tag:blogger.com,1999:blog-47460278503360665372017-05-29T06:49:14.783-04:00The Elementary Math ManiacTheElementary MathManiacnoreply@blogger.comBlogger380125tag:blogger.com,1999:blog-4746027850336066537.post-89432361595684816902017-03-25T18:10:00.003-04:002017-03-25T18:10:59.142-04:00The National Math Festival <div class="separator" style="clear: both; text-align: left;">Recently, I received an email letting me know about the National Math Festival. This is an event I had never heard of before so I quickly went to check out their website and was amazed at what I found there!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="https://2.bp.blogspot.com/-DSULXpwEcxs/WNbqFqlCzSI/AAAAAAAAQlw/u1rZRBmLbecpk4cFI8qKZtgKUdOWJrBuQCLcB/s1600/2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="231" src="https://2.bp.blogspot.com/-DSULXpwEcxs/WNbqFqlCzSI/AAAAAAAAQlw/u1rZRBmLbecpk4cFI8qKZtgKUdOWJrBuQCLcB/s320/2.png" style="cursor: move;" width="320" /></a>The National Math Festival brings together some of the most fascinating mathematicians of our time to inspire and challenge participants to see math in new and exciting ways. Through a day of lectures, hands-on demonstrations, art, films, performances, puzzles, games, children’s book readings, and more, everyone from toddlers to teens and adults can experience the unexpected sides of mathematics. The National Math Festival is free and open to the public from 10:00 a.m. till 7:00 p.m. on Saturday, April 22, 2017 at the Walter E. Washington Convention Center in Washington, D.C. Those outside the D.C. area can join in <a href="http://www.nationalmathfestival.org/around-the-us/" target="_blank">via events at dozens of science museums around the U.S.</a> or explore math games, puzzles, books, and <a href="http://www.nationalmathfestival.org/more-math/" target="_blank">other resources available online</a>. For more information check out <a href="http://www.nationalmathfestival.org/" target="_blank">their full website</a>!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I would love to head to Washington, D.C. this spring to attend but already have plans for that week(I am on spring break!). It is definitely something I would love to bring my entire family to in the future. If you can't attend, be sure to check out their <a href="http://www.nationalmathfestival.org/more-math/" target="_blank">More Math</a> resources! I found a few new resources there that my students are going to love! Be prepared to spend a few hours digging through websites!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com1tag:blogger.com,1999:blog-4746027850336066537.post-63119681744754394212017-03-10T13:03:00.003-05:002017-03-18T10:17:24.191-04:00Assessment for a Growth Mindset<div class="separator" style="clear: both; text-align: left;">This week we are wrapping up our <a href="http://theelementarymathmaniac.blogspot.com/2017/02/growth-mindset-and-mathematics.html" target="_blank">Mathematical Mindsets </a>book study. I have loved reading this book and going deeper into the big ideas in my classroom. If you are just joining us, be sure to check out <a href="http://theelementarymathmaniac.blogspot.com/2017/02/the-power-of-mistakes-and-struggle.html" target="_blank">part 1</a>, <a href="http://theelementarymathmaniac.blogspot.com/2017/02/creating-mathematical-mindsets.html" target="_blank">part 2</a> and <a href="http://theelementarymathmaniac.blogspot.com/2017/03/mathematics-and-path-to-equity.html" target="_blank">part 3</a>. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><h3 style="clear: both; text-align: left;">Chapter 8: Assessment for a Growth Mindset</h3><h4 style="clear: both; text-align: left;">Big Ideas</h4><div>-Teachers are being asked to test and to grade students to a damaging degree</div><div>-Often what is easy to test is being assessed rather than valuable mathematics knowledge</div><div>-It is common to start a math class with a pre-test to determine what students know. This gives students a message that math is about performance. </div><div>-Research has shown that test scores demotivate students and convey a fixed messages that result in lower achievement</div><div>-Boaler recommends assessing less</div><div>-Use more formative assessment </div><div><br /></div><h4>Impact in the Classroom</h4><h4>Test Less</h4><div>I am happy to get on board with this one. We use standards based grading on our report cards so I don't have to worry about giving a percent score. This naturally reduces the amount of assessing and grading that I have to do. I never put a grade on classwork or formative assessment prompts. I do grade unit assessments and such but often do not share the percent grade with students. I have to collect some percent grades currently mostly used during IEP evaluation processes. I have not yet figured out a way to convince the special educators that a kid is in the lowest 15% of the class without some percentages. I would be happy to never put a percent grade on anything again and would love to work toward this goal</div><div><br /></div><h4>More Formative Assessment</h4><div><a href="https://www.amazon.com/Assessment-Learning-Putting-into-Practice/dp/0335212972/ref=as_li_ss_il?ie=UTF8&qid=1489167547&sr=8-1&keywords=assessment+for+learning&linkCode=li2&tag=them091-20&linkId=340f1a138feaee9ee32c8cde823562ef" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=0335212972&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a>When I was in graduate school, I read <a href="http://amzn.to/2nn0255" target="_blank">Assessment for Learning</a> and started using many <a href="http://theelementarymathmaniac.blogspot.com/2013/07/using-formative-assessment-in-math.html" target="_blank">formative assessment</a> strategies. The following school year, I got even further into formative assessment ideas when all of the teachers in my school had the opportunity to take a formative assessment course together during in-service time. Reading this chapter brought back a few ideas that we had great success with in our school but have sort of fallen out of practice. After reading this chapter, I led a staff meeting about formative assessment strategies to remind us all of some of our forgotten favorites. We also got to have a good discussion about how the assessment practices in our district have shifted and what we have had to give up as a result.</div><div><br /></div><h4><img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=0335212972" style="border: none !important; margin: 0px !important;" width="1" />Screeners and MTSS</h4><div>Since starting our formal work as an MTSS (Multi-Tiered System of Supports) school two years ago, we are doing much more formal testing. These tests are given 3 times per year and are meant to be screeners to see who is not meeting standards in math and reading. I work in a small school where I literally know all of the students very well and many of them I work with for 7 years. I do not need more assessments to tell me who needs help in what area. These additional assessments have added more to our students' and teachers' plates and seemed to have pushed some of our formative assessment strategies out. I am really struggling with how MTSS systems effect math mindset and will be having some discussions with other folks in my district about these ideas.</div><div><br /></div><h3>Chapter 9: Teaching Mathematics for a Growth Mindset</h3><h4><a href="https://www.amazon.com/Designing-Groupwork-Strategies-Heterogeneous-Classroom/dp/0807755664/ref=as_li_ss_il?ie=UTF8&qid=1489168148&sr=8-1&keywords=designing+groupwork&linkCode=li2&tag=them091-20&linkId=bc65af9a5e861b1cfb5c85fd40a2c26f" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=0807755664&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a>Big Ideas</h4><div>-It is important to set up classroom norms based on research. <a href="https://www.youcubed.org/positive-classroom-norms-poster/" target="_blank">Here is the printable poster</a> with the big ideas from Youcubed. </div><div>-Teaching kids how to work in groups is an important step. <a href="http://amzn.to/2lLzHRQ" target="_blank">Designing Groupwork</a> is an excellent reference to get you started.<br />-Believe in all of your students and make sure they know you believe in them<br />-Value persistence and hard thinking instead of speed<br />-Change praise! <a href="https://www.teacherspayteachers.com/Product/Growth-Mindset-Poster-1947983" target="_blank">Here is a great list of suggestions</a>. <br />-Choose tasks with a low floor and a high ceiling!<br /><br /><h4><img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=0807755664" style="border: none !important; margin: 0px !important;" width="1" />Impact in the Classroom</h4></div><h4 style="clear: both; text-align: left;">The Participation Quiz</h4><div>What an awesome strategy for encouraging group work! I am a bit ashamed to admit that I learned this strategy from my mentor teaching when I was student teaching but somewhere along the way I lost it from my repertoire. Bringing it back to the classroom was just the jolt we needed to re-invigorate our group work. It is an amazing way to motivate students and share all the skills you value. </div><div><br /></div><h4>Low Floor, High Ceiling Tasks</h4><div>Many of the math tasks in this chapter I have tried out with my students over the past two weeks. It is amazing how much mileage I have gotten out of some of these tasks and how much it has helped move some of my multi-age groups forward. Another resource for these types of problems that I stumbled upon this week and then spent way to many hours there is <a href="http://mathpickle.com/" target="_blank">Math Pickle</a>. It is an amazing website full of great math problems, puzzles, games and ideas about how to bring unsolved math problems into K-12 classrooms. </div><div><br /></div><div>Thanks for following along on this book study! This book is such a wealth of information. I am considering doing another book study this spring around <a href="http://amzn.to/2nnaHwS" target="_blank">Designing Groupwork</a>. I will let you know the details when I work them out! </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com1tag:blogger.com,1999:blog-4746027850336066537.post-89408186704330419142017-03-03T16:21:00.001-05:002017-03-03T16:21:51.401-05:00Mathematics and the Path to Equity<img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=0470894520" style="border: none !important; margin: 0px !important;" width="1" /><br /><div style="clear: both; text-align: left;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">Welcome to week 3 of our <a href="http://amzn.to/2m436U8" target="_blank">Mathematical Mindsets</a> book study! If you are just joining us, be sure to check out <a href="http://theelementarymathmaniac.blogspot.com/2017/02/growth-mindset-and-mathematics.html" target="_blank">our launch</a>, <a href="http://theelementarymathmaniac.blogspot.com/2017/02/the-power-of-mistakes-and-struggle.html" target="_blank">The Power of Mistakes and Struggle</a> and <a href="http://theelementarymathmaniac.blogspot.com/2017/02/creating-mathematical-mindsets.html" target="_blank">Creating Mathematical Mindsets</a>. </span></span></div><h3 style="clear: both; text-align: left;"><a href="https://www.amazon.com/Mathematical-Mindsets-Unleashing-Potential-Innovative/dp/0470894520/ref=as_li_ss_il?ie=UTF8&qid=1488573000&sr=8-1&keywords=mathematical+mindsets&linkCode=li2&tag=them091-20&linkId=e325135ede37974cf0cfd0b7e000bfa4" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=0470894520&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">Chapter 6: Mathematics and the Path to Equity</span></span></h3><h4><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">Big Ideas</span></span></h4><div><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">-The myth of the mathematically gifted child: This section reminded me of <a href="http://theelementarymathmaniac.blogspot.com/2017/02/growth-mindset-and-mathematics.html" target="_blank">my own math story</a>! </span></span></div><div><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">- All students should have access to high-level content</span></span><br /><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">-Try to change ideas about who can do well in math</span></span><br /><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">- Make sure students have opportunities to think deeply about math</span></span><br /><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">- Importance of group work</span></span><br /><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">- Eliminate homework</span></span><br /><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px;">- Encourage minorities </span></span><br /><span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;"><br /></span><br /><h3><span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;">Impact in the Classroom </span></h3><h4><span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;"> Eliminating Homework </span></h4></div><div class="separator" style="clear: both; text-align: left;"><span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;">The strategy that resonated the most with me is the elimination of homework. Last school year, I made the decision to stop assigning math homework altogether and it has been great. The kids who were the most likely to do the homework were the ones who needed it the least. Having parents and caretakers "help" with homework was leading to procedures I wasn't ready to embrace in the classroom along with negative feelings about math. I was spending more class time assigning and collecting homework than kids were spending doing it. Now, I assign no homework. I do have a <a href="http://theelementarymathmaniac.blogspot.com/2016/07/back-to-school-math-tips-organizing.html" target="_blank">class blog</a> that is a curated list of online activities that go along with what we are learning in class. Families can access this at home if they wish but it is certainly not a requirement. I also use a lot of games/centers in my classroom and sometimes kids will love a particular game and want to share it with their families. I let students who wish to take games home to play with family members do this. I also occasionally will have a student who wants more practice with a particular skill and will ask for something extra. I indulge this desire. Since eliminating homework in my classroom, things seem much more equitable and students, parents and myself all seem happier. I have not noticed a lack of understanding or that we are farther behind than in years past.</span></div><div class="separator" style="clear: both; text-align: left;"><span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;"><br /></span></div><h4 style="clear: both; text-align: left;"><span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;">Working in Groups </span></h4><div class="separator" style="clear: both; text-align: left;"><a href="https://www.amazon.com/gp/product/0807755664/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0807755664&linkCode=as2&tag=them091-20&linkId=9820feb6fb7c603468f2af38bf204902" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="200" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0807755664&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" width="136" /></a><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">Another strategy that really resonated with my was teaching students to work together. In the times that I was most challenged by my math classes, I had a group that I could turn to for help. I remember spending 6 hours every Thursday night in our University library working on problem sets together. This gave me the confidence I needed because I could see others were struggling also and because I was able to construct my knowledge with others. When I was student teaching, my mentor teacher had me read <a href="https://www.amazon.com/gp/product/0807755664/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0807755664&linkId=6efef6ca09d1525b06d61e0821dfe372" target="_blank">Designing Groupwork</a> which led to a great system for making sure my students work together. It isn't always perfect and sometimes group work can be a challenge but it is such an important part of my math lessons.</span></span></span></div><div class="" style="clear: both; text-align: left;"><h4><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">Offering High Level Content to All Students </span></span></span></h4><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">The strategy I envision being the most difficult to implement is definitely offering all students high-level content. I think we have done this in our elementary school but I imagine it would be harder and harder to do as students get older and the gap between students widens. Our school district currently offers accelerated math beginning in grade 7. I have always been on the fence about whether this is a good idea and this chapter got me thinking that maybe it isn't. </span></span></span><br /><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;"><br /></span></span></span><br /><h3><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">Chapter 7: From Tracking to Growth Mindset Grouping </span></span></span></h3><h4><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">Big Ideas </span></span></span></h4><div><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">-When students are offered high level content they achieve at higher levels</span></span></span></div><div><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">- "We can give no stronger fixed mindset message to students than we do by putting them into groups determined by their current achievement and teaching them accordingly." </span></span></span></div><div><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">- The importance of providing open ended tasks</span></span></span></div><div><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">- Complex Instruction</span></span></span></div><div><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">-Valuing different types of skills</span></span></span></div><div><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;"><br /></span></span></span></div><h4><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">Impact in the Classroom</span></span></span></h4><h4><span style="background-color: white;"><span style="color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><span style="font-size: 14px;">Re-Thinking Tracking</span></span></span></h4><div><span style="color: #333333; font-family: helvetica neue, helvetica, arial, sans-serif;"><span style="background-color: white;"><span style="font-size: 14px;">Over the past few years, our school has moved completely away from grouping kids for math based on skills. We teach heterogeneous groups for each grade level and have even moved to teaching some multi-age math groups. The only exception has been kids who are more than two years behind in math. These kids are often pulled out of their math class and offered math in a different setting by a special educator. I would be interested to hear more about folks' opinions on how far behind is to far behind to group heterogeneously. </span></span></span></div><div><br /></div><h4>More Low Floor, High Ceiling Tasks</h4><div>When I provide my students with open ended tasks, they are more engaged and invested in their learning. I feel great about my teaching. I think I need to do more of these types of tasks but I am still working on juggling doing these tasks with number talks and all of the other things I am expected to do or think work really great for my students. I will be thinking more about this.