Back to School Giveaway

Yep...It is almost August and time for my brain to start thinking about back to school and what I need to get done.  The TPT sale is upon us tomorrow and I know I have some purchases to make.  Here are some amazing teacher-bloggers pulling together to get you started with a $40 giveaway!

What is on my wish list?  My girls have really enjoyed playing "Spot It."  Have you tried that game?  I've heard some good things about the phonics and sight word versions from OCD in First.  I'm also interested in the "I Read, You Read" series from Aylin Claahsen.

What is it that you are looking to bring into your classroom this upcoming year?  Here are just a couple of ideas?  Perhaps more Scoot Games?  Or ways to look at number differently?

You could even need family event ideas?  What if you needed more differentiated phonics practice?

Whatever it is that you need for your classroom this year, I hope that all the Back to School sales are helpful! Just click on the link below to enter the giveaway to help you gather some of your TPT materials!

Differentiated Practice with Number Bonds

Part Part Whole, math facts, fluency, flexibility, application....oh man!  We are working so hard on these skills in our math class.  But (as we all know too well) our students are mastering these must-have skills at their own pace.  And we need to be available to meet them where they are.

Jess (my teammate) and I have tweaked our classroom instruction and routines so many times in the last two years because of our strong belief to support them where they are.  And fine-tuning our routines...well...let's be honest, we will probably never find the best way to do it.  Because our student needs are always changing.  But we will certainly keep trying :)

Recently, we changed up what we call "My Number Time."  This is a 30 minute block of time that we use to differentiate our instruction by providing time for independent work, cooperative groups, and small group interventions.  Some students are working specifically on "their number" that they are trying to master the number bonds for.  Another set of students are playing math games to build their fluency with all number bonds, doubles, making ten, or other +/- strategy.  Then a third group of students is in an intervention group.  Students move between these groups throughout the week.

We just changed up our "My Number Time" with these binders.  The sheets within them are laminated.  The gallon sized bag is filled with all the materials they could need to "play" with their number: chips, cubes, rekenreks, number bracelets, beans, markers, etc.  The binders will work for any number 1-10 that a student may be working on.  They can also use their notebook to record number bonds in a variety of ways.

So far all of our math classes have really enjoyed the new binders.  They are so hands on and allow them to make choices for how they want to "play" with the numbers on that day.  When they feel ready, they are allowed to take an assessment on the number bonds for that number.  It includes many missing addend, subtraction, and addition problems.

One piece that we continued to feel was missing from this "My Number Time" was the ability to go back and "play" with number bonds that have been previously mastered.  Now...they are certainly getting that practice during their game time with all number bonds.  But we wanted more.

I decided to try out a number bond memory game.  Again, I wanted it to be differentiated, just like this block of time is.  What I came up with was this:

There are four different versions and each version is differentiated by the number bonds that the student is current working on.  As soon as they were complete, my daughter and I tested them out (she needs some work in this area, too).

Version 1: Quick Image Memory

This game works on one specific number at a time.  The example above is for the number 5.  Students have to match quick images that have the same number bond.  The two cards flipped over above are not a match because one shows 5 + 0 and the other illustrates 3 + 2.  The quick images included are ten frames, dots, rekenreks, dice, dominoes, and fingers.

Version 2:Number Bond Memory

 Again, this game works on only one number per game.  This time the students must match the number bond to the quick image.  The cards flipped over above do match because they both show 5 + 0 or 0 + 5.

Version 3: Number Bond Memory

This version is played the same way. You must match the number bond and they quick image; however, these game include multiple numbers.  The game above is for the numbers 3-6.  This allows my students to practice all the number bonds that they have learned for 3, 4, 5, and 6.

Version 4: Ways To Make Memory

This version is a little different than the others above.  It includes equations.  Students must match ways to make a particular number.  For example, the cards above do not make a match because they equate to different numbers.  If the cards 3 + 3 and 4 + 2 were flipped over, they would be a match!

After introducing this to my daughter, she just kept asking to play more.  I found that she was really getting to know her bonds 3-6 well.  That made me a happy mom.

The games are all printed, cut, and laminated for our classroom students.  There ended up being 26 DIFFERENT games!  Yikes!  We want to use them during their group game time but we also feel that they could use the individual number games independently during their "play" with number time.

