We want to show you a little bit
of the work we’ve been doing.
Click the mouse when you’re
ready for the next slide.
Ready? Go! Keep clicking.
Can you make a square shape
with an area of 200 square units?
We’re trying …
We’re still trying.
We don’t think it’s going to work,
but we’re still trying.
We tried and tried. It turned out to
be a rectangle, not a square.
We use beans as counters to make arrays to figure out answers.
We can’t use counters on the TAKS test so we have to be able to draw
the arrays, also. It’s easy because we’re Amazing Mathematicians!!!
Factor X Factor = Product
(# of rows) (# of beans in each row) (Total # of beans)
We folded a piece of construction
paper and cut on the folded side.
When we unfolded it, we revealed our
design. Some of them are funny!
We had fun!
Look at mine!!
Did you find it?
Did you see the line, or lines of
symmetry? Look again.
We’re learning all about 2-D and
We have to name, describe, and compare
shapes and solids using formal geometric
vocabulary, identify congruent shapes, create
shapes with lines of symmetry using concrete
models and technology, and identify lines of
symmetry in shapes.
We have to use linear measure to find
perimeter of a shape, and use concrete models
of square units to determine the area of
We’ve learned about fact
families and that if we know a
multiplication fact, then we
know the division fact. But we
still need to use models to
understand what we’re doing.
We use our “bean bags” with the blue stick kids you will see in the picture
to divide a certain number of beans equally between the given number of
Dividend ÷ Divisor = Quotient
(# of beans) (# of kids that share them) (# of beans each kid gets)
Remember when we brought home
the roller coasters called “The
The next three pictures show rounding
to the nearest ten, hundred, and
As you can see, there’s a lot of
learning going on!!!
Now ask us what we did at
We’ll show you!!!