</div><div><br /></div><div>What did you think about this week's reading?! Please respond in the comments below! </div><div><br /></div></div><br /><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0807755664" style="border: none !important; margin: 0px !important;" width="1" /><br /><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com2tag:blogger.com,1999:blog-4746027850336066537.post-6436784988370951982017-02-28T05:00:00.000-05:002017-02-28T20:55:34.120-05:00#FractionsFebruary Blog Tour<div class="separator" style="clear: both; text-align: left;"><a href="https://www.amazon.com/Beyond-Invert-Multiply-Grades-3-6/dp/1935099574/ref=as_li_ss_il?ie=UTF8&qid=1488245792&sr=8-1&keywords=beyond+invert+and+multiply&linkCode=li2&tag=them091-20&linkId=35075d169835e5d4acf214c0ca378cf7" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1935099574&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a><a href="https://www.amazon.com/Beyond-Pizzas-Pies-Grades-Second/dp/1935099531/ref=as_li_ss_il?ie=UTF8&qid=1488245756&sr=8-1&keywords=beyond+pizza+and+pies&linkCode=li2&tag=them091-20&linkId=426f671c3e4153f9d75d9984da35d162" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1935099531&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a>I am finishing out the #FractionsFebruary blog tour put on by <a href="http://mathsolutions.com/category/blog/" target="_blank">Math Solutions</a>. I had the privilege of interviewing Julie McNamara, author of <a href="http://amzn.to/2mnEQ2u" target="_blank">Beyond Pizzas & Pies</a> and <a href="http://amzn.to/2l6wlso" target="_blank">Beyond Invert & Multiply</a>. I love reading about teaching fractions and always feel like there is more I can learn. I read <a href="http://theelementarymathmaniac.blogspot.com/2015/06/beyond-pizzas-pies-book-study-part-1.html" target="_blank">both of these books</a> about a year and a half ago and they brought great changes to my teaching practice, especially the idea of using <a href="http://amzn.to/2liik5W" target="_blank">cuisenaire rods</a> <img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=1935099531" style="border: none !important; margin: 0px !important;" width="1" />in my fraction lessons. Beyond Pizzas and Pies is great for grades 3-5 and Beyond Invert and Multiply is great for grades 4-6. If you teach 4th or 5th grade, I highly recommend you read both of these books! </div><h4 style="clear: both;">What is the most exciting piece of research on teaching fractions that has come out over the last 10 years?</h4><div class="" style="clear: both;">Siegler, Thompson, and Schneider’s (2011) work highlighting the importance of students’</div><div class="" style="clear: both;">understanding of fraction magnitude provides much needed insight into the importance of the</div><div class="" style="clear: both;">number line. They found that students who had a good understanding of fraction magnitude (as</div><div class="" style="clear: both;">evidenced by their ability to accurately place fractions on a number line and to accurately compare</div><div class="" style="clear: both;">two fractions) were also more successful with problems involving fraction computation. Siegler,</div><div class="" style="clear: both;">Thompson, and Schneider suggest that the extension of students’ “mental number line” to include</div><div class="" style="clear: both;">rational numbers is an essential aspect of numerical development - what I refer to as number sense</div><div class="" style="clear: both;">and fraction sense.</div><h4 style="clear: both;">What do you feel is the biggest misconception students have about fractions? </h4><div class="" style="clear: both;">This is a tough one but one big misconception is that fractions are always considered in terms of</div><div class="" style="clear: both;">food (pizzas, pies, brownies, etc.) and that fractions are not numbers.</div><h4 style="clear: both;">What can teachers do to help students overcome this misconception?</h4><div class="" style="clear: both;">One thing teachers can do is to build on students’ early work on partitioning areas, with explicit</div><div class="" style="clear: both;">attention to the importance of equal partitioning, and connect this to linear measurement models.</div><div class="" style="clear: both;">Contexts are very beneficial, especially ones that can be considered on a number line like time and</div><div class="separator" style="clear: both;">distance. One of the reasons I use Cuisenaire Rods so much in my work is that they are concrete</div><div class="" style="clear: both;">enough for students to manipulate and they can be used as bridges to work with number lines.</div><div class="separator" style="clear: both;"><br /></div><h4 style="clear: both;">What was the most surprising thing you learned in the process of writing your books?</h4><div class="separator" style="clear: both;">I found that I really liked the process and that I LOVE thinking about fraction division.</div><div class="separator" style="clear: both;"><br /></div><h4 style="clear: both;"><img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=1935099574" style="border: none !important; margin: 0px !important;" width="1" />If you were to go back into the classroom as a teacher, what grade would you choose to teach and why?</h4><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">This is another tough one. I really love fourth grade, as there are so many opportunities to help</div><div class="separator" style="clear: both;">students begin to think abstractly. I also love middle school because there are so many connections</div><div class="separator" style="clear: both;">back to the mathematics of elementary school that students are often hesitant to consider. They</div><div class="separator" style="clear: both;">don’t know how much they know! One of the best parts of my position at the university is that I have</div><div class="separator" style="clear: both;">many opportunities to go into classrooms and work with students in local schools.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">You can read the rest of Julie's interview over at the <a href="http://mathsolutions.com/uncategorized/beyond-pizzas-pies-interview-with-julie-mcnamara/" target="_blank">Math Solutions Blog</a>!</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Want to win a copy of these books?! Enter the giveaway below</div><div class="separator" style="clear: both;"><br /></div><a class="rcptr" data-raflid="66d5bc228" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/66d5bc228/" id="rcwidget_i2se8vsp" rel="nofollow">a Rafflecopter giveaway</a><script src="https://widget-prime.rafflecopter.com/launch.js"></script>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com5tag:blogger.com,1999:blog-4746027850336066537.post-34782291020468194632017-02-24T14:44:00.001-05:002017-02-26T14:57:38.868-05:00Creating Mathematical Mindsets <img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=0470894520" style="border: none !important; margin: 0px !important;" width="1" /><br /><div class="" style="clear: both; text-align: left;">Welcome to week 2 of our <a href="http://theelementarymathmaniac.blogspot.com/2017/02/growth-mindset-and-mathematics.html" target="_blank">Mathematical Mindsets book study</a>! <a href="http://theelementarymathmaniac.blogspot.com/2017/02/the-power-of-mistakes-and-struggle.html" target="_blank">Last week</a>, we looked at the latest in brain research and talked about the importance of mistakes and struggle. </div><h2 style="clear: both; text-align: left;"><a href="https://www.amazon.com/Mathematical-Mindsets-Unleashing-Potential-Innovative/dp/0470894520/ref=as_li_ss_il?ie=UTF8&qid=1487932742&sr=8-1&keywords=mathematical+mindsets&linkCode=li2&tag=them091-20&linkId=f0e23d7b38743fdb89974f008260b3dd" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=0470894520&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a></h2><h3>Chapter 3: The Creativity and Beauty in Mathematics</h3><h3>Big Ideas</h3><div>- Math gets treated differently than other subjects. It is much more of a performance subject than any other.</div><div>-There is a big gap between real world mathematics and school mathematics</div><div>- Students (and the public in general) see math as calculations, rules and procedures rather than creative and beautiful. </div><div><br /></div><h3>Impact in the Classroom</h3><h4><a href="https://www.amazon.com/Rabbits-Everywhere-Fibonacci-Tale/dp/1570918961/ref=as_li_ss_il?ie=UTF8&qid=1487932288&sr=8-1&keywords=rabbits+rabbits+everywhere&linkCode=li2&tag=them091-20&linkId=f35ed42fc0c433036a0419dffcdc3a9d" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1570918961&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a>Fibonacci Numbers and the Golden Ratio</h4><div>One of the examples given in this chapter was about taking a look at the Fibonacci numbers and the golden ratio with kids. I have always loved this series of numbers and many years ago was given a copy of <a href="http://amzn.to/2lCnNq5" target="_blank">Fascinating Fibonaccis</a> which I have now used many times to talk with kids about Fibonacci numbers. I also love the picture book <a href="http://amzn.to/2lgxWrE" target="_blank">Rabbits Rabbits Everywhere</a> by Ann McCallum who also wrote <a href="http://theelementarymathmaniac.blogspot.com/2015/03/monday-math-literature-fun-with-math-at.html" target="_blank">Eat your Math Homework</a>. One more excellent resource is this blog, <a href="http://fabulousfibonacci.blogspot.com/" target="_blank">Fabulous Fibonacci Fun</a> where you can find more background information as well as a great collection of images that illustrate the golden ratio in nature. </div><div><br /></div><h4><img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=1570918961" style="border: none !important; margin: 0px !important;" width="1" />Let Students pose Their own Questions </h4><div class="separator" style="clear: both; text-align: center;"></div>Real mathematicians pose and answer questions all the time. One of the best ways to get our students doing this is to let them have the chance. Give them mathematical tools or situations and let them come up with questions. Let them work to find answers to their questions. This is something I have had some opportunity to do this year in the context of our school wide genius hour. It is definitely something I hope to do more of in the future.<br /><br /><h3>Chapter 4: Creating Mathematical Mindsets: The Importance of Flexibility with Numbers</h3><h3>Big Ideas</h3><div>-Kids intuitive joy of math is quickly replaced with learning procedures & rules</div><div>-Students need to see math as a conceptual, growth oriented subject. They should see math as a place to think, not to blindly operate on numbers.</div><div><br /></div><h3>Impact in the Classroom</h3><h4>Number Talks</h4><div><a href="https://www.amazon.com/Number-Talks-Percentages-Multimedia-Professional/dp/1935099752/ref=as_li_ss_il?ie=UTF8&qid=1487958623&sr=8-2&keywords=number+talks&linkCode=li2&tag=them091-20&linkId=9719ba89832841b45b15ea1e924535d1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1935099752&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=them091-20" /></a>The single best way I have found to develop a sense of numeracy in kids of all ages is <a href="http://theelementarymathmaniac.blogspot.com/2015/01/number-talks-book-study-part-1.html" target="_blank">number talks</a>. Doing number talks with my students has been a total game changer in my students' ability to think about numbers, develop strategies and learn to talk about their thinking. It is a structured way to spend 10 minutes each day that will give you big results. If you teach K-4, <a href="http://amzn.to/2lDLZbE" target="_blank">start with this book</a>, and if you teach grade 5 and up <a href="http://amzn.to/2mlnVu7" target="_blank">check out this one</a>. If you have been using number talks in your classroom and are ready to up your game, there is a new number talks book all about <a href="http://amzn.to/2mls7KC" target="_blank">Fractions & Decimals</a>. I have dug into this one over the past 2 months and it has really helped move my practice forward and increased my students' understanding of fractions and decimals. </div><div><br /></div><img alt="" border="0" height="1" src="https://ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=li2&o=1&a=1935099752" style="border: none !important; margin: 0px !important;" width="1" /><br /><h4>Hold off on Formal Procedures</h4><div><a href="https://3.bp.blogspot.com/-Oh17Fm6LnUk/WLMzJaI5tyI/AAAAAAAAQMw/mCntEuOI1TA_kkUn0yGe0a1WDJMhcWLFgCLcB/s1600/2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-Oh17Fm6LnUk/WLMzJaI5tyI/AAAAAAAAQMw/mCntEuOI1TA_kkUn0yGe0a1WDJMhcWLFgCLcB/s320/2.jpg" width="188" /></a>When do you "teach" kids the traditional algorithms for adding, subtracting, multiplying and dividing? Holding off on these formal procedures can really help kids see math as a growth oriented subject where they can develop their own conceptual understanding and design their own strategies to solve problems. If you are using number talks, you will be amazed at what kids of efficient strategies your students can come up with on their own. In my school, we have agreed not to introduce the traditional algorithm for addition and subtraction until grade 4. We hold off on the traditional algorithm for multiplication until the end of grade 5 and division until grade 6.<br /><br /><h4>Go for Depth, Not Speed</h4></div><div>Value deep thinking over fast thinking in your classroom. Whenever I talk about not focusing on speed, the issue of math facts comes up. I think to much emphasis is put on memorization when kids should really be working on knowing facts from memory. For much more about facts, check out <a href="http://theelementarymathmaniac.blogspot.com/2016/06/memorizing-facts-versus-knowing-facts.html" target="_blank">this post</a>. </div><div><br /></div><h3>Chapter 5: Rich Mathematical Tasks</h3><h3>Big Ideas</h3><div><a href="https://3.bp.blogspot.com/-WvaiFDGHQSI/WLMw7HGtdxI/AAAAAAAAQMo/3JKfpOi4jAIys-GxYw8pO6gXZTs3iSdNwCLcB/s1600/1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-WvaiFDGHQSI/WLMw7HGtdxI/AAAAAAAAQMo/3JKfpOi4jAIys-GxYw8pO6gXZTs3iSdNwCLcB/s320/1.jpg" width="213" /></a>-5 c's of engagement: curiosity, connection making, challenge, creativity, collaboration</div><div>-5 ways for teachers to open math tasks and increase potential for learning. </div><div> 1. Open the task so there are multiple methods, pathways and representations</div><div> 2. Include inquiry opportunities</div><div> 3. Ask the problem before teaching the method</div><div> 4. Add a visual component and ask students how they see the math</div><div> 5. Ask students to convince and reason; be skeptical</div><div><br /></div><h3>Impact in the Classroom</h3><div>Rich mathematical tasks are such a good way to generate engagement and enthusiasm in your classroom. Providing kids with low floor, high ceiling tasks are a great way to get big math ideas, work on perseverance and get kids excited about math. After reading this chapter, I decided to try a little experiment with a very engaging, very open ended task, the <a href="http://marilynburnsmathblog.com/wordpress/the-1-10-card-investigation/" target="_blank">1 to 10 card investigation</a>. If you have never heard of this investigation, head <a href="http://marilynburnsmathblog.com/wordpress/the-1-10-card-investigation/" target="_blank">here</a> to check out a 1 minute video. </div><div><br /></div><div>I presented the original investigation to a group of first graders who are always looking for a challenge, all of my second graders, the entire 5th and 6th grade classes and a large group of teachers during a PD day. All of these folks were able to access this problem. The excitement and engagement were just as high with adults solving this problem as it was with first graders. </div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-fDaxiuyW2VI/WLCKqeoUPeI/AAAAAAAAQMM/crXO3KP-6XkdTF7RM2ZGaBBZWHB3znkCgCLcB/s1600/2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="105" src="https://2.bp.blogspot.com/-fDaxiuyW2VI/WLCKqeoUPeI/AAAAAAAAQMM/crXO3KP-6XkdTF7RM2ZGaBBZWHB3znkCgCLcB/s320/2.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Students work together using <a href="http://theelementarymathmaniac.blogspot.com/2014/03/another-way-to-practice-combinations-of.html" target="_blank">20 frame playing cards</a> to solve the problem to 15. </td></tr></tbody></table><div>The best part of this problem was that there really is no end to it. After folks solved the 1 to 10 card problem, all kinds of extensions were proposed and worked on. Some kids increased the number of cards while others proposed different arrangements of the cards such as what if we flip one over and then put 2 on the bottom. Kids challenged each other and me to go further with this problem. One of my sixth graders must have spent 20 hours on this problem over the last week and was able to generalize a pattern that would work for any number of cards. Kids asked to take cards home and challenge their families. Teachers who worked on this problem during PD literally could not stop working on it. </div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-f1b5Lf_e_uw/WLCKql7LV9I/AAAAAAAAQMQ/aBW0mhjv4nkGMR9h2oyaFJFIvograEHyACLcB/s1600/1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="78" src="https://4.bp.blogspot.com/-f1b5Lf_e_uw/WLCKql7LV9I/AAAAAAAAQMQ/aBW0mhjv4nkGMR9h2oyaFJFIvograEHyACLcB/s320/1.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">A student uses cards from my <a href="https://www.teacherspayteachers.com/Product/Numbers-to-120-place-value-decks-800015" target="_blank">place value to 120</a> deck to work on solving the problem with 50 cards</td></tr></tbody></table> Your turn! What did you think about this week's reading? What changes are you making or thinking of making in your classroom? Please respond in the comments below!<br /><div><br /></div><div><br /></div><div><br /></div><h4></h4>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com4tag:blogger.com,1999:blog-4746027850336066537.post-16812659565008173602017-02-17T05:30:00.000-05:002017-02-17T05:30:11.133-05:00The Power of Mistakes and Struggle <div style="clear: both; text-align: left;">Welcome to week 1 of our <a href="http://theelementarymathmaniac.blogspot.com/2017/02/growth-mindset-and-mathematics.html" target="_blank">book study</a> of <a href="https://www.amazon.com/gp/product/0470894520/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0470894520&linkId=e872afe7ace8659ab2a30bf5590aa311" target="_blank">Mathematical Mindsets</a>. </div><h3 style="clear: both; text-align: left;">Chapter 1: The Brain and Mathematics Learning</h3><h4 style="clear: both; text-align: left;"><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0470894520" style="border: none !important; margin: 0px !important;" width="1" />Big Ideas</h4><div class="" style="clear: both; text-align: left;">-Folks who have a fixed mindset can develop a growth mindset. Their learning approach can become much more positive and successful.</div><div class="" style="clear: both; text-align: left;">-The students who show the highest achievement in mathematics around the world have a growth mindset. This can put them a full year ahead of other students. </div><div class="" style="clear: both; text-align: left;">-Folks with a growth mindset are more likely to do something perceived as hard. They see mistakes as a way to grow their brain and motivation to keep going.</div><div class="" style="clear: both; text-align: left;">-Fixed mindsets can develop as a result of praise given by parents and teachers</div><div class="separator" style="clear: both; text-align: left;"><br /></div><h3 style="clear: both; text-align: left;">Impact in the Classroom</h3><h4 style="clear: both; text-align: left;">Teach kids about brain research. </h4><div class="" style="clear: both; text-align: left;"><a href="https://www.amazon.com/gp/product/0470894520/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0470894520&linkCode=as2&tag=them091-20&linkId=068e5732f58c4147458a1c0ea2836778" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="200" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0470894520&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" width="160" /></a>Research about the brain and growth mindset has come a long way over the last few years. I have found Jo Boaler's <a href="https://www.youcubed.org/week-of-inspirational-math-2/" target="_blank">Week of Insiprational Math</a> to be a fantastic (and free!) way to show kids about how the brain works and get them excited about math. We started our school year with the week of inspirational math in grades 3-6 and have recently re-watched some of the videos included in the lessons to refresh ourselves on brain research. We have plans to do a week of inspirational math in our K-2 classes in the near future. </div><div class="" style="clear: both; text-align: left;"> Another excellent resource for helping your students understand brain research is a series of short cartoon videos produced by <a href="https://www.classdojo.com/" target="_blank">Class Dojo</a>. Recently, we started k/1 math each day with one of these videos which led to some great conversations about how the brain works. Even if you don't use Class Dojo, these videos are a great resource! It looks like you can check out the first one on YouTube and the rest are available on <a href="https://www.classdojo.com/" target="_blank">their site</a>. It is free to use and only takes a minute to sign up.