were already familiar with this kind of pattern rule (see 1st picture). Model this process for the students. 

Have students complete folded tool (template and instructions provided).



Glue interactive tool to the right side of the page, under the learning goal.



When students have completed this,

have them finish the left side of the page thinking. They need to finish

“What I Learned” (1-2 sentences),

“Proof” (give students questions to

solve, or have them make up their own – they could either find the rule for a pattern you give them, or make-up their own pattern and rule), and

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“Reflection” (where they can show

their understanding in any creative way – have them refer to the Left Side

of the Page Thinking handout they may

have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Fold along all the dotted lines (figure 1). Cut down cut

the top solid line just to the fold line. Open up all folds so students can write on the inside.

Step 2: Using two different colors for recursive and

explicit, write the pattern rule definitions and examples. Recursive Pattern Rule – Definition and example

Explicit Pattern Rule – Definition and example

Model this process for the students.

Step 3: Fold flaps back in – the bottom flap folds up so it resembles an upside-down envelope.

Step 4: Write labels on the outside of the flaps (figure 2)

Step 5: Add color for visual appeal (optional). Step 6: Glue into notebook.

Figure 1

Definitions: (You can use these definitions and examples Recursive Pattern Rule

Explicit Pattern Rule

for this folded tool, or ones from your math text).

Recursive Pattern Rule – A pattern rule that tells you the start number of a pattern and how the pattern continues. Example: “start with 5 and add 3”.

Patterning Rules Figure 2

Explicit Pattern Rule – A pattern rule that uses a term number to determine a number in the pattern. Example: “n x 3”, where “n” is the term number.

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Introduction to Patterning – Student Template

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4. Finding the Rule This interactive tool can be used for patterning or algebra – finding the rule in a T-table. The

folded paper shows the questions on the front and the answers are hidden, which makes this a good tool for any type of review or study questions.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Review how to use a T-table to find a pattern rule – relating the term number (input) to the term value (output).



Have students complete folded tool by making the T-table on the outside of the folded tool (template and

instructions provided). Allow students

time to find the rule before writing the answer inside. 

Glue the folded tool to the right side of the page, under the learning goal.



When students have completed this,

have them finish the left side of the page thinking. They need to finish

“What I Learned” (1-2 sentences),

“Proof” (give students questions to

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their own pattern and rule), and “Reflection” (where they can show their understanding in any creative way – have them refer to the Left Side of the Page Thinking handout

they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their

journal with the class. They show the tool they made, and read through their left side of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that everyone

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold along the dotted line (figure 1). Cut across the solid lines on the right third.

Step 2: Draw lines across the paper to make a 3 x 4 Answers will be written in this column.

table (see 1st picture). This helps to divide the T-table. Do this on the inside and outside of the folded tool.

Step 3: Fold flaps back in. Draw a line across the top of the folded tool to write your column titles (Term

Number and Term Value or Input and Output) (see figure 2).

Step 4: Write the values for term number and term value on the outside of the folded tool. You will have 4

different T-tables. Include at least 4 different values

Figure 1 Term Number

for each T-table. Term Value

Step 5: Allow students some time to try to figure out the pattern rules before discussing the answers and writing them on the inside (see 2nd picture).

Step 6: Add color for visual appeal (optional). Step 7: Glue into notebook. Sample Problems:

See pictures on 1st page of this lesson for the 4 Ttables I used for this tool.

Figure 2

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Finding the Rule – Student Template

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5. Extending the Pattern This interactive tool can be used to study the concept of extending a pattern using algebraic terms, or variables. This accordion style folded tool has 4 different sections for information.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students have

learned in patterning so far. We also included the definition for a variable. 

Have students complete the

interactive tool. Discuss and model each step as you complete the section. Allow students time to try to figure

out the answers to the bottom three sections before the answers are written on the page. 

Glue the folded tool to the right side

of the page, under the learning goal and definition. 

When students have completed the

interactive tool, have them finish the left side of the page thinking. They

need to finish “What I Learned” (1-2 sentences), “Proof” (give students

questions to solve, or have them make up their own – they could either find

the rule and extend a pattern you give

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them, or make-up and extend their own pattern and rule – to differentiate for

students that need it, you could provide the pattern and rule and just have students

extend the pattern), and “Reflection” (where they can show their understanding in any creative way – have them refer to the Left Side of the Page Thinking handout they

may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

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Instructions: Step 1: Fold accordion-style along the dotted lines (figure 1).

Step 2: Fill in the information for the four sections. The top is a table for the pattern. The second section is to

write the rule in words. The third section is to write the rule as an expression. The fourth section is to extend

the pattern. You can use the pattern I included below, or

make up your own. I wrote the numbers along the top, and gave the students time to solve for the answer before I wrote them on the paper (see picture 2).

Step 3: Fold the paper back up (accordion-style). Write the word “Patterns” or “Extending the Pattern” on the

Figure 1

front (figure 2).

Step 4: Add color for visual appeal (optional). Patterns

Figure 2

Step 5: Glue into notebook.

Sample Definition and Problem:

Variable Definition – a variable is a quantity that varies or changes. It is often represented by a letter. For example: n x 2 + 1 is an expression in which ‘n’ is the

variable. You can substitute a number for ‘n’ to solve the expression.

1st panel – Table for pattern: Input

Output

Leave blank boxes at the end to show that the pattern will be extended.

2nd panel – Write the rule in words: Multiply the first

number (input) by 3 to get the second number (output).

3rd panel – Write the rule as an expression: n x 3 (where ‘n’ is the term number or input.

4th panel – Extend the pattern:

Input

100

Output

300

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Extending the Rule – Student Template

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6. Summary of Learning This interactive tool can be used to demonstrate mastery of concepts or learning goals at the

completion of a unit. This folded tool is flipbook style, so pages can be added to match the number of learning goals included.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

This interactive tool and lesson is

different from the other ones because instead of the teacher modelling each step, the students completed the

information on the paper by themselves. Students won’t start by writing the learning goal at the top of the page, as the learning goals are written on the bottom of each page of the flipbook. 

On the left side of the page, students can complete “What I Knew Before this Unit”.



Have students complete interactive

tool. You need to have a page for each learning goal you are going to include.

Write the learning goals at the bottom of each page– you can write them in curriculum language or in studentfriendly language. Make sure the

learning goals are visible at the bottom of each page. 

For each learning goal included in the

tool, students must demonstrate that they have learned the goal by including definitions, diagrams, solved problems, etc. Students should complete this

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 

Glue tool to the right side of the page. When students have completed the

interactive tool, have them finish the left side of the page thinking. They

should complete “What I Learned in this Unit” (1-2 sentences), “Proof” (optional, as they just showed proof of

understanding on the tool they completed independently), and “Reflection” (where

they can show their understanding in any creative way – have them refer to the

Left Side of the Page Thinking handout

they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson the

next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side of the page thinking.

They explain what they chose to do for

their reflection, and why they made that choice. Keep track of who shared on a

class list to ensure that everyone has a chance to share. I also included a

checklist for this in case you want to use the sharing as a formative assessment (see page 16).

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Instructions: Step 1: Fold along the dotted line (figure 1). Open fold back up.

Step 2: Write learning goal at the bottom of the page, proof goes above. Repeat this process for all the Proof:

learning goals and proof (subsequent sheet won’t have the fold, though). Each subsequent page will be about one inch longer than the one before so the learning goal will be

visible at the bottom. (figure 2) I have included enough for 4 pages in the template, if you need more simply cut a piece of paper about one inch longer than the longest Learning Goal: Figure 1

Proof:

page.

Step 3: Fold the 1st page back up. Write the title, “Summary of Learning”, on the front.

Step 4: Add color for visual appeal (optional).

Step 5: Glue pages into notebook. Start with the bottom page – glue the whole page down. For each

subsequent page, just put a thin bead of glue at the very top to glue the pages together flipbook style.

Learning Goal: Figure 2

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Summary of Learning – Student Template

(page 1)

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(page 2)

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(page 3)

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(page 4)

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7. Steps to Problem-Solving This interactive tool acts as an aid to help students remember the “steps” to problem-solving. You can change or alter the number of steps to fit the problem-solving process you use.

Procedure:



If you wish, instead of doing the left and

right side of the page for this entry, you

could do the “Steps to Problem-Solving on the left side, and the hand-shaking

problem on the right side (next entry). 

Have students begin by writing the title and page number at the top of the left and right sides of the page.



