Yudu - Connect Volume24 Issue 5 May-June 2011DRM

Number Line and Garden Plot

In addition to adapting cookie-cutter math lessons to outdoor inquiry projects, we also have numerous ongoing or school-wide inquiry projects that can be replicated in any out- door space. Here are two examples: A number line can be an invaluable tool in helping students to visualize number con-

cepts. In our school garden we have created a “life-sized” number line on the sidewalk that allows students to explore concepts such as skip counting, measurement, basic opera- tions, and fractions in a whole new way. A number line can be painted or even drawn with chalk on any sidewalk, concrete, or asphalt surface of your school campus. We painted our number line in the school garden with many mathematical concepts in mind. Each decade is a different color (colors corresponded to the spectrum of visible light for science integration), every other number was painted white or black, fives were larger, and threes were highlighted. This interactive number line helped to remove confusion about skip counting, which is often used as a foundation for multiplication. Allowing students to actu- ally skip and jump while counting using the sidewalk number line, quickly helps them see how skip counting can get them to their “desti- nation” much faster, and provides an effective visual for grouping. Students can stand on a number with a part-

ner, and then the partner student can move left or right to demonstrate addition or subtraction, and students can easily see the distance and numbers between them to get a sense of value of the numbers and operations involved. We also ensure that distances between num-

Students plan and create the number line as a guided inquiry project near the beginning of the year. Using sidewalk chalk allows the number line project to occur every year.

bers are standard measuring units, allowing students to use the number line as a giant ruler, measuring sunflower stalks, vines, or their har- vest, creating a functional inquiry tool. Even

the planning and layout of the number line was a fifth-grade inquiry project, allowing stu- dents to problem solve the necessary size, layout, and paint amounts for the project. Before planting in our garden plot, I ask students to create a plan for their vegetables or

Well-constructed

inquiry questions in garden plots can be used as a development

for pre-algebraic understanding.

flowers that includes such objectives as maximum area for planting, evenly spaced plants, or even decorative layouts. I ensure students have tools such as string, wooden mark- ers, or Popsicle sticks and graph paper to work through their ideas. Using the techniques described previously I adapt textbook lessons into experiences that can be used to develop mathematical thinking about area, graphing, plotting, coordinates, fractions, and mea- surement. In addition to basic graphing skills, well-constructed inquiry questions in garden plots

can be used as a development for pre-algebraic understanding. Abstract concepts such as this are streamlined when students can build the groundwork in a meaningful way, with manipulatives that they enjoy. Students love working with their garden plots and the use of this engaging resource

allows them to use their applied knowledge in the natural environment and gives them the motivation to develop new skills.

But What About Test Scores?

Teachers, administrators and parents want to know that any new or non-traditional approach to math instruction is going to be effective. By building our lessons with the

laura marshall