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/2zrtHt3bBmQ" width="560"></iframe> <br /><br /><div class="separator" style="clear: both; text-align: left;"><br /></div><h4 style="clear: both; text-align: left;"> Change praise</h4><div class="separator" style="clear: both; text-align: left;"><a href="https://3.bp.blogspot.com/-rxKbEpKhAhE/WKXJwLbZofI/AAAAAAAAQHg/eM9GcVGwJhYXlkCBvzMydXem01ISX1gyACEw/s1600/2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-rxKbEpKhAhE/WKXJwLbZofI/AAAAAAAAQHg/eM9GcVGwJhYXlkCBvzMydXem01ISX1gyACEw/s320/2.jpg" width="171" /></a> Praise from teachers can help kids develop a fixed or a growth mindset, it all comes down to the type of praise they receive. Praise has such a strong impact, it can affect their behavior right away. The praise kids receive in the classroom needs to switch from you are so smart to you are working really hard. This has been a challenging switch for me because despite good intentions, it is so easy to fall back on the old reliable praise. Like most things, it is something teachers need to practice. We spent some time at a staff meeting brainstorming different things that fit into the category of praise and then classifying it as praise that would develop a growth or a fixed mindset. This is an area where it is so important for kids to get a consistent message and it is definitely worth discussing as an entire staff. A colleague also shared <a href="https://www.teacherspayteachers.com/Product/Growth-Mindset-Poster-1947983" target="_blank">this Growth Mindset poster</a> with us and posted it in several prominent teacher areas. It has been a helpful reminder and has continued the discussion about changing our praise.</div><h4 style="clear: both; text-align: left;">Educate Families</h4><div>If students are really going to change their mindset than both teachers and parents need to be aware of this research and have practical strategies to help them. Since our entire school has been working on kids developing a growth mindset, we have communicated with families in several ways. We started the year by showing a few of the videos from the <a href="https://www.youcubed.org/week-of-inspirational-math-2/" target="_blank">Week of Inspirational Math</a> at our back to school open house. This was after we had used these videos with kids so many families had already heard parts and pieces of this. We also use our school wide newsletter to communicate what we are doing and share growth mindset tips. The topic has also come up during parent teacher conferences, especially with those kids who need the most work on their mindset. We have also shared <a href="https://www.teacherspayteachers.com/Product/Growth-Mindset-FREEBIE-1988801" target="_blank">this great little parent handout with families</a>. It is still a work in progress to educate families about growth mindset but we have made a start and are now developing a common language for kids at school and at home. </div><div class="separator" style="clear: both; text-align: center;"></div><br /><h3>Chapter 2: The Power of Mistakes and Struggle </h3><div><br /></div><div><h4>Big Ideas</h4></div><div>- Mistakes grow student's brains</div><div>- When a student makes a mistake, there is increased electrical activity in their brain. </div><div>- Even if you don't know that you made a mistake, it still grows your brain</div><div><a href="https://4.bp.blogspot.com/-aaw2fzbA-XY/WKW2vh2_9YI/AAAAAAAAQHQ/7GQf4cH4dmMPuBpF-mGqyKlw64WoYR-PACLcB/s1600/1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-aaw2fzbA-XY/WKW2vh2_9YI/AAAAAAAAQHQ/7GQf4cH4dmMPuBpF-mGqyKlw64WoYR-PACLcB/s320/1.jpg" width="171" /></a>- After a mistake, brain activity is greater for those who have a growth mindset rather than a fixed one. </div><div>- Successful people are the ones who make more mistakes than non-successful people</div><div><br /></div><h3>Impact in the Classroom</h3><h4>Give students the chance to make mistakes</h4><div>Giving students a chance to make mistakes is one of the best things you can do to develop their understanding of mathematics. If they make no mistakes day after day, then the math you are giving them is not challenging enough. Kids come to believe that being smart means getting the answer right on the first try and with a bit of speed. I love <a href="https://www.teachingchannel.org/videos/personalized-student-learning-plans-edv" target="_blank">this video from the Teaching Channel</a> where Carol Dweck author of <a href="https://www.amazon.com/gp/product/0345472322/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0345472322&linkId=16bb3574d0ddb2c91c6b12f2555086cf" target="_blank">Mindset: The New Psychology of Success</a> talks about personalized learning and how important it is for kids to make mistakes. </div><h4>Teach students that mistakes are positive</h4><div>I am a big fan of <a href="https://www.teachingchannel.org/videos/class-warm-up-routine" target="_blank">this routine</a> called My Favorite No. I do a lot of <a href="http://theelementarymathmaniac.blogspot.com/2013/07/using-formative-assessment-in-math_26.html" target="_blank">formative assessment</a> in my classroom and doing My Favorite No is a great way to directly address misconceptions with the class.<br /><br /><a href="https://4.bp.blogspot.com/-K8C8IC5YFQE/WKWxdyHKaTI/AAAAAAAAQHA/d8vS4X5rg8cTCiAO6WK87nu_8-zcfMXdwCKgB/s1600/IMG_20170214_122217038.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="223" src="https://4.bp.blogspot.com/-K8C8IC5YFQE/WKWxdyHKaTI/AAAAAAAAQHA/d8vS4X5rg8cTCiAO6WK87nu_8-zcfMXdwCKgB/s400/IMG_20170214_122217038.jpg" width="400" /></a>A few weeks ago, I found these <a href="https://www.teacherspayteachers.com/Product/Growth-Mindset-Posters-Coloring-Sheets-FREEBIE-2449948" target="_blank">growth mindset posters</a> and put them up on a bulletin board. In my fifth grade class, I have many kids struggling with growth mindset so I decided to really use these posters with them. I decided to have them place a sticker on the poster each time they used the "think" bubble. It struck us very quickly that we make mistakes all the time. The mistake poster became full of stickers while the others just had a few. This has been a great way to show how common mistakes are and how important they are to learning.<br /><br /><h4>Test and Grade Less</h4></div><div>Our school uses standards based grading for our report cards which means I test and grade a lot less than I used to. However, there still are times when folks want percent grades, particularly for Special Education Evaluations. We also have added several "screeners" and other forms of testing as we have moved toward an MTSS model in our district. I do a lot of formative assessments so I have a really good handle on where kids are. I am on board with less grading and testing but I am not sure my school/district is ready to change much more in that direction right now. I am excited that chapter 8 is all about assessment and hope to be able to try some new ideas. <br /><br />Your turn! In the comments below, let us know what you thought of these 2 chapters. If you have a blog and want to post there, just share the link in the comments below. Haven't read the chapters? Share your ideas about mistakes, struggle, brain research or anything else related to growth mindset! I look forward to some great discussions! </div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com11tag:blogger.com,1999:blog-4746027850336066537.post-35691436336481409452017-02-06T13:05:00.004-05:002017-02-06T13:05:49.507-05:00Math Love, A Giveaway, A Sale, Book Study Update & More<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="https://www.teacherspayteachers.com/Product/Heart-Number-Puzzles-First-Grade-3000058" target="_blank"><img border="0" height="179" src="https://3.bp.blogspot.com/-p0zYDHSp16M/WJi5_Ie1fOI/AAAAAAAAQCM/KAeO3n2uk9cwiPa7SLmErn2IZu8F0EfVACLcB/s320/IMG_20170130_090439521.jpg" width="320" /></a></span></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Heart-Number-Puzzles-First-Grade-3000058" target="_blank">First Grade Number Puzzles</a></td></tr></tbody></table><h4 style="clear: both; text-align: left;">Book Study Update</h4><div class="" style="clear: both; text-align: left;"><a href="http://theelementarymathmaniac.blogspot.com/2017/02/growth-mindset-and-mathematics.html" target="_blank">Our new book study</a> is getting a great response! We will be discussing <a href="http://amzn.to/2kJxSmL" target="_blank">Mathematical Mindsets</a> by Jo Boaler. This book has the potential to make a great impact in your classroom regardless of what grade you teach. It is also super affordable and ships for free if you have <a href="https://www.amazon.com/tryprimefree?ref_=assoc_tag_ph_1427739975520&_encoding=UTF8&camp=1789&creative=9325&linkCode=pf4&tag=them091-20&linkId=826090edd6a4b091ab2039464207cb09" target="_blank">Amazon Prime</a>. Get all the book study details <a href="http://theelementarymathmaniac.blogspot.com/2017/02/growth-mindset-and-mathematics.html" target="_blank">here</a>. </div><div class="separator" style="clear: both; text-align: center;"></div><br /><h4>A Sale</h4><a href="https://www.teacherspayteachers.com/Store/Themathmaniac" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="200" src="https://4.bp.blogspot.com/-IkD58hU1JPY/WJho8_HCCxI/AAAAAAAAQBI/dB9NiaFZjPYEMloWqV3PnyJAC03GxB_FwCLcB/s200/2.jpg" width="200" /></a>Also in the news this morning, Teachers Pay Teachers site wide sale starts tomorrow! You can save 28% off <a href="https://www.teacherspayteachers.com/Store/Themathmaniac" target="_blank">all of my resources</a> with the code LoveTPT. I have been window shopping already and currently have 18 items in my cart. There is nothing like a good sale!<br /><br />I have been so inspired by my K/1 math group over the last month and have been super busy creating resources to use with them. I have quite the range of abilities in this group and routinely need to create stuff that spans the K-2 spectrum for these guys. I am loving teaching math in a multi-age setting and will have more to share about how we structure this very soon.<br /><br /><h4>Math Love</h4><div>Lots of new Valentine/heart themed math centers for K-2 classrooms!</div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentine-Counting-Puzzles-K-2-BUNDLE-2961189" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="238" src="https://3.bp.blogspot.com/-0G-olqXMfqM/WJivh0DmrjI/AAAAAAAAQB0/2uTuNitZOwkCYOP-ha9cdRDGUZnnN820ACEw/s320/IMG_3752.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentine-Counting-Puzzles-K-2-BUNDLE-2961189" target="_blank">Counting Puzzle Bundle</a></td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentine-10-Frame-Playing-Cards-and-Activity-Set-2958411" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="149" src="https://3.bp.blogspot.com/-qQEVy3YbMfQ/WJivgqa_-GI/AAAAAAAAQB0/NL4EEa955ScFRDbdmJ71PlOJIbvYfFumgCEw/s200/IMG_3704.JPG" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentine-10-Frame-Playing-Cards-and-Activity-Set-2958411" target="_blank">Valentine Ten Frames Playing Cards & Activity Se</a>t</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Teen-Numbers-Math-Valentine-Hearts-Craft-Ten-Frames-numerals-tally-marks-2996407" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="179" src="https://3.bp.blogspot.com/-C6RSQ2eqpkY/WJivYsc0akI/AAAAAAAAQB0/b8QQVxrFLt4Dns_fcrJUEkCThO5BstnqgCEw/s320/IMG_20170130_090511301.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Teen-Numbers-Math-Valentine-Hearts-Craft-Ten-Frames-numerals-tally-marks-2996407" target="_blank">Teen Number Math Craft</a></td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentine-Addition-Facts-Craft-2995723" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://4.bp.blogspot.com/-UG19pSvS5qM/WJivYtzjWII/AAAAAAAAQB0/GI2WBGZGHdAlOMh1X3enoiDrh6bTFaoAACEw/s320/IMG_20170130_091109965.jpg" width="177" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentine-Addition-Facts-Craft-2995723" target="_blank">Addition Facts Craft</a></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Heart-Number-Puzzles-Kindergarten-3000075" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="https://3.bp.blogspot.com/-MipBfR-61PM/WJivdFhe-sI/AAAAAAAAQB0/wG_OftkgCTIK9VL8uPKG8AycdOqtmhmLgCEw/s320/IMG_20170130_091238941.jpg" width="179" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Heart-Number-Puzzles-Kindergarten-3000075" target="_blank">Kindergarten Number Puzzles</a></td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Heart-Number-Puzzles-Second-Grade-3000045" target="_blank"><img alt="https://www.teacherspayteachers.com/Product/Heart-Number-Puzzles-Second-Grade-3000045" border="0" height="179" src="https://2.bp.blogspot.com/-0-YNZ8UW3xs/WJivcCH1M6I/AAAAAAAAQB0/Fl9niiYYlRQZwapVr9QrvkeXG3UJ3tpogCEw/s320/IMG_20170130_144611893.jpg" style="margin-left: auto; margin-right: auto;" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Heart-Number-Puzzles-Second-Grade-3000045" target="_blank">Second Grade Number Puzzles</a></td></tr></tbody></table><h4>Math Love Giveaway! </h4>Thanks for all the love you show me all year long! Enter below for your chance to win a $10 TPT gift card! I will send it to the winner before the end of the TPT site wide sale on Wednesday so they can use it during the sale if they wish. <br /><br /> <a class="rcptr" data-raflid="66d5bc227" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/66d5bc227/" id="rcwidget_eneev0xb" rel="nofollow">a Rafflecopter giveaway</a><script src="https://widget-prime.rafflecopter.com/launch.js"></script>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com14tag:blogger.com,1999:blog-4746027850336066537.post-37614008619761979322017-02-02T20:39:00.002-05:002017-02-02T20:45:20.276-05:00Growth Mindset and Mathematics<div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px;">What does a student's past expereince have to do with how they learn math today? My past expereinces certainly shaped me and changed my mindset several times.<br /><h4>My Math Story</h4>I was told from a young age that I was gifted in math. I learned math easily and was always ahead of my peers. I can not ever remember struggling with a math problem until I was in fifth grade. When I was a fifth grader, my teacher allowed me and another student to work on our own, starting at the back of the textbook and working our way to the front. As a teacher, this sounds like a terrible idea in retrospect but it did lead me to develop some perseverance that had seriously been lacking. After that, I continued into middle school and high school continuing to do well in math. I had a great memory and was really good at remembering procedures, formulas and rules. Now I know I was getting by on this and not on a deep conceptual understanding of math. </div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px;">I knew I wanted to teach elementary school from the time I was in tenth grade. I went to college as an elementary education major. We had to pick a second major and I randomly picked sociology. Luckily, someone convinced me that having a background in math would be much more marketable so I switched my second major to math. This led me to taking 2 math classes per semester. When I got a class on non euclidean geometry, I hit a major wall. The content was challenging and required so much more of my focus and attention then I was used to. I worked harder during that one class than I had on all the other math classes I had taken combined. It gave me the experience of working hard and still barely keeping my head above water. I don't remember much of the content of that class now, but I do remember what it was like to struggle and to work really hard to learn math. </div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin-bottom: 10px;"><a href="https://www.amazon.com/gp/product/0345472322/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0345472322&linkCode=as2&tag=them091-20&linkId=4cf3c46f604d2a681565ed7723a1b73e" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0345472322&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a>Despite a major in math in college, I still lacked the conceptual understanding of math that I needed to teach. I started teaching sixth grade and really struggled with how to help my students who didn't have a good foundation in mathematics. I spent a lot of time repeating the steps of a procedure louder and slower until my students could do it. After a few years of teaching sixth grade, my position was cut and I moved onto a new school in a new role as a math specialist. I got the job because I could do a lot of math, not because I knew a lot about teaching it. I was given a lot of free rein to use my role anyway I wanted. I spent a lot of time the first year just figuring things out. I started listening to my students more and helping them develop strategies rather than teaching them. <br /><br />From there, I delved into some of the deeper research available on teaching math at that time. I read a lot of books and got involved in some really good professional development. I took more math courses, these ones aimed at teachers and at developing a deep understanding of content. I did a lot of group work and spent a lot of time learning from my peers. I saw multiple approaches to solving problems and expanded my definition of what it meant to be good at math. For the first time, I saw the connections between algebra and geometry and gained a valuable understanding of big conceptual ideas. This conceptual understanding of mathematics led me to be a much better teacher. <br /><h4>Mathematical Mindsets</h4></div><div class="separator" style="clear: both; text-align: center;"></div><a href="https://www.amazon.com/gp/product/0470894520/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0470894520&linkCode=as2&tag=them091-20&linkId=6cdccc6dcf08d659b36593790834d6d7" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0470894520&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a>Nowadays, I am so much better at helping my students learn math. I have so many more tools, strategies, ideas and a much better understanding than when I first started out. Despite all this, I still have students who are struggling. I know that I have the tools I need to help them but something big seems to be getting in their way. Their mindset. The research on the brain and mindsets has been moving quickly over the last few years and now their is so much available information to help students, teachers and parents with mindset. My research on mindset last summer led me to <img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0345472322" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/0345472322/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0345472322&linkId=683aec6769028b00f3ad6bb3310e33b7" target="_blank">Carol Dweck's Mindset book</a>. From there, I found Jo Boaler's Book <a href="https://www.amazon.com/gp/product/0470894520/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0470894520&linkId=bb6de5da3c336a547f0c8cba1899fdf4" target="_blank">Mathematical Mindsets</a> and knew it was the next thing I wanted to work on. I got the book in July and read it almost in one sitting. It got my wheels turning as I was starting to think about back to school season and I have made some big changes this school year based on ideas in this book. Now that I have the basics down, I am reading this book again (a little slower this time!) and am going to go deeper into some of the ideas as well as share how I have used some of it in my classroom. Over the next 9 weeks, I am going to take one chapter at a time and take a closer look at these ideas. I would love for you to join me!