Author Archives: drawlins

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Area, Perimeter & Little Red Square Park

  By drawlins • November 18, 2015 , , ,

Third Graders Explore Area and Perimeter by Measuring a “Pocket Park”

As part of their study of area and perimeter, third graders in Elaine and Jessie’s class measured the perimeter of “Little Red Square”, the small pocket park that lies just in front of LREI on Sixth Avenue. Each class divided into small groups and used trundle wheels to measure the four sides of the park. Then they calculated the perimeter by adding up the side dimensions. When the class looked at the set of data, they realized that their perimeter data varied, and they attributed this to the inexactness of using the trundle wheel. They decided to use the middle number of the data set (the median) as their “working” perimeter for the park. Continue reading

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Apollo Theater Problem

  By drawlins • November 11, 2015 , , ,

How many New York City blocks is it to the Apollo Theater from LREI? 

(The Apollo Theater is located at 125th Street in Harlem)

This problem seemed easy enough until Tasha’s second grade realized that the West Village, where LREI is located, isn’t laid out in an organized city grid system, like the rest of Manhattan is. An interesting math problem ensued, and the class enlisted Nick, LREI’s resident historian to help us understand why the streets in the West Village are so confusing! Continue reading

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Robin & the Stairs; Odd & Even Numbers

  By drawlins • November 10, 2015 , ,

Tasha’s second grade class watched the video below and came up with several mathematical questions to investigate:

  1. How many steps could there be on the stairs if Robin is on the middle step?
  2. Is the step Robin is on odd or even?
  3. Can I count by “twos” and land on the middle step?
  4. What step could Robin be on?
  5. What step could Robin not be on?

Continue reading

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Security Camera Equations & Algebra in First Grade

  By drawlins • November 6, 2015 , , ,

Students in first grade have been working with the equal symbol, and the greater than/less than symbol. They’ve created number stories and equations using the data they collected from counting the number of security cameras the stores in the neighborhood have. Some of these equations are simply true statements, and some have missing addends, or missing sums, depending on the story they created. Continue reading

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First Grader’s Data Representations of “Safe” and “Unsafe” Lead Them to Social Responsibility.

  By drawlins • October 29, 2015 , ,

The students in first grade are learning how to collect data and communicate the results of their data in a representation that makes sense to them.

Both classes spent time outside observing and recording “safe” and “unsafe” events in the neighborhood before each class decided on a topic to collect data on. Safety is also the larger topic they are learning about in social studies. Sarah’s class collected data on bicyclists and whether or not they wore helmets. Ariane’s class collected data on broken benches in the nearby parks. Continue reading

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Student-to-Student Mathematical Discussion in the Classroom

  By drawlins • October 29, 2015 ,

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Young mathematicians need to be able to “Construct viable arguments and critique the reasoning of others”, according to the National Council of Teachers of Mathematics. This philosophy aligns with LREI’s progressive educational goals of placing an emphasis on student voice, and creating a classroom culture of engaging student-to-student discussions. Students take on the role of leaders who believe that they can actively defend their own mathematical ideas, and help shape the ideas of their colleagues in a supportive, nurturing environment. Continue reading