On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. You may wish to use

only part of the expectation or standard today as students will only be reviewing the steps, not actually solving problems. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that,

have them complete “What I Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what steps students should use when problem-solving..



Have students complete the folded tool – writing the information on each foot step. Discuss each “step” as you complete the page.



Glue the footsteps to the right side of the page underneath the learning goal and definition.



When students have completed this, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences) and

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“Reflection” (where they can show their understanding in any creative way – have them refer to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room.) You may wish to not include “Proof” today as students aren’t completing a problem or learning a new concept. 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12). (Again, you may wish to not include this today.)



Before we move on to a new lesson the next day, I ask for a volunteer to share their

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold paper in half (figure 1).

Step 2: Cut out the footprints, making sure to not cut on the fold line on the heel – footprints should be able to open up (figure 2).

Step 3: Write the titles for the steps on the outside, and explain the steps on the inside (see pictures). Step 4: Add color for visual appeal (optional). Step 5: Glue steps into notebook. Sample “Steps”

Step 1: Read – “First, I read the question carefully.” Figure 1

Step 2: High-Light – “Next, I reread the question and highlight important information (key words and numbers).” Step 3: Plan – “Then, I develop a plan and select an

appropriate strategy and manipulatives to help answer the question.”

Step 4: Solve and Check – “Last, I solve the problem and explain my answer. Words and diagrams can help me Figure 2

explain. I always check my answer to make sure I haven’t made a mistake and that it makes sense.”

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Steps to Problem-Solving – Student Template

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8. Hand-Shaking Problem This interactive tool was just a fun way to display a word problem we were working on. We did footsteps with the “Steps to Problem-Solving”, so we did a word problem about shaking hands.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review the “Steps to ProblemSolving” from the last entry. You can also review different strategies for

solving-problems. Write the “Steps to Problem-Solving” in the corner of the page, under the learning goal. 

Have students complete the

interactive tool. Write the word

problem on the outside of the hand. 

Glue the handprint to the right side of the page underneath the learning goal and steps.



Allow students some time to try to

figure out how to go about solving the

problem. (My students thought of the strategy “solve a simpler problem”, so

we figured out the problem using only 5 students, before we tackled the

larger problem with 22 students [the number of students in our class]). 

When we were confident we knew how

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to solve the problem, we wrote the solution on the inside of the handprint. We also

included a written explanation. Be sure to model this process for students, explaining what you did at each step. 

When students have completed this, have them finish the left side of the page thinking.

They need to finish “What I Learned” (1-2 sentences), “Proof” (give students questions to solve, or have them make up their own – they could make and solve a word problem,

showing the steps they completed to solve the problem), and “Reflection” (where they

can show their understanding in any creative way – have them refer to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). You may wish to leave out “Proof” for this journal entry, as the students were just practicing applying the problem solving steps. 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

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Instructions: Step 1: Fold along the dotted line (figure 1).

Step 2: Cut out the hand print, being careful to not cut the folded area by the wrist (this is where it will open)

(figure 2). ***To save paper, two handprints fit on one piece of paper. Either cut the paper in half for two

students, or have one student cut both out and give one hand to another student.

Step 3: Write the problem on the outside, and the solution on the inside (see pictures).

Step 4: Add color for visual appeal (optional). Step 5: Glue into notebook. Figure 1

Sample Problem:

“If each member of the class were to shake hands with each other, how many handshakes would take place?” Solution: the problem is solved through a pattern. Subtract one from the total number of students in the class, and add one less each time until you are at 1.

Example, we had 22 members in our class, so the solution Figure 2

is 21 + 20 + 19 …

Hand graphic provided by Graphics From The Pond:

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Hand-Shaking Problem – Student Template

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9. My Number Book We made this fun little book to review the different ways we could represent numbers at the start of our number sense unit. This folded book can be used for so many different purposes.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review the different ways to represent numbers.



Have students complete the folded

book. Discuss and model each step as you complete the pages. Allow

students time to try to figure out the answers or information on each page before the answers are written on the page. 

Glue the last page of the folded book

to the right side of the page (so that the book still opens), underneath the learning goal and definition. 

When students have completed the

book, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences),

“Proof” (give students questions to solve, or have them make up their own – they could use a different number

from the one in their books and show

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how to represent that number in different ways), and “Reflection” (where they can

show their understanding in any creative way – have them refer to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

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Instructions: *** There is no template provided for this folded book. Use a full sheet of 8.5 x 11 paper to make the mini book.***

Step 1: Fold paper into eighths (step 1 – 3b).

Step 2: Open paper back up so that it is still folded in half. Cut along the solid line (step 4).

Step 3: Open up and fold in half the opposite way. The cut line will now be on the top (step 5). Push the ends in to form a star shape.

Step 4: Fold the pages over in the same direction and you have a mini book (step 6). Step 4: Add color for visual appeal (optional).

Step 5: Glue into notebook (glue back of last page only) so that the book still opens up.

Sample Problem: 

Write title on front cover (first page) – we chose “Our Number Book”



Choose a number to represent – we used 23,417.



Second page – Write the number in digits or numerals.

    

Third Page – Write the number in words.

Fourth Page – Write the number in expanded form. Fifth Page – Draw the number in base 10 blocks.

Sixth Page – Represent the number in a place value chart.

Seventh Page – Rename the number (example: 234 hundreds, one ten, and seven ones).

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10. Place Value: Whole Numbers These pockets for studying place value are also helpful when practicing reading large numbers aloud. Because you will need to use two notebook pages for this entry (and the cutting may take the students some extra time), you may wish to exclude the “left side of the page thinking” today.

Procedure: 

Have students begin by writing the

title and page number at the top of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

Quickly review what students already

know about place value (review columns and names). 

Hand out one page of pockets and one page of numbers to each student (to help the pockets “stand out” on the page, you may wish to photocopy on colored paper). Have

the students cut out all the pockets and glue them onto the page in the proper order (so that all six run across the two pages like in the picture above). When students

are gluing the pockets, make sure they only use a VERY THIN bead of glue around the two sides and the bottom (NOT the top). They need to leave the top open so that they can place the number cards in the pockets. 

Have students cut out all the number cards. These are smaller so that they fit inside the pockets with the number showing at the top of the card.



Call out numbers for the students to model by placing the correct numbers in the

correct pockets. Have them hold up their journals when they are complete so you can see who is grasping the concept, and who made need a little extra help. I also let the students work in pairs to make up numbers to model and read the numbers aloud (I sometimes find they can model the numbers easily, but have a little more difficulty reading the numbers.) 

When they have finished their journal entry, have students make a “traffic light comprehension dot” in the top corner (see page 12).

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Instructions: Step 1: Cut out place value pockets (figure 1). Step 2: Cut out number cards (figure 2).

Step 3: Glue the pockets on the page (in the proper

order) so that there are 3 on one page and three on the other (see picture on first page). Be sure to remind

students to use a very thin line of glue on the two sides and bottom only – not the top!

Step 4: Number cards can be stored in one of the place value pockets when not in use. Sample Problems: Figure 1



I started by saying a number and the students had to model the number by putting the correct number

cards in the pockets. When everyone was finished,

they would hold up their notebooks so I could see

what they had done. We repeated this process a few times.  6

You could also build on these numbers by asking

students to change one card so that the number

is 1000 greater, or 10 less, etc. You could ask them to build the greatest possible number, or the

smallest possible number, etc. You could also have

them round specific numbers to the nearest 10, 100, etc. Figure 2



If time permits, you could let students work in small groups or pairs to build other numbers – and practice reading these numbers aloud.

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Place Value: Whole Numbers â&#x20AC;&#x201C; Student Template

Hundred

Ten

Thousands

Hundreds

Tens

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Thousands

Ones

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Place Value: Whole Numbers – Student Template

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11. Place Value: Decimals These pockets for studying place value are also helpful when practicing reading large numbers and decimals aloud. Because you will need to use two notebook pages for this entry (and the cutting may take the students some extra time), you may wish to exclude the “left side of the page thinking” today.

Procedure: 

Have students begin by writing the

title and page number at the top of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

Quickly review what students already

know about place value, including decimals (review columns and names). 

Hand out one page of pockets and one page of numbers to each student (to help the pockets “stand out” on the page, you may wish to photocopy on colored paper). Have

students cut out all the pockets and glue them onto the page in the proper order (so that all six run across the two pages like in the picture above). Draw in and label a

decimal point between the two pages. When students are gluing the pockets, make sure they only use a VERY THIN bead of glue around the two sides and the bottom

(NOT the top). They need to leave the top open so that they can place the number cards in the pockets. 

