[marialignos]

in reply to: 4.2 – Rich Tasks & Activities (Note: Under Project Banner) #3880

I will be teaching second grade this year. At the beginning of the year I will try playing the card activity Targeting 100. As the year progresses, and if this was a successful activity, I will then have them play the same card game but Targeting 1000.

[marialignos]

in reply to: 4.1 – Math Strategies #3879

It is summer so I am unable to implement the new strategies I am learning until school starts next month. I believe my biggest challenge will be getting away from stressing the importance of math rules.

[marialignos]

in reply to: 3.3 – Checks for Understanding #3875

I like 5 words, similes, analogy, exit/entry tickets,and of course my observations. I do not use color cards at all.

[marialignos]

in reply to: 3.2 – Solve this Problem #3874

I would make pies for each of the fractions. and as williwoodz stated the amount of slices would be the denominator and then I would have them shade the numerator.
This should reinforce the concept that a fraction is part of the whole.

[marialignos]

in reply to: 3.1 – Progression Ah-ha’s and Wonders #3873

FYI, I had to watch the videos on You Tube because there was only audio in the course.
I thought all the videos were fascinating. The biggest take away for me is the realization on how important the need for visuals are.

[marialignos]

in reply to: 2.3 – Number Sense Strategies #3872

When school starts I will incorporate, as bell work, a none math question whose answer will be either never, sometimes, or always. Then segue that into the math lesson. I will also start using math talk in our morning greet and chat time.

[marialignos]

in reply to: 2.3 – Number Sense vs. Math Fluency #3871

Number sense is knowing how numbers work together. Math fluency is the ability to recall math facts quickly.

[marialignos]

in reply to: 2.2 – Math Problem Solving Strategies #3870

It is summer right now so I do not have any students.
I would teach this by drawing a diagram of the board showing 6 columns and 9 rows. I would then have them count out the 54 squares. I would then ask them, “if we need a total of 63 squares and we already have 54 squares how many more squares do we need?” They will then subtract 54 from 63 and come up with 9. I would then ask them how this information can be used to solve our problem.

[marialignos]

in reply to: 2.1 – Math Fluency Challenges #3869

My students are allowed to use tools and manipulatives, other than calculators, to solve problems. I also pair students in groups of two and have them quiz each other with flash cards. During transition times or when students are lined up to go to a special I randomly ask them a multiplication question. If they get it correct they get a point. At the end of the week points are then traded for special privileges. I also have multiplication rules posted on the wall, for instance, anything times 0 = 0, anything times 10 you add a 0.

[marialignos]

in reply to: 1.3 – Learning Retention Ideas #3862

Before introducing a new topic I often find a fun,catchy song to play. Jack Hartmann is an often go to. I then play that song at the beginning of each lesson. It also gets the students up and out of their seats and gets them moving.

[marialignos]

in reply to: 1.3 – SHARE: Math Learning Retention #3861

In my class there is a need to review borrowing and regrouping.

[marialignos]

in reply to: 1.2 – SHARE: Math Misconceptions: What would you do? #3860

First I would ask the student to show me how they arrived at either answer.
I would then ask them if they thought it may be easier to write the problem vertically.
If they lined up all the columns correctly I would remind them to use their tools.

[marialignos]

in reply to: 1.2 – SHARE: Math Myths and Truths #3859

As a student:
I believed either you were good at math or not. I was not good at math.
I was told I needed to just memorize the rules.
I was told we learn from our mistakes.
I did not believe math was an exploration or creative.
I did believe it was all about getting the right answer.
As an educator:
I believe anyone can master math though it comes easier for some.
I still feel you need to memorize math rules.
I know we learn mistakes.
I know that creativity and exploration is important in mastering math problems. You can solve a problem more than one way.
I feel learning the process is more important than just getting the correct answer.

[marialignos]

in reply to: 1.1 – SHARE: Understanding Yourself as a Learner #3858

I was very comfortable solving the problem.
When I first saw the problem I thought to myself this is a piece of cake.
I knew I had the strategy to solve the problem. I shop a lot and am always looking for a sale. So I knew how to figure out the actual price of the item.
I got the correct answer but knew I would so I did not particularly feel anything.

[marialignos]

in reply to: Tracking Student Progress #3855

I plan on using the Phonological Awareness chart moving forward too.

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