Math on Mondays

Hey Everybody!  I hope you all had a super day today.  I am trying very hard to get back into this blogging routine. Between school and home responsibilities in can be tough.   Amen ????

So.... for the rest of the calendar year I am going to talk about math on Mondays.  Today I am going to give you a brief overview of how we have started off the year.  I have been in school for 3 weeks.  Today is day 15 for us.

I am to follow the Investigations series.  For the most part I love it!  However, at times I thinks it moves too fast for my little team of folks this year.

We have started daily data.  For now in our class we have one question a week.  On Monday we answer the question.  On Tuesday we draw the diagram in our notebook.  On Wednesday we tally.  On Thursday we make a graph and on Friday we write a number sentence and put our data into words.  We will follow this pattern for a few more weeks.  Our daily data is displayed on a magnet board I have attached to a  bulletin board.  

Students record their daily data in a spiral notebook that was cut in half.

  I am working on the children with how to record all their data on a two page spread.  This is supposed to be a quick routine we do every day.  At this point my students are not able to do anything quick.

We have also began our introduction into money.  We created this chart. as we explored the coins.

I changed the way we keep our money.   I like these Glad containers better than the ones I have used in the past.  Students have an easier time getting the coins out. 

What have you been doing in math so far this year?

101-200 Number Chart

This year I wanted a number chart that went to 200.  I looked everywhere and I couldn't find one.  So I had to make my own. 

I had two 100 pocket charts.  I hung them together and made number cards from 101-200.  I even made multiple colors like the chart orginally had.  This is the result.

 

101-200 Numbers for Pocket Chart

I am slowly getting everything ready for the start of school.  Teachers return on August 13 and students return on August 20.  It will be here before we know it.

Math Materials--Organized

Last year during the Math Workstations Blog Book Study I organized my math materials.  I only kept enough materials for one class.  I stored them in my math cabinet.  You can find my labels here.  Throughout last year I made a few changes.  Here is what it looks like now.

Inside the containers I placed smaller containers filled with enough materials for one or two children.  This made it easier to place materials in the math workstations.  We were also able to pass out and put away materials quickly.

For money and two sided counters,  I used the small Glad plastic containers that you can find just about anywhere.  There is no specific number of coins or coutners.  The children just have to make sure all coins and counters are in a container.

For Base Ten Blocks I used sandwich containers.  Each container has  2 hundreds, about 23 tens 25 ones.

If you will remember I store my number cards like this:

This year I have taken paper punches and punched designs in the cards so we can keep them together.  Each number card set has the same punch,  that way if one card is missing I can tell which conatiner it belongs to.

I store the number cards in these boxes like the ones that lunch meat come in.  I "modgepodged" the numbers on the containers.  Hopefully, students can keep the number cards organized.

Flash Cards:

I have students practice math facts fluency before they do any work in the math workstations.  I give them a small number of flash cards and they have to work with their partner to answer the facts.  I keep my my facts in travel soap containers.

Once again, I "modgepodged" numbers on them hoping to keep them organized throughout the year.

Math Workstation Preparation

Hey Guys!

I started getting my math workstations ready in preparation for the new school year.  I added new labels to my boxes with tape.

I use number cards for tons of things in math.  Last year we kept getting our cards mixed up.  This year I have taken paper punches and punched designs in the cards so we can keep them together.  Each number card set has the same punch,  that way if one card is missing I can tell which conatiner it belongs to.

I store the number cards in these boxes like the ones that lunch meat come in.  I "modgepodged" the numbers on the containers.  Hopefully, students can keep the number cards organized.

I have students practice math facts fluency before they do any work in the math workstations.  I give them a small number of flash cards and they have to work with their partner to answer the facts.  I keep my my facts in travel soap containers.

 

Once again, I "modgepodged" numbers on them hoping to keep them organized throughout the year.

I have copied the flashcard on colored cardstock.  Each group gets a different color.

I made the flash cards to fit the needs in my room.  I have addition and subtraction facts to and from twenty, doubles and multiple addends.  I have upload this in my TPT store if you are interested.  Here is what is included.