How do you differentiate for math facts and number bonds in your classroom?  Do you have any tips you can pass on to us??!!







If you think you could use these games, as well, you can just click on the image below:

Making Math Strategies Explicit

Since the first day of school, we have been working hard to grow and strengthen number sense in our firsties.  It is not an easy task.  But I really enjoy the challenge.  My teammate, Jess, and I are constantly looking for new ways to encourage flexibility with numbers.

Because math did not make a lot of sense to me growing up, I tend to think about many of skills from a basic very basic level.  Once I have that foundation, then I build up the skills from there.

So as I was trying to think about how I could help my students understand "using a ten" to add numbers, I decided to start with a comic strip.  Engaging, explicit, and a great place to start at a basic level.

Step 1: The Explanation 

 My daughter is in first grade this year and loves (nope...is obsessed) with comic strips.  I knew this would interest her right away.  She read through the comic with me.  The dialogue plus the ten frames helped her to understand the strategy that I wanted her to try out.

Step 2: Scaffolding

After discussing the comic strip, she was ready to try it out.  We folded the sheet and she used the ten frames and "using ten" strategy to solve 5 + 8.  Then we unfolded the paper and checked her work.  It was good practice because she was able to try it out and compare it to the comic strip characters, but I was still able to support and scaffold.

Step 3: Practice

Now it is time to actually apply and practice the strategy.  Depending on the student, there are two choices for independent practice.

The first one breaks the skill down into parts. 

This sheet shows two ten frames.  The student needs to find a way to make ten.  Then they add the remaining dots.  Students write the equation to make 10 and the equation to add the remaining dots.  This sheet works specifically on the number 12 because some students need repeated practice with just one number at a time.

Making the number bond for 10 first is really helpful for students that don't know their facts of ten very well.

The second option still has the ten frames visual.  That way students still have the support to make the ten prior to solving the problem.  

Having this picture really helped my daughter to visualize that she was making a ten as she added the two numbers together.  She was just not quite ready to give up that visual, yet.









 Step 4: Independence

After these different steps and visuals, my hope is for my daughter and my students to be able to "use a ten" to add numbers without the visual.  And if they are not ready, then more practice is needed with additional sheets or more practice at the concrete stage.


 I will be using this procedure (plus hands-on materials) to teach both the "using ten" and "using doubles" strategies.

I would love to know if these types of visuals help your students.  Or have you found something else that works even better?!  

We have been trying out some new strategies in our classroom for math facts...can't wait to share those with you soon! 

Putting It All Together: Fraction Wrap Up

I have been on quite the fraction kick.  But it came to an end today (well...does it ever REALLY come to an end?)  It came to a "formal" end with an assessment, but we will continue to revisit throughout the year.  But before we were ready for an assessment, we wanted to do some good ol' practice with fractions.

After all of our hands on activities: the ice cream, cracker divide, and fraction museum, we were ready to find out if they could apply it.  We decided on a Fraction SCOOT. We wanted something that allowed them to have practice.  But something that Jess and I could monitor and intervene with quickly.

This worked perfectly for both.

We set the classroom desks up in a square.  Jess and I stood in the middle so that we could move around, observe, and help as needed.
 Each kid had the answer sheet and there was one picture card on each desk.

They started to work and move!  Jess and I moved around and were able to quickly assess who needed more support and who understood the concept.  By the end of about 15 minutes, each kid had practiced the fraction concept 20 times.  YES!  That is just what we wanted.

Since I made several versions, we decided to try out one more with them.  It was a quick informal assessment for us, but good practice for them.  And some were very critical of the images that I used :)  So I changed them!

To follow up the lesson, we actually showed an episode of "Odd Squad."  Have you seen this show on PBS?  While my daughters were watching it, I discovered that it is very math based.  The episode we watched is called "Mystic Egg Pizza."  And it was PERFECT.  The fraction terms that we have teaching were used in this episode.  The kids had great discussions afterwards.  Click on the image below to check out the videos available on PBS.

Image from PBS.org

Do you have any great fraction lessons that you love to implement?  I would love to add them to our list to try out next year!  If you would like to check out Fraction SCOOTs, just click on the image below.

