Collecting, comparing and recording data is one of many concepts fourth-grade students experience in math in the Hazelwood School District.
At Armstrong Elementary School, fourth-grade teacher Jackie Bullock led her class through a lesson in measurement.
“This is an investigation to compare our heights,” Bullock said. She followed by explaining units of measurement – inches and meters – and giving tips on how to complete the project.
Working in groups of three, the students used long, paper rulers to measure each other and record the data. Bullock reminded students to stand up straight, keep their shoulders back and their feet together as they were being measured to help with accuracy.
With notebooks and pencils in hand, students worked in different areas of the classroom, taking turns measuring and recording. Afterward, the students returned to their desks and shared the data with Bullock, who wrote their responses on the Promethean whiteboard. From the data, a line plot was created.
“What’s our shortest height?” asked Bullock. The numbers ranged from 52 to 63 inches.
“In your notebooks, create a line plot using the data. We should all have the same line plots because we are using the same data. Make sure to give it a title,” Bullock continued.
“What is the data showing us?” she asked.
“There are a lot of people who are 52 inches,” said one student.
“A lot of people are the same height,” observed another.
“We’re mainly in the 50s,” said another.
As the lesson continued, the students shared ideas as to why their heights are similar, and finished the lesson with a literacy component.
“The students recorded the line plot in their notebooks and together, we answered several questions about the shape of the data. Like all good investigators, they took notes about what they saw and drew conclusions about the data,” Bullock said.
She also explained how working in groups and the use of technology influences students’ understanding.
“By working in groups, students are able to bounce ideas off of one another. They often feel more comfortable sharing ideas about their learning with a small group of their peers than they do in front of the teacher and the entire class.
“It has also been proven that we learn best by teaching, so in a small group setting, students are given the opportunity to teach others how to work through a task.”
“Technology gets students motivated and the interactive Promethean board motivates them to participate. It is an indispensable tool for that fact alone,” Bullock said.
“The range of activities that I can do with my classroom is expanded by all of the features of the Promethean board.”
For example, at the start of each math lesson, Bullock begins with a 10-minute math activity using the Promethean board.
“The 10-minute warm up gets their brains going and helps to reinforce their basic addition and subtraction skills. It also helps sharpen their memory and recall skills.”
Cooperative learning and technology are examples of the HSD values of implementing innovative solutions while dismantling ideas that are no longer working for students and creating an inclusive learning climate that meets the needs of a diverse community.