If you have read this entire post THANK YOU!  There is a free download of the doubles flashcards on my facebook page.

Don't forget about my giveaway!  It ends Sunday night!

Guided Math Book Study {Chapter 3}

Chapter 3 is being hosted by two fabulous bloggers.  Read their thoughts on this chapter, it doesn't get any better.  Michelle from Making It As A Middle School Teacher has a great video and Tania from My Second Sense has a post full of visuals and great information.

              

Chapter 3 was all about using math warm-ups.  This is how you start your day.  I think we all agree that the morning routine sets the tone for the day.   I think that each teacher has different routines.  I know in my classroom, my morning routine has a variety of math and writing.  I am required by my district to have writing portfolio time for the first 20 minutes of the day.  While my students are doing this they are also completing X-tra math on the computer and writing in our number of the day notebook. 

This chapter describes in detail Math Stretches to begin the day.  Ideas are also provided on how to incorporate them into your classroom.

• Data Collection and Analysis Math Stretch (pgs. 70-78)----This is something we do with our math routines.  On Monday students are given a question to answer.  Each day has a different routine related to our question of the day:  count and tally, graph, record with different equations and write a story problem.  Students record this in their math journal.  As the year progress so do the questions.  We start with Yes/No graphs, followed by single loop, double loop and triple loop.  I use sorting hoops like these, however, my are magnetic and attach to my board. 

• Number of the Day Math Stretch (pgs. 78-79)---This is my favorite math routine we do.  This year after weeks of modeling we used a notebook where everyone wrote their response and we discussed at the end of math class.
• What's Next? Math Stretch (pgs 8--81)--I can't wait to use this.  My students have such a hard time with this concept.  This will become part of my routine this year.
• How Did My Family Use Math Last Light? Math Stretch (pgs 81-84)---This will be interesting in my district.  I can't wait to see some of the responses I get.
• Makes Me Think Of...Math Stretch (pgs 84-85)--WOW!  This is very new to me.  Can't wait to see this implemented.

Sammons discuss the importance of planning the math stretches.  She has a chart on pg 86 for suggestions on how to plan for a week.  She also discusses mathematical current events and classroom related responsibilities.

The last section of the chapter is devoted to the calendar board.  Every teacher in my school has an Every Day Counts calendar kit they we use.  We also add things as we see fit.  I would love to "beef up" my calendar. 

Guided Math Book Study {Chapter 2}

Chapter 2:  Using Guided Math to Create a Classroom Environment of Numeracy

I keep thinking that this is all about how we should teach math like we teach reading.  Our classrooms should also have a environment rich in numeracy.  How can we find a balance in our rooms of both numeracy and literacy?

The chapter begins with the foundational principles of a guided math classrooms (pgs 34-37.)  Followed by suggestions for building a classroom learning community.  The author stresses "Communication is at the heart of mathematics-to clarify thinking, to express ideas, to share with others, to justify processes, and to explore relationships" (Sammons, pg 39).  Next, the book discusses the classroom arrangement including the home area, large group meeting area, small group area and workshop area.

Organization and Storage of Materials---My math organization works for me and I made very few changes this year.  I  have a math cabinet where I keep the math manipulatives.  All the containers are labeled.    I have written a post about how I organized my math cabinet here. 

This year I purchased these containers.  We put our money, counters and other small items into these smaller containers and then placed them in the larger one for storage.  The containers worked great for me.

At the end of the chapter, Sammons discusses ways to make your classroom a numeracy-rich environment.  They are:

• Student Calendars or Agendas
• Manipulatives
• Problems of the Day and Problems of the Week
• Word Wall and Vocabulary Displays
• Math Journals
• Graphic Organizers
• Class-Made Charts
• Tools for Measuring
• Math-Related Children's Literature
• Math Books by Student Authors
• Math Connections to Other Curricular Areas

This Chapter is hosted by Dana at 3rd Grade Gridiron.  She has a fabulous video on her page describing the chapter that you must see.