Have students cut out all the number cards. These are smaller so that they fit inside the pockets with the number showing at the top of the card.



Call out numbers for the students to model by placing the correct numbers in the

correct pockets. Have them hold up their journals when they are complete so you can see who is grasping the concept, and who made need a little extra help. 

When they have finished their journal entry, have students make a “traffic light comprehension dot” in the top corner (see page 12).

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Instructions: Step 1: Cut out place value pockets (figure 1). Step 2: Cut out number cards (figure 2).

Step 3: Glue the pockets on the page (in the proper

order) so that there are 3 on one page and three on the other (see picture on first page). Be sure to remind the students to use a very thin line of glue on the two sides and bottom only – not the top!

Step 4: Draw a large decimal point in between the two pages so that it is in the middle between the ones and tenths columns.

Step 4: Number cards can be stored in one of the place value pockets when not in use.

Figure 1

Sample Problems: 1



I started by saying a number and the students had to model the number by putting the correct number

cards in the pockets. When everyone was finished, they would hold up their notebooks so I could see

what they had done. We repeated this process a 6

few times.

0 

You could also build on these numbers by asking

students to change one card so that the number

is 4 hundredths greater, or three tenths less, etc. You could ask them to build the greatest possible number, or the smallest possible number, etc. You

Figure 2

could also have students round to the nearest whole number, or decimal column. 

If time permits, you could let the students work in small groups or pairs to build other numbers – and practice reading these numbers aloud.

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Place Value: Decimals â&#x20AC;&#x201C; Student Template

Hundreds

Tens

Ones

Tenths

Hundredths

Thousandths

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Place Value: Decimals – Student Template

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12. Place Value Columns This interactive tool can be used to review the value or place value columns of individual digits within a number. (And yes, I realize ‘columns’ is spelled wrong in the pictures, but these are some of my actual student examples [and we added that word to her spelling list]).

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students have

learned about place value so far (for whole numbers and decimals). 

Have students complete the

interactive tool. I had the students

come up with the numbers we added to the front of the tool (more practice saying numbers aloud), and let them choose what digits we highlighted. 

I had the students write at the top

of the page, “What is the place value of the highlighted digits?”. 

We answered all of the questions together, but you could have the

students answer independently if you wanted to use this entry for assessment purposes. 

Glue the folded tool to the right side of the page underneath the learning goal and question.

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

When students have completed this, have them finish the left side of the page thinking.

They need to finish “What I Learned” (1-2 sentences), “Proof” (give students questions to answer, or have them make up their own), and “Reflection” (where they can show their understanding in any creative way – have them refer to the Left Side of the Page

Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold the paper in half along the dotted line (figure 1).

Step 2: Cut along the solid lines to make the flaps.

Extend the line (draw with a pen or pencil) from where you cut across to the other side of the page (so that you are creating spaces to write your answers) (see second picture).

Step 3: Fold the paper back up and write the numbers

on each of the flaps (whole numbers and decimal numbers). Step 4: Highlight a digit on each of the numbers you have made. Figure 1

Step 5: Solve answers.

Step 6: Glue into notebook (glue on the backside of the answer half).

Sample Questions:

You can use any numbers you wish, or you can use numbers

your students come up with. You can also use the numbers shown in the pictures.

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Place Value Columns – Student Template

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13. Representing Numbers Candy Corn This was a fun little folded tool we used right before Halloween. If you are not studying numbers near Halloween, you can use the blank template for concepts you are studying during this time.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students have

learned about representing numbers so far. 

Have the students complete the

folded tool. We did two versions – one showing the numbers on the outside and “standard, expanded, and number form”

on the inside, and one that showed the opposite. 

We came up with the numbers

together for the first folded tool, and then I had the students complete the second one with a partner. 

Color the interactive tool so that it represents candy corn. (In case you are one of those lucky people with

access to a color printer at school, I will include a colored and a black and white template). 

Glue to right side of the page underneath the learning goal.

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

When students have completed the interactive tools, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof” (give

students questions to answer, or have them make up their own), and “Reflection” (where they can show their understanding in any creative way – have them refer to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold the paper in half along the dotted line (figure 1).

Step 2: Cut out the candy corn shapes, being careful to not cut on the fold line so that the candy corn shape opens up.

Step 3: Cut along the solid lines on each candy corn shape.

Step 4: Complete standard, expanded, and word form for each of the folded candy corn shapes.

Step 5: Color shapes (if using the black and white Figure 1

template).

Step 6: Glue into notebook. Sample Questions:

You can use any numbers you wish, or you can use numbers your students come up with. You can also use the numbers shown in the pictures.

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Representing Numbers Candy Corn – Student Template

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Representing Numbers Candy Corn – Student Template

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14. Mean, Mode, Median, and Range This interactive tool can be used to study the concepts of mean, mode, median, and range. To give this entry a “real-life” math application, use a set of data that means something to the class. We used the results from a quiz we had just had.

Procedure: 

Have students begin by writing the title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about organizing data (mean, mode, median, range).



Write the set of data at the top of the page, just under the learning goal.



Have the students the folded tool.

Discuss and model each step as you

work together to solve each section of it. 

Glue the interactive tool to the right side of the page underneath the learning goal and set of data.



When students have completed the

tool, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences),

“Proof” (give students questions to

solve, or have them make up their own – you could give them a smaller set of data to work with), and “Reflection”

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(where they can show their understanding in any creative way – have them refer to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their

has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold the paper into eighths along the dotted lines (figure 1).

Step 2: Cut along the two solid lines (this creates the

Line 1

flaps for the foldable to open).

Step 3: Fold along line 1 and line 2 so that the flaps meet in the middle (I call this a shutter-fold) (figure 1).

Step 4: Write titles on the outside of the flaps (figure 2). Step 5: Write information on the inside – definitions and

Line 2

solutions for each of the 4 sections (see second picture) Step 6: Add color for visual appeal (optional). Step 7: Glue into notebook. Sample Definitions:

Figure 1

We used the results (in percents) from our last quiz as our

Mean

Median

set of data.

Mean – “The average”. Find the sum of all your numbers, and divide by the number of numbers.

Mode – “The most”. The mode is the most occurring number in a set of data. There can be more than one mode.

Mode Figure 2

Range

Median – “The middle”. The median is the middle number in a

set of data when that data is organized into a list from least to greatest.

Range – “The difference”. The range is the difference between the highest and lowest numbers.

As you can see in the picture, we wrote the definitions on the back of each flap, and showed the solution for each under each flap.

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Mean, Mode, Median, Range – Student Template

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15. Types of Graphs This interactive tool can be used to review the different types of graphs. You can use the four I

have below, or you can change the graphs to meet the needs of your curriculum. The tool features a diagram of each graph and explains why and when you would use the graphs.

Procedure: 

Have students begin by writing the title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about types of graphs (names,

what they look like, how they are used, etc.) 

Have the students complete the

interactive tool. Discuss and model each step as you complete the different sections of the tool. 

Glue tool to right side of the page underneath the learning goal.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(students could create a graph and explain why the graph they chose is

appropriate for the data they used),

and “Reflection” (where they can show

their understanding in any creative way – have them refer to the Left-Side

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of the Page Thinking handout they may have glued in the front of their

journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose to do for their reflection, and why

they made that choice. Keep track of who shared on a class list to ensure

that everyone has a chance to share. I also included a checklist for this in

case you want to use the sharing as a formative assessment (see page 16).

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Instructions: Step 1: Fold the paper into thirds along the dotted lines (figure 1).

Step 2: Cut along the solid lines on the top and bottom thirds (figure 1).

Step 3: Fold the bottom flaps up, and the top flaps down.

Step 4: Write titles on the outside of the top flaps (figure 2). We used bar graph, line graph, scatterplot,

and circle graph to match to our curriculum, but you can use any graphs for your class.

Step 5: Write the graph uses on the next layer of flaps (see second picture).

Figure 1

Step 6: Draw a sketch of each graph on the inside of the tool (see third picture).

Bar

Line

Scatter

Circle

Graph

Plot

Graph

Step 7: Add color for visual appeal, and glue into notebook.

