For this year, I’ve decided to work on adding a more curious perspective into my math lessons because let’s face it, I was taught a traditional way of doing math so I have to watch hogging the math lesson at the front of the room. Also, if math is more fun and students’ sense of wonder is activated, more connections can be made. This week, we were beginning our journey to understanding how to decompose numbers up to 99 in more than 1 way with an ability to add/subtract 10 or 1. In Origo, there is an extra practice suggested where students roll two dice: one labeled with words twenty through seventy and the other labeled four through nine. The idea is to score points when you roll a greater number than your partner. I wanted to use these dice throughout the unit so I decided to created drawing cards +10, -10, +1, and -1. I also wanted the students to practice building numbers with unifix cubes before moving to drawing base 10 representations and using standard form. The idea was that students would think about the number rolled, exploring how to build the number with a partner (each with on set, but working collaboratively and checking one another), then drawing one of the cards to rebuild the number. The game, RollnBuild and Draw, is a hit! The kids love it, however, it did not necessarily run smoothly. I discovered I need to model with this class much more than I modeled last year so I’ll need to plan for time to play as a class, before modeling a couple of times, then working with a small group. During a longer investigation, I often work with a group at the kidney table to serve as a close support system, which means I can’t hear the conversations going on around the room. Perhaps I can create a recording sheet so I can see their thinking on paper. I also discovered this class will need more practice to play with integrity – so again more whole class practice as we discuss more what it should look like when playing with a partner. I plan to move towards the students creating numbers for one another, then build the number in more than one way. Beyond that, I’m trying to ask more questions of the students to get them thinking and more curious within the direct teach portion as well. My hope is to integrate exploration and investigation to inspire the students’ curiosity of how numbers work together.
Monthly Archives: August 2016
The Hurrier I Go, The Behinder I Get and its Effect on our Priorities/Focus
After watching a short video by Annie Fetter, math educator at Drexel University, called “The Hurrier I Go, The Behinder I Get,” our cohort was asked to look deeply at our unit rationale and TEKS. In addition, we looked through the vocabulary, worked through big ideas of student expectations, and essential questions. Throughout I jotted notes, reflecting on what I feel I should prioritize. With the Unit Title “Applying 2-Digit Place Value Concepts and Descriptions.”
So what do I feel is most important? What I really feel is the goal of this unit is to continue the students’ journey to understanding numbers beyond its standard form, a symbol. We’re asking the students to understand to look at numbers as representing the idea of distance and quantity. Later we’ll add the ideas of time and speed. We’re helping the students to understand what the number represents. One part of this goal is the relationships between numbers in base 10 – individual units that can combine in a set pattern or proportion to groups or units of a number, unitizing. In looking at relationships, a student can compare, realizing a greater quantity or distance. In adding bars and graphs to the unit, the student is given a a real world application of using these concepts, as well as learning to reason through information, then finding an efficient method to problem-solve.
So given the 3 bold phrases which are my priorities for this unit, how do I get there?
1) The beginning of our math block will start with conversation about numbers in various ways. I plan to start small, allowing students to talk about smaller numbers/images/expressions so they can build the number sense to understand the concept of numbers. Our team has decided to have
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at least 3 number talks a week
, asking students to look at computational fluency, then look at word problems twice a week using a number talk, which may or may not include computational fluency. Many of these will be problems they can work through mentally, though some may require some concrete manipulation. District instruction shows that this takes about 10 minutes.
2) In our core time, there will be approximately 40 minutes of time given to
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exploration, collaboration, and discussion
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3) After this, the students will be given time to review what they have learned through
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games
. We’ve used a lot of Fundamental games in the past two years. This year we will add games from Developing Number Concepts by Kathy Richardson. The link will take you to her 3rd book which has a focus on place value.
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*Spiral review may be included within a number talk, at the end of a number talk, during conversation in the core block, or during game review. It depends on where there’s a relevant fit to what is being planned.
This year I move back into an inclusion class. It was beneficial to listen to the video about focusing on the purpose of teaching math, rather than fitting standards into a calendar.
Does Your Curriculum Match Your State Standards?
“Becoming a Better Storyteller” is the name of a video with Graham Fletcher, math education specialist, speaking about how presentation of math matters. He explains that math is a story, and like any story that is “read” aloud, the listener can be interested or wish to escape. Within this idea, he discusses the content we are teaching. As we work day to day, are we intentionally matching our curriculum to state standards?
Interested, even intimidated, I checked the state standards for second grade math. I found a few TEKS which gave me food for thought. One, was the word estimation in 2.1C (Texas Y’all): (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. You see, I’ve been told a couple of times that estimation is not a current standard for second grade, so it wasn’t included in my lessons this past year. We talked about what is reasonable when problem-solving so I hit the idea indirectly, but here it is: estimation as an appropriate tool that 2nd graders need. What does this mean for me? Well, estimation will be a purposeful part of my year.
Another TEK wasn’t exactly surprising, but the language shows I need to teach at a deeper level. Listen to this: 2.1G (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. In our grade level teams, we talk throughout the year about facilitating experiences to give students the skills to explain their thinking using correct vocabulary, but it’s the words justify and argue that I find appealing. Here’s a great avenue to teach respectful discourse, team work, to defend or revise your ideas when there is disagreement. What a strong concept! I hope to highlight this TEK within our team discussions to deepen the relevance of our number talks. I highly encourage anyone reading this to listen to the linked video, then take a closer look at your state standards. It’s an eye opener that can only help you as an educator.