If you missed Chapter 1 check out Brenda over at Primary Inspired.  She hosted Chapter 1.

Guided Math Book Study {Chapter 1}

I'm a little late to this party/link up, thanks to life's little turns and twists.  But that's what make life so fun.  Right?

Chapter 1 begins with a brief discussion of how math was taught years ago, followed by an introduction to the instructional components of the Guided Math Model.  It also gives a brief overview of how this would look in a classroom.

Instructional Components of the Guided Math Model

• A Classroom Environment of Numeracy 

This is a math rich environment.   Sammons writes on pg 18 "An organized mathematical support system for students requires that we encourage children to use manipulatives, compute, compare, categorize, question, estimate, solve problems, converse and write about their thinking process."  More information about this will be in Chapter 2.

• Morning Math Warm-Ups and Calendar Board Activities  

According to the book these warm up takes place in the morning and will start your day.     I still wonder about the arrangement, setup of the calendar is the second grade classroom.  We will find more information and ideas in Chapter 3.

• Whole Class Instruction

A very traditional instructional method that has a place in the Guided Math Model.  This can be used to introduce the concept to all students.  More information can be found in Chapter 4.

• Guided Math Instruction with Small Groups of Students

How often do we use this model in our reading instruction?  I think it is time to incorporate this in our math instruction.  "This allows teachers to closely observe student work, monitor student attention, provided strong support for struggling learns and provide extra challenges for proficient learners." write Sammons on page 21.  Check out Chapter 5 for more information.

• Math Workshop

This is what the children are doing while you meet with a group.  I think math workshop is essential. With the help of my AMSTI specialist I was able to successfully implement a math workshop in my room.  I will tell you all about it during Chapter 6.

• Individual Conferences

WOW!  This is an area that I need to work on.  This is something my entire faculty has chosen to focus on this year.  In the fall, my school is to begin a book study on Number Talks by Sherry Parrish.  This is also covered in Chapter seven in Guided Math.

• An Ongoing System of Assessment

This is how you determine your groups.  What assessment to you use?  I can't wait to read Chapter 8 so I can learn more about the different types of assessments.

I was trained with the AMSTI model for math instruction and we use the Investigations math series.  I think this lends itself to the Guided Math Model.  In our program we currently have in place whole group instruction, math workshop and a  number of the day routine. I need additional work with structuring and implementing my guided math instruction.  I am lacking with ongoing assessment and individual conferences.  I how to improve these areas over the summer.

I am linking up with Brenda at Primary Inspired

Math Workstations Blog Party Week 7

This blog book study has been wonderful! I have learned so much from all the other bloggers. The resources available now are just awesome! There is something available for everyone. I can't believe this is the last chapter. I can't wait to see how everyone implements this once school starts back in August.

Today my post is in response to Chapter 8: Measurement Work Stations.

Below I will give my answers to the guiding questions on our Math Work Stations Book Mark that I got from Deedee Wills over at Mrs. Wills Kindergarten.


How do you support math vocabulary (math talk) at measurement stations?
Modeling the correct vocabulary and the language you want the students to use is so important. I think that the use of math talk cards and anchor charts will aid children during their workstations. I like the anchor chart on pg 185 as an example.

What student activities help support your student’s understanding of measurement (length, weight, capacity, and time)?
Debbie Diller has provided wonderful examples in this chapter. I love the example where students use a balance scale and measure with standard and nonstandard units at stations. I also like the clock match activity on page 195. I plan to incorporate many of the ideas from the book into my work stations. I will also use many of the ideas other bloggers have shared over the summer.


What is your student’s favorite measurement work station/activity?
I think the students will love an activity called "How Far Can You Jump?" The students work in groups of 2-3 students and jump three times once as a frog, once as a bunny and once as a kid. Students will then measure how far they jumped each time and record. They must chose the unit the to measure. Students will share results with the class.

This chapter's blog book study is being hosted by Lory's Page. Please head over to her blog and her post on measurement as well as many others.