Sample Graph Uses: (these go on the second flap) Figure 2

Bar Graph – Bar graphs are used to show amounts or

the number of times a value occurs. They make it easy to see the difference in the data compared.

Line Graph – Line graphs are often used to plot changes in data over time. You can use these changes to predict future results.

Scatterplot Graphs – Scatterplot graphs show a

correlation (relationship) between two sets of data. It is also useful when you have a large number of data points to plot.

Circle Graphs – Circle graphs are used to show

percentages, or what percent a particular item represents in a set of data.

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Types of Graphs– Student Template

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16. Goal-Setting This fun little tool can be used for goal-setting. This was our first journal entry in January, so we were celebrating the New Year, while reflecting on the goals we set for math. I have provided

templates for 2013 and 2014, and I will update this page to include more dates as they are needed. Procedure: 

Have students begin by writing the

title and page number at the top of the page. 

Students will cut out the tool, being

careful to not cut at the fold so the date opens up. 

On the inside of the folded tool I asked my students to come up with 3 general goals for math overall. You could have your students come up with goals

specific to their math journals, using

feedback you have provided to them

through the checklists or conferences. 

When students finish they could add some color for visual appeal.



If time permits, students could meet

with a partner or small group to share and discuss their goals.

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New Year Goals – Student Template

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New Year Goals – Student Template

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New Year Goals – Student Template

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17. The Metric Staircase This interactive tool can be used to review metric conversion with the metric staircase. The tool features a step-by-step visual of the different metric prefixes with space for a mnemonic device written on the inside.

Procedure: 

Have students begin by writing the title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about the metric measurement

system (prefix names, how to convert, etc.). 

Have the students complete the

interactive tool. Discuss and model each step as you complete the different sections of the tool. 

Glue the staircase to right side of the page underneath the learning goal.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(students could create a new mnemonic device, or practice metric conversions),

and “Reflection” (where they can show

their understanding in any creative way - have them refer to the Left Side

of the Page Thinking handout they may

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Page 83

have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

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Instructions: Step 1: Fold the paper in half along the dotted line (figure 1).

Step 2: Keeping the paper folded in half, cut out the staircase (figure 1).

Step 3: On one half of the paper (the top half), cut

down the solid lines to separate the stairs (see first and second pictures).

Step 4: On the outside of the folded tool, write the metric prefixes on each stair (see first picture).

Step 5: On the inside of the folded tool, on the top half,

write the decimal and number equivalents (using the meter Figure 1

as the base unit = 1). On the bottom half write the

mnemonic device for remembering the steps – “King Henry Does (or doesn’t – my class voted for “does”) Usually Drink Chocolate Milk” (see second picture).

Step 6: Add color for visual appeal, and glue into notebook.

Sample Steps:

Outside of folded tool: Starting from the top and going down: kilo, hector, deka, unit (meter, liter, gram), deci, centi, milli.

Inside of folded tool (top half): Meter is the base unit, so it equals one. All the other units are based on their

relationship to the meter – for example, one meter is 100 centimeters; one meter is 0.001 kilometers. Kilo = 0.001,

hecto = 0.01, deka = 0.1, meter = 1, deci = 10, centi = 100, milli = 1000.

Inside of folded tool (bottom half): Mnemonic device for remembering the order of the steps. You can make up

your own or use the one we used: “King Hentry Does (or doesn’t – my class voted to use “does”) Usually Drink

Chocolate Milk”. (*** The “U” in usually stands for “unit”

– the staircase and prefixes work for all the base units” meter, liter, gram. Note: Canadian spelling is metre and litre).

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Metric Staircase – Student Template

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18. Finding the Area of a Rectangle and a Triangle This interactive tool can be used to help students realize the relationship between the area of a

rectangle and a triangle – and that the formula for the area of a triangle is ½ that of the area of the rectangle.

Procedure: 

Have students begin by writing the title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about finding area (the definition, the formula, etc.). 

Have the students complete the

interactive tool. Discuss and model each step as you complete the different sections of the tool. 

Glue tool to right side of the page underneath the learning goal.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(students could construct a different rectangle and find the area of it and the triangle) and “Reflection” (where

they can show their understanding in

any creative way - have them refer

to the Left Side of the Page Thinking handout they may have glued in the

Page 87

front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Cut out the rectangle (we used a square – and

then we could also discuss how a square is a special type of rectangle). Using a ruler, measure the dimensions for length and width, and label your rectangle with the dimensions.

Step 2: Using the formula A = l x w, solve the area of the rectangle. Write it down in the middle of the rectangle (see picture 2).

Step 3: Fold the rectangle in half along the diagonal.

Using a ruler, measure the height and base of the triangle. Label your triangle with the dimensions (see picture 1)

Step 4: Using the formula A = ½ b x h, or A = b x h / 2,

Figure 1

solve the area of a triangle. Write it down on the triangle (see picture 1)

Step 5: Add color for visual appeal, and glue into notebook.

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Finding the Area of a Rectangle and Triangle – Student Template

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19. Finding the Area of a Rectangle and a Parallelogram This interactive tool can be used to help students realize the relationship between the area of a

rectangle and a parallelogram – and the formula for area of a parallelogram. They also see that a rectangle and a parallelogram with the same area will have different perimeters because of the slanted sides on the parallelogram.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about finding area and perimeter (the definition, the formula, etc.). 

Have the students complete the

interactive tool. Discuss and model each step as you complete the different sections of the tool. 

Glue the tool to right side of the page underneath the learning goal.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(students could construct a different rectangle and find the area of it and the parallelogram) and “Reflection” (where they can show their

understanding in any creative way -

have them refer to the Left Side of

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the Page handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold the paper along the dotted line. Cut out the rectangle Using a ruler, measure the dimensions for

length and width of the top rectangle (from the fold up), and label your rectangle with the dimensions.

Step 2: Find the perimeter and area of the rectangle

(A = l x w). Write it down on the rectangle (see picture 1).

Step 3: Cut a small triangle from the end of the bottom rectangle (from the fold down). Tape the triangle to the other end to form a parallelogram (figure 2).

Step 4: Measure the dimensions (base, width, and

height). Find and record the perimeter and area of the

Figure 1

parallelogram (A = b x h) (see picture 2).

Step 5: Add color for visual appeal, and glue into notebook.

Sample Explanation:

Just under the interactive tool we wrote:

“When given a rectangle, we can compose a parallelogram

with the same area. However, their perimeters will be different.

To find area of a parallelogram, we use the formula:

Figure 2

A = base x height”

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Finding the Area of a Rectangle and a Parallelogram â&#x20AC;&#x201C; Student Template

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20. Perimeter and Area Review This 4-corner interactive tool was used to review perimeter and area formulas and solutions for the different shapes we studied: square, rectangle, triangle, and parallelogram. As this journal entry is a review, you may wish to not complete the left side of the page thinking today.

Procedure: 

Have students begin by writing the

title and page number at the top of the left and right sides of the page (left side is optional for this journal entry). 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about finding area and perimeter (the definition, the formulas, etc.). 

Have the students complete the

interactive tool. I had the students

construct their own shapes and solve independently as this was a review. I could then use this entry for assessment purposes. 

Glue the tool to right side of the page underneath the learning goal.



When the students have completed it, have them finish the left side of the page thinking. They need to finish

“What I Learned” (1-2 sentences), “Proof” (students could prove they

know the concepts by constructing

different sizes of shapes and solving

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The perimeter and area) and “Reflection” (where they can show their understanding in any creative way - have them refer to the Left Side of the Page handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold the paper along the dotted lines – first fold the paper in halves (to find the middle), then open up and fold each flap into the middle (figure 1).

Step 2: On the outside of each flap, draw a shape – we used the 4 we studied in class – rectangle, triangle,

square, and parallelogram. Measure the dimensions and label the sides of the shape (see picture 1).

Step 3: On the inside of each flap, solve the area and perimeter of each shape (see picture 2). Figure 1

Step 4: Add color for visual appeal, and glue into notebook. Notes:

I used this review for an assessment, so I had the

students construct their own shapes (I did tell them what shapes to include). They measured the shapes on their own, and solved for the area and perimeter

independently. If you do not wish to use this as an Figure 2

assessment, you can give the students the dimensions

and guide them through constructing the shapes. You can also model how to solve for perimeter and area. You can also draw the shapes on the template before

photocopying to save time or to differentiate for student needs.

