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https://mathematizing.wikispaces.com
This website includes a lot of innovative ways to make math fun and entertaining!

https://www.cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html
This website identifies what active learning is, and some strategies and techniques to implement it.

edutopia.org
I am a subscriber to this website and get emails often with ideas on how to bring active learning into my class.

http://mathforlove.com/lesson-plan/
This is a website that offers lesson plans for math games. I

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OVERVIEW: Grade level: 1-3 grade  Duration of Lesson: ~30 min  LEARNING TARGETS:Students will be able to correctly identify the timeStudents will be able to replicate the time on an analog clock, when given the time.Students will be able to work actively and collaboratively with their partners EVIDENCE OF LEARNING:Students will recreate the time given by positioning their body's in a human sized clock.      SUMMARY OF INVESTIGATION:       This activity can be done once students have had an initial lesson for telling time. For our activity we are assuming that students have already know how to tell time on an analog clock. This activity will reinforce their ability to tell time on an analog clock and is meant to be practice for the students. Students will draw the components of an analog clock (without the hands) with a partner, using sidewalk chalk. Then the students will have to work together to correctly position their body's within the clock based on the time that is given by the teacher.   RATIONALE AND RELATIONSHIP TO STANDARDS:CCSS.MATH.CONTENT.1.MD.B.3: Tell and write time in hours and half-hours using analog and digital clocks.​       This standard is important because time is often an integral part of our daily lives so being able to tell time is a critical life skill. Time also has distinct characteristics that can be measured, therefore, strengthening this skill is going to help them with measurement and data collecting as they progress through school.   DESCRIPTION:Materials:ChalkPreparation:Confirm a location for the activity Lay out the chalk students will use Outline of activity:Find a partnerHave students draw components of a clock minus the hands (with the sidewalk chalk) big enough for both partners to lay in.Pairs stand back to back to determine which student is taller (taller student=minute hand & shorter student=hour hand)Teacher calls out a time (i.e. 4:30)Students position their body's, as the clock’s minute and hour hands, to set the right timeIf students need more of a challenge teacher can begin to call out problems where students have to figure out the correct time before representing them. (i.e. If Jimmy left his house 30 minutes after 3 o'clock, what time did Jimmy leave his house?) ASSESSMENT:        For this activity there will be an informal assessment. The teachers will be circulating throughout the groups to confirm that the correct time is represented before giving the next time. They will also have a worksheet with blank clocks that they will fill in after each time they represent the time with their bodies. 

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OVERVIEW: Grade level: 1-3 grade  Duration of Lesson: ~30 min  LEARNING TARGETS:Students will be able to correctly identify the timeStudents will be able to replicate the time on an analog clock, when given the time.Students will be able to work actively and collaboratively with their partners EVIDENCE OF LEARNING:Students will recreate the time given by positioning their body's in a human sized clock.      SUMMARY OF INVESTIGATION:       This activity can be done once students have had an initial lesson for telling time. For our activity we are assuming that students have already know how to tell time on an analog clock. This activity will reinforce their ability to tell time on an analog clock and is meant to be practice for the students. Students will draw the components of an analog clock (without the hands) with a partner, using sidewalk chalk. Then the students will have to work together to correctly position their body's within the clock based on the time that is given by the teacher.   RATIONALE AND RELATIONSHIP TO STANDARDS:CCSS.MATH.CONTENT.1.MD.B.3: Tell and write time in hours and half-hours using analog and digital clocks.​       This standard is important because time is often an integral part of our daily lives so being able to tell time is a critical life skill. Time also has distinct characteristics that can be measured, therefore, strengthening this skill is going to help them with measurement and data collecting as they progress through school.   DESCRIPTION:Materials:ChalkPreparation:Confirm a location for the activity Lay out the chalk students will use Outline of activity:Find a partnerHave students draw components of a clock minus the hands (with the sidewalk chalk) big enough for both partners to lay in.Pairs stand back to back to determine which student is taller (taller student=minute hand & shorter student=hour hand)Teacher calls out a time (i.e. 4:30)Students position their body's, as the clock’s minute and hour hands, to set the right timeIf students need more of a challenge teacher can begin to call out problems where students have to figure out the correct time before representing them. (i.e. If Jimmy left his house 30 minutes after 3 o'clock, what time did Jimmy leave his house?) ASSESSMENT:        For this activity there will be an informal assessment. The teachers will be circulating throughout the groups to confirm that the correct time is represented before giving the next time. They will also have a worksheet with blank clocks that they will fill in after each time they represent the time with their bodies. 