<br /><h4>Book Study</h4><div>I read a lot of math teaching books! From time to time, I like to dive deeper into a new book or an old favorite by hosting a book study on my blog. I have done book such as <a href="http://theelementarymathmaniac.blogspot.com/2016/03/why-dont-we-get-math.html" target="_blank">Minds on Mathematics</a>, <a href="http://theelementarymathmaniac.blogspot.com/2015/07/beyond-invert-and-multiply-book-study.html" target="_blank">Beyond Invert and Multiply</a>, <a href="http://theelementarymathmaniac.blogspot.com/2015/03/mathematics-through-play-book-study.html" target="_blank">Mathematics Through Play</a>, <a href="http://theelementarymathmaniac.blogspot.com/2015/01/number-talks-book-study-part-1.html" target="_blank">Number Talks</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/12/childrens-mathematics-book-study-part-1.html" target="_blank">Children's Mathematic</a><a href="http://theelementarymathmaniac.blogspot.com/2014/12/childrens-mathematics-book-study-part-1.html" target="_blank">s</a>,<a href="http://theelementarymathmaniac.blogspot.com/2014/09/book-study-part-1-whole-brain-teaching.html" target="_blank">Whole Brain Teaching For Challenging Kids</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/07/teach-like-pirate-book-study-part-1.html" target="_blank">Teach Like a Pirate</a> and <a href="http://theelementarymathmaniac.blogspot.com/2014/07/guided-math-in-action-book-study.html" target="_blank">Guided Math in Action</a>. It is fun and easy to participate. I will post my thoughts and share some ways I am using the ideas in my classroom each week and then you can share in the comments section. If you have your own blog, feel free to post there and leave the link in the comments section. </div><div><br /></div><div>This book is easy to access and very inexpensive for a good professional development book. You can grab it on <a href="https://www.amazon.com/gp/product/0470894520/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0470894520&linkId=baf4a416c1e6038a0059b8582bb7116b" target="_blank">Amazon</a>, it ships free with <a href="https://www.amazon.com/tryprimefree?ref_=assoc_tag_ph_1427739975520&_encoding=UTF8&camp=1789&creative=9325&linkCode=pf4&tag=them091-20&linkId=5adc8b2b523f4420b3e8f952ebf66d62" target="_blank">Prime</a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=pf4&o=1" style="border: none !important; margin: 0px !important;" width="1" />.<br /><br />Here is the posting schedule<br />Friday February 17th: Chapters 1&2<br />Friday February 24th: Chapters 3-5<br />Friday March 3rd: Chapters 6&7<br />Friday March 10th: Chapters 8&9<br /><br />What is your math story? How did your mindset change as you learned math? Please share in the comments below! </div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com29tag:blogger.com,1999:blog-4746027850336066537.post-43012411752585865702016-10-31T20:36:00.001-04:002016-10-31T20:36:33.614-04:00Teaching Math With You Tube Videos: 2 Dimensional Shapes<div class="separator" style="clear: both; text-align: left;"><a href="https://1.bp.blogspot.com/-iyM8-CU-qCg/WBfjh5JxfrI/AAAAAAAAO1g/dy8c43sq1IUtLJ3sFwUhS4X7bSCkq02wgCLcB/s1600/4.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-iyM8-CU-qCg/WBfjh5JxfrI/AAAAAAAAO1g/dy8c43sq1IUtLJ3sFwUhS4X7bSCkq02wgCLcB/s320/4.jpg" width="160" /></a>In the past few years, I have posted some of my favorite songs and videos about <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos.html" target="_blank">shapes</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/01/teaching-math-with-you-tube-videos.html" target="_blank">counting</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos_18.html" target="_blank">multiplication</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos-coins.html" target="_blank">coins</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/03/teaching-math-with-you-tube-videos-time.html" target="_blank">time</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/03/teaching-math-with-you-tube-videos.html" target="_blank">fractions</a>, <a href="http://0.0.7.222/04/teaching-math-with-you-tube-videos-teen.html" target="_blank">teen numbers</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos-area.html" target="_blank">area and perimeter</a> and <a href="http://theelementarymathmaniac.blogspot.com/2014/04/teaching-math-with-you-tube-videos.html" target="_blank">addition facts</a>. I try to keep these posts up to date with the latest songs and videos I am using with my students. They are a great way to get a little movement break while still working on important math concepts. </div><div class="" style="clear: both; text-align: left;">One area that has changed and improved a lot is the number of videos and songs for teaching shapes that are now available. Instead of updating my old post on You Tube videos for shapes, today I am going to share with you some of my current favorites for 2-D shapes and later this week I will share some of my favorites for 3-D shapes. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><h4 style="clear: both; text-align: left;">Jack Hartmann's Shape Songs</h4><div class="separator" style="clear: both; text-align: center;"></div><a href="https://www.youtube.com/channel/UCVcQH8A634mauPrGbWs7QlQ" target="_blank">Jack Hartmann's</a> You Tube channel is always coming out with new songs that are great for primary students. He has some excellent songs for helping kids remember 2-D shapes and many of his videos include some exercise and make great movement breaks.<br /><div><br /></div><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/sBDG297o1jA" width="560"></iframe><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/YRWbpsREIVU" width="560"></iframe><br /><br /><h4>Secret Agent Shapes</h4><div>This one is all about finding shapes around the classroom. </div><div><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/7aStqhksCuY" width="560"></iframe><br /><br /><h4>Two Dimensional Shapes Song</h4>This one is new to us this year. It is short and sweet and to the tune of this old man.<br /><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/D21CFIzDqoE" width="560"></iframe> <br /><h4>Shapes Song for Kindergarten</h4><div>A great song for primary kids, this one has a lot of real life examples. </div><div><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/AnoNb2OMQ6s" width="560"></iframe><br /><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Identifying-2-Dimensional-Shapes-2854163" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="239" src="https://2.bp.blogspot.com/-ojE1wjSVymY/WBffAEShK7I/AAAAAAAAO1Q/84yrgNw0HKQX6ke9aDEyPeqH5fG7Y3WlwCLcB/s320/IMG_3042.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">My students have been using these <a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Identifying-2-Dimensional-Shapes-2854163" target="_blank">2-D shape cards</a> to play 8 different games!</td></tr></tbody></table><h4>Shape Name Game</h4><div>This one is one I use in primary and as a review with older kids. There are a lot of different shapes presented here! The end of the song has 3-D shapes as well. </div><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/pQ5mZIInE6s" width="560"></iframe><br /><br /><h4>Polygon Song</h4><div>This one is a little more detailed and I use it with grades 1-4. It has great information about all kinds of polygons. </div><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/69lfTURDles" width="560"></iframe><br /><br /><h4>Square and Trapezoid Shape Videos</h4><div>Have Fun Teaching has a series of these videos about many 2-D Shapes. They provide a good level of detail about the attributes of these shapes. </div><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/JxkpNYPLSD4" width="560"></iframe><br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Identifying-2-and-3-Dimensional-Shapes-BUNDLE-2854796" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="298" src="https://2.bp.blogspot.com/-SSXdUbOdlws/WBffEmmjPjI/AAAAAAAAO1c/79LNiiq3ewYZaOFdjGigO-uj1vdTBHlXgCEw/s400/IMG_3479.JPG" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">One of our favorite games with our <a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Identifying-2-and-3-Dimensional-Shapes-BUNDLE-2854796" target="_blank">2-D shape cards</a> has been playing Pyramid. It is a lot like the classic solitaire game Pyramid 13! </td></tr></tbody></table>Do you have any favorite 2-D shape videos? Share in the comments below!TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com1tag:blogger.com,1999:blog-4746027850336066537.post-62297682690522087312016-10-25T20:26:00.000-04:002016-10-26T19:48:21.056-04:00Teaching Math With You Tube Videos: Halloween Fun<div class="separator" style="clear: both; text-align: left;"><a href="https://2.bp.blogspot.com/-58E8WpgkyG0/WA_1cy4TWrI/AAAAAAAAOyM/srMB2cZtWyEV2uBnZy74A6EMjYtlqgCoQCLcB/s1600/a.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-58E8WpgkyG0/WA_1cy4TWrI/AAAAAAAAOyM/srMB2cZtWyEV2uBnZy74A6EMjYtlqgCoQCLcB/s200/a.jpg" width="100" /></a>In the past few years, I have posted some of my favorite songs and videos about <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos.html" target="_blank">shapes</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/01/teaching-math-with-you-tube-videos.html" target="_blank">counting</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos_18.html" target="_blank">multiplication</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos-coins.html" target="_blank">coins</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/03/teaching-math-with-you-tube-videos-time.html" target="_blank">time</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/03/teaching-math-with-you-tube-videos.html" target="_blank">fractions</a>, <a href="http://0.0.7.222/04/teaching-math-with-you-tube-videos-teen.html" target="_blank">teen numbers</a>, <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos-area.html" target="_blank">area and perimeter</a> and <a href="http://theelementarymathmaniac.blogspot.com/2014/04/teaching-math-with-you-tube-videos.html" target="_blank">addition facts</a>. I try to keep these posts up to date with the latest songs and videos I am using with my students. They are a great way to get a little movement break while still working on important math concepts. Today I want to share with you some fun Halloween themed You Tube Videos that are a great way to review math topics while having some holiday fun and movement. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><h4 style="clear: both; text-align: left;">Kindergarten</h4><div>I have several kindergarten friends this year who are still struggling with one to one correspondence, counting to 20 and recognizing single digit numbers. The following few videos are a good way to work on these important ideas. I like to sing along with them and work with them to make up finger plays or dances to go with them. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/cm1qvX1ygOo" width="560"></iframe> <br /><div class="separator" style="clear: both; text-align: center;"><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/YF5vgRl-qKQ" width="560"></iframe> <br /><div class="separator" style="clear: both; text-align: center;"><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/jn6sC6sUgrQ" width="560"></iframe> <br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/TK9Y1TeC9Oc" width="560"></iframe> <br /><br /><h4>First Grade</h4><div>I love the 10 in the bed rhyme for working on combinations of 10 and basic subtraction ideas. This is a fun Halloween version of the classic song. </div><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/JHic_AVL6wA" width="560"></iframe> <br />Another great basic subtraction song/video!<br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/_uIzLT_3aeI" width="560"></iframe> <br /><br />Can you tell my first graders are working on subtraction? This isn't a Halloween song per say but it is all about pirates (and subtraction!) so it fits in well with out theme!<br /><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/QkPa9V2wtZs" width="560"></iframe><br /><br />We are also having a great time using our <a href="https://www.teacherspayteachers.com/Product/Pumpkin-10-Frames-and-Activity-Set-1492526" target="_blank">pumpkin 10 frames</a> in both K & 1. Next week we will read the story <a href="http://theelementarymathmaniac.blogspot.com/2014/10/monday-math-literature-pumpkin-math.html" target="_blank">How Many Seeds in a Pumpkin</a>? We will follow up the story with cutting open some pumpkins ourselves and do a <a href="http://theelementarymathmaniac.blogspot.com/2014/02/estimating-and-counting-routines-part-7.html" target="_blank">counting and estimating routine</a>.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Pumpkin-10-Frames-and-Activity-Set-1492526" target="_blank"><img border="0" height="298" src="https://2.bp.blogspot.com/-Ug4MYq2Gdmg/WBE_mseT_wI/AAAAAAAAOyc/2POqncpnzwU7-riOvGF7hRR5UuEVZEkZQCLcB/s400/1.jpg" width="400" /></a></div><br />Do you have a favorite Halloween song/video for teaching kids about math? Tell us about it in the comments below!TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com0tag:blogger.com,1999:blog-4746027850336066537.post-10286833847666644592016-07-31T00:00:00.000-04:002016-07-31T09:45:46.278-04:00Back To School Math Tips: Organizing Online Resources<div class="" style="clear: both; text-align: left;"><a href="https://2.bp.blogspot.com/-AuLBqcmpEIk/V54A-kkwdJI/AAAAAAAANQg/LfP0Vzv-YIUy_Yk6Lh-2dMEyjprRIOoGACLcB/s1600/c.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-AuLBqcmpEIk/V54A-kkwdJI/AAAAAAAANQg/LfP0Vzv-YIUy_Yk6Lh-2dMEyjprRIOoGACLcB/s200/c.jpg" width="90" /></a>It's time! Teachers all over the country are thinking about back to school. Whether you are going back to school this week, next week or not until the end of the month, I am sure your mind is on back to school. My math blogger friends and I have teamed up to bring you our best tips for back to school. Check out my tips below for organizing your online resources, enter my giveaway and be sure to check out the other back to school tips.<br /><br /><br /></div><h4 style="clear: both; text-align: left;">Organizing Online Resources</h4><div><a href="https://1.bp.blogspot.com/-o4lotykUtms/V502QbNHBTI/AAAAAAAANPY/k1lJcmgQi0gEvbEBWEh7n7TunX1sfNQ9wCLcB/s1600/a.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-o4lotykUtms/V502QbNHBTI/AAAAAAAANPY/k1lJcmgQi0gEvbEBWEh7n7TunX1sfNQ9wCLcB/s320/a.jpg" width="251" /></a>I love starting the new school year with everything organized and ready to go. It is the time of the year that I feel like I have everything in its place. I am a math teacher who uses many <a href="https://www.teacherspayteachers.com/Store/Themathmaniac/Type-of-Resource/Games" target="_blank">games</a> for practice and for differentiation so naturally I have a lot bins full of manipulatives, game pieces, card decks and dice. As the years have progressed and online math games have developed, I have added them to my repertoire but have always struggled with how to keep these resources organized in a way that made them easy for my students to find. For every good math resource available online, there are 3 bad ones and I really wanted a place to organize the good resources for each unit where my students could find them. </div><div><br /></div><div>At the beginning of last school year, I decided to get my online math resources organized in a way that made them easy for my students (and me!) to find and use at school and at home. I decided to create a classroom blog that linked to all my favorite online resources. I went with a blogger blog because it is easy to use and my school already uses google email and other products. It is super easy (and free!) to <a href="http://www.wikihow.com/Start-a-Blog-on-Blogger" target="_blank">set up a blogger blog</a>. </div><div><br /></div><div>Because I teach multiple grades, I decided to create a <a href="https://support.google.com/blogger/answer/165955?hl=en" target="_blank">page on my blog</a> for each one. On the home page, I added a little welcome message and directed students to click on the tab for their grade across the top of the page. I work with 7 grades but decided to start with 4 grades for the first year. If you are a classroom teacher, you can create a page for each content area. If you want to start small, just create one page for one subject and add more as you get comfortable. </div><div></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-zXz5fGq_rNw/V506pTaDV8I/AAAAAAAANPk/i05MbmDkTawhnmoUMhDilX8ANLrIC1_7gCLcB/s1600/a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="102" src="https://4.bp.blogspot.com/-zXz5fGq_rNw/V506pTaDV8I/AAAAAAAANPk/i05MbmDkTawhnmoUMhDilX8ANLrIC1_7gCLcB/s400/a.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">When kids clicked on their grade, they were taken to a page that had resources on it that went with their current unit of study. They were a mixture of online games, you tube songs and math literature book read alouds. It takes just a few minutes to learn how to add links and <a href="http://www.educatorstechnology.com/2013/05/this-is-how-to-embed-youtube-videos-in.html" target="_blank">embed you tube</a> videos in your blog posts. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Here is an example of what was on the grade 2 page when we were working on telling time</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/SaxmVwU_pF0" width="560"></iframe> </div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.arcademics.com/games/giraffe-dash/giraffe-dash.html" target="_blank"><img border="0" height="231" src="https://1.bp.blogspot.com/-B3-x9ar3F4I/V51KeCx8GpI/AAAAAAAANP0/yQawCWclsXED8I3iMB013lX3vD0CCz2SwCLcB/s400/a.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.ictgames.com/hickory4.html" target="_blank"><img border="0" height="301" src="https://1.bp.blogspot.com/-PIfz-BidxMg/V51Kzq3m0hI/AAAAAAAANP4/gE97Y0AErmM4o72XAoXrQrY-wNQnjRyIACLcB/s400/a.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/3_G0T6iSfWU" width="560"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/01d7j_CVL5M" width="560"></iframe></div><div><br /></div><div>Having my favorite online resources in one place where kids could access them from home or school was fantastic. I probably spent less than 15 minutes a week keeping my pages up to date with what we were working on. If you are new to blogging, it will definitely take you longer when you start out but it is certainly a skill worth learning. Having your favorite online resources organized when the school year starts will certainly help to make this the best year ever! If you have other tips for keeping online resources organized, be sure to share them in the comments below!<br /><br />The TPT Back to school sale will take place Monday and Tuesday August 1st & 2nd! <a href="https://www.teacherspayteachers.com/Store/Themathmaniac" target="_blank">All of my resources </a>will be 28% off with the code BESTYEAR.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Themathmaniac" target="_blank"><img border="0" height="146" src="https://4.bp.blogspot.com/-5fw_AnkbDDw/V51Tcx8Ec5I/AAAAAAAANQQ/4d4arBtIquQjtLa32CGkVFIQRkYbTR_kQCLcB/s400/a.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Want some extra money to spend during the back to school sale? Enter the giveaway below. I will choose a winner early Tuesday morning and email the gift card to the winner so they will have it to spend during day 2 of the sale! </div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><a class="rcptr" data-raflid="66d5bc226" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/66d5bc226/" id="rcwidget_fw70jf2j" rel="nofollow">a Rafflecopter giveaway</a><script src="https://widget-prime.rafflecopter.com/launch.js"></script><br /><div><br />Check out some other great back to school math tips!</div><!-- start InLinkz script --> <br /><div class="InLinkzContainer" id="651907"><a href="http://www.inlinkz.com/new/view.php?id=651907" rel="nofollow" title="click to view in an external page.">An InLinkz Link-up</a></div><script src="https://static.inlinkz.com/cs2.js" type="text/javascript"></script><!-- end InLinkz script -->TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com6tag:blogger.com,1999:blog-4746027850336066537.post-16810212874068593042016-06-22T06:30:00.000-04:002016-06-22T06:30:26.363-04:00Memorizing Facts Versus Knowing Facts From Memory<div class="separator" style="clear: both; text-align: left;">I used to think one of the most important things I did with my fourth graders was to make sure they were fluent with their multiplication and division facts. My definition of fluency was synonymous with fast. To me fast = fluent. To ensure my students all had "fluency" with their multiplication and division facts, we had daily timed tests which some kids loved and others dreaded. We used a boxed program that was on my self when I started teaching. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-d1696gY5hYc/V2ldV40uh3I/AAAAAAAANOA/TPJy01zgQbQH06fs0m_l377quPCeOisFwCKgB/s1600/b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-d1696gY5hYc/V2ldV40uh3I/AAAAAAAANOA/TPJy01zgQbQH06fs0m_l377quPCeOisFwCKgB/s320/b.jpg" width="177" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">As much as I thought I was doing the right thing, there were a few things that bothered me about this process. There were a few kids who were very proficient mathematicians who just were not doing well with these timed tests. I also had some kids who were doing really well with the timed tests yet they were really struggling to multiply larger numbers. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">After more and more of these concerns popped up over several years, I started doing some more research into what exactly fluency meant. I stumbled upon the work of Catherine Fosont and read her <a href="http://theelementarymathmaniac.blogspot.com/2013/08/the-single-best-book-ever-written-for.html" target="_blank">Young Mathematicians at Work</a> series. I learned about models for multiplication, using equal groups, arrays and the open area model. I learned about helping kids develop strategies for multiplication facts. Strategies based in understanding and the properties of multiplication. Strategies that will help kids develop number sense. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I still focus on fluency with multiplication facts in fourth grade but fluency has a completely different meaning to me now. The way I work on fluency now does not involve timed tests. It does not involve kids being anxious or feeling unsuccessful at math. Instead I focus on developing number sense which helps kids learn and remember strategies that make them fluent with their multiplication facts. To the untrained eye, it often appears as if my fourth graders have memorized their facts when they actually know their facts from memory. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">This short video does a great job of explaining the difference I am talking about:</div><div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/1I0Hi-wPd_E" width="560"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;">How do you think about or teach fact fluency? Please share your ideas in the comments below! </div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com4tag:blogger.com,1999:blog-4746027850336066537.post-22456367915360373402016-04-30T11:21:00.000-04:002017-02-13T14:31:05.890-05:00Math Workshop:Sharing & Reflection <div class="separator" style="clear: both;">Welcome to the final week of our <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">Minds on Mathematics</a> book study. If you missed them you can go back and read <a href="http://theelementarymathmaniac.blogspot.com/2016/04/understanding-takes-time.html" target="_blank"><span class="">Understanding Takes Time</span></a>, <a href="http://theelementarymathmaniac.blogspot.com/2016/04/shallow-versus-deep-math.html" target="_blank">Shallow Versus Deep Math</a>, <a href="http://theelementarymathmaniac.blogspot.com/2016/04/math-workshop-starting-class.html" target="_blank">Starting Class</a> and <a href="http://theelementarymathmaniac.blogspot.com/2016/04/math-workshop-mini-lessons-and-worktime.html" target="_blank">Mini Lessons & Work Time</a>. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">This week are going to take a deeper look at ending class with sharing and reflecting when using a math workshop model. </div><div class="separator" style="clear: both;"><br /></div><h4 style="clear: both;">Sharing</h4><div><a href="https://4.bp.blogspot.com/-FWpbpHQrbU8/V2lZPDniNcI/AAAAAAAANN0/RbFJ4ZbScHI6p27P1WYxaGiJGkSPmLzowCLcB/s1600/a.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-FWpbpHQrbU8/V2lZPDniNcI/AAAAAAAANN0/RbFJ4ZbScHI6p27P1WYxaGiJGkSPmLzowCLcB/s320/a.jpg" width="177" /></a>Perhaps the most important part of a math workshop model is the time for students to share. It is so important to stop work time before the end of your math class period and give kids a chance to share. This is the part that helps to solidify their comprehension and gives them a chance to practice metacognition which is thinking about their own thinking. They get a chance to synthesize their understanding, check on their progress and make goals for the next day. Teachers can gather important formative assessment data about what strategies kids are using and where to go next. By communicating their thinking and listening to a variety of peers' solutions and ideas, students make connections and deepen their own thinking. </div><div><br /></div><div>My favorite way to structure sharing time is by bringing the whole group back together. As I have been circulating during work time, I choose a few pairs to share their thinking. I pick pairs who have different strategies and ideas to share. Then I have students present their work while classmates ask questions or make connections. When multiple groups present different ideas, we take some time to synthesize the learning and talk about which strategies were most efficient. To add some variety to our days, I sometimes will mix the pairs up and have them share with another person or another pair. With clear expectations and a lot of practice, my students have become more efficient at this portion of math workshop and it is easier for me to fit it all in to one class period. In the rare case where work time extends beyond where I intended, we will start the next days class with sharing time. </div><div><br /></div><h4>Reflection</h4><a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0325044341&linkCode=as2&tag=them091-20&linkId=52e38b3f2bb6c02d34465defeca3c295" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0325044341&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a>I love how kids can learn from each other during sharing, but I also love how kids can learn from themselves during reflection. This is usually a quick but important part of math workshop. I don't get to this every single day but at least a few times per week. On any given day, we might reflect on behavior, or our skills as mathematicians, or what we have learned, or the process of solving problems. We never do all of these at once, we usually just choose one. <br /><br />The reflection I enjoy the most is the time at the end of a unit or a semester or school year when we have time to look a little more in depth at progress. This is often when we will do some writing or comparing work from the beginning and end of a unit. This is the deep reflection that makes all of my students feel like they are really learning. It really helps to make their learning personal. It also really helps with setting goals in an authentic way.<br /><br />I love the reflection prompts printed on pages 162 & 163 in the book. I think these would be well worth posting in my classroom to help us bring our reflecting to the next level. I don't often do quick written reflections but with the questions and sentence frames presented here, I think I could get some valuable information from my students without adding a lot of time or stress to our day.<br /><br />Thanks for following along as I read this great book! Please share your thoughts about sharing and reflecting in the comments below!<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0325044341" style="border: none !important; margin: 0px !important;" width="1" />TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com0tag:blogger.com,1999:blog-4746027850336066537.post-7640015933277907912016-04-23T09:58:00.000-04:002017-02-13T14:32:05.353-05:00Math Workshop: Mini-Lessons and Worktime<div class="separator" style="clear: both;">Welcome to week 4 of our <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">Minds on Mathematics</a> book study. If you missed them you can go back and read <a href="http://theelementarymathmaniac.blogspot.com/2016/04/understanding-takes-time.html" target="_blank"><span class="">Understanding Takes Time</span></a> and <a href="http://theelementarymathmaniac.blogspot.com/2016/04/shallow-versus-deep-math.html" target="_blank">Shallow Versus Deep Math</a> or <a href="http://theelementarymathmaniac.blogspot.com/2016/04/math-workshop-starting-class.html" target="_blank">Starting Class</a>. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">This week are going to take a deeper look at the mini-lesson portion of math workshop and talk about what work time looks and sounds like. </div><div class="separator" style="clear: both;"><br /></div><h3 style="clear: both;">Mini-Lessons</h3><div>Mini-lessons during math workshop should be</div><div>- Short and focused (under 10 minutes)</div><div>- Whole group instruction</div><div>- Goal is fostering independence</div><div><br /></div><div><a href="https://3.bp.blogspot.com/-T08-8OvEbG0/V2lHwWy1d9I/AAAAAAAANNk/3MWlUORNa5A2fDdV7W3WBW7TI6LXcuo1wCLcB/s1600/a.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-T08-8OvEbG0/V2lHwWy1d9I/AAAAAAAANNk/3MWlUORNa5A2fDdV7W3WBW7TI6LXcuo1wCLcB/s320/a.jpg" width="177" /></a>"The more I explained the less my students seemed to understand. The more sample problems I did for them, the sleepier they appeared." (Hoffer page 103)</div><div><br /></div><div>This quote from the book perfectly sums up my past experience with <a href="http://theelementarymathmaniac.blogspot.com/2013/04/how-second-grader-got-me-to-stop.html" target="_blank">teaching rather than listening</a>. As I have shifted my practice from that of an expert giving out knowledge to that of a facilitator helping kids build their knowledge, this quote is no longer true. Many of the ideas presented in this chapter were ones that I have been comfortable with for the past few years. My mini-lessons look a lot like these. As I read, I kept coming back to modeling thinking as something I really wanted to work on. </div><div><br /></div><h4>My Own Experience with Modeling Thinking</h4><div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;"> I immediately thought of my second graders and solving multi-step problems. We are finishing the year up with more practice adding and subtracting 2 and 3 digit numbers and I wanted them to get the chance to practice these important skills while working on solving problems that involve more than one step. I find that with second graders, story problems can be tricky because there are a lot of words on the page for those who are struggling readers. I decided to use modeling thinking to help these kids out with multi-step problems.</div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">In the spirit of keeping my mini-lesson mini, I presented one problem to students. It was: Jonathan had 172 baseball cards. He spilled his drink on part of his collection and had to throw away 58 of his cards. For his birthday, his friends decided to surprise him with 75 new cards. How many baseball cards does Jonathan have now?</div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">I put the problem on the screen and had a student read the entire thing. I then thought aloud about how overwhelmed I was with trying to figure out what happened to Jonathan and what I was supposed to do. I decided aloud to tackle the problem one sentence at a time and to stop and think after reading each sentence. I switched to a new slide on my screen that had one line come up at a time. After reading each line, I stopped and thought aloud about what I knew. I would then reveal the next line and repeat. I did much of the thinking aloud but also had some students contribute to my think aloud.</div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">When the problem was solved, kids shared what I did to make a challenging problem easier. Then I sent them to work with a partner on 2 additional multi-step problems involving some combination of addition and subtraction. They did an amazing job and really focused on what strategies made it easier. They finished by writing their own multi-step problems. Tomorrow I will start class with a think aloud on one of their problems and then they will pair up again and solve another few examples. </div></div><div><br /></div><h3>Work Time</h3><div>The postulate and question of the day at the beginning of this chapter really helped me think through the big ideas about work time.</div><div><br /></div><div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;"><em><strong>How can we facilitate thoughtful and productive work time for math learners?" </strong></em></div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">Facilitating thoughtful and productive work time for math learners is something I have worked hard at developing over the past five years. I think this is a strength in my classroom and in my school. My challenge for next school year will be to make this thoughtful and productive work time work in a multi-age setting. With our declining enrollment over the past few years, we have had multi-age classrooms but have been separating kids by grade for math class. Next school year it is my goal to work with teachers to build capacity for truly multi-aging. I think it will be a fun challenge to see how we can structure thoughtful and productive work time for such a diverse group of math learners. </div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;"><a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0325044341&linkCode=as2&tag=them091-20&linkId=52e38b3f2bb6c02d34465defeca3c295" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0325044341&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a><em>"<em><strong>Students learn most when they spend math work time thinking, talking, and making meaning of mathematics for themselves."</strong></em></em></div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">This quote sums up my teaching philosophy in one neat sentence. To me, this is where the fun and the learning of mathematics takes place. I know in my own education the math classes where I did the most talking were also the ones I did the most thinking and the ones where I finally had a chance to construct the meaning of mathematics for myself. This nicely summarizes the constructivist ideas around learning and is what I strive to do each and every day in my classroom. </div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;"><em><em><strong><strong><em>"pages of mindless computation do not foster the construction of new knowledge. Learners need the opportunity to collect, generate, and frame their own problems and inquiries. The learner must be in the drivers seat." </em></strong><em>(Hoffer, p. 116)</em></strong></em></em></div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">This used to be so challenging for me. I was very afraid that giving up the drivers seat meant giving up control of the situation and of my class. It took years of seeing how other teachers managed their classrooms and employing the best management strategies before I was able to step back and really let my students be in charge of their own learning. It is my goal to give the illusion of the classroom running itself. I have high expectations for behavior and being on task and I am not afraid to spend the extra time making sure the backbone of classroom management is there. Without excellent management skills, you can never be an excellent math teacher. </div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;"><br /></div><div style="color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; line-height: 20px; margin-bottom: 10px;">Join us next week for the final installment of the <a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0325044341&linkId=76f4c6c761c113a05ed84b5215378b2d" target="_blank">Minds on Mathematics</a> Book Study! </div></div><div class="separator" style="clear: both; text-align: center;"></div><br /><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0325044341" style="border: none !important; margin: 0px !important;" width="1" /><br /><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com1tag:blogger.com,1999:blog-4746027850336066537.post-79576055835735630652016-04-16T15:01:00.000-04:002017-02-13T14:32:39.008-05:00Math Workshop: Starting Class<div class="separator" style="clear: both; text-align: left;">Welcome to week 3 of our <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">Minds on Mathematics</a> book study. If you missed them you can go back and read <a href="http://theelementarymathmaniac.blogspot.com/2016/04/understanding-takes-time.html" target="_blank"><span class="">Understanding Takes Time</span></a> and <a href="http://theelementarymathmaniac.blogspot.com/2016/04/shallow-versus-deep-math.html" target="_blank">Shallow Versus Deep Math</a>. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">This week are going to look at how to start a day of math workshop.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><h3 style="clear: both; text-align: left;">The Opening</h3><a href="https://3.bp.blogspot.com/-2_OKueaHVqs/VxUo7Q18PZI/AAAAAAAANG8/SFF_ODGeQDILFFAdmZwbzMvqevca-lWygCLcB/s1600/a7.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-2_OKueaHVqs/VxUo7Q18PZI/AAAAAAAANG8/SFF_ODGeQDILFFAdmZwbzMvqevca-lWygCLcB/s320/a7.JPG" width="177" /></a>The first part of math workshop is the opening. This is a time to invite learners to make connections and establish purpose. The book outlines 4 parts to a successful math workshop opening. <br /><br /><h4>Welcome Learners</h4><div>If you are teaching a self contained classroom, this is your chance to make a transition to math class. You might play a math song, check out a <a href="http://theelementarymathmaniac.blogspot.com/2014/02/teaching-math-with-you-tube-videos-area.html" target="_blank">math you tube video</a>, have kids share a favorite memory of math class or have some way to get kids pumped up that math is about to start. If your students switch rooms for math and this is the first time you are seeing those students that day, this is your chance to greet kids at the door and work on making those connections with students. It is your chance to work on developing community. </div><div><br /></div><h4> Activate Prior Knowledge with an Opening Exercise</h4><div>What do your students already know that can help them with the day's problems? How can you ask questions in such a way that students are engaged and feeling capable? You are trying to convey that students already know some thing that can help them and that they are capable of being successful mathematicians. "Offer students problems that invite challenge by choice; Let the first question be something everyone will likely know, followed by questions of increasing complexity that may feed into one one another, reminding learners of the concepts behind the mathematics." I love how the book presents these tiered openings and it is definitely one of my goals to be more intentional with choosing questions like these for my openings. </div><div><br /></div><div>The other way to activate student knowledge is by having them consider a concept. They might write everything they know about division or provide examples of vocabulary words that are likely to come up during the day's problem. </div><div><br /></div><div>My struggle with the opening of math class is always making sure it doesn't take more time than I allotted or take over the class entirely. This is something I am still working on. </div><div><br /></div><h4>Learners Setting Purpose for this Lesson</h4><div><a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0325044341&linkCode=as2&tag=them091-20&linkId=52e38b3f2bb6c02d34465defeca3c295" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0325044341&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a>This is more than just writing your learning target on the board and having students read it. It is about having students set goals for themselves. What are they good at? What do they need to work on? It might involve the topic for the day such as fraction division or it might involved one of the <a href="http://www.corestandards.org/Math/Practice/" target="_blank">math practices</a> such as attending to precision</div><div><br /></div><h4>Managing Homework</h4><div>I have stuck to my resolution this year and not given any homework. This is a decision I am quite happy with and have no plans to return to giving homework. If you do give homework and want to work it into your opening, the author offers several suggestions. </div><div><br /></div><div>Your turn! How do you open your math class each day? What are the essential components for you? How do you make sure your opening doesn't take over the entire class? Please respond in the comments below.</div><div><br /></div><div>Join us next week as we look at the mini lesson and work time in our <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">Minds on Mathematics book study</a>. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0325044341" style="border: none !important; margin: 0px !important;" width="1" />TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com5tag:blogger.com,1999:blog-4746027850336066537.post-46927385665376770052016-04-09T14:10:00.000-04:002017-02-13T14:33:08.353-05:00Shallow Versus Deep Math<div class="separator" style="clear: both; text-align: left;">Welcome to our second week of looking closely at math workshop. Get more details about my math workshop book study <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">here</a>. </div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><h3>Deep Versus Shallow Math</h3></div><div>In this week's reading, I was struck by the difference between deep and shallow math. Here are some characteristics of each type of math.</div><div><br /></div><h4>Shallow Math</h4><div>- Memorizing algorithms</div><div><a href="https://1.bp.blogspot.com/-IIUl0sZXXDc/VxUeSHCVJpI/AAAAAAAANGs/v5ubICbrx0QY-obQmBchR6BJtYIXkQGngCLcB/s1600/a6.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-IIUl0sZXXDc/VxUeSHCVJpI/AAAAAAAANGs/v5ubICbrx0QY-obQmBchR6BJtYIXkQGngCLcB/s320/a6.JPG" width="177" /></a>- Applying an algorithm (usually a word problem found on the bottom of a page full of practice for that algorithm.</div><div>- Hunt & copy exercises</div><div>- Plug and chug numbers</div><div>- Not considering what the numbers mean</div><div>- About covering the content</div><div>- Teacher gives out knowledge</div><div><br /></div><h4>Deep Math</h4><div>- Engaging, exciting, exhausting & inspiring</div><div>- Pushes learners out of their comfort zone</div><div>- Mental models</div><div>- An understanding of a concept that can be built upon later</div><div>- Discourse</div><div>- Challenging tasks</div><div>- Students wrestling to make sense</div><div>- Content understanding</div><div>- Teacher as a facilitator of learning</div><div><br /></div><div><a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0325044341&linkCode=as2&tag=them091-20&linkId=52e38b3f2bb6c02d34465defeca3c295" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0325044341&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a>When I was in elementary and middle school 99% of the math I did would be classified as shallow math. I was the queen of the plug and chug. I thrived on algorithms and hated "word problems". When I was in high school, it was more of the same until I got to Algebra 2 and was faced with new and challenging problems that no one had "taught" me how to solve. This took my enthusiasm for and understanding of math to an entirely new level. Math class became exciting and invigorating and for the first time I got to invent my own strategies for solving problems and compare them to my classmates. It was such a dramatic and marked change for me that it really is what sparked my interest in becoming a teacher.</div><div><br /></div><div>Now when I teach math, I try my best to keep most of what I do with my students at the deep level. Math workshop provides me with a vehicle for giving kids support solving challenging tasks. </div><div><br /></div><div>Your turn! Can you think of anything that is missing from these lists of shallow and deep math? Where did most of your own learning take place? Please respond in the comments below!</div><div><br /></div><div>Come back next week for part 3 of our <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">Minds on Mathematics</a> book study! </div><div><br /></div><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0325044341" style="border: none !important; margin: 0px !important;" width="1" />TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com7tag:blogger.com,1999:blog-4746027850336066537.post-32719374188115888892016-04-02T19:53:00.001-04:002017-02-13T14:33:37.848-05:00Understanding Takes Time<div class="separator" style="clear: both; text-align: left;">I know math workshop is for me! Why? Because I share these beliefs:</div><div class="separator" style="clear: both; text-align: left;">1) Students Are Capable of Brilliance</div><div class="separator" style="clear: both; text-align: left;">2) Understanding Takes Time</div><div class="separator" style="clear: both; text-align: left;">3) There is More Than One Way</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Welcome to part 1 of our <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">Minds-On Math Workshop bookstudy</a>. Here are some of my thoughts from this week! </div><h4 style="clear: both; text-align: left;">Students Are Capable of Brilliance</h4><div> My best teaching friend and Kindergarten teacher extraordinaire has this as her mantra. Her students constantly outperform other Kindergarten students in the district and she is always being asked to share her secret. Her #1 reason her kids do so well is because she holds them to very high standards. She truly believes that all kids can learn and in many ways their teacher's attitude about their learning becomes a self-fulfilling prophecy. Her students learn because she believes they can. ALL OF THEM. </div><div> Every time I feel like giving up on a kid and just "Teaching him how to do it" (aka arithmetic without understanding) I remember my friend and how beliefs become her students. All students can learn and we need to keep expectations high for our students.</div><div><br /></div><h4>Understanding Takes Time</h4><div><a href="https://3.bp.blogspot.com/-rk6-5FEiFFE/VxUH9VtTnFI/AAAAAAAANGI/V4n3SwLNIrsSTG65mEd1RK8G4AgvhZr0QCLcB/s1600/a4.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-rk6-5FEiFFE/VxUH9VtTnFI/AAAAAAAANGI/V4n3SwLNIrsSTG65mEd1RK8G4AgvhZr0QCLcB/s320/a4.JPG" width="200" /></a> You can "teach" your students the standard algorithm for subtraction in ten minutes and have them practice it for an hour. It will look like your students understand subtraction. Next week or next month you will give them three subtraction problems and they will tell you that they forgot how to subtract. Worse yet, they might not tell you that. They might keep missing a step in the procedure or do a step wrong repeatedly. Now they are in a position where they think they know how to subtract and they have no idea all their answers are wrong. They don't know how to tell if an answer is reasonable because you didn't "teach" them how.<br /> Alternatively, you can spend an hour per day for three weeks guiding your students to develop flexible and efficient strategies and giving them opportunities to share these ideas with their classmates. They will also have a chance to hear their classmates ideas and compare how they are similar or different from their own. In the process of doing this, they will strengthen their understanding of addition, place value, estimation and inverse relationships. Next week or next month, you will give them three subtraction problems. They will solve them all mentally applying a strategy that is efficient for the numbers in each problem. They may or may not use the same strategy for all three problems.<br /> The example above illustrates the difference between telling and guiding. With telling, you are doing most of the talking and learning. Sure it is faster but your students will lack understanding. Guiding students to develop and refine strategies takes much more time upfront. The students do most of the talking, and you get through fewer problems during a class period. You might in fact spend 20 minutes talking about one problem. It takes time but it also develops understanding. Understanding is what will be there for your students next week and next month. For me, it is worth the investment of time to produce understanding.<br /><br /><h4><a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0325044341&linkCode=as2&tag=them091-20&linkId=52e38b3f2bb6c02d34465defeca3c295" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0325044341&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a>There is More Than One Way</h4><div> This is one I learned from my students. There is <a href="http://theelementarymathmaniac.blogspot.com/2013/04/how-second-grader-got-me-to-stop.html" target="_blank">one student in particular</a> who I will always remember helping me see a new way to look at subtraction. I was taught that there was one way to solve each math problem and it has taken me years of teaching and learning to undo that thought. "With faith that each child, given time, has an innate ability to reason out a solution to a problem, even if their initial approach and strategy may differ from how we believe things "ought" to be done, we can begin to turn over the responsibility for learning mathematics to our students." This quote from the book really resonated this change for me and helped me see how my thinking has changed since I started my teaching career. I know embrace multiple strategies and love that my second graders can currently solve a problem like 17-9 using six different strategies. Most of them are very efficient and none of them involve counting! </div><div><br /></div><div>Do you share these beliefs? How has your own experience in the classroom enhanced or changed your beliefs? Other thoughts about this weeks reading? Leave your thoughts below in the comments! </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><br /></div><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0325044341" style="border: none !important; margin: 0px !important;" width="1" /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com8tag:blogger.com,1999:blog-4746027850336066537.post-49891127216851482842016-03-27T15:42:00.001-04:002017-02-13T14:26:24.717-05:00Why Don't We Get Math? <div class="separator" style="clear: both; text-align: left;"> We are less than a week away from the launch of our new book study of <a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0325044341&linkId=0ca09d93e0000cab0b0ebc47d1fc9d96" target="_blank">Minds on Mathematics</a>. I had a few minutes today to dig into the book and wanted to share some of my thoughts about the introduction. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-gE5lmPywez4/Vvg3k4Y2wyI/AAAAAAAANBs/cXlF4X9cE8komSe1ZFhyRMC_PBfIlZ_pw/s1600/a1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-gE5lmPywez4/Vvg3k4Y2wyI/AAAAAAAANBs/cXlF4X9cE8komSe1ZFhyRMC_PBfIlZ_pw/s320/a1.JPG" width="213" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><h4 style="clear: both; text-align: left;">Why Don't We Get Math?</h4><div>-Cultural: It's Okay Not to Get It</div><div><a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0325044341&linkCode=as2&tag=them091-20&linkId=a8bbee7827d6778c2c013c24508edff4" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0325044341&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=them091-20" /></a> This is the one I see the most in my school and in my life. I see over and over again an acceptance among adults that math is hard and it is okay not to get it. I know of several well educated adults who almost brag that their fifth grader does math they don't understand. I have never heard a well educated adult bragging that they couldn't read at a fifth grade level. As the author states, "this social acceptance of mathematical illiteracy is a huge barrier to our children's progress and preparation for life beyond our classrooms." </div><div><br /></div><div><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=them091-20&l=am2&o=1&a=0325044341" style="border: none !important; margin: 0px !important;" width="1" />- Pedagogical: Math is Memorizing</div><div> When I was in elementary school math was all about memorizing. The parents of my students are very much in the same place. For some of us, memorizing worked. For others it didn't even come close. No matter where parents fall on this spectrum, most parents believe that math is memorizing. They want to help when their student is struggling but their idea of helping is to remind kids of the steps to a procedure. </div><div><br /></div><div>- Individual: Math Ability is Innate</div><div> This is true even in my own family. I remember being good at math from an early age and my Mom always being surprised and wondering where my math ability came from. More than any other subject in school, people seem to have this idea that math skills are inherited or passed down genetically. This is where the excellent research on growth versus fixed mindset can really help understand how ability is the product of effort. </div><div><br /></div><h4>Minds-On Math Workshops</h4><div class="separator" style="clear: both; text-align: left;">Minds on math workshop aims to challenge these beliefs and provide students with a "learning experience in which students are challenged to grapple with their thinking and understanding about math in light of new information and challenges, to make meaning for themselves." Minds on math workshop is about leaving behind decontextualized arithmetic and giving the kids a change to construct meaning for themselves.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">After reading the introduction, I can see this book aligns well with what I am already doing and the things I have experienced as a math teacher over the past 10 years. I am excited to read more and further refine my teaching practice! Want to join me? Check out the posting schedule below! Need more information, <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">get it here</a>! </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-qIkM2y6RXtE/VvCE0uebgZI/AAAAAAAAM5Q/j2El9___RN8AX8XDGWjKGVtYitY7xN5zw/s1600/a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-qIkM2y6RXtE/VvCE0uebgZI/AAAAAAAAM5Q/j2El9___RN8AX8XDGWjKGVtYitY7xN5zw/s320/a.jpg" width="168" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com4tag:blogger.com,1999:blog-4746027850336066537.post-29585966281647192742016-03-24T14:01:00.005-04:002016-03-24T14:05:35.490-04:00Fluency with Comparing Fractions<div class="" style="clear: both; text-align: left;"> I spend a lot of time in grades 3-5 working on developing strategies for comparing fractions. I have written before about the <a href="http://theelementarymathmaniac.blogspot.com/2015/02/fly-on-math-teachers-wall-squashing.html" target="_blank">5 strategies</a> my students use to compare fractions. I also shared my <a href="http://theelementarymathmaniac.blogspot.com/2014/10/fun-and-free-computer-games-dirt-bike.html" target="_blank">favorite free computer game</a> for kids who are working on fluency with comparing simple fractions. Today I was working with an intervention group of fifth graders and had a few minutes at the end of our session. I knew that I needed something quick and fun so I grabbed my regular old deck of playing cards. </div><div class="" style="clear: both; text-align: left;"><a href="https://4.bp.blogspot.com/-H4yDOwPnfYU/VvCgjElG0OI/AAAAAAAAM50/6mE1STKC8JsnuW6KaJ3rXzNFt7YwhSutw/s1600/a1.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-H4yDOwPnfYU/VvCgjElG0OI/AAAAAAAAM50/6mE1STKC8JsnuW6KaJ3rXzNFt7YwhSutw/s320/a1.JPG" width="177" /></a> We split the deck and each flipped two cards and made a fraction. The first card flipped became the numerator and the second card the denominator. This allowed us to make all kinds of fractions. The person with the largest fraction won all of the cards. Some of our fractions were less than one, some were equal to one and some were more than 1. It was a great way for students to practice comparing fractions. Out of the <a href="http://theelementarymathmaniac.blogspot.com/2015/02/fly-on-math-teachers-wall-squashing.html" target="_blank">5 strategies</a> for comparing fractions, I saw students use comparing to a benchmark most frequently during this game. It was a great way to reinforce the idea of one half, one whole and improper fractions. I also saw students using common numerators to compare fractions and quite a bit of unit fraction reasoning. My favorite use of unit fraction reasoning was when a student used the idea of unit fractions and the distance from one to compare 10/11 and 11/12. "They are both missing one piece. 11/12 is missing 1/12 and 10/11 is missing 1/11. Since 11/12 is missing a smaller piece, it is greater." </div><div class="" style="clear: both; text-align: left;"><br /> After a bit, we changed up the game and had each person flip 2 cards, use their smallest card as the numerator and their largest card as the denominator. This made all our fractions less than or equal to one. It made it so that the fractions were a bit closer together and required more critical thinking. After a few minutes playing that way, we reversed it and had folks put their higher card as the numerator and the lower one as the denominator. This was a great way to really reinforce the improper fraction, mixed number connection. </div><div class="" style="clear: both; text-align: left;"><br /></div><div class="" style="clear: both; text-align: left;">This entire game took under 10 minutes and was a great way to reinforce some big fraction ideas! I love how it requires no prep and is easy to differentiate! By pulling out some of the cards in the deck, I could make this game based on friendlier fractions which would be great for third and fourth graders. <br /><br /><h4>Book Study Launch</h4><div>Looking for some motivation as the school year comes to a close? Want to try a new structure for math class this spring and/or next school year? Join us for a 5 part book study on Minds on Mathematics: Using Math Workshop to Develop Deep Understanding. <a href="http://theelementarymathmaniac.blogspot.com/2016/03/minds-on-mathematics-math-workshop-book.html" target="_blank">You can read all about it here</a>! </div></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com7tag:blogger.com,1999:blog-4746027850336066537.post-65397400254745713292016-03-21T19:43:00.003-04:002017-02-13T14:34:49.061-05:00Minds on Mathematics: Math Workshop Book Study<div class="separator" style="clear: both; text-align: left;"><a href="https://2.bp.blogspot.com/-qIkM2y6RXtE/VvCE0uebgZI/AAAAAAAAM5M/L79PWNx-92olSdTxwWCD8u8W9GO93MiYQ/s1600/a.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://2.bp.blogspot.com/-qIkM2y6RXtE/VvCE0uebgZI/AAAAAAAAM5M/L79PWNx-92olSdTxwWCD8u8W9GO93MiYQ/s400/a.jpg" width="210" /></a>How is your professional reading coming? Mine has taken a big hit over the past few months. I find I am most inspired when I am reading a really good teaching book and have been putting it on the back burner for way to long. I have been keeping up with my monthly issues of Teaching Children Mathematics and a few of my favorite teaching blogs but haven't had my nose in a really good math book in almost 3 months! Last year, I read 14 professional books that I can remember and this year I am at 0. With that in mind, I am putting my professional reading on the top of my priority list. I think the end part of the school year is a great time to read a new book and try new things. It is the time of year I sometime struggle with finding the joy in teaching and it is easy to get bogged down in testing and administrative tasks. Reading a good book keeps me motivated! Chatting with all of you about what I am reading really keeps me motivated and pushes me to try what I am reading in the classroom.</div><div class="" style="clear: both; text-align: left;">I am happy to announce that I will be hosting a new book study starting in 2 weeks! I am going to be taking a look at <a href="https://www.amazon.com/gp/product/0325044341/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=0325044341&linkId=76f4c6c761c113a05ed84b5215378b2d" target="_blank">Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8</a>. </div><div class="" style="clear: both; text-align: left;"><br /></div><div class="" style="clear: both; text-align: left;">You can read more about the big ideas in this book <a href="http://www.heinemann.com/shared/onlineresources/E04434/Mindsonmathflyer.pdf" target="_blank">here</a> or read the introduction and chapter 1 <a href="http://samplechapters.heinemann.com/minds-on-mathematics" target="_blank">here</a>. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I will be posting on Saturday mornings. </div><div class="separator" style="clear: both; text-align: left;">Here is the posting schedule:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="http://theelementarymathmaniac.blogspot.com/2016/04/understanding-takes-time.html" target="_blank">April 2: Chapters 1&2</a></div><div class="separator" style="clear: both; text-align: left;"><a href="http://theelementarymathmaniac.blogspot.com/2016/04/shallow-versus-deep-math.html" target="_blank">April 9: Chapters 3&4</a></div><div class="separator" style="clear: both; text-align: left;"><a href="http://theelementarymathmaniac.blogspot.com/2016/04/math-workshop-starting-class.html" target="_blank">April 16: Chapters 5&6</a></div><div class="separator" style="clear: both; text-align: left;"><a href="http://theelementarymathmaniac.blogspot.com/2016/04/math-workshop-mini-lessons-and-worktime.html" target="_blank">April 23: Chapters 7&8</a></div><div class="separator" style="clear: both; text-align: left;"><a href="http://theelementarymathmaniac.blogspot.com/2016/04/math-workshopsharing-reflection.html" target="_blank">April 30: Chapters 9&10</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Hope you can join me on my journey to learn more about math workshop! </div><div class="separator" style="clear: both; text-align: left;"><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com0tag:blogger.com,1999:blog-4746027850336066537.post-45510230675914613282016-03-21T18:34:00.001-04:002017-02-13T14:36:42.969-05:00Jelly Bean Math<div class="" style="clear: both; text-align: left;">The countdown to Easter (and the spring testing season) has begun! Today, I planned a quick little project with a group of 10 second graders that was super engaging and a great way to practice estimating, counting, comparing numbers and early division concepts.</div><div class="separator" style="clear: both; text-align: left;">It all started with little <a href="https://www.amazon.com/gp/product/B0025WEF1Q/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=B0025WEF1Q&linkId=4778cc1e7b8c6096ba5e7a2cfce95c10" target="_blank">Dixie Cups</a> of jelly beans (I used <a href="https://www.amazon.com/gp/product/B001XSMANI/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=B001XSMANI&linkId=9dbba1660d1e3f7f6d189c6115e23676" target="_blank">these ones</a>). I put the kids in 3 groups. I gave each group a little cup of jelly beans and posted these directions on the SMART board.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-LOXxb7MSXLA/VvB2ujNOtOI/AAAAAAAAM48/qqHISJ7y2k8Vw2Gdt81GphlNRtRVS7UtQ/s1600/a1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-LOXxb7MSXLA/VvB2ujNOtOI/AAAAAAAAM48/qqHISJ7y2k8Vw2Gdt81GphlNRtRVS7UtQ/s320/a1.JPG" width="177" /></a></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><br /></td></tr><tr><td class="tr-caption" style="text-align: center;">Want to try this with your students? Grab these directions from <a href="https://drive.google.com/file/d/0BzaBsjksindxNkU2NEFMUGZRLVU/view?usp=sharing" target="_blank">Google Drive</a>.</td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Two of my groups had 3 kids in them and one group had 4 kids. I gave the groups with 3 kids 45 jelly beans and the group with 4 kids 60 jelly beans. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I have really been working on independence with these kids and tried my best to step back and observe and not take over! </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I saw so many things that made my math heart happy!</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-nl39zXG3ib8/VvBvck8koYI/AAAAAAAAM3w/2w4AYlogb7kqojY9wu-HK4JfgjfRVwi1w/s1600/IMG_20160321_123252652.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://3.bp.blogspot.com/-nl39zXG3ib8/VvBvck8koYI/AAAAAAAAM3w/2w4AYlogb7kqojY9wu-HK4JfgjfRVwi1w/s320/IMG_20160321_123252652.jpg" width="179" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Kids organizing and recording estimates</td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-_gUONN5vR54/VvBvnd90TDI/AAAAAAAAM34/QZqMiWhc-oYPHK4SQd8rRuV--8RrcX8Ww/s1600/IMG_20160321_123426707.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://1.bp.blogspot.com/-_gUONN5vR54/VvBvnd90TDI/AAAAAAAAM34/QZqMiWhc-oYPHK4SQd8rRuV--8RrcX8Ww/s320/IMG_20160321_123426707.jpg" width="177" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">One group organized all their beans by color and then decided it would be much more efficient to put them in groups of 10. The other groups went for groups of 10 from the get go. </td></tr></tbody></table><div>When each group had figured out how much they had, it was quite easy for them to figure out how much they were off by. These kids are so flexible and fluent with <a href="http://theelementarymathmaniac.blogspot.com/2014/01/working-toward-conceptual-understanding.html" target="_blank">double digit subtraction</a>! </div><div><br /></div><div>Dividing the jelly beans equally between each group member was fun to watch. Each group started by giving everyone 10. Two of the groups were convinced that there would be a leftover bean that would have to be cut up. The rationale was that because 15 is odd, there will be a leftover. They were surprised to find that there was none left! The main strategy for sharing out the beans was to give each person 10 and then share them out 1 by 1 until they were gone.</div><div><br /></div><div>This part took a total of 14 minutes (including a few minutes of eating the beans!)</div><div><br /></div><div>Then I pulled the group together and had each group share out how many beans their group got and how many each person ended up with. There was some outcry over one group getting 60, but it provoked an interesting discussion about how each kid ended up with 15.</div><div><br /></div><div>I then presented them with this problem."There are 10 second graders in this room and I gave you each 15 jelly beans. How many jelly beans did I give out?" I gave kids a minute to think at the circle then sent them off to grab a white board and show me what they knew. I chose this problem because last winter when I was reading <a href="http://theelementarymathmaniac.blogspot.com/2014/12/childrens-mathematics-book-study-part-1.html" target="_blank">Children's Mathematics</a> I became very intentional about making sure kids have the chance to solve <a href="http://theelementarymathmaniac.blogspot.com/2014/12/monday-math-literature-base-ten-story.html" target="_blank">Base 10 Story Problems</a>. Since 10 kids were in this group, I thought it would be interesting to see who used base 10 knowledge to solve this problem. I gave out 10 groups of 15 but some kids used the idea of that being the same as 15 groups of 10. </div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-egepW0na1-g/VvBzwU55PbI/AAAAAAAAM4Y/KN1TkiBXzLwY-shn_FYykJz6f3OfIdBEQ/s1600/IMG_20160321_125915921.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="223" src="https://4.bp.blogspot.com/-egepW0na1-g/VvBzwU55PbI/AAAAAAAAM4Y/KN1TkiBXzLwY-shn_FYykJz6f3OfIdBEQ/s400/IMG_20160321_125915921.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">This student used base 10 knowledge to solve the problem (and the distributive property!)</td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-X_oP4VIxUew/VvB1AyrMofI/AAAAAAAAM4o/IX-EmQJh3ucTZKELs8YPdWB_4JLBONbZA/s1600/a1.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="251" src="https://3.bp.blogspot.com/-X_oP4VIxUew/VvB1AyrMofI/AAAAAAAAM4o/IX-EmQJh3ucTZKELs8YPdWB_4JLBONbZA/s400/a1.JPG" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Another student who used base 10 knowledge</td></tr></tbody></table><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-Qci6RKLng0w/VvB1Lz9fuPI/AAAAAAAAM4s/t6y9X04jqGYW86pGboUSboOJaABw8l_pw/s1600/IMG_20160321_125947917.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="223" src="https://3.bp.blogspot.com/-Qci6RKLng0w/VvB1Lz9fuPI/AAAAAAAAM4s/t6y9X04jqGYW86pGboUSboOJaABw8l_pw/s400/IMG_20160321_125947917.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">This student added 45+45+60. They used the number of jelly beans each group had.</td></tr></tbody></table><div><br /><div>Total time for this was 25 minutes. We had a lot of fun, the kids got some good practice and I got to learn some new things about what strategies my students have. How are you working on estimating and counting in your classroom? Want to try this out? Grab the directions from <a href="https://drive.google.com/file/d/0BzaBsjksindxNkU2NEFMUGZRLVU/view?usp=sharing" target="_blank">Google Drive</a>! </div></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com1tag:blogger.com,1999:blog-4746027850336066537.post-78459920011539735652016-02-08T21:01:00.002-05:002017-02-13T14:38:08.673-05:00100th Day Fun!<div class="separator" style="clear: both; text-align: left;">Today was our 100th day of school! It was a busy day and I am exhausted! Here are few of the things we did:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><h4 style="clear: both; text-align: left;">100th Day Bulletin Board</h4><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-R5QELzQy6cw/VrlA1qdtYKI/AAAAAAAAMPg/2GKWtrQuQ84/s1600/a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://3.bp.blogspot.com/-R5QELzQy6cw/VrlA1qdtYKI/AAAAAAAAMPg/2GKWtrQuQ84/s400/a.jpg" width="400" /></a></div><div>I saw this idea in my son's school and instantly loved it! Our 100th day is always around Valentines day so having kids think of 100 reasons we love our school was perfect. I cut 100 hearts out of pink paper and glued them to a piece of chart paper. We passed it around the school and had kids and adults write reasons they love our school. I will definitely be doing this again next year but I will be using <a href="https://www.amazon.com/gp/product/B005UZGKBS/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=B005UZGKBS&linkId=39865af25f102163192374b1f14ec502" target="_blank">heart shaped post-it</a> notes because I won't have to cut anything out and they will be a bit bigger. The hearts were a bit on the smaller size for something I wanted to make a bulletin board out of and kids could really only fit one word. Here were a few of my favorites math, feeling of community, caring teachers, amazing students, respect, safety, creativity and honesty. <br /><div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-PJ2osFv9ybw/VrlB0CFbA0I/AAAAAAAAMP8/6IMpXo59vQ8/s1600/IMG_20160208_104916685.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="179" src="https://4.bp.blogspot.com/-PJ2osFv9ybw/VrlB0CFbA0I/AAAAAAAAMP8/6IMpXo59vQ8/s320/IMG_20160208_104916685.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"></div><h4> 100th Day Swag</h4><div>The primary teachers in my building are great about making 100th day hats and glasses and such with their students but I find kids of all ages love 100th day swag. I made <a href="https://www.teacherspayteachers.com/Product/100th-Day-of-School-525489" target="_blank">these fun 100th day ties and bracelets</a> with my older students. I myself supported a 100th day tie, several bracelets, my 100th day pin a 100th day crown and a pair of 100th day glasses that my son made with his class and let me borrow. There is nothing like a bit of swag to make it feel like a holiday. </div><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-31PfjvTQYVY/VrlB_ZoM-nI/AAAAAAAAMQA/Ywi6UeDBzGg/s1600/IMG_20160208_091856694.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="179" src="https://3.bp.blogspot.com/-31PfjvTQYVY/VrlB_ZoM-nI/AAAAAAAAMQA/Ywi6UeDBzGg/s320/IMG_20160208_091856694.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h4 style="clear: both; text-align: left;">100 Equations</h4></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-CkVcflPJdBI/VrlF9BGkgcI/AAAAAAAAMQo/eANFl1iCOfI/s1600/a1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-CkVcflPJdBI/VrlF9BGkgcI/AAAAAAAAMQo/eANFl1iCOfI/s320/a1.JPG" width="197" /></a></div><div>Over the years with my grade 3-6 students we have celebrated the 100th day by writing 100 equations in whatever area we have been working on. This year I made it more official and dressed it up with some cute clip art. My grade 4 kids just learned the traditional algorithm for subtraction so they rolled dice to create 100 three and four digit subtraction problems. The fifth graders just finished a unit on adding and subtracting fractions so they did some dice rolling to generate and solve 100 fraction addition and subtraction problems. We took all 100 problems and organized them on chart paper to make a display to share in the gym. I love this idea because you can do it with any grade and with any topic. A great way to celelbrate the 100th day and still work on your current unit. You can grab my printables from <a href="https://drive.google.com/file/d/0BzaBsjksindxQ0dsT28yOFMzakE/view?usp=sharing" target="_blank">Google drive here</a>. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-m6ZEQt6X7WQ/VrlIF0HpFkI/AAAAAAAAMQ8/H-ugK7MCYyM/s1600/IMG_20160208_104820488.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="223" src="https://3.bp.blogspot.com/-m6ZEQt6X7WQ/VrlIF0HpFkI/AAAAAAAAMQ8/H-ugK7MCYyM/s400/IMG_20160208_104820488.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><h4 style="clear: both; text-align: left;">100th Day of School Workout</h4><div class="separator" style="clear: both; text-align: left;">I found this little routine on You Tube when I was looking for a 100th day book. We have been working on adding more movement breaks into our day and it was fun to have a special one for the 100th day. If you want to jump right into the workout, skip to the 2:10 mark. We watched the whole thing through once and then did it a few more times throughout the day starting from 2:10.</div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/fbOlFoqBOy0" width="560"></iframe><br /></div><br /><h4>Literature</h4><div>I pulled out a lot of my <a href="http://theelementarymathmaniac.blogspot.com/2013/11/monday-math-literature-volume-19.html" target="_blank">favorite 100th day books</a> to read to various grades today. Here are a few of the books that were being read around our building today.</div><div><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/OojY7vRiKeg" width="560"></iframe><br /></div><br /><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/a1uu5kxh0YU" width="560"></iframe> </div><br /><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/GfaQPqcjCzI" width="560"></iframe> </div><br /><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/xLuAt7qIiF8?list=PL8dx62QBbMmJGNkjOhGUEzbPMb6JKQmjM" width="560"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><div style="text-align: left;">What a fun day! What is your favorite way to celebrate the 100th day? </div></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com0tag:blogger.com,1999:blog-4746027850336066537.post-66523038587173035282016-01-23T20:37:00.002-05:002017-02-13T14:41:13.319-05:00Hands on Fraction Fun<div class="" style="clear: both; text-align: left;"><a href="http://3.bp.blogspot.com/-Uua1bS-liDo/VqQmzmVxbDI/AAAAAAAAL4A/ZWcpaO7O0Jk/s1600/a.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-Uua1bS-liDo/VqQmzmVxbDI/AAAAAAAAL4A/ZWcpaO7O0Jk/s320/a.jpg" width="176" /></a>Coming into this school year, I knew that the thing my fourth graders struggled with most last year was fractions. I remember chatting with the teacher they had for third grade math about their strengths and needs and fractions came up over and over again. After reading <a href="http://theelementarymathmaniac.blogspot.com/2015/06/beyond-pizzas-pies-book-study-part-1.html" target="_blank">Beyond Pizzas & Pies</a> and <a href="http://theelementarymathmaniac.blogspot.com/2015/07/beyond-invert-and-multiply-book-study.html" target="_blank">Beyond Invert and Multiply</a> this past summer I had plenty of new ideas and lessons to try out but I still hadn't quite figured how I wanted to kick off this unit. This class in particular has a huge span of ability levels and experiences and I wanted everyone to be able to access this first lesson without it being to easy for half the class. I also wanted to provide them with a hands on experience using fractions in their world.</div><div class="" style="clear: both; text-align: left;"><br /></div><div class="" style="clear: both; text-align: left;">I decided to have them in mixed ability groups exploring some fraction manipulatives. I put a manipulative at each table along with a large piece of chart paper and a variety of markers. Their task was to explore the materials and write down anything they noticed. I had 4 stations each with different manipulatives. We used <a href="https://www.amazon.com/gp/product/B000QDTYMQ/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=B000QDTYMQ&linkId=cf486f1a59efda7e4fc94c94bd2cb7bb" target="_blank">fraction bars</a>, fraction circles, cuisinare rods and measuring cups and spoons. </div><div class="" style="clear: both; text-align: left;"></div><div class="" style="clear: both; text-align: left;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-8VfSVCJFzkg/VqQkKaugu1I/AAAAAAAAL3s/BxBWUloT2sQ/s1600/IMG_20151109_100342934.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="179" src="https://2.bp.blogspot.com/-8VfSVCJFzkg/VqQkKaugu1I/AAAAAAAAL3s/BxBWUloT2sQ/s320/IMG_20151109_100342934.jpg" width="320" /></a></div><div style="text-align: left;"><br /></div><div style="text-align: left;">I borrowed the sand table from Kindergarten and threw in a variety of measuring cups and spoons. Most of these I found this past summer at the Dollar Tree. The dark orange cups are a set of ancient <a href="https://www.amazon.com/gp/product/9178921678/ref=as_li_tl?ie=UTF8&tag=them091-20&camp=1789&creative=9325&linkCode=as2&creativeASIN=9178921678&linkId=011b2d8baf8302a8504d6683eb2f6bc3" target="_blank">Tupperware cups</a> which I LOVE because they have a 2/3 and a 3/4 cup. These were so great for kids to use to explore non-unit fractions. Kids spent lots of time filling and ordering cups. They also liked filling and organizing the spoons. Because the sets included 1/2 cup, 1/2 tsp and 1/2 Tbsp kids were also able to explore the idea that the size of 1/2 can change based on the whole changing. </div><div style="text-align: left;"><br /></div><br /><br /><div class="separator" style="clear: both; text-align: center;">\<a href="http://3.bp.blogspot.com/-NXoxqc5Go-U/VqQkKWMnqOI/AAAAAAAAL3s/fH8iW0UNslI/s1600/IMG_20151109_100359093.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="179" src="https://3.bp.blogspot.com/-NXoxqc5Go-U/VqQkKWMnqOI/AAAAAAAAL3s/fH8iW0UNslI/s320/IMG_20151109_100359093.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">As students made discoveries, I had them jot them down on chart paper. This was a great way to record what they had discovered to share with the other students at the end of class. We also went back to this chart paper part way through the unit to review some ideas. </div><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-ND4K7JycHYc/VqQkKZgK8YI/AAAAAAAAL3s/ShN0PMTfxro/s1600/IMG_20151109_094924985.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://2.bp.blogspot.com/-ND4K7JycHYc/VqQkKZgK8YI/AAAAAAAAL3s/ShN0PMTfxro/s320/IMG_20151109_094924985.jpg" width="179" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-dxjwSK_IxWY/VqQkKQYKXLI/AAAAAAAAL3s/il8dB-4cAxQ/s1600/IMG_20151109_094913900.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="179" src="https://4.bp.blogspot.com/-dxjwSK_IxWY/VqQkKQYKXLI/AAAAAAAAL3s/il8dB-4cAxQ/s320/IMG_20151109_094913900.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Each group had about 12 minutes at each station. We spent the last 15 minutes of class having each student share something they learned. We posted all the chart papers and refereed back to them as our unit progressed. I was able to keep the sand table for the first 2 weeks of the unit and several times I had kids (especially those in my intervention group) go back to the sand table to explore something specific around the ideas we were learning. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">If you have the chance, I highly recommend starting off your fraction unit with this kind of hands on exploration. Even if you don't have access to a sand table, putting some measuring cups and spoons in a bucket of rice or a bowl of water would also give kids a similar experience.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Looking for more ideas for teaching fractions? Check out the <a href="http://theelementarymathmaniac.blogspot.com/2015/02/fly-on-math-teachers-wall-squashing.html" target="_blank">Fly on the Math Teacher's Wall Blog Hop</a> to get lots of great tips!</div><br />I posted a <a href="https://www.teacherspayteachers.com/Product/Valentine-Double-Digit-Subtraction-With-and-Without-Regrouping-Task-Cards-2344131" target="_blank">new Valentine product</a> today! It will be 50% for the next 48 hours!