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Perimeter and Area Review– Student Template

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21. 3D Geometry These nets provide the students with hands-on construction of 3D shapes from nets. The way

the nets are glued into the notebooks allows the students to still be able to “build” the shape. The blank faces provide an area for the students to study different concepts related to 3D

geometry and measurement: faces, vertices, edges, other net shapes, sketches, surface area,

and volume. Because of the variety of nets provided in the templates, you can stretch this into several different journal entries. Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about 3D shapes.



Have the students complete the

interactive tool (again, the different shapes can be done as separate journal entries). 

Model each step as the students are

completing the information on the nets. We also included definitions and full

solutions for volume and surface area on the side of the page. 

Glue tool to right side of the page (glue

on one face only so that the shape can still be built) underneath the learning goal. 

When students have completed it, have them finish the left side of the page

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thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(students could prove they know the

concepts by drawing different sizes

of nets and including the information on the net) and “Reflection” (where they can show their understanding in any

creative way - have them refer to the Left Side of the Page handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose to do for their reflection, and why

they made that choice. Keep track of who shared on a class list to ensure

that everyone has a chance to share. I also included a checklist for this in

case you want to use the sharing as a formative assessment (see page 16).

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Instructions: Step 1: Cut the net out (figure 1). Fold along the edges to form the shape.

Step 2: Open the shape back up. Depending on the

number of faces and the shape, we included different information on the shape. We counted the edges and vertices, made sketches of the shape and different

kinds of nets, and solved for volume (only for the prism shapes) and surface area (see pictures).

Step 3: Add color for visual appeal, and glue into the

notebook (glue one face only so that the shape can still be made). Figure 1

Sample Definitions and Information: Volume – the amount of space occupied inside an object. Surface Area – the total area of all the faces on a polyhedron (3D shape).

We also included full solutions for volume and surface area on the side of the page so students had full examples to refer to.

We examined the number of vertices, edges, faces.

We also sketched the 3D shape, and different kinds of nets for the shapes (see pictures).

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Cube Net – Student Template

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Rectangular Prism Net – Student Template

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Triangular Prism – Student Template

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Square-Based Pyramid – Student Template

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Triangular Based Pyramid (Tetrahedron) â&#x20AC;&#x201C; Student Template

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Cylinder – Student Template

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22. Prime and Composite Numbers; Factors and Multiples This shutter-fold, 8-flap interactive tool provides students with definitions and examples for prime numbers, composite numbers, factors, and multiples.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about prime and composite

numbers, or factors and multiples. 

Have the students complete the

interactive tool. Discuss and model each step as you complete the

different sections of the tool. Allow

students time to try to come up with

examples for the numbers before they are written on the paper. 

Glue the tool to the right side of the page underneath the learning goal.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof” (where students come up with

different examples for each kind of number) and “Reflection” (where they can show their understanding in any

creative way - have them refer to

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the Left Side of the Page handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold the sides into the middle along the dotted lines. Cut the flaps along the solid lines (figure 1).

Step 2: Write the titles on the outside of the flaps: prime numbers, examples of prime numbers, composite numbers, examples of composite numbers, factors,

factors of ____ (choose a number – we used 24), multiples, multiples of ____ (see picture 1).

Step 3: Write the definitions and examples inside the flaps (see picture 2).

Step 4: Add color for visual appeal, and glue into notebook. Figure 1

Sample Definitions and Examples:

Prime Number – A prime number has only 2 factors – one and itself. Examples: 7, 19, 2, 13, 31, etc.

Composite Number – A composite number has 3 or more factors. Examples: 15, 14, 27, 24, 100, etc.

Factor – A factor is a whole number that divides another whole number without a remainder. It is one of the two

whole numbers that multiply together to form a product. Example: the factors of 24 are 1, 2, 3, 4, 6, 8, 12, 24.

Multiple – A multiple is the product of 2 factors. It is like “skip counting”. Example: the first 5 multiples of 24 are: 24, 48, 72, 96, 120.

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Prime and Composite and Factors and Multiples â&#x20AC;&#x201C; Student Template

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23. Factors, Common Factors, and G.C.F. This interactive tool uses a Venn diagram to compare two sets of factors. Common factors are shown in the middle of the two circles, and the greatest common factor is circled in the middle. The same interactive tool can be used to study common multiples and the L.C.M.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about factors. You could also

review what a Venn diagram is used for. 

Have the students complete the

interactive tool. Discuss and model each step as you complete the

different sections of the tool. Allow

students time to try to come up with the factors before they are written on the paper. 

Glue the tool to right side of the page underneath the learning goal and definition.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(where students can list the factors and common factors of different

Page 108

numbers) and “Reflection” (where they can show their understanding in any creative

way - have them refer to the Left Side of the Page handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold in half along the dotted line. Cut slits in the Venn diagram along the solid lines (see figure 1).

Step 2: Choose 2 numbers (we used 36 and 48). Write

the titles on the circles in Venn Diagram: Factors of (36),

Factors of (48), and write Common Factors where the two circles overlap (see picture 1)

Step 3: On the inside of the interactive tool, write the factors (of 36) on the one circle, and the factors (of 48)

on the other circle. We circled all the common factors, then rewrote them in the middle where the two circles overlap. We also stated the Greatest Common Factor (G.C.F.) in the middle (see picture 2). Figure 1

Step 4: We also included the definition for common factor and greatest common factor at the bottom of our journal page

Step 5: Add color for visual appeal, and glue into notebook.

Sample Definitions and Examples:

Common Factor: A factor that is shared between two or more lists of factors.

Greatest Common Factor: The greatest (or highest) number in a list of common factors.

Factors of 36 – 1, 2, 3, 4, 6, 9, 12, 18, 36

Factors of 48 – 1, 2, 4, 6, 8, 12, 24, 48 Common Factors – 1, 2, 4, 6, 12

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Factors, Common Factors, and G.C.F. – Student Template

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24. Prime Factors – The Factor Tree This fun little folded tool helps students practice prime factorization. The tree image helps them to visualize and remember using the factor tree to find prime factors. We study prime

factorization in the spring, so we use this tree. However, if you study this in the fall or winter, I am also including a template of an evergreen tree.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about factors and prime numbers. 

Have the students complete the

interactive tool. Discuss and model each step as you complete the

different sections of the tool. Allow

students time to try to come up with the factors before they are written on the paper. 

Glue the tool to right side of the page underneath the learning goal.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(where students could find the prime factors of a different number) and “Reflection” (where they can show

their understanding in any creative way

Page 111

- have them refer to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold in half along the dotted line. Cut out the tree image (see figure 1).

Step 2: On the front of the tree we included the title, why we use prime factorization, and a definition of prime factors (see picture 1).

Step 3: On the inside of the interactive tool, we used a factor tree to find the prime factors of 48 (but you can use whatever number you wish) (see picture 2). Step 4: Add color for visual appeal, and glue into notebook. Figure 1

Sample Definitions and Examples: Front of the tree:

To find the prime factors of a number we use a factor tree.

Prime Factors – factors that are prime numbers. Inside of the tree: (factor tree for 48 – NOTE: it is

important for the students to realize it doesn’t matter which set of factors you start with, you will always end with the same prime factors at the end. 48 = 6 x 8

48 = 3 x 2 x 4 x 2

48 = 3 x 2 x 2 x 2 x 2

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Factor Tree – Student Template

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Factor Tree – Student Template

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25. Egg-cellent Multiples This fun little folded tool helps students practice multiples. We did this one right before Easter

(hence, the Easter Egg), but if you are doing this at another time of the year, you can decorate the oval template in any manner you wish. You could also use the 10-flap template from Journal Entry #12 – Place Value Columns.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about multiples.



Have the students complete the

interactive tool. Depending on the grade level, you may wish to have students complete this one

independently – older grades shouldn’t require any help with these multiples. 

Glue the tool to right side of the page underneath the learning goal and decorate the egg.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(where students could list multiples of

other numbers) and “Reflection” (where they can show their understanding in

any creative way - have them refer

Page 115

to the Left Side of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Fold in half along the dotted line. Cut out the egg image (see figure 1).

Step 2: Cut along the solid lines to make the flaps for the multiples. Be careful to not cut all the way to the edge.

Step 3: On the outside of the egg, write the titles on each flap: Multiples of … (see picture 1).

Step 4: On the inside of the egg, list the first 10 multiples for each number (see picture 2).

