Share and learn from each other by posting comments, photos, and videos.
I had already done page 141 (Lesson 5-1) in Expressions, so I had students work on page 152. Many of them struggled with it the day before, or were uninspired to complete it. Thus, the next morning (Tuesday after our last class) I had them complete problems 19-30. I simply told them to work with their partners. When they both finished the problems, they were to use a highlighter in order to highlight any answer that was greater than 10. They couldn't get a highlighter until both of the partners were finished. I circulated to see that the higher students weren't just giving their partners the answers, though I suspect some of that happened. Nevertheless, there was much more discussion and learning going on due to this simple motivator. Not sure that each of the struggling students learned how to solve the problems, but I noticed some good communication and teaching going between partners. At the least, the higher students were more willing to complete this page than they were the day before. I like this technique, and will plan to use versions of it moving forward. Thanks !
My 5th graders began Unit 5 last week (division). After our teacher Monday class, and meeting with Jen and Brenda from Loma Verde, I introduced my class to the same problem of the month they are using. My class had trouble discussing the problem, and working together as a team. Several of them wanted to just find the answer. But we persevered, did a story board, came up with an equation, and wrote about the problem. After the lesson, I felt frustrated. Upon reflection, I believe part of the problem my class had was understanding the language I used in the directions. We will try part B after the break.
Today we completed page 213 in our Math Expressions workbook. I applied some re-engagement activities to the page and had the students complete in their math notebooks. We chose one problem to show our thinking and explain, model why it is correct. We write conjectures. Last, we designed a real-life scenario for one of the problems. My students were successful in showing/explaining their thinking. The students needed a bit more direction in creating a conjecture. After a few students shared their conjectures, they had a great conversation about how they could apply. They kept saying, "These are rules for the next year's class learning this concept." Their scenarios were a little shaky. I'm looking at a good way to use these scenarios as working examples/problems for the class. Working on this part still...
I am not so sure that our "Worksheet Fun" was very fun for my students. I think it was a good review, however, to help some of them see a strategy or two that they have opted not to use in awhile.
I am seeing growth in their use of the mathematical practices and I get so excited when they casually share their conjectures with me. I teach math in small groups (centers) and I had planned to introduce a poster of "Our Math Conjectures" to the whole group, but ran out of time. I will do this after break. They are coming up with great thoughts and I want the whole class exposed to them!
Here are a couple of conjectures that made me tingly inside:
13 - 5 = ?
Conjecture from an EL student: 3 + 5 = 8, so 13 - 5 = 8
When I first saw this on her paper I had her explain her thoughts to me because this made no sense to me. She decomposed the 13 into 10 and 3. Then she added 3 and 5 to get 8. I was teaching my class to turn it into an addition problem first to compose a ten like this: 5 + ? = 13. 5 + 5 + 3 = 13. 5 + 3 = 8.
If we were to prove this conjecture we would realize that it doesn't work (e.g. 15 - 6 = ?; 5 + 6 = 11; 10 + 11 is not the same as 15 - 6), but the point is that she is looking for a pattern (MP7), structure (MP8), and is thinking of numbers in different ways (MP2). That excites me!
Conjecture from an EO student:
Student: Mrs. Prince, I see a pattern! 9 minus 6 is 3 is the same as 3 plus 6 is 9! The whole row is like this!
Me: How do you know?
Student: (Pointing at the row of vertical problems) Because it's adding when you go up!
My students have done such a great job "talking" about our math problems lately. I am challenging my TK/K class to use our math sentence starters to share out their ideas and explanations of problems. I videoed their responses for the first time last week. I have decided for the problem that our grade level came up with together, to completely take paper and pencil out of the task for a bit. My class was able to explain what they did with manipulatives, but could not grasp an explanation of what they drew on paper.
I worked on revamping a already designed worksheet. I began by focusing on just 8 problems instead of an entire sheet. I then made a color coded system when students would color in the place that needs to be regrouped or ungrouped. Using that data, students worked in pairs to write an conjecture on when regrouping or ungrouping is required. I believe it was much more targeted and actually understood instead of just quickly adding or subtracting tons of problems.
This morning we did some review work (to get the kids back in school mode) using some re-engagement activities. The students really liked looking over the problems, they compared it to our "treasure hunting" or close read work. The conjecture part I'm still trying to work through. After trying this today, I think because I'm still working on understanding the concept or writing conjectures, my students are too. We struggled a bit. I'm looking forward to discussing it this afternoon!
My class used a page out of our Expressions worksheet. We talk about 1 more than/1 less than all the time and they seem to understand it at circle. When I had the worksheet in front of them and had them talk to a neighbor about a problem that's answer was 1 more than two they could all tell me it was three but were confused with the direction at first about circling all the answers that are one more than two. It is interesting to change a little part of what they do and how different it seems to them.
I changed a "boring worksheet" into a "more engaging worksheet" during our fractions unit. The questions were regarding adding and subtracting fractions with like denominators.
I used the questions we learned in class, such as:
1. Which problems have an answer greater than 1? How do you know?
2. Which problems have an answer less than 1? How do you know?
3. Write your own conjecture to explain your thinking.
4. Use a number line to add or subtract the fractions.
5. Design a real life scenario or situation to describe each fraction expression.
My students completed, Problem of the Month on “Piggy Bank” instead of Worksheet Fun as they still struggle with identifying coins and knowing their values when we visit places (ex: restaurants and supermarkets) during community outings to practice social pragmatics.
All students surprised me with their knowledge of money and were able to add on different values (1, 5, 10, 25) depending on coins chosen randomly with flexibility as well accuracy. 3 out of 4 boys needed to be challenged and were excited to show what they can do during one-on-one setting. The activity was very much a game to them and they all showed willingness to stay on task and be fully engaged.
I was proud of the effort and smiles exhibited all through the lesson. Many times, even 20 minute mini lesson can seem long and arduous. Thankfully, all students were utilizing multiple modalities and with visual supports, they solved the Problem of the Month with ease.
The worksheet that we changed from the book was too much for my kinders. I ended up doing another word problem with manipulatives and they recorded their thinking in their notebooks. The problem was, there are four kids and they each have two balloons. I am finding that the debriefing time is when many students have aha moments. They are learning from their peers explanation of ideas and drawings on the white board.
When I had the students do the "fun worksheet" they actually enjoyed it because they could pick 5 problems that they wanted to do. Since then I have let students choose a few problems to do and the not the whole page and I notice that I have students work harder because they are in charge of choosing what to do.
I have a difficult time taking a "boring" worksheet and revamping it. If I am having them do a worksheet from the book, it is because I think it provides good practice. First graders are generally excited about whatever you are excited about, so I always try to be having fun with the worksheets. Many of the students ask me for more, but I am opposed to just giving them busy work that they have already shown me that they know how to do.
Write something about yourself. No need to be fancy, just an overview.