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This is a fun quiz/game that the kids and I like to play in the car while we are driving. A nice way to answer the question, "are we there yet?."
Facts you need to know for this game.
1 minute  = 60 seconds

Exit numbers correlelate with miles traveled. For instance exit 1 on 405 N, tells you that you have traveled one mile North on 405. Exit 13 on 405 North tells you that you have gone 13 miles North on 405 from its beginning. If your are traveling south, this could be more difficult because the numbers will be counting down, but still related to numbers of miles traveled.

If you are traveling at 60 miles per hour then you are also traveling at one mile per minute.

There is an element for every age level in this game whether it be converting, multiplying, or just counting; as you will see.

First I begin by estimating how many minutes we have left in travel time. If we are traveling on the freeway going 60 mph, then we, (mostly I, but I do it out loud for the kids to hear the process), find the closest mile marker, and subtract our exit number from that number. This will give us an estimate of how many miles we have left to go.
For instance if we are at mile marker number 78 and we are driving south to exit number 15 then we have 63 miles left to go. (78 -15 = 63) And if we are traveling at 60 miles per hour that means that we are also traveling 1 mile per minute, meaning that we have 63 minutes left till we get to our location.
THEN! Because the kids always want to know how many seconds we have left, I have some one pull out a calculator. Multiplying 63 minutes by 60 seconds per minute giving us 3,780 seconds.
From this step the natural progression is to start counting seconds! Which keeps them pretty occupied.
My seven year old loves using the calculator to produce meaningful numbers like how many seconds left in our travel. My five year old enjoys practicing his counting. And I believe that older students would enjoy the conversion practice, I know that I do!

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About Me!

Greetings, my name is Jessica Olson and I am completing my masters in teaching with a focus on elementary grades k-8. I have recently accepted a position teaching second grade and am looking forward to teaching this fall.
I have always had an appreciation for active learning, how ever I have not had the term to describe it until just recently. As a student I feel more engaged in lessons when compelled to analyze, evaluate, create, and or play with new ideas and concepts. It is with my own experiences in mind that I intend to approach teaching in my own classroom. I know that not every lesson will lend opportunities for active learning, however I would like to strive to incorporate it in as many lessons I can.

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A tale of two Dinosaurs: This is a story of two triceratops dinosaurs, a purple one named Pica Chu, who was of no relation to the famous Pokemanl And a blue triceratops, who’s name was Ditto, also a Pokemon and also of no relation.  They went out for a long walk and played the day away. Along the way they came across two human children Althea, and Von. At first Pica Chu and Ditto were frightened but soon they saw that the human children would make fantastic new play mates. However, the dinosaurs were so small in relation to the human children, playing with them would be difficult.  Althea had an idea, “lets place these dinosaurs in our drinks and see if that helps them to grow!.” So Althea and Von each placed one dinosaur in their cup, Althea’s cup which was filled with water and Von’s cup which was filled with his favorite drink: red Gatorade.The dinosaurs traveled with the children on a week long adventure. They watched spectacular fireworks, explored a local mountain, and even took a quick trip to the beach. And during that time the dinosaurs grew! Althea’s dinosaur, Pica Chu, who was placed in water, grew faster and more then Von’s dinosaur, Ditto who was in the red Gatorade. After five days the dinosaurs seemed to have stopped growing and were taken out of the water to play with. They were squishy to touch and almost slimy! Like a sponge. 

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A tale of two Dinosaurs: This is a story of two triceratops dinosaurs, a purple one named Pica Chu, who was of no relation to the famous Pokemanl And a blue triceratops, who’s name was Ditto, also a Pokemon and also of no relation.  They went out for a long walk and played the day away. Along the way they came across two human children Althea, and Von. At first Pica Chu and Ditto were frightened but soon they saw that the human children would make fantastic new play mates. However, the dinosaurs were so small in relation to the human children, playing with them would be difficult.  Althea had an idea, “lets place these dinosaurs in our drinks and see if that helps them to grow!.” So Althea and Von each placed one dinosaur in their cup, Althea’s cup which was filled with water and Von’s cup which was filled with his favorite drink: red Gatorade.The dinosaurs traveled with the children on a week long adventure. They watched spectacular fireworks, explored a local mountain, and even took a quick trip to the beach. And during that time the dinosaurs grew! Althea’s dinosaur, Pica Chu, who was placed in water, grew faster and more then Von’s dinosaur, Ditto who was in the red Gatorade. After five days the dinosaurs seemed to have stopped growing and were taken out of the water to play with. They were squishy to touch and almost slimy! Like a sponge. 