Step 5: Add color for visual appeal (decorate the egg), and glue into notebook. Figure 1

Sample Example:

We used the numbers 1 – 9 for our multiple egg, but you

could use any numbers you wish. For older grades you may wish to use larger numbers (my students still needed practice with their basic facts).

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Egg-cellent Multiples â&#x20AC;&#x201C; Student Template

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26. Multiplication We used this 6-flap folded tool to examine multiplication: the definition, multiplication words, the standard algorithm, picture strategy, array strategy, and box and cluster strategy. You can change some of the strategies to fit what you use in your class.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about multiplication. We chose to use a 2-digit x 2-digit question (any larger and we wouldn’t have room to illustrate some of the strategies). 

Have the students complete the interactive tool.



Glue the tool to right side of the page underneath the learning goal. Leave

room to write the multiplication question you chose on the side of the page. 

When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(where students could make and solve a different multiplication question) and “Reflection” (where they can show

their understanding in any creative way - have them refer to the Left Side

Page 118

of the Page Thinking handout they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Turn paper to landscape – fold outer flaps into

middle along the dotted lines (shutter-fold) (see figure 1). Step 2: Cut along the solid lines to make the flaps.

Step 3: Fold flaps in. On the outside of the flaps write the titles: Multiplication Definition, Multiplication Words, Traditional Step-by-Step (algorithm), Picture (groups), Figure 1

Array (grid), Box and Cluster. (You can change these

strategies to match strategies you use in class) (see picture 1).

Step 4: On the inside of the flaps, complete each

section for the multiplication question you chose (see picture 2).

Step 5: Add color for visual appeal, and glue into notebook.

Sample Definition:

Multiplication: A mathematical operation performed on

two or more numbers to get a product. It is sometimes referred to as repeated addition.

Multiplication Words: times, each, in all, twice, product,

area, factor, multiple, multiply, multiplied by, by, volume, etc.

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Multiplication – Student Template

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27. Division We used this fun burger interactive tool to remember the steps to division. We did 4 steps:

“Does McDonald’s Serve Burgers?” (divide, multiply, subtract, bring down). I have also seen “Does McDonald’s Serve Burgers Raw?” (divide, multiply, subtract, bring down, repeat/remainder).

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about division.



Have the students complete the interactive tool, and color burger.



Glue the tool to right side of the page underneath the learning goal. Leave

room to write the steps, division words, definition, and examples on the page. 

When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(where students could make and solve a different division question) and

“Reflection” (where they can show

their understanding in any creative way - have them refer to the Left Side

journals, or the anchor chart hanging in your room).

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

When they have finished the left side of their page, have students make a “traffic light comprehension dot” in the top corner (see page 12).



Before we move on to a new lesson the next day, I ask for a volunteer to share their journal with the class. They show the tool they made, and read through their left side

of the page thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a formative assessment (see page 16).

Instructions: Step 1: Depending on the mnemonic device you are using

(“Does McDonald’s Serve Burgers?” or “Does McDonald’s Serve Burgers Raw?”) each student will need 4 or 5 burgers.

Step 2: On first burger, cut out top bun. Write “Does” on the bun.

Step 3: On second burger, cut out top bun and tomato together. Write “McDonald’s” on the tomato.

Step 4: On third burger, cut out top bun, tomato, and burger together. Write “Serve” on the burger.

Step 5: If you are only using 4 steps, cut out the whole burger and write “Burgers” on the bottom bun. If you are Figure 1

using 5 steps, cut out top bun, tomato, burger, and

lettuce together. Write “Burgers” on the lettuce. Then

cut out whole burger and write “Raw” on the bottom bun. Step 6: Assemble burgers together in flipbook style.

Staple at the top of the top bun to keep the pages together.

Step 7: Color for visual appeal and glue into journal, leaving room for other work on the page (see picture). Sample Definitions and Examples: (see picture)

Division – Division is the opposite of multiplication. It means to separate into equal groups or parts.

Division Words – quotient, half, same, split, divisor, dividend, equal groups, distribute, separate.

*** We also included example division problems with full solutions. You could also separate the example division

question into parts on the pages in the burger flipbook.

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Division – Student Template

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28. Operations with Decimals We used this 4 corner interactive tool to examine and review how to perform operations with decimals.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about decimals and mathematical operations. 

Have the students complete the

interactive tool. Model each step and

question solutions as you go through the tool with the students. Allow them time to try to solve the questions before you provide the answers. 

Glue the tool to right side of the page underneath the learning goal.



When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof”

(where students could make and solve

different questions with decimals) and “Reflection” (where they can show

their understanding in any creative way - have them refer to the Left Side

of the Page Thinking handout they may

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have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Fold the paper in half both ways to find the

middle of the page. Fold outer corners into the middle (figure 1).

Step 2: On the outside of the flaps, write each operation name (see picture 2).

Step 3: On the inside of flaps, model and solve a full

problem for each operation with decimals. We also included a full explanation of how to solve with the decimal (see picture 3). Figure 1

Step 4: Fold the flaps back in. Then fold each corner into the middle again (figure 2). We wrote the title

“Operations with Decimals” in a circle around the middle and drew a decimal in the very middle (see picture 1). Step 5: Color for visual appeal and glue into journal. Sample Explanations and Examples:

Addition: When adding with decimals, line the decimals up in the question and the answer. 7.88 + 16.09 = 23.97

Subtraction: When subtracting with decimals, line the Figure 2

decimals up in the question and the answer (same as addition).

23.97 – 16.09 = 7.88

Multiplication: When multiplying with decimals, leave the

decimal until the end. Count the number of decimal places in your question, and put the same number in your answer. 59.02 x 26 = 1534.52

Division: When dividing with decimals, leave the decimal until the end. Put the decimal in the answer just above where it is in the question. 8.328 ÷ 4 = 2.082

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Operations with Decimals – Student Template

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29. Order of Operations This was the first time we started our right and left side of the page journal entries, so from now on, you will see the students’ own thinking, too.

This journal entry was for order of operations – it was quick and easy because we used small

post-it notes. We use the acronym “BEDMAS” in our class, but it would work the same for “PEMDAS” or “My Dear Aunt Sally”. It is arranged in a hopscotch format because I do a hopscotch activity with order of operations. You can see this in action on my blog here: http://www.rundesroom.com/2012/04/taking-math-outside.html

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about order of operations.



Have the students complete the

interactive tool with post-it notes.

Under each letter, write the word it stands for. We also reviewed the reason why we put division and multiplication, and addition and

subtraction together (multiplication and division go before addition and

subtraction – complete in the order they appear in the question). 

When students have completed it, have them finish the left side of the page thinking. They need to finish “What I

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Learned” (1-2 sentences), “Proof” (where students could make and solve different questions with multi-

operations) and “Reflection” (where

they can show their understanding in

any creative way - have them refer

to the Left Side of the Page Thinking handout they may they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

Instructions: 

This was quick and easy. We just used post-it notes for each word in our acronym

“BEDMAS”. You can use the acronym you use in class for order of operations. Under each post-it was the word the initial refers to (see pictures).



As a whole class or in small groups, you could have the students come up with a new mnemonic device for the steps in order of operations (could also be done as the “reflection”).



You can model sample questions and solutions on the page as well (we had previously done that in class).

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30. Types of Angles We made this folded tool to review the different types of angles we study. We also made an interactive angle tool so students could practice making and measuring angles.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about types of angles and measuring angles.



Have the students complete the

interactive angle tool. Glue bottom ray to page and attach top ray using a

brass fastener so that it can move. 

Complete Types of Angles folded tool. Ask students to come up with

examples from the classroom for each type of angle. Glue the tool to right side of the page underneath the

learning goal and interactive angle tool. 

When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof” (where students could make and measure different angles) and

“Reflection” (where they can show

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- have them refer to the Left Side

of the Page Thinking handout they may

have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Cut out the angle rays (figure 1). Glue the

bottom ray to the paper and attach the top ray with a brass fastener (see third picture).

Step 2: Cut out Types of Angles Template. Fold into

thirds along the dotted lines. Cut along the solid lines to Figure 1

make flaps on the top and bottom third (figure 2).

Step 3: Fold into thirds again. On the outside flaps

write each type of angle: acute, right, straight, and obtuse.

Step 4: Open flaps back up. On the top third, draw

diagrams of the angle types on each flap. On the middle

third, write the definition for each angle. On the bottom third, have students come up with examples from the classroom for each type of angle (see picture 2).

Step 5: Color for visual appeal and glue into journal under angle tool.