Reflection: Math Assessments

We have one week left of school before 2014 comes to a close and 2015 brings on new learning, new challenges, and new successes.  My mind is buzzing with holiday lists, music, and activities.  But reflection, as well.
Jess (my math teammate) and I have been working really hard to improve number sense and math fact recall this year.  And we have tried a lot of new things:
number sense activities
how I see numbers: part-part-whole 
connecting addition and subtraction 
Students have been working on math facts at their own pace and we tried assessing them through flash cards.

That didn't work.

It was a nice try but we just couldn't get to everyone in a timely manner.  We had to change it up.  And I really think it is working out well.  I hope I prove to be right when the end of the school year rolls around.

First change: "My Number Time"
We are giving the students time to "play" with manipulatives for their specific number.  They can decide what materials they would like to use.  Here are some examples:

House with beans

Plate with colored chips

Colored cubes and crayons

Rekenrek

Second change: After each "my number" time students take a quick self-assessment.  This helps them and us to determine if they are ready to take a quick assessment and move on to a new number.

We tell them that if the self assessment is not quick and easy, then they are not quite ready to move on.  Our firsties have really done a great job with this self assessment.  They are honest and I think it is really helping them to realize what they know and don't know (quite yet).
This sheet allows us to determine who we need to meet with the following day.

Third change: When they ARE ready to take an assessment, Jess and I pull over an individual or a small group of students to give them a fact assessment.  They look like this:

Some are mixed sheets and some have facts for only one number.  They all include addition, subtraction, and missing number because we have been teaching all facts as part-part-whole.

While the students take the assessment, we watch them and time them.  Jess and I decided not to set an exact time that each student needed to finish the sheet by but we really hope for it to be under 1 or 2 minutes (depending on the student).  We are trying to make sure that they don't use their fingers or another strategy. We want them to KNOW these parts.  And for some students they just need to be reminded (they need the confidence) that they do KNOW the parts.

But some students do not know the parts automatically.

I created these intervention sheets and they have really, REALLY helped.  These half-sheets help to illustrate how the parts of a number are connected.  I think they help because it is pretty explicit and concrete for them.  There are two different types of sheets, depending on what the individual student needs.

This routine has been working so well for our first graders.  They are feeling successful and enjoy this individual time.  For Jess and I, it is a time that we can provide differentiated, individual instruction.

We plan to continue this routine in 2015 but will continue to add components as we see the need for individual students.

If you would like to try this out with your students in 2015, it is half off right now.

 

What do you think? Is there anything we could add to this instructional time?

How I SEE Numbers: Part-Part-Whole

I think that it is a pretty good sign that our Number Talks are working when my firsties just start to EXPLAIN how they see a number before I can even ask the question.
They touch their little noses (our sign that they are ready) and are so eager to talk about how they see the dot cards, tens frames, or rekenreks.
I touched on skill this last year but after reading Number Talks and being more intentional about the cards I show, I see a BIG difference. 

I love having the conversation about how they see a dot card in different ways.  We even have a bulletin board right behind my table where I display the different ways that they see the same exact dot image.

This led to an idea...

I stated in one of my previous math posts about our routine of each student working with "their" number.  They are doing lots of different activities to help them see the different number bonds for a given number.  They are moving at their own pace and do not move on to the next number until they know the different parts of the number they are on.  You can check out that post HERE:)
I wanted to give them the freedom to visualize these numbers in their own way.  

I quickly went home and created something like this and tried it out on some of my firsties.

They really seemed to enjoy it, the activity tied to our daily discussions, and best of all...they were working on "their" number.  But, of course, I was not satisfied with just these sheets.  I needed more.

I made sheets for the numbers 3-10 that look like this (These are four different sheets).  I need differentiated materials for my groups because everyone is working at different levels.  This gives me some different options because some students can handle three problems and some can handle more.  Some kids need the whole number filled in right now and some do not.

But still...I wanted more because we are also working on to help them see the connection between addition and subtraction. 

What do you think?  I hope that it will be helpful to my firsties and your students!!  If you want to try it out...I put a sample up for FREE.  It is for the number five.  Otherwise, the full pack includes numbers 3-10!

