Sunday, March 18, 2018

Fraction Foundations

The third-grade fraction intervention starts out with the students making their own fraction pieces.  This helps them to see the different sizes.  It also really helps them to start comparing fractions and finding equivalent fractions.  We are using Marilyn Burns', Do the Math-Fractions A.  This is one of my favorites!  Throughout the intervention, students will be developing a strong foundation for fractions through games and hands-on activities.

Fraction Time!

We've started a fraction intervention in fourth grade.  This is one of my favorite interventions.  I use Marilyn Burns', Do the Math, and I love that it is completely hands-on and game oriented.  For the first time, I am trying out the Fractions B module.  I usually use the Fractions A but with the common core standards, our students seem to have a good grasp of the foundation of fractions by fourth grade.  So far it has been going well.  The students are really engaged throughout the lessons and have fun with the games.

We started out learning how to play, "Cover Up".  The students need to use their fraction pieces to be the first one to cover up 1 whole.
They enjoy using the magnetic pieces.

The Tools We Use

Trying out new math tools...
During a multiplication intervention, we looked at the abacus and talked about how we could use it as a tool to help us with multiplication.  The students really loved using this tool!

Thursday, May 4, 2017

Double Digit Multiplication

I was on Pinterest one day and came across a picture where a teacher had written a message across the student tables.  The teacher mentioned that you could use dry erase markers on the table to leave messages for your students or have them do their work right on the tables.  When I got to school the next day, I very carefully took my dry erase marker and made a tiny mark.  Then I took the eraser to it and sure enough, gone!  So I tried it out with my students and of course they loved it.  I told them they could only do it IF an adult had told them it was ok and that they were not to go around and start writing on everything.  
So with this new "hook" I was ready to get back into our double digit multiplication.  They were using open arrays to figure out the multiplication problem.  You draw your array and then break your number apart by place value and multiply each part.  It really helps students see and understand what needs to be multiplied.  Breaking it all apart will help them develop a deeper understanding of how the algorithm works when they are taught that strategy.
I just wanted them to practice some and I didn't need to keep it.  I could walk around and take pictures and talk about misconceptions as they were working.  It was then easy for them to erase.  It also seemed easier for them to walk me through their thinking.
They had their choice of using little white boards or the actual table itself.  We did a little gallery walk after everyone was finished.  The thinking was so great!

Monday, April 17, 2017

Delivering the Mail

Earlier this year I was really working on recognition of numbers 1-20 with my Kindergarten group.  The teen numbers are really hard.  After a lot of work with building the teen numbers (a ten and some more) we worked on recognizing and recalling the different numbers.  
We played a game from the Kentucky Numeracy Project (one of my favorites).  This game is called Mailbox Numbers

I set up the, "mailboxes" around the room and the students had to pick up the, "mail" and figure out what box to bring it too.  The envelopes had different representations of a number.  There were tally marks, the written numeral, ten frames, domino, and dice patterns.  They had to count to figure out what number to deliver the mail to. 

Tuesday, December 20, 2016

There are No "Problems" in Math

I just came across this quote in an email that came from NCTM.  It made me stop and instantly think about what was written.

There are no problems in math.  There are only questions, inquiries, challenges, discoveries, etc. 
I hope I am quoting this correctly but it came from an email from NCTM talking about the upcoming conference.  In it was a link to Ed Burger's blog.  It is from that blog that I am quoting this excerpt...

Acknowledging the Only “Real World Problem” We Face in Mathematics

By Edward B. Burger 
November 15, 2016
For years I have argued that there are no “problems” in mathematics—there are "questions," "challenges," "conundrums," and even "riddles." Given that most people either live with "mathphobia" or belong to the “I hate math” club, it makes little sense that we would use such a negatively charged word to describe those joyful activities that promote the learning of mathematics. I regularly challenge educators to remove the word "problem" from their mathematical lexicon. There certainly are problems in our world, but, blissfully, there are no problems in mathematics.