Each September when my students complete our beginning-of-the-year Enthusiasm Survey of the various curricular areas, social studies ranks among the least popular subjects. Author Lee Jenkins once commented that since social studies is about people, it should be one of the most interesting subjects in school because people are interesting. Traditionally, though, the way social studies is taught in schools doesn’t seem to resonate with children because it is difficult for students to see how the content connects to their lives and to find the relevance in what they are studying.

Below you will find pictures of several Fraction Creatures my students have made in recent years. As you can see, the kids create a wide variety of creatures, ranging from the cutie pie dog to the ferocious teddy bear. Though the photos show only animal creatures, students also create machines, aliens, flowers, and fantasy creatures. One of my favorite parts of teaching is that I can give directions at the beginning of a project like this, and even though each child is hearing the same instructions, everyone creates something truly unique and different. That fact needs to be celebrated.

Before winter break I posted a six-part series on the Math Problem Solving Menus my students work on after they finish the primary math activity of the day. In February, when we begin our Fractions unit, we put the menus aside for a couple weeks, and when my students complete their primary activity, they move directly to their Fraction Creatures.

Student enthusiasm for this project is as high as it is for any project we do all year, and it provides the children with an authentic opportunity to grapple with many of the skills featured in our unit: comparing fractions, finding equivalent fractions, adding fractions with unlike denominators, and determining simplest form. The artistic aspect of the project fosters creativity and promotes the habit of craftsmanship.

The Teaching Tips will focus on the topic of Math Problem Solving Menus during this six-week period.

Week 1: Math Problem Solving Menus: An Introduction
Week 2: Problem Solving Solution Sheet
Week 3: Sample Problem Solving Menu
Week 4: List of Problem Solving Strategies
Week 5: Scoring Rubric
Week 6: Checking System (The Supermarket Analogy)

The Teaching Tips will focus on the topic of Math Problem Solving Menus during this six-week period.

Week 1: Math Problem Solving Menus: An Introduction
Week 2: Problem Solving Solution Sheet
Week 3: Sample Problem Solving Menu
Week 4: List of Problem Solving Strategies
Week 5: Scoring Rubric
Week 6: Checking System (The Supermarket Analogy)

The Teaching Tips will focus on the topic of Math Problem Solving Menus during this six-week period.

Week 1: Math Problem Solving Menus: An Introduction
Week 2: Problem Solving Solution Sheet
Week 3: Sample Problem Solving Menu
Week 4: List of Problem Solving Strategies
Week 5: Scoring Rubric
Week 6: Checking System (The Supermarket Analogy)

The Teaching Tips will focus on the topic of Math Problem Solving Menus during this six-week period.

Week 1: Math Problem Solving Menus: An Introduction
Week 2: Problem Solving Solution Sheet
Week 3: Sample Problem Solving Menu
Week 4: List of Problem Solving Strategies
Week 5: Scoring Rubric
Week 6: Checking System (The Supermarket Analogy)

The Teaching Tips will focus on the topic of Math Problem Solving Menus during this six-week period.

Week 1: Math Problem Solving Menus: An Introduction
Week 2: Problem Solving Solution Sheet
Week 3: Sample Problem Solving Menu
Week 4: List of Problem Solving Strategies
Week 5: Scoring Rubric
Week 6: Checking System (The Supermarket Analogy)

The Teaching Tips will focus on the topic of Math Problem Solving Menus during this six week period.

Week 1: Math Problem Solving Menus: An Introduction
Week 2: Problem Solving Solution Sheet
Week 3: Sample Problem Solving Menu
Week 4: List of Problem Solving Strategies
Week 5: Scoring Rubric
Week 6: Checking System (The Supermarket Analogy)

When assisting students with their math activities and other academic work, it is often difficult for teachers to know how much help to provide. If we don’t offer enough assistance, students’ struggles are likely to continue, and they may become frustrated and discouraged. They may even shut down. On the other hand, if we provide too much assistance, students may complete their work successfully, but, in the process, we may deny them opportunities to think for themselves and develop as independent thinkers and problem-solvers.