# Making it Noteworthy: Color, Cut, & Paste It!

Teaching Life and Earth Science, I incorporate interactive student notebooks to make notes come alive and memorable. Here are some of the activites that I have actually done in my classroom. [Past posts show several ISN over elementary math concepts]

## Monday, April 18, 2016

### NETA 2016

It is almost here! Tech overload 2016! Hopefully, several of you are visiting for the first time! I promise to update my ideas soon! I've been busy creating and running low on time for sharing! Thanks for stopping by!

## Friday, October 18, 2013

### Minion Bookmarks

What did we do before Pinterest? I'm not sure, but I'm guessing we [teachers] re-invented the wheel more than once. While perusing Pinterest one day, I happened upon monster bookmarks. Being slightly obsessed with minions, I decided to turn those monsters into minions.

These bookmarks have a base square of 2" by 2". I used yellow card stock for the base, then had the students glue a blue 2"x 2" square on top of the yellow to make the overalls. White card stock was used for the teeth [glued between the two triangles that are folded over] and the goggle. Black marker and colored pencils were used to polish off the details.

**: A step-by-step guide in pictures!**

__Coming Soon__### Minions by the Season

I may have a slightly unhealthy obsession with minions. I can't help it. They are just so darn cute! In an earlier post, I had a picture displaying my classroom door converted into a minion for the year. That has been just the start! Each month, I have been plotting his accessories. Here is the first round of updating his accessories:

To add to the fun, each of the students has a minion on their locker with their name. I had an extra minion, and made one for outside my classroom door. I didn't want to leave him out of the Halloween fun, so using an overhead marker (he's been laminated), I added a mustache, goatee and the right side of the cape. The larger part of the cape is black card stock.

**Happy Halloween!!**

### Interactive Math Journals: Absolute Value

Absolute Value: My Algebra students were getting ready to solve equations containing absolute value. To make an interactive example, we came up with the sliding example. We first defined 'absolute value' using the Frayer Model. For the interactive notes, I had the students cut two identical strips for the absolute value portion and what it would equal. We wrote in numerical, variable, and expression examples. [8/-8, x/-x, 5-8/8-5] We used the opposite of each example to show that regardless of having a positive or negative solution within the absolute value bars, the solution would always be positive.

To further tie into the Algebraic application, I had the students write down an example of solving an equation using absolute value. I emphasized having two possible scenarios for our solution and related it back to what absolute value meant.

## Monday, September 9, 2013

### Interactive Math Journals: Number Properties

Number Properties: The four properties we focused on were Identity Property, Commutative Property, Associative Property, and Distributive Property. Since we use both the addition and multiplication properties, we used a sticky note to label the property and then folded it up to write a numerical example, an algebraic example, and a definition for both addition and multiplication.

To assist students in remember the difference, we talked about what each of the words mean. I asked for examples of what an identity was. We talked about being able to look in a mirror and see ourselves, exactly as we are. We related this to adding with zero and multiplying with one - the number doesn't change who it is.

For the Commutative Property, we discussed what the word 'commute' means. We looked up the definition in the dictionary and discovered that it meant to travel regularly back and forth. I gave the example of driving my car back and forth to work daily.

For the Associative Property, we discussed the word 'associate'. We again used the dictionary to find the definition of the word. It means to group together. I gave them examples of a team grouping together, or joining up with different groups of friends.

Finally, for the Distributive Property, we discussed the word 'distribute'. We looked up the word in the dictionary and discovered that it means to hand something out. I gave them examples of handing papers out, or 'distributing' papers.

To tie these examples into our properties, students found pictures of a mirror, a car, a team, and a hand, handing something out, to add to our journals.

To assist students in remember the difference, we talked about what each of the words mean. I asked for examples of what an identity was. We talked about being able to look in a mirror and see ourselves, exactly as we are. We related this to adding with zero and multiplying with one - the number doesn't change who it is.

For the Commutative Property, we discussed what the word 'commute' means. We looked up the definition in the dictionary and discovered that it meant to travel regularly back and forth. I gave the example of driving my car back and forth to work daily.

For the Associative Property, we discussed the word 'associate'. We again used the dictionary to find the definition of the word. It means to group together. I gave them examples of a team grouping together, or joining up with different groups of friends.

Finally, for the Distributive Property, we discussed the word 'distribute'. We looked up the word in the dictionary and discovered that it means to hand something out. I gave them examples of handing papers out, or 'distributing' papers.

To tie these examples into our properties, students found pictures of a mirror, a car, a team, and a hand, handing something out, to add to our journals.

[Math Properties] |

[Underneath the sticky notes] |

Labels:
3rd grade,
4th grade,
5th grade,
6th grade,
7th grade,
8th grade,
algebra,
associative,
commutative,
distributive,
identity,
math,
math interactive journals,
math properties,
Nebraska standards,
properties

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