<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentine-Double-Digit-Subtraction-With-and-Without-Regrouping-Task-Cards-2344131" target="_blank"><img border="0" height="300" src="https://4.bp.blogspot.com/-C2e-1jSSOMc/VqQraqX1ybI/AAAAAAAAL4I/UOsRWxYxo5E/s400/Slide1.JPG" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com3tag:blogger.com,1999:blog-4746027850336066537.post-83131677302505654352015-11-08T21:32:00.004-05:002016-12-17T14:44:50.581-05:00Announcing Movin' It Math!<div class="separator" style="clear: both; text-align: left;"><span style="background-color: white; color: #141823; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;">About 6 years ago, I came up with a game to get my students up and moving around during math class. I called it Movin' It Math and made many versions on index cards. As the years have passed and beautiful clip art and desktop publishing has gotten easier, my cards have migrated to computer generated. Over the last 11 months, I have been working on getting them in a shareable format. This weekend after many hours of putting final touches on, I have released my first 4 sets</span><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;">. Each set includes 40 cards, directions for Movin' It Math and 10 other activities you can use these cards for. These cards are the ones I find myself using over and over again. We have been using them everyday in K and many days at the beginning of grade 1! </span></div><div class="separator" style="clear: both; text-align: left;"><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;">I have many more versions of Movin' It Math that are sitting as files on my computer waiting for finishing touches. This game as spanned my classes K-6. I have cards for addition, subtraction, multiplication, division, finding fractors, fractions, classifying 2-D and 3-D shapes, classifying angles, geometry terms and more. I am excited to share these with you in the coming weeks. </span></div><div class="separator" style="clear: both; text-align: left;"><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;">Here is a peek at the rules of the game and how I have been using these cards with K&1 students over the past 2 months. My first grade students are pretty fluent with these numbers now but I see many more months of great activities for K kids as they transition from learning numbers 1-10 to learning numbers 11-20</span></div><div class="separator" style="clear: both; text-align: left;"><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;"><br /></span></div><div style="clear: both; text-align: left;"></div><h2>Movin' It Math!</h2><div><br /></div><br /><br /><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-w0yqFunY7dI/VkAB9P16E-I/AAAAAAAAKTY/1KRwEvROEkg/s1600/FullSizeRender%2B%25281%2529.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="172" src="https://4.bp.blogspot.com/-w0yqFunY7dI/VkAB9P16E-I/AAAAAAAAKTY/1KRwEvROEkg/s200/FullSizeRender%2B%25281%2529.jpg" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">The Caller</td></tr></tbody></table><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";">This game is a fun way to practice math for a whole class. Before playing this game, you will want to make sure your students are familiar with these cards. There are 40 cards in each set. Use the representations your students are most familiar with. You will need one less card than the number of kids who are playing this game. Poly spots are VERY handy for playing this game but not required. If you have poly spots, have kids stand with their toes on the edge of the spot but not covering the card. If you do not have poly spots, have kids stand with one foot on either side of the card. You will need the small numeral cards for this game. Cut the numeral cards apart and put them in a container that your students can put their hands into. </span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"><br /></span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"></span></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-1muoT9xpHy8/VkAA-i0OjNI/AAAAAAAAKSM/AjDZDmtBM4A/s1600/FullSizeRender%2B%252821%2529.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://4.bp.blogspot.com/-1muoT9xpHy8/VkAA-i0OjNI/AAAAAAAAKSM/AjDZDmtBM4A/s320/FullSizeRender%2B%252821%2529.jpg" width="303" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Toes on Spot</td></tr></tbody></table><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";">To play the game, choose one kid to be the caller. This kid stands by the bucket with the small cards in it. The rest of the kids go find a spot and put their toes on it. When kids get to a spot, have them figure out what their card is (and keep it to themselves). The caller reaches into the bucket, pulls out a card and says the number loudly. If a kid is on a spot with the number that was called, they are SAFE and don’t move. Everyone else has to move to a new spot. The caller also goes and takes any spot. One kid will be left without a spot. This kid is the caller for the next round. They go to the bucket, pull out another of the small numeral cards and say that number loudly. Anyone who has that number on their card is SAFE and doesn’t move. The rest of the kids need to move to a new spot and figure out what number is on their new spot. The caller also takes a spot. The caller is continuously changing with each round. </span><span style="font-family: "calibri";"> You can keep playing rounds in this way until your students have had enough. There is no winner or end to this game. </span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"><br /></span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"></span></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-6ZR5kS7glk0/VkACEoicFEI/AAAAAAAAKTw/7HsoWnKWUjc/s1600/IMG_2984.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="149" src="https://1.bp.blogspot.com/-6ZR5kS7glk0/VkACEoicFEI/AAAAAAAAKTw/7HsoWnKWUjc/s200/IMG_2984.JPG" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">If you don't have spots....</td></tr></tbody></table><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";">There are many ways to adapt this game to fit the size of your class. I have also used it with a small group but find it most successful when there are at least 5 kids. When kids are new to this game, especially if they are young or have a hard time listening to directions, I will teach them the game in a group of 5 or so kids and we will play as a whole group after kids have had some experience on a smaller scale. </span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"><br /></span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"></span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";">If you find your kids are not moving around trying to find another spot because they all want to be the caller, you can adapt this game by having all kids have a spot and being the caller yourself. This works really well for some groups of kids. You can also use call sticks to pick a caller for each round.</span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"></span></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-1z7wBUx7nJQ/VkACFVlWgiI/AAAAAAAAKT0/B87299PTdYE/s1600/IMG_2960.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="149" src="https://3.bp.blogspot.com/-1z7wBUx7nJQ/VkACFVlWgiI/AAAAAAAAKT0/B87299PTdYE/s200/IMG_2960.JPG" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Take it outside!</td></tr></tbody></table><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";">This game can work in the classroom if you have some open space but works really well in a gymnasium or a large open space. This game is also great to play outside! If you are playing it outside, having the poly spots makes it much easier. It keeps the cards from getting muddy/dirty and a little piece of tape between the card and the spot and the wind isn’t a problem. If you are doing it outside without poly spots, make sure there isn’t any wind! </span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"><br /></span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";"></span></div><div class="separator" style="clear: both; text-align: left;"><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: "helvetica" , "arial" , sans-serif; line-height: 19.32px;"> </span></div><div style="direction: ltr; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; unicode-bidi: embed; word-break: normal;"><span style="font-family: "calibri";">Once kids are familiar with this game, you can switch out the cards for more challenging ones as the year goes on. To see all the </span><span style="font-family: "calibri";">Movin</span><span style="font-family: "calibri";">’ it Math cards available, </span><span style="font-family: "calibri";"><a href="https://www.teacherspayteachers.com/My-Products/Category:227361">click here</a></span><span style="font-family: "calibri";">. </span><span style="font-family: "calibri";"> (At this time, I am just getting started posting these so more will become available each week!)</span></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><h4>The Cards That Keep Going</h4><span style="font-family: "calibri";">When I first started out, I had one way to use these cards. I quickly learned that if only used each set of cards I made one way, I would be spending a lot of time making cards. Because of this, these cards have evolved into something I use over and over again. In the following pictures, I will share with you some of the other ways I use these cards. </span><br /><div class="separator" style="clear: both; text-align: center;"><span style="font-family: "calibri";"><br /></span></div><h4 style="clear: both; text-align: left;"><span style="font-family: "calibri";">Flash</span></h4><div><span style="font-family: "calibri";">A great way to work on subitizing!</span></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: "calibri";"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-XbYZ4znCkr8/VkABsur9vUI/AAAAAAAAKSg/ZurO1qXLb8k/s1600/FullSizeRender%2B%252824%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="195" src="https://1.bp.blogspot.com/-XbYZ4znCkr8/VkABsur9vUI/AAAAAAAAKSg/ZurO1qXLb8k/s320/FullSizeRender%2B%252824%2529.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h4 style="clear: both; text-align: left;">Go Fish</h4><div>A game that is easy to teach and valuable to know! Any 2 cards that represent the same number can be a pair!</div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-goikjerPNKI/VkABsYks2aI/AAAAAAAAKSc/JeV_liMIg0w/s1600/FullSizeRender%2B%252825%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-goikjerPNKI/VkABsYks2aI/AAAAAAAAKSc/JeV_liMIg0w/s320/FullSizeRender%2B%252825%2529.jpg" width="245" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h4 style="clear: both; text-align: left;">Compare</h4><div>A fun way to introduce and practice using the <, > and = symbols. We like to play with the rule that whoever has less gets to keep both cards!</div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-13qpH0gNuiM/VkAB6ZepQ2I/AAAAAAAAKTQ/v_N1W4G9ass/s1600/IMG_2980.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://4.bp.blogspot.com/-13qpH0gNuiM/VkAB6ZepQ2I/AAAAAAAAKTQ/v_N1W4G9ass/s320/IMG_2980.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h4 style="clear: both; text-align: left;">Pyramid</h4><div>I spent hours when I was in sixth grade playing the solitaire card game pyramid 13. In this version of pyramid, we find pairs of cards that represent the same number. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-9TKEfrjMuEw/VkAB4r8prXI/AAAAAAAAKTI/qka-Fy5KH6I/s1600/IMG_2977.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://4.bp.blogspot.com/-9TKEfrjMuEw/VkAB4r8prXI/AAAAAAAAKTI/qka-Fy5KH6I/s320/IMG_2977.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><h4 style="clear: both; text-align: left;">Flip and Tally</h4><div>This years' first grade group is crazy for tallying and keeping track. I made up this little workstation as a great way to incorporate that. I tried it out with some K kids this week and it was a bit challenging for some but we are working on it!</div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-A0e8JWBPf-w/VkAB9_FeUVI/AAAAAAAAKTg/JjLqcWmn3mY/s1600/IMG_2981.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://4.bp.blogspot.com/-A0e8JWBPf-w/VkAB9_FeUVI/AAAAAAAAKTg/JjLqcWmn3mY/s320/IMG_2981.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h4 style="clear: both; text-align: left;">Sorting Cards</h4><div>This is simple but kids seem to really like it. We pull out the numeral cards, work together to put them in order across the top of a table or in the first row of a pocket chart. Then we pass out all the cards and kids put them where they belong. Then we take a few minutes to look at the cards as a group and fix any that are wrong. If you take some of the cards out of the deck, this activity can lead to a nice introduction to ideas about graphing. </div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-Ccu_pQLuMi0/VkABvDjHDwI/AAAAAAAAKSo/fOChU-Pdpcg/s1600/IMG_2871.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://2.bp.blogspot.com/-Ccu_pQLuMi0/VkABvDjHDwI/AAAAAAAAKSo/fOChU-Pdpcg/s320/IMG_2871.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><h4 style="clear: both; text-align: left;">Find a ____</h4><div>This is my adapted version of Movin' It Math that I like to play with my intervention groups. I put out some dots and some cards and ask kids to find a number. After each kid is on a representation of that number, I ask them to find another one. It is a great way to get a small group moving! When it is pick up time, I have each kid pick up all the representations of a given number. </div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-1t_7ukJLnz8/VkABydqzu9I/AAAAAAAAKS0/StnOOitXN_Q/s1600/IMG_2872%2B%25281%2529.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="https://3.bp.blogspot.com/-1t_7ukJLnz8/VkABydqzu9I/AAAAAAAAKS0/StnOOitXN_Q/s320/IMG_2872%2B%25281%2529.JPG" width="320" /></a></div><div><br /></div><div>Each Movin' It Math resource includes more ways we use these cards in the classroom and much more detail about how to play each of the games above.</div><div><br /></div><div>Here are the 4 sets released so far!</div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Numbers-1-5-Number-recognition-subitizing-comparing-2195600" target="_blank"><img border="0" height="240" src="https://3.bp.blogspot.com/-fUanv-iFNFk/VkAFJgr57-I/AAAAAAAAKUk/vUkhYLaXKDo/s320/a.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Numbers-6-10-Number-recognition-subitizing-comparing-2195805" target="_blank"><img border="0" height="240" src="https://2.bp.blogspot.com/-Ei0Q4LHKbbg/VkAFJolnMXI/AAAAAAAAKUQ/wQDLq1rXlwM/s320/a1.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Numbers-11-15-Subitizing-Comparing-Decomposing-2195885" target="_blank"><img border="0" height="240" src="https://2.bp.blogspot.com/-DL8QDDYt-Ow/VkAFJre3FDI/AAAAAAAAKUU/9NZBGPdpUUM/s320/a2.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-Numbers-16-20-Subitizing-Comparing-Decomposing-2195946" target="_blank"><img border="0" height="240" src="https://4.bp.blogspot.com/-t74uDv6oRbE/VkAFKFNydGI/AAAAAAAAKUc/eye1cmIOolQ/s320/a3.JPG" width="320" /></a></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div>Want all 4 sets? Click on the picture below to check out the money saving bundle!<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Movin-It-Math-BUNDLE-Numbers-1-20-Subitizing-Comparing-Decomposing-2196265" target="_blank"><img border="0" height="240" src="https://1.bp.blogspot.com/-6p2TM-OFx2Q/VkAFKWvE_VI/AAAAAAAAKUY/12qCeW0RijI/s320/a4.JPG" width="320" /></a></div></div><div><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: "calibri";"><br /></span></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com2tag:blogger.com,1999:blog-4746027850336066537.post-55341306043251163882015-10-13T20:30:00.001-04:002015-10-13T20:30:56.309-04:00Conference Time!<div class="separator" style="clear: both; text-align: left;">We are 7 weeks into the school year and gearing up for parent teacher conferences later this week. In our school, we try to schedule all conferences on a Thursday evening or Friday morning. This way if multiple folks need to be involved in the conference, we are all in the building at the same time. The evening hours also work much better for parents. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div>As the math specialist I get invited to attend the difficult conferences. If a student is behind or in some cases very ahead of their peers, I will often be asked to join the conference. Classroom teachers also invite me when they know parents have specific concerns or when it is a student I have a lot of contact with. Sometimes I am asked to sit in on a conference because the parents are very difficult or have expressed opinions about their students math learning that do not show understanding of how or why we are teaching math as we do. Depending on the reason for the conference and what the concerns are, I have many approaches but here are a few things I always do in conference situations.</div><div><br /></div><div>- I like to start on a positive note by sharing a recent piece of student work that illustrates something they can do well or something that shows how far they have come. Because I do so much <a href="http://theelementarymathmaniac.blogspot.com/2013/07/using-formative-assessment-in-math.html" target="_blank">formative assessment</a>, I have a lot of student work samples available to choose from and can always find something positive.</div><div>- I then like to have parents share how they think their child is doing and any concerns they have.</div><div>- I am all about data driven decision making so then I will share any assessments. For primary students this often includes individual interviews, especially if a student is behind. I go over the current assessment results and show their progress over time if applicable. </div><div>- I show other student work and point out specifically how the work illustrates them progressing or not progressing toward meeting the standard. I also like to explain what the next steps are in terms of what we are working on next.</div><div>- I prepare myself to answer the hard questions. Why are you teaching it this way instead of that way? These big questions parents have when they are new to my school or my way of thinking about math used to really challenge me. As I have become more experienced and read more research on math education I have been better prepared to answer these questions. I like to show parents that it isn't MY way of teaching that I am going for but rather what the research says works. </div><div>- I focus on the big mathematical ideas for that grade. For each grade level I can think of 3-5 things that are the most important things kids have and understand in order for them to be successful in the next grade. If a student is behind, I focus the conference on the most important skills and make sure my discussion focuses on how to move a student forward with these big ideas.<br /><br />This year, in addition to my role as a math specialist (part <a href="http://theelementarymathmaniac.blogspot.com/2015/05/what-to-expect-when-you-are-applying.html" target="_blank">interventionist</a> and part <a href="http://theelementarymathmaniac.blogspot.com/2015/05/what-to-expect-when-you-are-applying_19.html" target="_blank">coach</a>), I have 2 groups of students that I am doing the primary math instruction for. This means that I will hopefully get to meet with the parents of kids in these groups because their classroom teachers don't see them for math. To help out with ones I might miss and to keep the classroom teachers up to speed on what their students are doing in math, I have been gathering data and putting together some things that can be shared with parents. One of the things I created for my fourth grade group was this quick reflection on their learning. I loved seeing their responses and it gave me great information about how they are feeling about math!<br /><br /><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://drive.google.com/file/d/0BzaBsjksindxcDZINnhKeFYyUm8/view?usp=sharing" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="640" src="http://3.bp.blogspot.com/-OfsBPHhRcYM/Vh2ekc21mKI/AAAAAAAAKAo/JPL_aNkMGps/s640/a.jpg" width="480" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Want to use this with your students? Click on the picture to get it from Google Drive. </td></tr></tbody></table><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"></div><br /><div><br /></div>TheElementary MathManiachttps://plus.google.com/105547911530457579973noreply@blogger.com2