Happy New Year!

I hope everyone had a wonderful and relaxing break!  I wish I did, but I always seem to be much busier on breaks then when I am at school! 

One of my goals over break was to try to fit in more math centers per week than just the 30 min once a week.  I just felt that I worked so hard to get the five centers ready and to use them only once a week was stressing me out.  To hopefully solve this problem I broke down my schedule and was able to manage three 20min sessions a week.  I am keeping my Thursday- no prep day and with my grade level changing how we do Words Their Way, my schedule is a bit more flexible.  I also like the 20 minutes because they can almost stay at the same center each time and I will not have to prep as much.  I am going to have 6 centers.  This way they will do three a week at most and I will only have to prep 10 centers a month at most since #4 is guided discovery .  Less if we only get to centers twice a week.  Here is the breakdown:

1.  First center ( Number 1) is going to be with me where I work on problem solving  and fact strategies with them.  My students are just not where I would like them to be at this point of the school year.  I will be working on strategies and organization with all the students, not just my low students.  This way I can enrich the activities for my more advanced students.

2.  Number 2- Teaching station- This station will be where they will be at the front board and will teach a partner how to solve number sentences using efficient strategies.  They will teach one and then the partner will teach them.  I can even extend this to problem solving as well so I like the flexibility.
We have been working on a strategy per week with math facts since I have been back from maternity leave.  So far we have +1, -1, +0, -0, doubles, and are still trying to work on +10 and -10.  We still will work on +2, -2, and doubles plus one in the near future.  I usually do not work on +2 or -2 whole group until almost everyone knows how to count by 2's. 

3.  Number 3- Timing Myself- This station will have stopwatches and the students will time themselves reading numbers, counting, skip counting, filling in the missing number (use marker to fill in the numbers and then have a partner check their work while they check their partner's work), or circle the greater number.  They could even time themselves solving math facts.  I know these are AIMS material, but I don't feel I am teaching to the test since these skills are obviously important so they should be taught, right?

4.  Number 4-  Guided Discovery- using pattern blocks, cubes, tiles to experiment with.

5.  Number 5- Math games

6.  Number 6- Math games again.

I will keep you updated on how things are working- fingers crossed!


I would like to discuss a bit more about math fact instruction and what I am trying this year now.  Last year I tried mostly addition and did not get into subtraction very well.  This year I am grouping both addition and subtraction strategies together.  If we are working on +1 then I am also working on -1.  It is working very well and I am seeing more success.  I am also challenging my students more to skip count backwards as well as forwards.  I have seen amazing results with activities such as target numbers in Unit 9.  Very few are using the 100's chart to fill in the boxes. 

I always start with +1 becasue so far they have all known how to count to at least 20 at the beginning of the school year.  We work on the discussion and then practice all whole group.  From there we work on the speed where they will volunteer to solve 5 problems as fast as they can.  Even the struggling students can do it pretty well once they see it 10 times before them.  I also let everyone volunteer that wants to even if it is every student in the class.  I also practice these strategies in the hallways waiting for PE, Music, or Art and during transition times. 

Well that is all for now.  I will try to post more this weekend with more activities for you to use.

Tina

More Fun Activities

I felt bad taking two weeks between postings and the weak post the beginning of December so here are a few more activities. 

I have- who has place value

I have- Who has place value

Place value- What’s my number?

Place Value- What's my number?

sink or swim addition- odd or even

Odd or Even Game

100 Chart Designs

Designs for the Hundreds Chart- Number ID

Hello! Remember Me?

Here we go again with my apologies for not keeping up with this blog.  It really has been on my list EVERY Friday, but you already know how my list must be going.  I wanted to get some good activities out here that you may be able to use in your classroom next month.

Here is a lesson about place value created by the blog created by "babbling Abby." 

Marshmallow place value recording sheets

Below is the picture of the easy manipulative that goes with this activity.

The next activity is a graphing activity that you can use if we every had a snow day or even a lot of snow on the weekend.

Snow Day Graphing Activity

Finally I am going to put in two of the cutest Grinch ideas! I did not have time to do much with them.  I just got a couple writing activities done.
They were both created by Deanna Jump.

Grinch Unit

Grinch Writing Activity- Before and After


I want to wish everyone a very happy holiday break and good luck to you this coming new year!

Unit 7- Patterns

December already!  I had a goal to get this posted during the work day last Friday, but my report cards took longer than I thought they would . 

I did find another great website for many math activities that would support MTB lessons.  Here is a growing pattern activity that would be fun to do whole group in your classroom.  In Unit 7 MTB tends to focus on shape patterns, but then our students are expected to know how to do number patterns on the end of the year test.  I have done these growing patterns many times in my classroom and the kids love them.  Here is the link:

http://www.mathwire.com/archives/algebra.html

That is all I have time for today, but will try to post more tomorrow.

Unit 6- Measurement

These cute activities all created by Kristen Walsky go along with Unit 6 in a festive way! The peppermints "measure-mints" can also go along with the activity.  Have students take turns tracing themselves on brown paper ( can design as gingerbread boys or girls) and then estimating and measuring their height with the peppermints.  You can also enlarge or reduce the size of the mints to further extend the activity.  I am thinking of even giving each group different size mints and then discussing the results. 

