The Classroom of Mr. Ramsay

  • Posted by Jake Ramsay at 2/12/2015100 would not be half as notable if it weren’t a shining example of how our ten-based number system works.  For our 100th day of school, we shared with the children that, probably not so coincidentally, we have the perfect set of ten wherever we go, our fingers!  We then marked our fingers with paint and printed them onto a number line to create a visual representation of that quantity!
    100 no sería ni la mitad notable si no fuera un brillante ejemplo de cómo funciona nuestro sistema de número diez con sede en . Para nuestro 100 días de escuela , compartimos con los niños que , probablemente no es una coincidencia , tenemos el punto perfecto de diez donde quiera que vayamos , nuestros dedos ! Entonces nos marcamos nuestros dedos con pintura y su impresión sobre una recta numérica para crear una representación visual de esa cantidad!

    Sets of Hands as Groups of Ten  100's Poster Project Complete! Comments (0)

  • Posted by Jake Ramsay at 1/14/2015Number sense is a foundational element of Pre-K mathematics. Every chance possible, we present numerals with their corresponding quantities.  This includes building number lines and comparing “more” and “less/fewer” as with our Bears on a Boat exercise. Sentido numérico es un elemento fundamental de las matemáticas Pre – K . Cada oportunidad posible , presentamos los números con sus correspondientes cantidades. Esto incluye la construcción de líneas de números y la comparación de ” más” y “menos / menos ” como con nuestros osos en un ejercicio de Barco .
     Which is More? Building Number Lines with Quantities 

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  • Posted by Jake Ramsay at 12/23/2014 In explaining that treats during celebratory times (e.g. holidays) are a symbol of the good fortune we have and the richness we feel inside, our class decided that we would give decorated cookies to a homeless shelter in Arlington to let our community friends there know that we wish them well.Cookies ready for the Shelter Cookies at the Shelter Comments (0)
  • Posted by Jake Ramsay at 10/8/2014 We relate our science to the familiar whenever possible.  In the case of Itsy Bitsy Spider, the students are taught, from day one, that, “Out came the sun and EVAPORATED all the rain.”  In fact, last week I accidentally reverted back to “dried up all the rain,” and the children all chimed in, “you mean evaporated!”This lesson shows how evaporating moisture collects as clouds and then releases back to earth when saturated.Cloud in the sky  Evaporation begins Evaporation continues Once saturated, precipitation results __________________________________________________________________________________________________________________________________________________________________________________________________________________  Comments (0)
  • Posted by Jake Ramsay at 9/29/2014 In Pre-K, we are learning to take note of the world around us.  In weather, we do that with temperature by translating the abstract concept of a numerical value into the question of what clothes we need to feel comfortable in a given temperature.  Chunking temperature ranges into, “cold, cool, warm, and hot,” while still exposing them to the numerical equivalent, introduces that dimension of the world around them. On a day that was relatively warm, but on which many of their parents had sent them to school wearing jackets, there was great discussion over which category Should be used, “cool” or “warm.”  We headed straight to the outdoor classroom to put our understanding to the test.Jackets are uncomfortable so "cool" must not be correct.  Let's find the temperature card that matches what we feel comfortable wearing.  "Warm!" That's it!   Comments (0)