Louis Yang
@FarneyYang
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Joined August 2015
It’s one thing to identify; it’s another to create (esp. with specified attributes). Ss are continuing their exploration and applying their knowledge of quadrilaterals. @cfisdmath @CFISDFarney
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Ss testing symmetry of various figures using patty paper. There were definitely some that looked symmetrical but were not! @cfisdmath @CFISDFarney
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Ss explore the possibilities of triangles. Random generator + Exploragons + Geoboards = fun learning! @cfisdmath
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Farney Fun Obstacle Run-Coming 2/27!! Click the link below to check out some of the amazing obstacles. #funatfarney2020
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Ss created a “Winter-Themed Blueprint”. A mash-up of area, perimeter and measurement. Graph paper can be found conveniently with 1/4” per segment. @cfisdmath
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Ss using snap cubes to build, explore and develop the formula for volume of rectangular prisms. @cfisdmath
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Graham Fletcher’s 3-Act task “Got Cubes?” was a great way to introduce and discuss volume. @cfisdmath
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Some students decided to use number lines to subtract fractions. What a powerful visual tool for math comprehension!
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Ss using manipulatives and visual models to add fractions with unlike denominators. @cfisdmath
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What if it turns out that all this "trading" we are making kids do when subtracting actually turns out to be unnecessary and confusing? When subtraction is taught as a progression of skills, trading is indeed unnecessary! Great job Ms. Johnson! #simplerbettermoreintutitive
I was AMAZED at how quickly my students could “shift” numbers to make them easier to subtract! This strategy is 🔥! Thanks @gregtangmath! #leadthewaylf
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Ss using grid paper to simplify fractions. Representations with visual models and reinforcing spatial awareness. @CFISDFarney @cfisdmath
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Farney Elementary is “No Place for Hate”. @szepeda1 gives an important message about respect and “It all begins with you.” @CFISDFarney
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Ss using their knowledge of coins to relate fractions to decimals and vice versa! @CFISDFarney @cfisdmath
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