Sample Definitions:

Acute Angle – An acute angle is an angle that measures Figure 2

less than 90 degrees.

Right Angle – A right angle is an angle that measures exactly 90 degrees.

Obtuse Angle – An obtuse angle is an angle that measures between 90 and 180 degrees.

Straight Angle – A straight angle is an angle that measures exactly 180 degrees (a straight line).

Angle Rays

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Types of Angles – Student Template

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31. Types of Triangles This was an interactive journal entry we made to study types of triangles – side lengths and

angles. It features interactive triangles, definitions, a matching activity, and an “important dot”

for big ideas. We also practiced measuring angles, and wrote the total number of degrees in each triangle (180 degrees) on the inside of the triangle – the “big idea” for this lesson. These triangle templates look great on colored paper if you have access to it.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about types of angles and types of triangles. 

Have students cut out different

kinds of triangles and glue them to the side of the page. 

Write the types of triangles and

definitions beside triangles. (We wrote them in no particular order so we could use it as a matching activity. If you

wish, you could write the triangle names and definitions beside each triangle. 

Optional: we practiced measuring each of the angles in the triangles and

wrote the total number of degrees inside each triangle. 

Complete “Important Dot” and big idea

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add up to 180 degrees). 

When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof” (I

asked students if a triangle could have 2 right angles) and “Reflection” (where they can show their understanding in

any creative way - have them refer

to the Left Side of the Page Thinking handout they may have glued in the

front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Fold the paper in half. Cut out 6 triangles and one semi-circle (figure 1).

Step 2: Glue the triangles to the page. *Optional – we

measured the angles in each triangle and wrote the total inside each triangle – which led to the “big idea” that the sum of angles in a triangle is 180 degrees.

Step 3: Write the types of triangles and definitions on the side of the page (see picture 1). We matched the

definitions and types of triangles, but you can write the definitions beside each triangle. Lead students to the

discovery that a triangle can have two names – example: acute, equilateral.

Step 4: Glue semi-circle to the page. On the outside Figure 1

write “important” or “big idea”. On the inside we wrote, ”The sum of angles in a triangle is 180 degrees.”

Step 5: If you didn’t use colored paper, students could color triangles and dot for visual appeal. Sample Definitions:

Isosceles Triangle – 2 equal sides (2 equal angles)

Scalene Triangle – no equal sides (no equal angles)

Equilateral Triangle – 3 equal sides (3 equal angles) Acute Triangle – 3 acute angles Right Triangle – 1 right angle

Obtuse Triangle – 1 obtuse angle

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Types of Triangles – Student Template

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32. Sum of Angles in a Quadrilateral This was an interactive journal entry we made to examine the sum of angles in a quadrilateral. We built off our last journal entry (types and angles in a triangle) to complete this entry.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about the sum of angles in a

triangle, and comparing the area of a triangle and rectangle. Also review the definition of a quadrilateral. 

Cut out the folded triangle and measure the angles in the triangle. Open the triangle up to form a

quadrilateral and measure the angles in it. 

Complete “Important Dot” and big idea at bottom of page (angles in a

quadrilateral add up to 360 degrees). 

Note: our quadrilateral included a

reflex angle – the template I’m providing in this resource does not. 

When students have completed it, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2 sentences), “Proof” (students can draw a different

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quadrilateral and measure the angles in it), and “Reflection”, where they can show their understanding in any

creative way - have them refer to the Left Side of the Page Thinking handout they may have glued in the

front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Fold the paper in half. Cut out the triangle and semi-circle (figure 1).

Step 2: Glue the triangle to the page. Measure the

angles in the triangle (180 degrees) (see picture 1). We

also named the triangle (review from last journal entry). Step 3: Open up the triangle. Measure the angles in

the quadrilateral (360 degrees) (see picture 2). We also drew in the line of symmetry on the quadrilateral. We

made a mathematical equation for the sum of angles in a quadrilateral and wrote it down on the page beside the quadrilateral.

Step 4: Glue the semi-circle to page. On the outside

write “important” or “big idea”. On the inside we wrote, Figure 1

”The sum of angles in a quadrilateral is 360 degrees.”

Step 5: If you didn’t use colored paper, students could color the quadrilateral and dot for visual appeal.

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Sum of Angles in a Quadrilateral – Student Template

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33. Symmetry This was an interactive journal entry we made to examine lines of symmetry and rotational

symmetry. We included definitions of both types of symmetry and interactive tools to provide a hands-on experience to explore both kinds of symmetry.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about symmetry.



Draw a table on the page with two columns – lines of symmetry and

rotational symmetry. Write the

definition for each kind of symmetry. 

Cut out the shapes. Glue down shapes for lines of symmetry, and attach

shapes for rotational symmetry with brass fasteners. Explore symmetry with all the shapes and write conclusions beside each shape. 

When students have completed the

activity, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2

sentences), “Proof” (students can

examine symmetry in different shapes) and “Reflection” (where they can show

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- have them refer to the Left Side

of the Page Thinking handout they may

have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Two sets of shapes fit on one paper. Give each student half of the paper.

Step 2: Cut out the shapes. For “lines of symmetry” fold one of each of the shapes (trapezoid, square,

parallelogram) into all the lines of symmetry. Draw lines of symmetry on the shapes with a dotted line. Glue shapes into table by gluing only one small section so that shapes

can still be folded to show lines of symmetry (see picture 1). Record the lines of symmetry in the table.

Step 3: For the other three shapes (trapezoid, square,

parallelogram) attach to the table with a brass fastener. Rotate the shapes to find the rotational symmetry (see Figure 1

picture 1). Record the rotational symmetry in the table. Step 4: If you didn’t use colored paper, students could color quadrilaterals and dot for visual appeal. Sample Definitions and Examples:

Line of Symmetry – a line that divides a 2D shape into

halves that match when the shape is folded along the line of symmetry.

Trapezoid – 1 line of symmetry

Square – 4 lines of symmetry

Parallelogram – 0 lines of symmetry

Rotational Symmetry – A shape that can fit on itself exactly more than once in a complete rotation has rotational symmetry.

Trapezoid – does not have rotational symmetry

Square – does have rotational symmetry (order of 4)

Parallelogram – does have rotational symmetry (order of 2)

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Lines of Symmetry and Rotational Symmetry – Student Template

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34. Transformational Geometry This was an interactive journal entry we made to examine transformational geometry –

translations, rotations, and reflections. We also took the opportunity to review coordinate pairs on a 4-quadrant grid.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about transformational geometry. 

Cut out 10 x 10 grid. We chose to

make it a 4-quadrant grid by drawing

an x and y axis down the middle of the grid, but you can use the grid as one

quadrant if it fits your needs better.

Glue the grid to the journal sheet – only glue the middle of the grid so that you can slide a paperclip around the edges of the grid. 

Draw a 3 column table under the grid to record your transformations.



Cut out shapes. Label each vertex on the shapes (a, b, c, etc.). Attach the trapezoid to the grid with a paperclip.

Attach the triangle to the grid with a brass fastener. Fold the rectangle in

half. Glue half (one square) to the grid. 

Perform a translation with the

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trapezoid, rotation with the triangle, and reflection with the square (open

the rectangle). Record the original and new positions of each shape in the table. We also drew in the new

positions with a pencil crayon so the students had a visual. 

When students have completed the

activity, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2

sentences), “Proof” (students can

perform a transformation on a shape)

and “Reflection” (where they can show their understanding in any creative

way- have them refer to the Left Side of the Page Thinking handout

they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Two sets of shapes fit on one paper. Give each student half of the paper (figure 1).

Step 2: Cut out the shapes and the grid. Glue the grid under the learning goal by using only a small amount of glue

in the middle of the grid. If you wish, you can turn the grid into a 4-quadrant grid by drawing an x and y axis down

and across the middle of the grid. Draw a 3 column table under the grid to record transformations (see picture 1). Step 3: Label each vertex on the shapes. Attach

trapezoid to grid using a paperclip. Attach triangle to

grid using a brass fastener. Fold rectangle in half. Glue the square to the grid. Record the original coordinate Figure 1

pairs for the three shapes in the table (see picture 1).

Step 4: Perform a translation with the trapezoid (we translated it 4 units to the right). Record the new

position of the trapezoid in the table. Perform a rotation with the triangle (we rotated it 90 degrees clock-wise

around point B). Record the new position of the triangle in the table. Open the fold on the square to perform a reflection (we reflected it over the x and y axis).

