Skip Counting By 5s And World Connections

Most of my new thinking happens during the summer when time for reflection happens for a longer period of time.   Figuring out how my math lessons can be more exciting to children and at the same time building deeper connections with math and how the real world can be integrated within the school year.


September 22, 2011 Math Lesson:  Skip counting by 5s

Made a collection of printed material through advertisement, local city magazines, county and metroplex newspapers, postcards and we (1st grade students) had prior practice of skip counting by 5s through song and 100 t-chart.  We made real world connections by using the collection of print numbers.   Students viewed, cut and pasted numbers through skip counting by 5s until they reached 100.  While students were discovering numbers, organizing and sequencing their information, and having discussions within their groups about the numbers they found; upbeat music was played in the background.

Below is a partial sample of work:

Mathematical Symbols and the Elementary Student

Wowser!!!  Such BIG words (mathematical symbols) for a little youngster!!!?  Nah, not really!  It is perfectly fine to use this GIANT of a word in the classroom.  Little ones need to have a deep understanding of the mathematical symbols { +, –, =, <, >, x, ÷, ≠, ¢, $}.  What are some good ways/activities to develop understanding in the area of mathematical symbols?  How about making a collage of items using recyclable advertisement, magazines or newspapers and then adding these mathematical symbols to the student's collage!  Not only that but making a student's own personal book collage of their own understanding of these mathematical symbols.  In the coming weeks, I will be displaying some of my ideas (student work) on how I'm doing this in my own classroom.   Have a great week, Educators!!  YOU make America great! 

Fun Times in the Math Classroom

This past Friday, August 26, 2011, we (my 1st graders and I) were working on our first math word problem.  This is what happened:  

Teacher:  If Bill ate one jelly bean on Sunday, two jelly beans on Monday, and three jelly beans on Tuesday, what do you think will happen on Wednesday?

1st Grade Student:  He will have lots of cavities.

Teacher:  True....but...

What interesting and funny stories happened to you in your math classroom this week?

Back to School: 4 Visible Maneuvers to Lead Students to Rise to Expectations

Have a student that just does not feel motivated to follow through classroom expectations?   My life in the classroom for the last 17 years has been quite a wonderful journey!  Teaching students from Pre-K through 6th grade as well as raising one of my nieces, I have most certainly seen my fair share of happenings.  Here are the top 4 visible maneuvers to lead students to rise towards classroom expectation:

1. When talking with a student, maintain full eye-contact to show that you care and want the best for them.
2. If they need to finish a project/activity, hold them accountable by writing them a short message that you expect the project/activity to be completed. (Use their first name several times during the conversation when handing him/her the short message.)
3. Show the student personally (one-on-one) the task to make sure they understand the assignment. (Another example of how to show the student that you care about them and their progress in your classroom.)
4. When you see them moved towards the classroom expectation, make sure that the student is recognized for moving towards the expectation by giving them a verbal or non-verbal praise.  (High 5, "Way to go!", ect...)

5 Back To School Organizational Ideas for an Elementary Math Classroom

The following are 5 quick organizational ideas to integrate for the 2011-2012 elementary math school year:

1. Have a math journal for each of your student so they can write about their learning in this subject.
2. Have 4 or 5 math centers ready for students to use the first week of class.  
3. Look at past performance and/or prepare a pre-test to give out the first week of school to see what a students knows about math and see which students needs to advance and who needs more practice in a particular skill.
4. Have a math absent folder.  Use this folder to insert math assignments that a student will need to complete because he or she has been absent/sick.
5. Buy motivational stickers or stamps to give to students when he or she is making an effort to understand math, participates in class, or makes good choices to help him/her advance in her/his studies in math.

What are your organizational ideas for elementary math?

Salt, Sour, Sweet and Bitter and the Four Basic Math Operations

There are four basic flavors in food:  salt, sour, sweet, and bitter.  Can our taste buds be explained mathematically???  I pondered upon this question...  This is what I scribbled down...

salt = addition

sour = subtraction

sweet = multiplication

bitter = division 

Hmmm... What are your thoughts about this?

5 Immediate Responses to Win Over An Elementary Student's "I Can't Do This!" School-Attitude

Students do a great job at learning different math skills throughout the school week.  There are other times where one particular math skill is just proving too hard to understand and make any sense to the elementary student.  Oftentimes, the student gives up and says outloud, "I can't do this!!"  How is the classroom teacher suppose to respond?  The following are 5 immediate teacher responses that help the elementary student overcome challenging math obstacles:

1.  After you hear the student say, "I can't do this!", address the student and say, "Let's see what we can do to make this easier for you."  Right then and there, you are letting him or her know that it will take the teacher and the student to resolve the issue.  Also, you are making the student aware that you want to help and that you don't want him or her struggling over the math skill but feeling confident that he or she has mastered another math skill.

2.  Identify where the student is struggling with the math skill.  Work with the student until he or she can work independently. 

3.  Provide encouragement/positive reinforcement while working together on some problems.  Monitor closely throughout independent practice time and say something like, "I knew you could do it!"

4.  Provide immediate feedback on the student's math progress for the day. (One example, check all math assignments given for that day.)

5.  Write a quick, positive, short comment and give to the student.  This will remind the student that they can overcome a challenge.   With help and support from the teacher,  the student can have an "I CAN do this!" school-attitude.

How have you helped students who have an "I can't do this!" school-attitude?