How Does The Gingerbread Man Measure Up.pdf - https://docs.google.com/open?id=1XV1ely_dKx8eNQ39qEJNeKvu6Gwg7nCa4ny2lcrvROkQKm8yNH3lXcwBHvrf

Peppermints.pdf - https://docs.google.com/open?id=1zuawqgmQVHb7b_8fjBlURUMWocMESSVabAidJPrL8UHLe75ERuVsr-rIoHJT

This next activity is a holiday activity that practices math facts.  You can never practice math facts enough in first grade. 

https://docs.google.com/open?id=1tHKZiRNv3zmyf4q50b88QCuT4WQbsRi62u4QdMN9wetxb38amj9t48XIzymw

This is the recording sheet for the math fact activity:

https://docs.google.com/open?id=1e9M47MlAMAeuzrLwPjmKc5BeYqI_PZ7N1GI1OdSOJ4TVtkrJmqeLx_DxQbTw


Here is a skip counting/number pattern practice sheet: These would go with unit 7 (patterns), but I wanted to get them to you earlier since the month of December goes by so fast.

https://docs.google.com/open?id=1U1XPEsn5nISTfrsWZbq5frpZb6XfU-GsOULPi8oIIOKEaOsaPIp2wtm0qMjb

More holiday skip counting practice-
https://docs.google.com/open?id=1448qMF7_z9jFDL_WSLZniXbTwaPVqw55PJEs9fpnbJFGt1HhWTudFrJZKylw

Enjoy!

Tina

Assessment, Assessment, Assessment!!

Hello!
Sorry I did not get this posted last week, but three sick kids wore me out!

I made this assessment cheat sheet that may help you when it comes time to mark the report card.  This is just a draft so there may be changes for next marking period.  The left side of the table lists the report card comments and the right side contains the suggestions.  Please give me feedback! 

Tina

Solves problems using multiple strategies	*Not only assessed through CGI or problem solving. Most MTB assessments will have one or more of the mathematical processes areas marked. Check the assessment grid on the P:drive (elementary math folder) *When discussing lessons or DPP’s as a whole group can students give you another way (strategy) to solve a problem.
Understands mathematical concepts: models the action or relationships in problems	*When students learn a concept can they transfer that knowledge to a new concept?  (ex. Hidden pockets to change unknown)
Communicates solutions through pictures, words, actions, or numbers.	*Can you students explain their thinking to you when asked?  *Can they show their work on paper using pictures so you can understand their thinking without any question?
Demonstrates counting skills, including skip counting to 100	*skip counting to 100 by 1’s, 2’s, 5’s, and 10’s at least to 100.  If they are meeting all four areas they will score a 3.  You only need to assess students that are not proficient in those four areas.  If they only can count to 59 then have them start at 50 to begin counting.
Represents and writes numbers to 100	*Can assess whole group for this assessment.  I do not give a three if there are any number reversals.  If they can go to 100 then start at 101.
Recognizes and orders numbers to 100, out of sequence	*I am making two QUICK whole group assessments that will fit in this standard.  I will also create a rubric to go with them. *One will be a cut and glue assessment to put numbers out of sequence in order of least to greatest.
Solves addition problems using strategies (counting on, doubles +1)	*I am also creating a QUICK one on one assessment for you to see how your students solve addition problems.  They will solve after rolling two dice.  A checklist will be included along with a rubric.
Solves subtraction problems using strategies (counting back, backwards skip counting)	*See above when solving addition. *this area not graded first trimester
Represents addition and subtraction problems with number sentences.	*Can use this with the addition problems where students record the number sentence after rolling two dice.
Identifies the attributes of 2-D and 3-D shapes	*The shape interview should have been done during unit 2 after the shape unit so this should be completed already.  You can double check the shape ID on those missed after unit 2. *3-D shapes are not assessed until third trimester so a score of 3 should not be given. (I know!, but it should be changed with the next report card)
Demonstrates calendar skills	*This is a lengthy one!  I usually plan on assessing 2-3 each day during the whole month of November, February, and May. If students score a three then you do not need to assess them again because they are meeting the standard.
Uses non-standard units to measure length, area, and volume	*Not assessed first trimester
Creates, records, and interprets data in tables and graphs	*Could be assessed first trimester if you chose to do the data table, graph, and discussion independently instead of as a group.  Otherwise assess second and third trimester.
Copies, extends, describes, and creates simple geometric and number patterns.	*Not assessed first trimester *Don’t forget number patterns!!  I will create a number pattern assessment and rubric for you to use for second trimester.

Check This Out!

Hello Again!

I got the opportunity to go to the Math AddVantageMR class this past week and saw the best idea!  All you need are shoestrings, pony beads, brass rings, and some time to make them.  These laces have 100 beads on them in groups of ten of two alternating colors.  You can work on adding groups of ten, counting tens and leftovers (ones), and recognizing groups of five with these laces.  Here is a picture of the items you need.

I went to The Dollar Store and paid $2.00 for 2 packs of 8 pair (32 total laces).  They are of different lengths, but for $2 I can live with it.  For the beads I went to Walmart and bought the 2300 piece pack that has three different tints of each color.  Binder rings are at Walmart also.

Here is a picture of the final product:  The strings are in a line rather than tied in a circle. I just wanted to fit it all in one picture.

Tie a brass ring at the end the shoestring.  Each color bead you choose will need to have 5 of one tint of a color and five of another tint of that same color to make 10.  Then do the same with another color.  Once you get to 100 then tie the other brass ring on the loose end.

I thought I would try these in place of the 100 links needed in Unit 6.  Other quick activities would be to play a "show me" game where I pick a number and then can see if they are counting tens or ones.  Please share any other activities you use with these if you choose to make them.