 Are there any routines you are using to help with fact fluency?

Guided Math--A Starting Routine

Two years ago Natalie, Carrie (our amazing intervention specialist) and I started team teaching math together.  It was completely new territory for all three of us.  And, honestly, I was a little (nope...a lot!) freaked out about teaching math.  I have been a literacy girl my whole life.  Math...not my thing.

But....

Something changed that year.  I really think it was the passion that I saw in Natalie, our learning to co-teach for the first time, and our combined efforts for those kids.  I started to really love math.  Like, REALLY love math!!! This was a first. I wanted to read about math, research math, go to PD for math. 

And so I did and so did Natalie.  Together we came up with a game plan for our second year together.  Looking back on it, I think it was pretty successful.  We were happy with their growth and the changes that we made.  But also saw room for us to improve and grow (as we always do!)

Some changes we made for our guided math during  that second year: a set math routine, guided math templates for review, dot cards, and better learning space.

My groups always start with behavior expectations.  We use both CHAMPS and whole brain teaching.  I also remind my students that I am looking for their effort as mathematicians, not just correct answers.  We use this rubric and self-assess our effort at the end of group.

We also go over the learning objective for the group.  I have a binder that contains my daily guided math sheets.  On the front of the binder is where I write the "I can" statements for that particular lesson.  Last year my sheet looked pretty boring....this year....oh yeah!! It looks awesome!

Then it is time to start.  Before we jump into the meat of our lesson, I like to have a "warm up" period.  I do the same in my guided reading group.  (I do much better with a set routine, so I figure that they do too! ) Our warm-up begins with some type of dot-card.  Sometimes it is tens frames dot cards, two colored dot cards, or just one colored dot cards. 

The warm up continues but with some daily guided math sheets that Natalie and I created.  We wanted to practice/review skills that we had previously worked on.  But we wanted it to be quick.  We thought the best way to do this was to come up with templates that we could use every single day but with different problems.  We also wanted to be able to use them with different groups, meaning the problems on them could be easy or hard, depending on the group level. So we did.  We came up with a binder full of them :)

We created sheets for:
Telling Time
Geometry
10 more/less
1 more/less
Multiples of 10
Place Value
Missing Part
Story Problem
Fact Families
3 Addends
T/F Equations
Data/Graphs 

We put all the sheets that we made into sheet protectors.  This way we could write on them and erase them quickly.  We really wanted this to be quick.

Each week we would look at the skills that we had previously taught and the skills that students were still struggling to grasp.  Those would be the "quick" sheets that we would do during this time.  Typically, I would do about 2 to 4 sheets a day.  But it all depended on how much time we had to spend on each sheet/problem.

Here is an example: if my group was struggling with missing addend.  Then we would work on that sheet during this "warm up" time.  I would write the problem on the sheet with dry erase marker.  Then I would hold up the binder for my group to see.  They would solve the problem on their own, using a strategy that worked for them.  After they had their time to think, they would either tell me the answer to write in or they would write it in with the marker.  We would discuss the different strategies used to find the answer.

Another sheet that I did use just about every day was number identification.  They got really good at this and we could complete the sheet quickly and with very little think time.

 Then there were other sheets that I used periodically because it came pretty easily for them, but I wanted to ensure that they did retain the material over time.

Once our warm-up/review sheets were completed, we jumped right in!  Our guided math lesson went in to full swing.  I always teach the skill, we do it together, and then they do it on their own.  My guided reading lessons follow a very set routine.  But guided math is different.  My lessons are sometimes games, sometimes partner work, sometimes they create something.  It just depends on the skill and the best way to teach it.

But my warm-up routine is one part of our group that remains constant and is never skipped.  I really found that my students truly learned from each other during this period in the group.  The dot cards and sheets really allowed my students to have good conversations about how they solved the problems.  I would watch, over time, students tried out new strategies because they saw someone else in the group using it.  Because of this, the confidence in the group would strengthen and they got really good at these quick sheets!  I was able to create more challenging problems, since the templates are blank.

This was a really positive change that we made to our guided math groups and I will use them again this year.  I even added some more!

But I am always looking to better to my skills.  How do you set up your guided math group routine?