Let's be frank, many of us have been struggling with wrapping our brains around the "new" way of learning math with the Common Core standards. One of the biggest hurdles thus far as been the "make a ten" strategy for mental math. Many of us already use this strategy while calculating numbers fluently in our heads, though perhaps not explicitly or consciously. However, I'm finding this year that my attempts at explaining it to children--actually putting it "out there" and making it explicit for them--have been met with furrowed brows and quizzical looks.
Here are a couple videos that I though explain the make a ten strategy really well. Hope they help demystify a bit of Common Core Math!
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One of my favorite projects for the past few years has been this fun exploration of arrays with common everyday objects. We first spend several days in class looking at lots of pictures of arrays, arranging rows and columns of colorful tiles into arrays, drawing them on graph paper, and observing them in the real world. Then I provide this project sheet and encourage the children to run with wherever their creativity takes them. A word to the wise, however: although using edible items can be cute and clever, beware of crumbs and stickiness! Suggested items include stickers, small erasers, pasta, buttons, paper clips, wiggly eyes--and the possibilities are endless, really. Heavier objects would probably need hot glue. Here are a few examples, which include one I made myself, plus some by students from previous years:
Fractionpillars--essentially, caterpillars whose segments show different fractional parts--were a big hit at Open House a couple nights ago. Here are a few adorable samples by my students:
Each student has a pocket ("bank account") in which they accrue money to use towards prizes. A few parents have asked me about how the money system in Room 17 works, and I am happy to explain it.
Room 17's money system allows students to earn "dollars" for good behavior, good scores on quizzes and tests, and any positive things I notice from them. Students also can be fined for not following directions, missing homework assignments, using the restroom during instructional time, etc. Every two weeks, the kids also get paid for monitor jobs that they have (jobs change every two weeks). So far this year I have introduced dollar increments of $1, $5, $10, $20, and $50. I will be letting the students use $100 soon. Dollars earned at the end of each month (give or take a week or two) can be used towards prizes I give away in an auction. I give away anywhere between 3-5 prizes during an auction that range from books to small science kits and educational toys. The more money a child has in their bank account, the more likely they are to win a prize. Starting bids for each prize will vary--I always have a prize that I try to make affordable for most students ($50), but with the kids' eagerness to win they will bid higher and the final bid can amount to as much as a few thousand dollars. (Staggering, isn't it?) The money system has so many advantages. In my experience, it has been a powerful way to monitor and manage student behavior in the classroom. It teaches children to add and subtract money, a valuable life skill. When it's time for an auction and they make their bids, they have to figure out if they have enough money to pay for the prize they want. Many students have learned not only how to earn money but also how to save. They learn to think ahead, especially when I hint at the next month's prizes and they want to save their money for something "bigger and better." The auction and money are not the only ways students can be rewarded. I award table points that go toward a weekly "grab bag" on Fridays. The grab bag is free--no money necessary. Whichever table group earns the most points at the end of the week gets something out of the grab bag (contains prizes that are smaller than the auction ones--erasers, stickers, small knickknacks, etc). This means each group as a whole has to work together responsibly and focus on learning. Listen!: Our learning community is currently focused on how to be good listeners. Truly focused listening can be a difficult skill to master, and we often underestimate this (at least, I do!). I have read two books in the past two weeks on how to listen well: Listen, Buddy! by Helen Lester, and The Conversation Club by Diane Stanley. These stories tell the importance of paying attention, speaking one at a time, and not interrupting others while they are speaking. If you can, remind your child of good listening behavior:
1) eyes focused on the speaker 2) mouth closed 3) hands empty 4) brain thinking about what is being said 5) heart listening, too--what the speaker is saying matters to them! Reading: We are deep in our reading theme of Friends and Family, which is Unit 1 in the Treasures program. This week we finished reading a sweet story, Mr. Putter and Tabby Pour Tea by Cynthia Rylant. The story is tied to the Big Question of the week (a question used as a springboard for discussion before plunging into the literature selection), Why do pets make good friends? Math: Updated link, Math Instruction Guide, a.k.a., the MIG. LAUSD's write-up of the math standards and lesson pacing for 2nd grade has been added to Learning Links. We have been concentrating on addition and subtraction concepts. The Topic 1 test was given today. Book Orders: Please refer to the updated "Policies and Little Reminders" page regarding Scholastic Book Orders. An order form for Scholastic was sent home this afternoon. If students and families would like to order books, the due date has been set for Friday, September 7. PE in the Morning: While I appreciate communication with parents, I am requesting that we refrain from parent-teacher talk during the morning PE program on the playground. The ten minutes of PE are considered genuine instructional time, even if it is not within the classroom, and I would like to focus on watching and encouraging the students. Drop me a note in the office or send an e-mail. I will do my best to respond ASAP. Homework: Many students forget to take out their homework and place it on their desks in the morning. They also must make sure that their first and last names and date are written on the coversheet. Homework packets will be looked over for neatness, overall completedness, and the amount of care taken in doing the assignments. They will be returned home the following week (my apologies for being a week behind). Have a wonderful, safe, and enjoyable weekend. |
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