Record the new position of the square on the table (see picture 1).

Step 5: If you didnâ&#x20AC;&#x2122;t use colored paper, students could color shapes for visual appeal.

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Transformational Geometry – Student Template

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35. Fraction Flipbook This was an interactive flip book we made to examine fractions, and converting fractions to Procedure: 

decimals and percents.

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language (you may have to do this beside the flipbook, as it takes up the length of the page). 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about fractions, decimals, and percents.

 

Cut out all the pages.

Staple the pages together (in the

correct order) at the top to make a flipbook. 

For each fraction circle and rectangle, color to represent the fraction.

Write the fraction, decimal equivalent, and percent in the chart. We

completed this as a whole class activity. Glue in journal. 

When students have completed the

flipbook, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2

sentences), “Proof” (students can represent their knowledge of

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show how to convert a fraction to a decimal or percent) and “Reflection” (where they can show their

understanding in any creative way-

have them refer to the Left Side of the Page Thinking handout they may

have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

Instructions: Step 1: Cut out the 10 pages. Place in correct order and staple together at the top. Step 2: For each of the pages, color the fraction circle and fraction rectangle to

represent the fraction label at the bottom of the page. Complete the 3 column table by writing in the fraction, decimal equivalent, and percent equivalent. Step 3: Glue flipbook into journal.

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Fraction Flipbook – Student Template

Fraction

Decimal

Percent

Thirds

Fraction

Decimal

Percent

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Fraction

Decimal

Percent

Halves

Fraction

Decimal

Percent

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Fraction

Decimal

Percent

Whole

Fraction

Decimal

Percent

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Fraction

Decimal

Percent

Tenths

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Fraction

Decimal

Percent

Twelfths

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Fraction

Decimal

Percent

Fifths

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36. Equivalent Fractions Who doesn’t love pizza? We used this interactive tool to study fraction parts and equivalent fractions. Students enjoyed decorating the pizza when they were finished.

Procedure: 

Have students begin by writing the

title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already know about fractions and making equivalent fractions.



Cut out the circle (on outer line). Fold

into sixteenths by folding in half, then

half again to make quarters, then half again to make eighths, then half one

more time to make sixteenths. Model

each step and tell students how folding the circle in half is like dividing the fractions by 2. 

Using the fold lines, divide the pizza

into the sections (fractions) you wish. We used: one quarter cheese, one

quarter pepperoni, one eighth sausage,

one eighth mushrooms, three sixteenths olives, one sixteenth anchovies.

Students will color each section to represent the fraction. 

Cut each section from the middle of the circle to the inner circle line (crust).

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Fold back the sections. Under each section we recorded the fraction,

decimal, and percent. You could also write equivalent fractions here (for example: one quarter equals four

sixteenths). Glue to right side of page. 

When students have completed the

activity, have them finish the left side of the page thinking. They need to finish “What I Learned” (1-2

sentences), “Proof” (students can make equivalent fractions) and

“Reflection” (where they can show

their understanding in any creative

way- have them refer to the Left Side of the Page Thinking handout

they may have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Cut out the circle around the outer circle line.

Step 2: Fold into sixteenths by folding the circle in half 4 times (figure 1).

Step 3: Divide the pizza into sections according to

teacher directions (see directions below) (see picture 1). Step 4: Color and label each pizza section.

Step 5: Cut from the middle of the circle to the inner circle line for each pizza section. Glue the pizza to

journal page by just gluing around the crust (leave the

middle free from glue). Under each section record the fraction, decimal, and percent. You can also include equivalent fractions (see picture 3). Figure 1

Sample Directions:

We divided the pizza into these sections: 1/4 cheese

1/4 pepperoni 1/8 sausage

1/8 mushroom 3/16 olives

1/16 anchovy

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Equivalent Fractions – Student Template

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37. Probability We made an interactive spinner to study theoretical and experimental probability. Students had to design the spinner according to the directions, and carry out a test to check for the experimental probability.

Procedure: 

Have students begin by writing the title and page number at the top of

the left and right sides of the page. 

On the right side of the page, have students write the common core

standard or curriculum expectation in the document language. 

On the left side of the page, have

students rewrite the learning goal in their own words. Just underneath that, have them complete “What I

Know” (1 – 2 sentences). (See page 8 - 11 for examples of left-side thinking). 

Quickly review what students already

know about fractions and percents (to design the spinner), and probability. 

Cut out the circle. Design the spinner according to teacher instructions (I

asked students to have a 30% chance of spinning red, and a 40% chance of

spinning green). You may need to remind students that percent is out of 100, so 30/100 is 3/10 (divide circle into 10 equal sections). 

Glue the circle to the right side of the page. We opened up a paperclip and

glued a triangle to the tip to act as an arrow for the spinner. We looped it through a brass fastener in the middle of the circle. Simply flick the paper clip, and it spins. 

When students have completed the

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of the page thinking. They need to finish “What I Learned” (1-2

sentences), “Proof” (students can show how they completed an experiment to

show experimental probability, or explain theoretical probability) and “Reflection” (where they can show their

understanding in any creative way-

have them refer to the Left Side of the Page Thinking handout they may

have glued in the front of their journals, or the anchor chart hanging in your room). 

When they have finished the left side of their page, have students make a

“traffic light comprehension dot” in the top corner (see page 12). 

Before we move on to a new lesson

the next day, I ask for a volunteer to

share their journal with the class. They show the tool they made, and read

through their left side of the page

thinking. They explain what they chose

to do for their reflection, and why they made that choice. Keep track of who shared on a class list to ensure that

everyone has a chance to share. I also included a checklist for this in case you want to use the sharing as a

formative assessment (see page 16).

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Instructions: Step 1: Cut out the circle (figure 1).

Step 2: Design the spinner according to the teacher

directions (we wrote the directions / task on our journal page) (see picture 1).

Step 3: Make the arrow for the spinner by opening up a paperclip (leave the little loop at the end). Glue a small

triangle to the end of the paperclip to make an arrow.

Glue the spinner to the page. Loop the paperclip arrow through a brass fastener and put through the middle of the spinner.

Step 4: Color and label spinner sections.

Figure 1

Sample Directions:

I asked students to create a spinner that had a

theoretical probability of 30 percent chance of spinning red and a 40 percent chance of spinning green.

We had just finished studying equivalent fractions (and

completed the pizza equivalent fractions journal entry), so I let most of the students design the spinner themselves, while I worked with a smaller group that needed assistance.

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Probability Spinner – Student Template

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38. End of the Year Journal Web This web was a great way to finish up our math journals. Students had the opportunity to go

through their journal and review all the concepts they have learned over the year, and it provided a beautiful visual of their learning.

Procedure: 

I had students start by writing the word “math” in the middle of their page.



They then had 5 main branches representing our 5 math strands (number sense and

numeration, measurement, data management and probability, geometry, and patterning and

algebra). You could have your students create branches that represent the main units you study in class. 

From there, they went through their math journals, and had to write a main idea or concept

from each journal entry. They also had to draw a small picture or diagram to represent each concept. 

Add color for visual appeal … and prepare to be amazed by all the learning accomplished over the year. 

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Runde’s Room http://www.teacherspayteachers.com/Store/Rundes-Room/Products www.rundesroom.com Thank-you for taking the time to visit my store and downloading one of my products. All of my products have been used in my classroom with great success. I sincerely hope you find this resource a useful tool for your classroom. I have a large collection of language and math resources suitable for grades between 4 and 10, including my popular drama circles, and cootie catchers for math and language. If you are looking for novel unit ideas, I have an extensive unit plan for Chris Van Allsburg (an inferring unit focussing on six of his books), as well as a novel unit for Joey Pigza Swallowed the Key. I also have bundles of materials to use while studying the reading comprehension strategies, a HUGE 183-page Reading Comprehension Strategy Resource Binder, and a comprehensive 156-page Literary Elements Resource Binder. I have a large collection of products for your SMARTboard, including language lessons, math lessons, math games, music lessons and mini-units, and many more. Check back often as more products are being added all the time! © 2012 J. Runde: Runde’s Room. All rights reserved. Purchase of this unit entitles the purchaser the right to reproduce the pages in limited quantities for classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author: Runde’s Room: jenrunde@yahoo.com Copying any part of this product and placing it on the internet in any form (even a personal/classroom website) is strictly forbidden and is a violation of the Digital Millennium Copyright Act (DMCA).

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